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The Great Depression in Puerto Rico was marked by interconnected infrastructural, environmental, and socioeconomic crises caused by the global economic contraction and two devastating natural disasters, the San Felipe and San Ciprian hurricanes of 1928 and 1932. After 1935, all relief and recovery programs were coordinated by the Puerto Rico Reconstruction Administration (PRRA), a locally run federal agency of the Second New Deal. Between 1935 and 1943, Puerto Rican engineers and workers constructed seven major hydroelectric projects in the Cordillera Central to generate inexpensive electric power while also providing adequate flood relief year-round irrigation for the dry southern coast, and abundant reserves of clean drinking water. As with other PRRA projects, all property, constructions, and lands of the rural electrification program were transferred to the local government, which established the Puerto Rico Water Resources Authority to administer the water and electric resources of the island. Modeled on the Tennessee Valley Authority, this public corporation helped Puerto Rico recover prom the 1928 and 1932 hurricanes, improved long-term public health, and broke the power of private utility companies that had controlled water and electric resources for decades. At the same time, however, the hydro-electrification projects exposed the complex relationship between rural life and economic modernization in Puerto Rico and influenced the beginning of a new reformed" colonialism based on permanent political ties between Puerto Rico and the United States. The PRRA created space for increased local autonomy on the island by strengthening its colonial association with the United States. [ABSTRACT FROM AUTHOR]

For many new academics, coming to a decision about which research methodology to employ for their doctoral studies can be daunting. Faced with numerous options, sometimes contradictory advice from experienced scholars and a desire to find the perfect match for a research question, one can find the decision to opt for a particular methodological path a huge step, and it can be hindered by nagging concerns and a lack of academic experience. This article draws together two short pieces of writing from PhD students at Lancaster University, who attended and were inspired by a workshop on narrative methods, led by Professor Catherine Kohler Riessman. The first piece is a reflective account of why the author was drawn to narrative methods for her research. It explores the impact of charities and how this is articulated qualitatively, within the context of a mixed market approach to welfare and health service provision in the UK. It discusses what she observes to be the parallels between a narrative research approach and her practice as a social worker and details her experience of completing her first narrative interview. The second is about how the author was inspired by the workshop to produce a pilot study on attitudes of male offenders towards violence against women using the narrative approach and including excerpts from his research data. Finally, it draws together their thoughts about the workshop and how they intend to continue working with narratives in their future. [ABSTRACT FROM AUTHOR]

The study of flower structure is essential in plant identification and in understanding sexual reproduction in plants, pollination syndromes, plant breeding, and fruit structure. Thus, study of flower structure and construction of floral formulae are standard parts of first-year university botany and biology courses. These activities involve developing a complex set of skills, and it is useful for students to review this material after practical sessions. The Virtual Floral Formula Web site provides students with a unique resource for practicing their floral structure interpretation skills. The site provides detailed dissection photographs of the flowers of 12 species, and floral formulae are progressively assembled via drop-down menus. When students are satisfied with their answers, they submit them, and any discrepancies from the "official" formula are highlighted. Students appreciate the interactivity of the application, the feedback they receive on any inaccuracies in their formulae, and the ability to make progressive improvements in their skills. [ABSTRACT FROM AUTHOR]

Supermarket Botany is a frequently-used teaching resource or strategy. It draws on a student's existing familiarity with plant-based foods to explore plant structure and life cycles. One of its strongest points is that it is adaptable to many age levels - from lower primary school to university and general interest groups. We have designed a unique web-based resource that features accurate botanical information in an engaging format, combining a tutorial with an interactive test. High-quality photographic images of key morphological features allow students to interpret the structures they are observing. Teachers can use the website as a stand-alone application or as a resource for previewing/reviewing this material before/after a hands-on laboratory class. Evaluations have shown that this web-based application can result in similar learning outcomes to a traditional laboratory-based session. [ABSTRACT FROM AUTHOR]

The article reviews the web site Charles Sturt University Herbarium at http://www.csu,edu.au/herbarium/, developed by Geoff Burrows and Kylie Kent.