Thesis advisor: Dominic F. Doyle / Thesis advisor: Reinhard Hutter / Thesis (STL) — Boston College, 2017. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

No description available.

Wong Yin Catherine. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1998-99, design report." / Includes bibliographical references (leave 31 (2nd gp.)). / Introduction and Summary / Project Issues and Goals / our lost connection with nature --- p.2 / "something about leisure, health, nature and pleasure - introduction to hiking" --- p.3 / understanding of experiences and delights --- p.4 / Project Summary / programme --- p.5 / site --- p.6 / context and sites / client and users / the landscape as a setting for recreation / water features / The Project Brief / Site and Constraints --- p.7 / Space Program --- p.9 / Calculations --- p.10 / The Process / Outline of Process / concept of displacement --- p.10 / concept development [site planning] --- p.13 / The Design / Development of the Design / "diagrams (trail analysis, trail condition and trail intervention)" --- p.14 / succeeding concept layouts --- p.18 / "final plans, sections, elevations" --- p.20 / special studies (drainage and lighting detail) --- p.28 / perspective and isometric illustrations --- p.29 / Appendices / [programming report] / "Interviews, Surveys" / Precedents / Bibliography

Vita. / Digitized by Kansas Correctional Industries

The topic of this doctoral thesis is the nature essay: a literary form that became widely used in European literature around 1800 and continues to flourish in times of ecological crisis. Blending natural history discourse, essayistic thought patterns, personal anecdotes, and lyrical descriptions, nature essays are hybrid literary texts. Their authors have often been writers with a background in science. As interdis-cursive agents they move swiftly between different knowledge formations. This equips them with a unique potential in the context of ecology. Essayistic narrators can grasp the interdisciplinary character of environmental issues because they have the ability to combine different types of knowledge. They can be encyclopae¬dic fact mongers, metaphysical ramblers and ethical counsellors. More often than not they are all in one person. Where nature essays were taken into consideration so far they were mostly discussed together with other nature-oriented nonfiction forms under the label ‘nature writing’. This study proposes a different approach in that it insists that the nature essay has to be understood as a literary form in its own right. It explores canonical works of nature writing, such as Thoreau’s Walden, often for the first time as nature essays by discussing them alongside other typical examples of this genre tradition. In order to better understand the discursive impact of this form, I frame my discussion in the context of ecocritical theory. This means that I analyse my corpus of texts with regard to the ways in which writers depict the relationships between human and nonhuman spheres. Putting a particular focus on Germanic and An-glophone literature, the present thesis investigates central paradigms in the evolu-tion of nature essay writing. It covers a time period that stretches from its roots in late eighteenth-century natural history discourse to the present, identifying key epistemological, formal, and thematic patterns of this literary form the importance of which so far has been rather neglected by literary criticism.

This thesis argues for the need for a more comprehensive discussion of biodiversity use in relation to enhancing benefits of this use for biodiverse countries and promoting more equitable sharing of these benefits. The findings from this doctoral research reveal that biodiversity-based innovation is a social shaping process that has resulted in large benefits. The cumulative capability to use species from biodiversity gives meanings that contribute to the species shaping process, with organisations and institutional changes providing direction and increasing the rate of the shaping process. In showing how innovation takes place and how the appropriation of benefits occurs, this research contributes to studies on science policy and innovation in relation, especially, to biodiversity-based innovation. The thesis introduces the Convention of Biological Diversity (CBD) and the Nagoya Protocol as representing change to the governance of biodiversity. The theoretical approach draws on evolutionary and institutional economics, both of which inform and extend a question that is central in the sociology of technology: That is how are technology (innovation understood as an output) and social practices shaped collectively? Three cases are used to trace what occurs in the shaping process of species from biodiversity: (i) The Jersey cow is a breed within the species Bos Taurus or modern taurine cattle. The isolated character of Jersey delimited the scope of the breed at a point in time when it was being bred locally and allow us to identify its shaping as a ‘technology', and the broader diffusion of its use. The Jersey cow is used to introduce the theoretical framework and the analysis. (ii) Maca, originally from Peru, is a root crop with nutritional and, allegedly, fertility enhancing properties. It was domesticated in Peru and only a few world regions have conditions favouring its production. Maca is commercialised as flour and used as a raw material. (iii) Quinua has great potential as a staple food crop. The Food and Agriculture Organization (FAO) declared 2013 to be the International Year of Quinoa on the basis of its unique and nutritious character. Three Andean countries (Bolivia, Ecuador and Peru) report exports of quinua grain, although dozens of countries around the world are engaged in performing agronomic testing for its commercial production. A comparative analysis of the three cases helps to identify the science and technology policy issues related to implementation of the CBD and the Nagoya Protocol. The case studies demonstrate the innovation process of species from biodiversity. Benefits arise from the diffusion of the use of the species (via commercialisation), which accrued to individuals or groups. The characterisation of the innovation process highlights how the voices and agency of actors and organisations affected the shaping process. The governance over the goods that emerged from the use of the species defined the appropriation of benefits.

This thesis explores the interaction between well-being and environmental volunteering. Focusing on five case study groups across Scotland, the emotional, social and physical well-being impacts of active environmental volunteer work are examined. Through an extensive ethnographic approach incorporating in-depth interviewing, participant observation and focus group work the thesis highlights the importance of studying the initial and continuing motivations for individuals to participate in environmental volunteering. This retains a particular focus on emotional and embodied volunteer experiences, exploring the importance of tasks and landscapes on the volunteering encounters. In considering the meaning of volunteering, the thesis also explores linkages of community and citizenship and how individuals frame and understand their volunteering, especially in relation to the environmental aspects of the work. This speaks directly to academic themes of embodiment, human-nature interactions, emotional geographies and social capital. The studentship was an ESRC-CASE funded project, with the CASE partner being Forestry Commission Scotland. The research takes place within a dynamic political context that encompasses current research and work on volunteering and natural environment encounters within Scotland and the UK as a whole. The thesis looks to inform ongoing policy relevant debates on environmental volunteering within both the Forestry Commission Scotland and the Scottish Government.

Penser, représenter et étudier la nature a constitué un axe majeur du projet éducatif de l’école de la Troisième République. Pour comprendre les enjeux autour des façons de penser et d’éduquer à la nature, il est nécessaire de garder à l’esprit que la géographie, les sciences, l’histoire, l’agronomie et la littérature ont déversé une foule de savoirs et soulevé autant de questions, aux réponses parfois indisciplinées. L’essentiel pourtant n’est pas dans la recherche des contradictions que le discours a immanquablement générées. Non, il est à trouver dans le cap que les fondateurs ont tracé : éduquer et instruire. A notre sens, l’un des leviers pour atteindre ce double objectif a consisté à rendre l’enseignement le plus attractif possible. On s’en doute, les pédagogues n’ont pas été à court d’idées mais l’étude de la nature a plus que d’autres, servi à enchanter l’école républicaine. Pas toujours, pas partout évidemment : le succès et l’essor de l’Education nouvelle ne peuvent se comprendre si l’on oublie que beaucoup d’écoles dirigées par des maîtres consciencieux rechignèrent à rompre avec les méthodes et les contenus pédagogiques classiques. Cet arrachement à la tradition, l’Education nouvelle l’incarne parfaitement. Porté par le souffle de la rénovation pédagogique, ce mouvement progressiste a emboîté le pas des réformateurs de l’école traditionnelle pour faire de la nature le pivot de son enseignement… Au milieu des finalités de l’éducation à la nature à l’école, la dimension enchanteresse de la nature fut absolument centrale. Toute la littérature scolaire a participé à cette entreprise de fabrication d’une nature capable de dire la grandeur de la nation, apte à concurrencer les interprétations théologiques du monde et susceptible de faire oublier les malheurs du temps. Acharnée à former des petits républicains volontaires, l’école a également promu, avec la nature, des méthodes actives. Jardins, promenades, voyages, leçons sur le vif, géographie de terrain dessinent une école moderne, davantage en phase avec les besoins des enfants. C’est autour de ce double mouvement de construction de représentations : l’enchantement de l’école d’un côté, et une nature enchantée de l’autre, que nous avons articulé l’essentiel de notre réflexion. En gardant à l’esprit qu’il y a eu là un processus de fabrique d’une nature dont l’image – et non sa matérialité - se reflète encore dans la mémoire collective. / Thinking, representing and studying nature has been a major component of the educational project of Third Republic Schools. To understand the issues surrounding ways of thinking and educating people about nature, it is necessary to keep in mind that geography, science, history, agronomy and literature have brought out a wealth of knowledge and raised as many questions, sometimes with unruly answers. However, the essential thing is not in the search for the contradictions that the discourse has inevitably generated. No, it is to be found in the course that the founders have set: to educate and instruct. In our opinion, one of the levers to achieve this dual objective has been to make education as attractive as possible. As we can imagine, pedagogues were not short of ideas, but the study of nature has more than others served to enchant the republican school. Not always, not everywhere, of course: the success and development of new education cannot be understood if we forget that many schools run by conscientious teachers were reluctant to break with traditional teaching methods and content. This tearing away from tradition is perfectly embodied in the new Education. Carried by the wind of pedagogical renovation, this progressive movement followed in the footsteps of the reformers of the traditional school to make nature the pivot of its teaching... In the midst of the aims of nature education at school, the enchanting dimension of nature was absolutely central. All school literature has participated in this process of manufacturing a nature capable of expressing the greatness of the nation, capable of competing with the theological interpretations of the world and capable of making people forget the misfortunes of time. Hard at work training young volunteer Republicans, the school has also promoted, with nature, active methods. Gardens, walks, trips, lessons, geography of the field draw a modern school, more in tune with the needs of children. It is around this double movement of building representations: the enchantment of the school on the one hand, and an enchanted nature on the other, that we have organized the essential of our reflection. Bearing in mind that there has been a manufacturing process of a nature whose image - and not its materiality - is still reflected in the collective memory.

Practitioners of ecological restoration are increasingly adopting a genetic perspective when recreating historical landscapes. Genes are often endowed with the capacity to reveal specific and distinct relationships between organisms and environments. In this dissertation, I examine how genetic technologies and concepts are shaping ecological restoration practices. This research is based on two and a half years of fieldwork in Chicago. I employed participant observation and semi-structured interviews to compare how restorationists in two plant science institutions employ genetic concepts in their projects. One institution uses high-tech genetic methods to guide practice while the other uses lower-tech genetic approaches. Each group has distinct, yet internally diverse ways of deciding which seeds are ‘local enough’ to be included in a project. This research theorizes how classification differences regarding native seeds are part of a broader set of genetic logics I refer to as ‘genetic epistemologies’. Specifically, I ask how genetic technologies circumscribe different ways of seeing and making landscapes. I compare how restorationists delineated valid seed sourcing regions for restoration projects based on their genetic definitions of ‘native’ species. Drawing from science & technology studies, political ecology, and cultural landscape geography, I illustrate how restorationists incorporate cultural preferences, funding imperatives, aesthetics, and discourses about nature into their particular genetic epistemology. From this research, I offer the following conclusions. By incorporating genetic technology into ecological restoration, many practitioners feel their work will achieve more precision. Yet this perspective is typical of those who do not directly use genetic technologies. Scientists using direct genetic analyses are much more reserved about the potential of their technologies to match organisms to environments. Second, individuals or groups often come into conflict when attempting to apply different genetic epistemologies to the same problem. These conflicts are resolved in the course of planning and implementing a restoration project. Finally, direct genetic methods are only useful in restoration work involving rare or endangered species. Despite the limited utility of genetic technology in restoration, this approach is becoming influential. Chicago’s high-tech plant science institution is discursively reshaping the goals and approaches of native plant institutions that do not use these technologies.

The following manuscript is a collection of lyric poetry that touches on themes of family history, love, and labor in the service industry. It is divided into three sections. The speaker in the work dwells in mostly private spaces and deals with private symbols such as, water, to represent the father figure in the poems.