Rural landscape quality: The general and the particular

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This is a theoretical dissertation built on the premise that different people appreciate landscape in different ways. It takes a multidisciplinary approach, and links findings made in several fields so as to attempt understanding of the phenomenon of rural landscape quality. A range of relatively modern explanations of the nature of landscape quality is examined and criticised primarily on the grounds of a tendency to confuse the abstract and uniform with the concrete and variable, that is, a failure to separate the general from the particular. A means of making this separation is then proposed and pursued for the remainder of the thesis. Discussion centres upon the activity of perceiving landscape. What does it involve? At the most abstract there are the structures of the senses and cognition inherited genetically and, with minor variations, common to all who perceive. At the most concrete there are the circumstances surrounding each individual engaged in the actual instant of perception. Between these two is the role played by the culture of the individual concerned. This thesis is slightly unusual in laying stress on the importance of the cultural inheritance as a factor contributing to differentiation and constant change in rural landscape quality. No firm conclusions are reached in what is essentially a work of experiment and speculation.Leverhulme Research Trus

Alien Registration- Powell, Mary (Waterville, Kennebec County)

https://digitalmaine.com/alien_docs/14816/thumbnail.jp

The Claims of Women of Color Under Title VII: the Interaction of Race and Gender

This comment will focus on how a single characteristic construction of Title VII has distorted and marginalized the claims of women of color. Part One illustrates how the courts initially refused to recognize the claim of interactive discrimination. Part Two explains the limited way in which courts began to recognize the interactive claims brought by women of color. Instead of seeing the plaintiffs as alleging the single entity of interactive discrimination, courts have bisected the claim into sex plus race. Part Three focuses on the issue of women of color as adequately representing a class in a class action suit. Since a Black women may experience discrimination in several ways, the courts have grappled with both the scope of her claim and who she may represent. Part Four analyzes the recent Ninth Circuit case of Lam v. University of Hawaii and sets forth a proposed framework for analyzing discrimination claims brought by women of color

The Claims of Women of Color Under Title VII: the Interaction of Race and Gender

This comment will focus on how a single characteristic construction of Title VII has distorted and marginalized the claims of women of color. Part One illustrates how the courts initially refused to recognize the claim of interactive discrimination. Part Two explains the limited way in which courts began to recognize the interactive claims brought by women of color. Instead of seeing the plaintiffs as alleging the single entity of interactive discrimination, courts have bisected the claim into sex plus race. Part Three focuses on the issue of women of color as adequately representing a class in a class action suit. Since a Black women may experience discrimination in several ways, the courts have grappled with both the scope of her claim and who she may represent. Part Four analyzes the recent Ninth Circuit case of Lam v. University of Hawaii and sets forth a proposed framework for analyzing discrimination claims brought by women of color

Global Gender Issues in the New Millennium

Global Gender Issues in the New Millennium is a valuable resource for understanding how gender and gendered processes are broadly influential in our global world. Runyan and Peterson provide clear explanations of terminology needed to participate in meaningful conversations about gender, and they make a strong case for examining the world through a gendered-lens

Creativity and liberation : a study of women writers and artists.

The dissertation proposes a new model of the artist in society--the artist-educator. This model is explored by investigating the lives and work of ten women artists and writers, who are accomplished and innovative creators as well as facilitators of the creativity of others, especially individuals and groups considered marginal by our society. These artists represent a new model of the artist-educator because of (1) how they view the creative process, (2) their social/political vision, (3) their approaches to teaching, and (4) the force of their impact on others. First, they view the creative process as one which calls for boundary breaking; i.e., taking down distinctions between one\u27s art and one\u27s life, between the uses and functions of various art media, between themselves and other artists, between artists and their audiences. These artists have a social vision: they see themselves as part of a larger whole, a diverse society, and at the same time, they see themselves as artists somewhere near the edge of their particular artistic or literary worlds, not in the mainstream. They also see themselves as change agents who use their art as a means of transformation. In their teaching and facilitating work they are committed to cultural diversity and intend to call forth the voices of those not previously heard from. They tend to believe that everyone is creative, and to assume that one\u27s creativity is linked to one\u27s wholeness and development as a person. They facilitate creativity in women in prison, people in nursing homes, persons with AIDS, the old, the homeless, drug and alcohol abusing teenagers, mentally retarded adults, and others. As artists and educators equally, they represent a new paradigm for who the artist in society might be, and they require that we broaden out the definition of creativity beyond a mysterious process which only a few genuises and artists possess. The artist is to be among us, because we are all capable of creating, all able to speak in the voices of our diverse cultural groups

Implementing a graduate nursing program at a distance through an urban-rural partnership.

The purposes of this poster presentation are to 1) describe the implementation of a master’s of science in nursing (MSN) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of master’s prepared advanced practice nurse experts in rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its MSN program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the clinical courses, the faculty teaches onsite in Philadelphia webcasting to students in their rural homes so that they can view and hear the lecture. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This urban-rural partnership addresses increasing demands for educating greater numbers of master’s prepared advanced practice nurses to work in north and central rural Pennsylvania thus promoting access to health care in rural underserved communities