Wikienfk5 - User contributions [en]

Landscape Democracy 2015 Working Group B - Case Study 3

2016-01-21T19:30:33Z

Elizas: /* Stakeholder Mapping */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|200px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaign against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== Stakeholder Mapping ==

''Create a visual representation of the stakeholder groups that are involved in your case. Try to cover the following aspects in your representation: Power (high, medium, low) / Support (positive, neutral, negative)/ Influence (high or low)/ Need (strong, medium, weak)+ also map the relationships between the stakeholder groups''

<gallery caption="Stakeholder Map" widths="600px" heights="300px" perrow="1">
File:Onion_Style_Stakeholder_Map.png|Stakeholder Map
</gallery>

== Change Scenario ==

''Look at the various methods and tools available and think how they can be applied creatively. Think about the needs of different stakeholder groups - you may need a methodical mix to address them all. Visualize a scenario illustrating how these methods/tools can be applied within an imagined time frame ''

<gallery caption="Change Scenario" widths="600px" heights="300px" perrow="1">
File:mychange szenario.JPG|Change Scenario
</gallery>

== Cross cutting theme ==
Identify a cross-cutting theme/topic between the cases of your group and write a short reflection on it (approx. 150 words)

== Concluding reflections ==
Reflect on your case and your change model. Potentials? Limitations? (approx. 150 words)

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

File:Onion Style Stakeholder Map.png

2016-01-21T19:29:57Z

Elizas: Stakeholder map showing representation of the stakeholder groups that are involved in the case. Showing the Project team in the core, those who are directly affected in the following layer, and those who are indirectly affected in the outer layer.

Stakeholder map showing representation of the stakeholder groups that are involved in the case. Showing the Project team in the core, those who are directly affected in the following layer, and those who are indirectly affected in the outer layer.

Landscape Democracy 2015 - Working Group B

2015-12-24T22:29:16Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions (by Fernando Montano)''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012) (by Eliza Salman)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:Group_B_-_Concept_maps_synthesis.jpg|''Concept map 4 - Theme context:Group Synthesis of the four themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T22:28:59Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions (by Fernando Montano)''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012) (by Eliza Salman)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:Group_B_-_Concept_maps_synthesis.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

File:Group B - Concept maps synthesis.jpg

2015-12-24T22:28:31Z

Elizas:

Landscape Democracy 2015 - Working Group B

2015-12-24T21:56:49Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions (by Fernando Montano)''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012) (by Eliza Salman)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T21:55:19Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions (''''by Fernando Montano'''')''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses ('by Ula Cryer')''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T21:53:32Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions ('''by Fernando Montano''')''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses ('''by Ula Cryer''')''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T21:51:53Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Participatory Action Research Toolkit: An Introduction to Using PAR as an Approachto Learning, Research and Actions''
Image:PARTICIPATORY_ACTION_RESEARCH_TOOLKIT_SIDDHARTH_ASSINMENT2.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T17:44:55Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012)''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:yourconceptmap.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

Landscape Democracy 2015 - Working Group B

2015-12-24T17:44:21Z

Elizas: /* Assignment 2 - Concept Mapping of Seminar Topics */

--> Back to [[Working_Groups_Seminar_Landscape Democracy 2015|working group overview]]

''Dear working group members. This is your group page and you will be completing the template gradually as we move through the seminar. Each member has an individual page for documenting his/her personal case. Good luck and enjoy your collaboration!
''

== Assignment 2 - Concept Mapping of Seminar Topics ==
*''You can read more details about this assignment [[Landscape_and_Democracy_Assignment_2:_Concept_Mapping_of_Seminar_Topics|here]]''
*''Please add your concept maps here by replacing the dummy image. Your map needs to have a new file name:''

<gallery caption=" " widths="200px" heights="150px" perrow="3">
Image:European Landscape Convention_C.jpg|''European Landscape Convention (Fernando Montano)- Theme context:Policy frameworks, laws and resolutions''
Image:Landscape_concepts_-_why_is_landscape_beautiful.jpg|''Why is Landscape Beautiful?''
Image:10_principles_of_Landscape_Approach.jpg|''Sayer, Jeffrey; et al.; (2013): Ten principles for a landscape approach to reconciling agriculture, conservation, and other competing land uses (by Ula Cryer)''
Image:yourconceptmap.jpg|''Concept map 4 - Theme context:Group Synthesis of the three themes''
</gallery>

== Assignment 3 - Landscape Democracy Cases in your Environment ==

*'''Assigned: Tuesday, October 27'''
*'''Due: Monday, November 30'''

''There is one template page for each group member. You can read more about the assignment [[Landscape_and_Democracy_Assignment_3:_Landscape_democracy_cases_in_your_environment|here]] ''

=== [[Landscape Democracy 2015 Working Group B - Case Study 1|Working Group B - Case Study 1]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 2|Working Group B - Case Study 2]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 3|Working Group B - Case Study 3]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 4|Working Group B - Case Study 4]] ===

=== [[Landscape Democracy 2015 Working Group B - Case Study 5|Stari Grad Plain on the island of Hvar]] ===

=== Presentation Slides Assignment 3 ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:Case_study_Ula_Cryer-1.jpg|Public life vs. car traffic 1
Image:Case_study_Ula_Cryer-2.jpg|Public life vs. car traffic 2
Image:Medellin1.JPG|Urban Renewal Medellin 1
Image:Medellin2.JPG|Urban Renewal Medellin 2
Image:Summary Ula Fernando Eliza.jpg|Summary
</gallery>

== Assignment 4 - Landscape and Democracy: Collaborative Project - Change Scenarios ==

*'''Assigned: Tuesday, December 1'''
*'''Due: Tuesday, January 25'''

* Your case study templates will be extended with additional sectionsn for documenting a change model
* You can read more about the assignment [[Landscape_and_Democracy:_Collaborative_Project|here]]

=== Presentation Slides Collaborative Design ===

<gallery caption=" " widths="150px" heights="150px" perrow="4">
Image:groupB_slide1.JPG|slide 1
Image:groupB_slide2.JPG|slide 2
Image:groupB_slide3.JPG|slide 3
Image:groupB_slide4.JPG|slide 4
Image:groupB_slide5.JPG|slide 5
</gallery>

----

[[Category: Landscape Democracy 2015 Working Group]]

File:Landscape concepts - why is landscape beautiful.jpg

2015-12-24T17:42:56Z

Elizas:

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T04:10:20Z

Elizas: /* Reflection */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaign against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:26:16Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaign against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:25:43Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaigning Day against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:25:23Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaigning Day against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:25:04Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaigning Day against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:24:34Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

'''Students engaged in different activities on the University campus'''

{{#ev:youtube|https://www.youtube.com/watch?v=xtM87SrnN0U}}

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

'''Pause campaigning Day against violence in Jordanian universities'''

{{#ev:youtube|https://www.youtube.com/watch?v=HPW_Gd86ZZk}}

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:09:53Z

Elizas:

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:08:22Z

Elizas: /* Reflection */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:07:54Z

Elizas: /* Representation of your observations */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:07:40Z

Elizas: /* Rationale: Why have you chosen this case for the landscape and democracy seminar? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:07:18Z

Elizas:

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:06:54Z

Elizas: /* Reflection */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:05:38Z

Elizas: /* What could be a starting point for democratically-based change? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and Public participation in finding solutions:'''

Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T03:05:19Z

Elizas: /* Reflection */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

'''Students do not feel pride and sense of ownership of their own university campus:'''

The violent acts that some student commit lead in many cases of destruction of public property, which these student do not feel that they are responsible for, nor feel that they own them and they have to take care of them.

'''Solutions that do not seem to solve anything:'''

Many of the attempts that were taking to try to eliminate the problem are not working, and seem to cause even more problems, like limiting the access of the campus only to students, to prevent any outsiders to enter the site. And this only seems to make the problem bigger, as many outsiders attempt to sneak in.

=== What could be a starting point for democratically-based change? ===

'''Student and Public participation in finding solutions:'''
Engaging the student body as well as the society in conversations to find real solutions for the problems of the campus, as well as making the site open access to all citizens to enjoy, instead of social segregation and making it a forbidden place, this may increase the sense of responsibility of the public as well as students towards the site, as well as balance between different social classes.

'''Student participation in making their own places and improving the campus:'''

Allowing student to change and redesign the spaces in a way that they can benefit from, it may be on a managerial level by making a project to improve the campus a graduation prerequisite for all students, or as a community service project for students that are known for causing problems instead of expelling them and trowing them into more problems. This will fill the students' extra time with work that is not only beneficial, but also increases their sense of achievement, and responsibility towards the campus and public property.

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T02:46:24Z

Elizas: /* What are the major challenges for changing the situation? */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''

The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''

Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it:'''

People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented:'''

In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

=== What could be a starting point for democractically-based change? ===

*Please add approx. 150 words for each questions

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T02:44:27Z

Elizas: /* Reflection */

---> back to group page [[Landscape_Democracy_2015_-_Working_Group_B|working group B]]

'''University of Jordan Campus'''
University of Jordan in the oldest and largest universities in Jordan in student capacity, hosting more than 31,000 students, and sitting in the heart of Amman the capital, on a spacious area of 1,200 thousand square meters. The land is changing between flat and mildly sloped, giving unique spatial experiences and theatrical changes of scenery between different spaces. The landscape is abundantly composed of pine and elm trees, as well as olive and other kinds of trees in some areas. The campus is semi-rectangular in shape and at its center students can find most of the facilities and services.The northern part of the campus is occupied by the dormitories for female students and faculty members housing units in the east and in the west the land is occupied by Humanities buildings. The southern part of the campus is occupied by the engineering, science and medical faculty buildings as well as the university hospital.

[[File:University_of_Jordan_Site_Key.jpg|400px]]

{| align="right" width="300pt" style="background:Gainsboro; color:black"
|-
| '''Place name''' ||style="background:Lavender"| '' University of Jordan Campus ''
|-
| '''Location''' || style="background:Lavender"|''Amman''
|-
| '''Country''' || style="background:Lavender"|''Jordan ''
|-
| '''Author''' || style="background:Lavender"|''Eliza Salman''
|-
| colspan="3" align="center" style="background:silver"| [[Image:Humanities_1.jpg|300px]]
|-
| ||style="background:Lavender"|
|-
| colspan="3" align="center" style="background:silver"| {{#widget:GoogleMaps
|width=300
|height=200
|lat=32.0164
|lng=35.8706
|zoom=13
|centermarker=yes
|maptypecontrol=yes
|overviewmapcontrol=yes
|largemapcontrol=yes
|scalecontrol=yes
}}
|}

== Rationale: Why have you chosen this case for the landscape and democracy seminar? ==
Landscape on the campus site of the University of Jordan, is rich and abundant in spaces where students can sit, walk, communicate as well as express themselves in many ways. Walkways and open spaces are sometimes used to exhibit artwork, certain points are gathering areas for poetry afternoons, and groups of friends enjoy playing the guitar in some corners of the landscape, or sunbathe under the warm spring sun in grassy areas. Some spaces are even used as starting points to running or cycling races. But it seems that all of that is not enough to provide a safe and hospitable environment, and a campus free of violence and harassment.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="5">
Image:Temporary_Photography_Exhibition.jpg|Temporary Exhibition
Image:Temporary_Art_Exhibition 1.jpg|Temporary Exhibition
Image:Poetry_Afternoon_Gathering.jpg |Poetry Afternoon Gathering
Image:Student_Representative_Elections.jpg|Student Representative Elections
Image:Students_Attempts_to_Recycle.jpg|Students' attempts to recycle
</gallery>

Many efforts were tried to eliminate the violence tendencies of some students, like further screening students that are accepted to the university, and not allowing outsiders to enter the campus unless they have a student card or a special permit, awareness campaigns of the negative effects of student violence, as well as punishing students that cause trouble on campus. But these efforts were met with increasing violence. All of the efforts that were tried where on managerial bases, of what the policy makers thought was a fit solution for the problem. However, public opinion, participation, and social conversations were never considered. Therefore I thought this case study was fit for the subject of the seminar.

<gallery caption="Site Observations" widths="150px" heights="150px" perrow="4">
Image:Places_that_Students_made_their_Own_1.jpg|Area Where student like to gather
Image:Places_that_Students_made_their_Own 2.jpg|Area where some female students like to gather
Image:Area_known_for_Student_Violence_and_Tribal_Gatherings.jpg|Common area for student violence
Image:Common_Area_for_Gender_based_Harrassment.jpg|Common area for gender based harassment
</gallery>

== Representation of your observations ==
* Student density is highest on the streets, and in front of building entrances, as well as around food service areas.
* On the site there are several designed gardens, intended for students to use and gather in, as well as areas that are left with pine and elm trees left in a natural style.
* Students redefined their own spaces, it is observed that they do not use all of the designed areas, some of them are abandoned, while other spaces that were left not designed were used by different groups of students for various functions.
* Crowded areas in front of building entrances as well as close to food service areas are usually where most occurrences of violence and gender-based harassment are common.

<gallery caption="Design Synthesis Drawings" widths="150px" heights="150px" perrow="7">
Image:University_of_Jordan_Place.jpg|"Place" as defined by students
Image:Student_Density_Destribution.jpg|Student density
Image:Circulation_Density.jpg|Pedestrian circulation density
Image:Green_and_Landscape.jpg|Green area types
Image:Services_Kiosks.jpg|Services around the site
Image:Gatherings_and_behaviors.jpg|Gathering and behavior
Image:Site_Collage.jpg|Site Collage
</gallery>

== Reflection ==
=== What are the major challenges for changing the situation? ===

'''Lack of awareness of the importance of democracy and public participation in decision making:'''
The average person in the community does not know nor believes that certain problems can be solved through societal conversation, and public participation in place making.

'''Abundance of economic and social problems that deviate the attention of the local community from the problem of violence in the university site:'''
Jordan as a developing country is facing many economic, and social problems, as well as inefficiency of infrastructures, which deviates the attention of people as well as the policy makers from problems related to the environment, as well as certain social problems like gender based harassment and violence in universities.

'''Accepting the problem as it is without real attempts to solve it'''
People as well as policy makers blame the parents for failing at properly raising their kids, as well as the poor economical situations of many underprivileged families, that are believed to be the leading causes of violence in universities, the problem is not addressed any further. The management of the universities do not want to take the blame for it, not carry the burden of providing real and effective solutions for the problem.

'''Corruption on the level of policy makers that prevents certain solutions of being implemented'''
In many cases, students that caused violence on the university campus were expelled from the university, only to be accepted again as a result of external pressure of some of the students connections. which encourages these students commit violent acts again, knowing that they will be able to escape the punishment.

=== What could be a starting point for democractically-based change? ===

*Please add approx. 150 words for each questions

== References ==
'''Books and Studies:'''
* Maraqa, Oehring, (2013), ''Violence at Jordanian Universities'', The First Media Company, Konrad-Adenauer Stiftung Amman, found at http://www.kas.de/jordanien/en/publications/38294/.
* Al-Louzi, Farhan, (2009), ''Students’ Violence at the University of Jordan'', Jordan Journal of Social Sciences, Volume 2, No. 2, Pages 288-296. Found at http://journals.ju.edu.jo/JJSS/article/view/848/843.

'''News and Websites:'''
* University of Jordan, (2015), ''Campus Life'', founf at the Official university website: http://ju.edu.jo/Home.aspx.
* GNRD News, (2015), ''YYGNRD-Jordan event Let’s Stop University Violence'', found at http://www.gnrd.net/seemore.php?id=1277.
* Generations for Peace, (2015), ''HRH Prince Feisal Al Hussein congratulates University of Jordan students and officials tackling violence'', found at http://www.generationsforpeace.org/en/hrh-prince-feisal-al-hussein-congratulates-university-of-jordan-students-and-officials-tackling-violence/.
* University of Jordan, (2012), ''Facts and Figures 2011/2012'', found at http://ju.edu.jo/FactsAndFigures/Facts%20and%20Figuers.pdf.

----
[[Category:Landscape Democracy Case Study]]

About categories: You can add more categories with this tag: "[[Category:Category Name]]", add your categories

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T02:28:46Z

Elizas: /* Representation of your observations */

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T02:16:08Z

Elizas: /* Representation of your observations */

File:Site Collage.jpg

2015-12-01T02:15:56Z

Elizas: This image breaks down the different areas, distribution of landscapes and services, as well as showing areas affected by violence and gender-based harassment.

This image breaks down the different areas, distribution of landscapes and services, as well as showing areas affected by violence and gender-based harassment.

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:54:56Z

Elizas:

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:52:36Z

Elizas: /* Representation of your observations */

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:52:20Z

Elizas: /* Representation of your observations */

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:52:06Z

Elizas: /* Representation of your observations */

File:Services Kiosks.jpg

2015-12-01T01:51:38Z

Elizas:

File:Gatherings and behaviors.jpg

2015-12-01T01:50:27Z

Elizas:

File:Green and Landscape.jpg

2015-12-01T01:48:29Z

Elizas:

File:Circulation Density.jpg

2015-12-01T01:47:19Z

Elizas:

File:Student Density Destribution.jpg

2015-12-01T01:46:07Z

Elizas:

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:44:09Z

Elizas:

File:Common Area for Gender based Harrassment.jpg

2015-12-01T01:40:43Z

Elizas:

File:Area known for Student Violence and Tribal Gatherings.jpg

2015-12-01T01:36:40Z

Elizas: This area has been known where groups of different tribal origins gather, and it is also knows as a hot spot for violence among students.

This area has been known where groups of different tribal origins gather, and it is also knows as a hot spot for violence among students.

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:32:38Z

Elizas:

Landscape Democracy 2015 Working Group B - Case Study 3

2015-12-01T01:29:51Z

Elizas:

File:Places that Students made their Own 1.jpg

2015-12-01T01:23:24Z

Elizas:

File:Places that Students made their Own 2.jpg

2015-12-01T01:20:01Z

Elizas:

File:Poetry Afternoon Gathering.jpg

2015-12-01T01:18:07Z

Elizas:

File:Student Representative Elections.jpg

2015-12-01T01:16:19Z

Elizas:

File:Students Attempts to Recycle.jpg

2015-12-01T01:14:41Z

Elizas: