This thesis discusses the history of the Tennessee Valley Authority as a regional planning project.

This project was designed to aid community design professionals, specifically those professionals associated with "towns and cities that border public lands" (Howe, McMahon, Propst 1997), also known as gateway communities. Many of these towns have already begun a process of planning for future development, realizing the importance of conservation and preservation of their natural resources. By further expanding the goals and scope of town planning, this creative project intends to serve as a promotional resource and model of sustainable community design. More specifically, this creative project intends to provide Gatlinburg city officials with a conceptual master plan for the city's downtown corridor, instituting a combination of SmartCode and Smart Growth strategies with several other innovative strategies in an attempt to produce a sustainable design solution.If used as a guide for new planning and construction, this document should aid inmaintaining a lasting partnership between Gatlinburg and the Great Smoky Mountains National Park, and preserve the Park as a viable natural resource. The solutions produced in this creative project aim to uphold a balance between human settlement and nature and which are environmentally responsible, socially just, and economically viable.Due to the magnitude of change required for many of the proposed development strategies, and to promote consideration for the equity of future generations, the conceptual master planning will be envisioned as a long-range build-out with suggested phasing. Working towards a sustainable goal far into the future will enable local gateway planning and design to become less reactive and promote a vision which the entire community can own. / Department of Landscape Architecture

Form-based codes are “A method of regulating development to achieve a specific urban form. Form-Based Codes create a predictable public realm primarily by controlling physical from, with a lesser focus on land use, through city or county regulations.”1 Based on their ability to regulate the form and design of the built environment while looking to historic patterns of development and existing architecture, it seems that formbased codes should go hand-in-hand with historic preservation. This thesis explores that possibility by analyzing three case studies in Nashville, Tennessee, and concludes that form-based codes do indeed have the potential for success in preserving the character of historic areas. / Introduction -- Evolution of land development regulations -- Form-based planning in Nashville -- Three Nashville case studies -- Form-based codes and historic preservation. / Department of Architecture

Passed April 7, 1921 by the 62nd General Assembly of the state of Tennessee, Senate Bill no.856, overhauled education funding within the state. All state education funds were combined into one fund thereafter known as the State School fund, to be appropriated according to the provisions of this bill. After other expenses, Senate Bill no.856 established 4.5% of all remaining state funding would be distributed to each of the normal schools.

The Light Bearer consists of seven stories that are set in and around the small town of Anderson Place, Tennessee. Their focus is on the inhabitants of the town, which is in the process from expanding from a rural town to a bedroom community of the expanding Nashville. These stories remain interested in the everyday lives of the characters, and their focus remains on the interpersonal relationships of those individuals. Six of the seven stories are set in contemporary Tennessee, while the last story focuses on events that occurred in the early 1960s.

The purpose of this study is to apply Kenneth Burke's dramatistic method' of analysis to Tennessee Williams' play The Night of the Iguana.

Digitized by Kansas Correctional Industries

The most prominent cause of habitat fragmentation is intensification of human land use. Negative effects of large-scale forest fragmentation have been documented in most vertebrate classes. The inherent problem in directly documenting effects lies in our ignorance of historical community structure. Information from this study provides baseline data on vertebrates within threatened habitat. This privately-owned block of uninterrupted forest has never been systematically surveyed by biologists. Changes in ownership have placed the integrity of this interior forest habitat in doubt. This research may provide the foundation for long-term studies of the effects of fragmentation within forests of the Southern Appalachians. A total of 50 visits were made between April 1998 and July 2000. Documentation of 109 species of vertebrates was established, representing 4 reptile species, 19 amphibian species, 72 bird species, and 12 mammal species. Although no procedure for documenting fishes was implemented, 2 species from this class were identified.

The purpose of this study was to identify actual and desired attributes of shared decision making by practicing school leaders in the First Educational District of Tennessee. This study examined the relationships between selected demographic variables, organizational decision-making areas, and the responses of school board chairpersons, central office personnel, and principals. The research design included five research questions along with six null hypotheses testing the relationship between actual and desired attributes of shared decision making for each of the three positions of school leader. One hypothesis tested the demographic variables--gender, age, educational level, and years of professional educational experience--as related to the actual and desired attributes of shared decision making. The instrument used included 10 areas of common organizational decisions related to the school setting. The Shared Education Decision Survey (SEDS) had 92 questions, with each having a two-part (actual-desired) response. A statistically significant difference ($p \leq .05)$ for central office personnel was found in all 10 organizational decision-making areas testing actual compared to desired participation in shared decision making. A statistically significant difference ($p \leq .05$) was found for principals in all 10 areas of organizational participation in shared decision making. The statistically significant difference ($p \leq .05$) for demographic variables by position and gender indicated eight areas of interest for principals and seven areas for central office personnel. The variable of age had significance ($p \leq .05$) in two areas for principals and three areas for central office personnel. The variable of educational level held significance ($p \leq .05$) for the overall population in three areas but none for the individual positions. The demographic of experience at the level of significance ($p \leq .05$) was found in the central office personnel in one area of organizational decision making. The nonparameter tests of Kruskal-Wallis, Mann-Whitney, and Wilcoxon were used to test the hypotheses.

The purpose of this study was to determine the current involvement of principals and teachers in shared decision making as well as desired levels, and to identify the perceived areas of acceptance and non-acceptance by educators. Eight domains of the Teacher Decision Making Instrument: planning, policy, curriculum/instruction, pupil personnel, staff personnel, staff development, school/community relations, and budget management were used to assess the actual and desired levels of participation in shared decision making by the respondents. A random sample was selected from the public schools of Northeast Tennessee. Seventy-five schools were surveyed which included 75 principals and 1632 teachers. Responses were obtained from 59 principals and 1084 teachers at 59 schools. Data were analyzed using t-tests for independent means, t-tests for dependent (correlated) means and analysis of variance. The analysis and interpretation indicated statistically significant differences between teachers' and principals' perceptions of actual participation in shared decision making with principals perceiving a higher level of involvement than teachers. Significant difference was also found between actual and desired levels of participation with higher desired levels especially in the areas of planning, staff personnel, school/community relations and budget management. No significant difference was found between principals' and teachers' perceptions of desired participation in shared decision making. Significant differences were found between groups' desired level of participation in shared decision making based on age, participants' years in the school, and career ladder status level. No significant differences were found between desired levels of participation in shared decision making based on number of years in education, highest education level, and various school compositions.