William & Mary ScholarWorks
Welcome! William & Mary ScholarWorks preserves and provides access to the research and creative output of William & Mary's faculty, staff, and students.
UPDATE 18th JUNE 2025: Our repository has migrated from Digital Commons to Open Repository DSpace as of this summer. Additional updates and improvements will continue through the end of July. Thank you for your patience during this transition.
Communities in WMScholarWorks
Select a community to browse its collections.
Recent Submissions
Item 1-km ROMS Model Output for Drake Passage and Scotia Sea (November–December 2017)(Virginia Institute of Marine Sciences, Coastal & Ocean Processes, 2025-07)Item “Living Alongside Death”: Torture, Detention, and the Intersubjective Body(Political Theory, 2025)How does torture work? Scholarly consensus seems to agree that torture reaches into the body to undermine the fundamental core of the person, but rarely do we specify the mechanisms by which it achieves this effect. I propose to answer this question through a focus on the conditions of detention and the ways in which these conditions are manipulated. I examine spatial dislocation, sleep deprivation, and dietary manipulation as prominent techniques of torture. Using what I call an “improper phenomenology,” I show how these techniques work to subvert the detained person’s relationships with space, time, and community. With reference to critical and feminist phenomenologists, I argue that these relationships are what structure and constitute the subject. These ties, in other words, are not only part of what enables us to exist but part of what makes us who and what we are. The unmaking or subversion of these relationships through techniques of torture not only undermines the stable subject but also has profound effects on those “beyond” the detention center.Item Valuing present and future benefits provided by coastal wetlands and living shorelines(Nature-Based Solutions, 2025-12)Marshes are important natural capital assets for many coastal communities, providing a range of ecosystem services such as coastal protection, nutrient removal, habitat, and recreational opportunities. We explored the present and future distribution and economic value of tidal marsh (natural marsh and living shorelines) ecosystem services for coastal communities in Virginia, US, using an interdisciplinary mixed-methods, spatially explicit valuation approach. First, a benefit transfer analysis was conducted using literature-derived values adjusted for site-specific conditions. Then, two stated preference surveys were implemented, targeting recreational users and individuals engaged in shoreline management decision-making. We leveraged a wide range of spatial information on the local environment to both adjust values and also develop realistic scenarios in surveys. Survey responses were used to assess service values as well as tradeoffs in shoreline decisions. Marsh values were found to be a significant asset for communities, amounting to ∼$90M/yr in benefits, or 3.3 % of annual GDP for the region. Assuming marsh migration into undeveloped lands and the installation of living shorelines for coastal protection where suitable, future discounted service values were predicted to increase slightly. Marsh service values varied spatially, with storm risk reduction (the highest ranked service by community decision-makers) displaying the greatest variation. Recreational opportunities were ranked low by community decision-makers, yet recreational fishers placed a high value on marshes. This highlights that without consideration of locally important services, shoreline management decisions may unknowingly affect local economies. Valuing marsh services can improve social efficiency in shoreline management decisions while also advancing natural capital accounting.Item Grounded Technology Integration Using Secondary English Language Arts Learning Activity Types(Learning & Leading with Technology, 2010)The English language arts (ELA)—traditionally conceptualized as reading, writing, speaking, and listening—are evolving due to emerging technologies and the newer literacies they inspire. Students enter the ELA classroom already literate in multiple ways, reading, writing, and producing multimodal and multimedia texts for specific audiences and contexts. Emerging technologies and the new literacies they generate provide new modes and media for communication but also create new opportunities and challenges for teachers. How can technology integration efforts focus upon the ELA curriculum-based learning needs of students, while leveraging the educational affordances and benefits of particular tools and resources?Item Grounded Technology Integration Using World Language Learning Activity Types(Learning & Leading with Technology, 2009)Wikis, blogs, YouTube, iTunes, virtual field trips, and Web radio offer world language teachers and students a multitude of opportunities and resources to experience distant cultures and languages in more readily and easily accessible ways. When integrated into a student-centered world languages curriculum, these educational technologies can help to enhance language learning and teaching in ways not possible before. However, the increasing number and expanding possibilities of new technologies for language instruction may obfuscate their most appropriate instructional uses and distract from meeting learning goals. How can we channel our efforts so that we truly integrate technology into world language instruction, instead of using it as an add-on? What does it take to use technologies meaningfully without losing focus upon content and pedagogy?