Urban Development in Practice and Theory: A Baltimore Neighborhood Revitalization Model and a UNESCO Framework

This thesis compares a nonprofit planning real estate development model and a preservationist framework recently created by UNESCO to explore to what extent can these two models of urban development be combined to create the most positive impact on quality of life at the neighborhood scale? The first, The Reinvestment Fund, Development Partners, a nonprofit operating in Baltimore, MD utilizes the Federal Historic Tax Credit to retain the character of the neighborhood and create a more stable economic landscape. The second, the Historic Urban Landscape approach, is a UNESCO recommended framework to integrate historic fabric into urban areas undergoing modern development and reconcile the modern needs of a city and its historic past. The goal of this thesis is to combine the two methodologies in order to equally provide a positive future for the buildings and people of historic neighborhoods

“To Conserve the Best of the Old”: The Impact of Professionalization on Adoption in Maine

The Good Samaritan Home Agency has served young pregnant rural women from throughout the state of Maine since 1902. In its first four decades, the Home attracted more women than it could serve by incorporating rural values of self-reliance and hard work into its philosophy and organizational structure. Women came to the home to deliver their children and stayed for a required six-month residency. Taking advantage of inexpensive childcare and job placement provided by the Agency, many women gained the opportunity to remain in the city; keep their children, obtain jobs, and marry. By the 1940s, pressure from state and federal social work agencies to follow national social work standards, caused the Agency\u27s transformation from a residential program emphasizing individual responsibility to a series of foster homes with a focus on adoption. As a result, the Good Samaritan Home Agency could no longer meet the needs of the rural women it most wanted to serve. Mazie Hough is the Associate Director of the Women in the Curriculum Program at the University of Maine. She received her Ph. D. at the University of Maine in 1997. Her dissertation is a comparative study of the treatment of unwed mothers in Tennessee and Maine during the first half of the twentieth century

Oral Interview of Edgar Brown by Mazie Hough and Marli Werner for the Feminist Oral History Project (Part #2)

Part of a series of interviews conducted for the Feminist Oral History Project during 1994 by Mazie Hough and Marli Werner concerning the history of Spruce Run.https://digitalcommons.library.umaine.edu/maine_women_audio/1029/thumbnail.jp

The Changing Nature of Abortion in Rural Maine, 1904–1931

Between 1904 and 1915, Maine courts tried four doctors on the charge of homicide related to abortions. These four trials drew widespread attention in the press and served as a warning not only to doctors who might be tempted to perform abortions, but to rural community members who might want to assist the women seeking the procedure. The abortion trials successfully warned and disciplined both rural doctors and community members. Once sympathetic to the needs of rural women who wanted to terminate their pregnancies, the rural community members realized the dangers of doing so and withdrew their support. As a consequence, Maine women after 1915 were forced to go long distances to seek abortions at the hands of identified “abortion doctors,” who were less likely than their earlier rural counterparts to be convicted of abortion-related homicides. Mazie Hough is Associate Professor of History and Women’s, Gender, and Sexuality Studies at the University of Maine. She is author of Rural Unwed Mothers, 1870–1950: An American Experience and co-editor of Somalis in Maine: Crossing Cultural Currents. She also assisted Marlie Weiner in the publication of Sex, Sickness and Slavery: Defining Illness in the Antebellum South

China\u27s \u27Leftover\u27 Women Phenomenon: Media Portrayal and \u27Leftover\u27 Voices

China\u27s shengnü — or leftover women — are a group of highly-educated, single, urban women that the Chinese government has targeted in a scare-mongering media campaign intent on pushing these women to give up their careers or education in order to marry and produce children for the betterment of the state. Since 2007, this group of women has faced highly negative articles and images published both by the All China Women\u27s Federation and other news outlets encouraging shengnü to fix their problems and marry. These highly-educated, unmarried women are seen as violators of traditional gen-der norms and roles, and the leftover women phenomenon campaign is an attempt to reinforce these gender norms. This thesis project examines changes in Chinese marriage throughout history in an attempt to show the inevitability of highly-educated, single women in Chinese society, coupled with an analysis of media articles and images, which is contrasted by an analysis of blogs written by the shengnü themselves

Oral Interview of Susan Bradford by Marli Werner and Mazie Hough for the Feminist Oral History Project (Part #1)

Part of a series of interviews conducted for the Feminist Oral History Project during 1993 by Marli Werner and Mazie Hough concerning the history of Spruce Run.https://digitalcommons.library.umaine.edu/maine_women_audio/1025/thumbnail.jp

Reflective Teaching Practices: Looking Beneath the Surface and Emergent Cyclical Experiential Learning Processes and Outcomes

In this professional paper, I examined the kinds of processes I experienced for English language acquisition (ELA) in practice. This journey is about my transition from a generalist to a TESOL specialist. One of my most successful lessons was not in English, but a science lesson to students who were majority users of English as a second or third language. It was about the use of reflective and refractive telescopes. My approaches were very student centered and project based. They worked in groups, chose which type of telescope to make, kept journals with notes, drawings and key vocabulary, made inferences, and presented the results to the class. They also created their own assessments about what they knew, wanted to learn and had learned. The members of the group depended upon each other for English Language support because they were at different levels. Members of each group submitted for use in the class complete tests or sample questions, including gap fills, vocabulary matching, drawings for labeling and essays. The students relied on each other, using various tangible resources, as well as the teacher. This lesson resounds with me until this day. I have analyzed what makes lessons like these successful. I believe meaningful language and comprehension can be found in reflective processes and by encouraging these and future students to think about their learning and keeping a record of it is a key contribution. The results of my investigations are a testimony that reflection in action works

Alien Registration- Lewis, Mazie A. (Eastport, Washington County)

https://digitalmaine.com/alien_docs/1397/thumbnail.jp

Oral Interview of Peggy Burns by Andrea Hawks and Mazie Hough for the Feminist Oral History Project (Part #1)

Part of a series of interviews conducted for the Feminist Oral History Project during 1994 by Andrea Hawks and Mazie Hough concerning the history of Spruce Run.https://digitalcommons.library.umaine.edu/maine_women_audio/1033/thumbnail.jp

Oral Interview of Peggy Badran by Marli Werner and Mazie Hough for the Feminist Oral History Project (Part #2)

Part of a series of interviews conducted for the Feminist Oral History Project during 1994 by Marli Werner and Mazie Hough concerning the history of Spruce Run.https://digitalcommons.library.umaine.edu/maine_women_audio/1021/thumbnail.jp