Thesis (Ph. D.)--University of Wisconsin--Madison, 1937. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (MFA)--Rochester Institute of Technology, 1989. / Includes bibliographical references (leaf 19).

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.

No description available.

This thesis examines the beginning of Victoria, British Columbia’s, women’s movement, stretching its ‘start’ date to the late 1850s while arguing that, to some extent, the local movement criss-crossed racial, ethnic, religious, and gender boundaries. It also highlights how the people involved with the women’s movement in Victoria challenged traditional beliefs, like separate sphere ideology, about women’s position in society and contributed to the introduction of new more egalitarian views of women in a process that continues to the present day. Chapter One challenges current understandings of First Wave Feminism, stretching its limitations regarding time and persons involved with social reform and women’s rights goals, while showing that the issue of ‘suffrage’ alone did not make a ‘women’s movement’. Chapter 2 focuses on how the local ‘women’s movement’ coalesced and expanded in the late 1890s to embrace various social reform causes and demands for women’s rights and recognition, it reflected a unique spirit that emanated from Victorian traditionalism, skewed gender ratios, and a frontier mentality. Chapter 3 argues that an examination of Victoria’s movement, like any other ‘women’s movement’, must take into consideration the ethnic and racialized ‘other’, in this thesis the Indigenous, African Canadian, and Chinese. The Conclusion discusses areas for future research, deeper research questions, and raises the question about whether the women’s movement in Victoria was successful. / Graduate / 0334 / 0733 / 0631 / mlihmels@shaw.ca