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Salve Regina Oral History Project: Ray McKenna [audio]
Get PDFOral history interview with Ray McKenna, Salve Regina Safety and Security officer. The interview was conducted on March 21, 2022
Sargent’s Foot Soldiers: Japanese Plants, Newport Gardeners, and Growing the Arnold Arboretum
No full textIn her article, “Sargent’s Foot Soldiers: Japanese Plants, Newport Gardeners, and Growing the Arnold Arboretum,” Sara A. Butler also skillfully connects Newport residents to a larger, regional movement, but of the late nineteenth and early twentieth centuries. She demonstrates that Bristol and Newport residents were key collaborators in an effort to establish a world-class arboretum in Boston that would include exotic shrubs and plants, brought over from Japan and other countries, some of which were propagated here in Newport and the surrounding area. Dr. Butler describes the painstaking work involved in obtaining, planting and cultivating these rare specimens, and the incredible dedication of those who hunted for and imported them. Sara A. Butler is Professor Emerita at Roger Williams University where she taught courses on art and architectural history, Newport art, architecture and landscapes, and on the history of landscape architecture. She has lectured and published numerous articles on American architecture and landscapes, commemoration and memory, and American public art and race. The article that she wrote for this issue is one in a trilogy of essays on horticultural exchange at the turn of the twentieth century between East and West, specifically between eastern New England and Japan
Creating an Inclusive Syllabus: Laying the Groundwork for Student-Centered Teaching and Equitable Classrooms
No full textSyllabi serve several important purposes, the most basic of which is to communicate course content, goals and expectations to students, colleagues and accreditors. Syllabi also serve as a guide for faculty on how to plan, implement, evaluate and improve instruction. A well-crafted syllabus that prioritizes equity and inclusion in its tone, content and assessment of student learning can lay the groundwork for a dynamic and engaged classroom environment. This interactive workshop will begin with an overview of the main components of inclusive syllabi, including a discussion of course goals and outcomes, as well as student engagement and evaluation. It will also move to a consideration of how to incorporate practices and strategies that support diverse learning needs and an equitable classroom
The Gaspee Affair and Maritime Fugitives in the Anglo–American Atlantic, 1772–1783
No full textCharles R. Foy is Associate Professor, Emeritus, at Eastern Illinois University. Dr. Foy has published more than a dozen articles on Black mariners and is the creator of the Black Mariner Database, a dataset of more than 43,000 18th century Black Atlantic mariners. He is completing a book manuscript, Liberty’s Labyrinth: Freedom in the 18th Century Black Atlantic, that details the nature of freedom in the eighteenth century through an analysis of the lives of Black mariners
Salve Regina University Act on Climate: Strategic Plan for the University to Reach State Carbon Neutrality Goals
Get PDFIn order to become more sustainable and meet the mandate set by the 2021 Rhode Island Act on Climate law (RI General Law §42-6.2), Salve Regina University must work to reach net-zero greenhouse gas emissions by the year 2050. Action to meet these standards begins now and must be continually built upon to ensure that Salve Regina University, as leader in Rhode Island, is always working for a more sustainable future. Throughout the Spring 2022 semester, students of the BIO-140: Humans and Their Environment course instructed by Dr. Jameson Chace have researched ways in which Salve Regina can begin on the path to zero greenhouse gas emissions today. By focusing on change in the areas of energy, transportation, food, financial investments, and sequestration, Salve Regina can reduce the greenhouse gas emissions of today for a more sustainable tomorrow. Recommendations are broken into three time periods. Action for today to achieve by 2030 include improving energy efficiency, installing the first electric vehicle (EV) parking/charging stations, increasing carbon sequestration, reducing beef in the campus diet, and assessing the carbon impact of university financial holdings. Actions to be initiated soon and to be achieved by 2040 include shifting away from natural gas heating when system renewals take place, increasing EV parking to meet rising demand, during turnover replace current university vehicles with electric or hybrid, continuing with sequestration efforts on campus, begin phasing out high carbon diet items, and by 2040 the university investment portfolio should be carbon neutral. If carbon neutrality can be reached by 2050 the most challenging aspects of campus life that need to change will require planning now and thoughtful implementation. The class in 2022 envisions a campus in 2050 where solar lights illuminate campus and buildings through the night, all university vehicles and most faculty and staff vehicles are electric and are found charging during the day at solar powered charging stations, dinning services in Miley supports community agriculture and includes incentives for meatless and low carbon meal plans, the university has become a leader in low carbon/green market investing demonstrating how careful planning can reap high returns, and carbon sequestration on campus grounds has maximized such that off campus carbon offsets are established with local land trusts to complete the carbon neutrality goals.
In doing so no only will the university be recognized as a state-wide leader in climate action, but will also be a global leader in working towards a world that is more harmonious, just, and merciful
The Industrial Brontë Sisters: Advocates for Women in a Turbulent Age
No full textThis dissertation addresses the question “How do the Brontë sisters take advantage of the rapid change of their time unleashed by the Industrial Revolution in order to illustrate the inequalities women faced in the Victorian Age?” It considers historical context, including an increase in paid work for women, that precedes the publication of the Brontë novels. The main source for the dissertation is the literature of the Brontë sisters, Charlotte’s four novels, Emily’s one, and Anne’s two, seeking to explore the Brontës’ call for female empowerment as symptomatic of the age, and one that is realized in the latter half of the Victorian Age and beyond. The main areas of focus for this dissertation are the ways in which the Brontës addressed women’s inequality in marriage, education, social class, and work
