Supports and limitations of aging in a rural place for women aged 85 and older

2021 ◽  
pp. 171-188
Author(s):  
Olive Bryanton ◽  
Lori E. Weeks ◽  
William Montelpare
Keyword(s):  
2021 ◽  
pp. 171-188
Author(s):  
Olive Bryanton ◽  
Lori E. Weeks ◽  
William Montelpare
Keyword(s):  

2020 ◽  
pp. 177-193
Author(s):  
BILL LUCKIN ◽  
ANDREA TANNER
Keyword(s):  

1970 ◽  
Vol 16 (1) ◽  
Author(s):  
Emily Potter

The small settlement of Hopetoun in the Victoria’s north-east – Mallee country – is oriented physically, economically and socially around Lake Laschelle. Large signs map the way for the tourist to its edge, where boat ramps and picnic sites await. And yet there is no water here and has been none for years. The presence of water in its absence is palpable. Over three years I followed water around the drought-ridden Mallee, a participant in a creative research project that sought to poetically recollect and assemble stories from this country as an experiment in place-making. Via collaborative practice between artists, with local community, and with the material environment of the Mallee itself, this still ongoing project brings poetic practice to bear on questions of political urgency – drought, climate change, community distress – usually the province of the techno and social sciences. In a land cultivated to take note of water’s absence, the project began to assemble its presence. This paper discusses this project as a methodological experiment that raises unsettling questions about the ethics of place-making in a context of post-colonial environmental change.


2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Eric Moffa ◽  
Erin McHenry-Sorber

This qualitative study investigated the evolving perceptions of rurality of five Appalachian native, first-year teachers as influenced by their teacher preparation program. Findings suggested tensions between participants’ rural upbringings and programmatic and non-rural peer conceptions of rurality that surfaced during their program of study. Responses to these tensions included participants positioning themselves as “rural representatives” in their courses and, in some cases, the adoption of revised conceptions of rurality. Intra-Appalachian diversity, such as different childhood community types and childhood social class, influenced participants’ conceptualizations of rurality and their perceptions of its representation in their programs. The majority of participants perceived a trend toward generalized notions of rural place that were not necessarily representative of their personal experiences. Transitioning to first-year teachers, participants relied on their community-driven knowledge and teacher preparation to guide their practice in home or new rural, Appalachian communities


2014 ◽  
Vol 11 (4) ◽  
pp. 197 ◽  
Author(s):  
Timothy F. Slater ◽  
Andrea C. Burrows ◽  
Debbie A. French ◽  
Richard A. Sanchez ◽  
Coty B. Tatge

Providing meaningful telescope observing experiences for students who are deeply urban or distantly rural place-boundor even daylight time-boundhas consistently presented a formidable challenge for astronomy educators. For nearly 2 decades, the Internet has promised unfettered access for large numbers of students to conduct remote telescope observing, but it has only been in recent years that the technology has become readily available. Now that this once fanciful possibility is becoming a reality, astronomy education researchers need a guiding theory on which to develop learning experiences. As one departure point, we propose a potential learning progression anchored on one end with recognizing that stars visible at night have describable locations and predictable motions, and anchored at the other with distant robotic telescopes can be programmed to record specific astronomical data for later analysis.


Sign in / Sign up

Export Citation Format

Share Document