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Loving Beyond the Human: Anthropocentric and Anthropomorphic Values in the Loving and Hating of Nonhuman Animals
Get PDFI offer an account of the centrality of values to moral experience and the ways in which value disorder characterizes our relationships with nonhuman animals. To do this, I first provide an account of Max Scheler’s phenomenology of values, including the hierarchy of values, and loving and hating as value orientations. Drawing on this account, I map out two value orientations specific to our relationships with animals—anthropocentrism and anthropomorphism. Within these two value orientations, I detail three specific forms of valuation—gustatory, cosmetic, and anthropomorphic substitution—which demonstrate the ways in which people’s naïve love for the nonhuman animal is often, phenomenologically, a hating of the nonhuman as the necessarily other than human. I argue that valuing nonhuman animals as nonhuman, vital individuals is central to correcting these persistent and pervasive value disorders that prevent us from genuine love and moral consideration of the nonhuman
Reconstruction of the Neglected: Cal Poly’s Old Powerhouse
Get PDFCal Poly’s Old Powerhouse (BLDG 76) is the only remaining building from the original Polytechnic school left on campus. It was built in 1910 and placed on the national registry in 1993. The Powerhouse used to do exactly what its name implies, provide power to campus. After it retired from its purpose, it was used for many other use cases, particularly as a space for the College of Architecture and Environmental design. Through its time, it was used as a classroom space, pottery/creative space, a workshop, and even once contained a fishpond. The building was then abandoned in 1990, a few years before being placed on the registry. The building contains common contaminants for the era including lead paint, asbestos, and Polychlorinated Biphenyl’s (PCBs). The Powerhouse also did previously have oil tanks used from opening to the 1920s. The 1996 Feasibility and impact study claims the possible contamination from oil is unlikely to require mitigation.
The Powerhouse holds an important place in many alumnus’ hearts as they remember having classes in there and is a point of contention between historic preservationists and others on campus. Years of neglect of the structure has led to partial collapses of the roof, nature reclaiming the structure, and an immense amount of cracking. The historical structure is and was not being treated with the honor of its significance, and most students just know it as the abandoned building on campus with motorcycle parking.
Previous Senior projects have made attempts to come up with ideas to revitalize the space along with outside studies. A 2013 senior project attempted a proposal that aligned with the interests explored turning the structure into a café. A food service space close to the stadium on that corner of campus shows immense potential. However, the expense of rehabilitating the structure along with campus pushback has made this feel unlikely.
The building is currently a College of Architecture and Environmental Design Space, CAED. The official statement from the CAED Interim Dean and Associate Dean has been “No Comment”. Cal Poly Facilities has also been relatively tight lipped on the project too. This attitude and lack of official urgency on the project speaks louder than the silence as the building continues to deteriorate.
This senior project aims to build upon those past to find a feasible means and methods to a usable Powerhouse once more. Nick Watry’s, Architectural Engineering Professor, requested approach is to try to get it off the register and propose a new construction replica in its place. Wayne Donaldson, the Historic Building Expert, proposed classifying it as a reconstruction as the likelihood of it meeting the criteria of removal is low.
This project documents these approaches and the most likely path moving forwards. It demonstrates a plethora of structural concerns, politics, and environmental hazards as obstacles
Tanzania Design Build 2024
No full textIn 2007 David Lambert, a Cal Poly ARCE alumnus, was inspired to build a school in Tanzania after spending time in Kenya completing his senior project. With the support of multiple Cal Poly faculty members, he assembled a team to launch what would become his master’s program project. Since no existing organizations could support their efforts, the team founded their own initiative, the Mbeses Initiative for Sustainable Design (MISD). The Cal Poly team shared their design ideas with multiple volunteer groups in Tanzania and eventually connected with Fr. Setonga who helped the initiative gain traction. A few years later, the construction of the school began. Throughout the years since the initiative was started, the team has brought many Cal Poly students to Tanzania giving them an amazing opportunity to learn by doing and help build a community across the globe. The initiative has also brought work to and lifelong connections with the local Tanzanian people.
The MISD team selected Same, Tanzania, as the proposed site for a polytechnic college to expand access to higher education in the region. In rural towns like Same, quality education is often limited. The area has a semi-arid climate, with a rainy season from March to May, and faces challenges due to a lack of infrastructure. Despite these difficulties, Same is a stunning town, surrounded by vast volcanic mountain ranges and plains dotted with acacia trees. It was a privilege to work in such a beautiful place, alongside its warm and welcoming people.
After researching the available senior projects for the spring of 2024, the Tanzania Build project was the most compelling choice. It seemed to be the most impactful, memorable, and sustainable with the potential to create a lasting legacy. The 2024 summer trip was planned to design and construct desks for primary students and a roofing system for the test structure, alongside other smaller projects. Throughout this almost year long project much was learned and much was completed
Earning Engagement as a Graduate Student Instructor
No full textOne of the key benefits of a Cal Poly education is access to experienced instructors in a small classroom setting. In my final quarter at Cal Poly, I had the opportunity to glance behind the curtain and fill the significant shoes of an instructor of an introductory structural statics class. What initially was a chance to lend a hand to the department by sharing my limited experience turned into a thorough exploration of what it means to be productively engaging and of how to utilize the underrealized power of asking questions in the classroom setting. This report documents my experiences co-teaching a section of Structures II to a small class of Construction Management students in the Spring of 2024. It will provide the path I took to developing a teaching philosophy of my own by examining the four parts of the class—lecture, activity, quiz, and office hours—and discussing the successes and struggles I encountered in learning to earn the engagement of my students
Cardboard Concrete Column Formwork
Get PDFThis project is an exploration of cardboard as a potential material for construction formwork for concrete columns. Multiple material tests were conducted to explore the behavior of cardboard and concrete. Multiple specimens of cardboard were tested for modulus of elasticity, moment of inertia, and tensile strength. Concrete was tested for its apparent lateral fluid pressure under vibration. Cardboard formwork was then designed and constructed based on these tested behaviors. The final design of the formwork consisted of folding cardboard sheets lined with hardboard, supported by wood studs, and tied by plastic banding straps.
Ultimately, two concrete columns―8\u27 and 10\u27 in height―were constructed using the formwork. They were measured for their deviation from their intended 12 x12 cross-section, and the formwork was qualitatively assessed for its performance during and after the concrete pour