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Digital formats and social networks provide unique opportunities for meteorologists to disseminate weather information to the public, but it comes with a set of challenges. These opportunities and challenges may be enhanced when applied to a younger demographic, which acquires information from different platforms than the traditional sources the older demographics utilize. There is a vast amount of literature that focuses on weather dissemination, weather information sources, and risk perception; however, there is a lack of emphasis on 18 to 24 year olds. The first two parts of this dissertation attempted to fill this lack of knowledge on 18 to 24 year olds by conducting interviews at several college campuses to gain rich knowledge of the daily processes involving weather information and determine their understanding of weather graphics. Participants cited checking the weather forecast pretty frequently but utilized non-traditional sources for the weather forecast. It was also determined that participants lacked an understanding of weather products. The last part of this dissertation attempted to obtain a better understanding of the public’s weather knowledge and self-perceived weather knowledge. This study compared the public to those who actively follow specialty weather pages. In addition, how severity impacts decision-making and confidence in decision-making was evaluated. Followers of specialty weather pages had higher self-perceived and assessed weather knowledge. It was also determined that the public is more likely to adhere to recommendations from meteorologists, and that the correlation between self-perceived weather knowledge and confidence is weak.

An association was tested between the presence of a television weather broadcaster on-screen and viewers’ likelihood to seek shelter, measured via risk perception and preventative behavior. Social networking websites were used to recruit respondents. Four clips of archived severe weather videos, one pair (on-screen and off-screen broadcaster) using the reflectivity product and another pair (on-screen and off-screen broadcaster) using velocity product, were presented to participants. Viewers’ trust and weather salience were also quantified for additional interactions. A relationship between viewers’ risk perception (preflectivity = 0.821, pvelocity = 0.625) and preventative behavior (preflectivity = 0.217, pvelocity = 0.236) and the presence of the broadcaster on-screen was not found. The reflectivity product was associated with higher risk perception and preventative behavior scores than the velocity product (prp = 0.000, ppb = 0.000).

This research seeks to explore the origins and values of participatory action research, as well as its role in transforming possibilities to knowledge production and shaping equal relationships between research participants. Drawing from the theoretical frameworks of intersectionality and decoloniality and with a focus on the experience of the asylum interview, the research seeks to explore the ways that those epistemological paradigms intertwine with participatory research to deconstruct the dichotomy between researcher and research subject (expert/community) and re-balance the power differentials embedded within academia, canonical knowledge production and traditional research methodologies, to initiate change.On one hand, the research documents the tangible difficulties and practical obstacles that young researchers may come across when employing participatory and inclusive approaches to research, discussing with honesty and self-reflectivity the limitations and shortcomings of this effort. More importantly though, it provides the space and framework for a young woman who navigated the European asylum system, to voice, without mediation and within academia, her narrative and lived experience, and discuss ways towards fairer and more humane asylum systems. As such, it is also a testament to what PAR can offer when conducted with respect and reference to its ontological and epistemological origins, within universities that can sustain it.

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Surface and grain boundary electron scattering contribute significantly to resistivity as the dimensions of polycrystalline metallic conductors are reduced to, and below, the electron mean free path. A quantitative measurement of the relative contributions of surface and grain boundary scattering to resistivity is very challenging, requiring not only the preparation of suitably small conductors having independent variation of the two relevant length scales, namely, the sample critical dimension and the grain size, but also independent experimental quantification of these two length scales. In most work to date the sample grain size has been either assumed equal to conductor dimension or measured for only a small number of grains. Thus, the quantification of the classical size effect still suffers from an uncertainty in the relative contributions of surface and grain boundary scattering. In this work, a quantitative analysis of both surface and grain boundary scattering in Cu thin films with independent variation of film thickness (27 nm to 158 nm) and grain size (35 nm to 425 nm) in samples prepared by sub-ambient temperature film deposition followed by annealing is reported. Film resistivities of carefully characterized samples were measured at both room temperature and at 4.2 K and were compared with several scattering models that include the effects of surface and grain boundary scattering. Grain boundary scattering is found to provide the strongest contribution to the resistivity increase. However, a weaker, but significant, role is also observed for surface scattering. Several of the published models for grain boundary and surface scattering are explored and the Matthiessen's rule combination of the Mayadas and Shatzkes' model of grain boundary scattering and Fuchs and Sondheimer's model of surface scattering resistivity contributions is found to be most appropriate. It is found that the experimental data are best described by a grain boundary reflection coefficient of 0.43 and a surface specularity coefficient of 0.52. This analysis finds a significantly lower contribution from surface scattering than has been reported in previous works, which is in part due to the careful quantitative microstructural characterization of samples performed. The data does suggest that there is a roughness dependence to the surface scattering, but this was not conclusively demonstrated. Voids and impurities were found to have negligible impact on the measured resistivities of the carefully prepared films.

Cultivating preservice teachers' reflection on their practice has been a major objective in teacher education over the last twenty years. Teacher educators have designed a number of activities, usually related to coursework, to facilitate preservice teachers' reflectivity. These kinds of assignments might be described as asking preservice teachers to reflect on demand. Studies in the past have typically focused on the discussion of specific strategies used to elicit reflection or descriptions of reflective teacher education programs. This study explored how preservice and first-year teachers understand and engage in reflection in different contexts while learning to teach. A sample of seventeen respondents, education students enrolled in coursework, student teachers, and first-year teachers, was selected to participate in the study. The data consisted of interviews, classroom observations and the examination of related documents. Preservice teachers taking courses engaged in introspection or self-reflection. This time was spent exploring their emerging identities as teachers. As respondents got opportunities to work in school settings, they began to reflect more on content and students. First-year teachers applied some of the reflective strategies they learned during coursework in their own practice. Several factors appeared to enhance preservice and first-year teachers' ability to reflect as they moved from coursework into student teaching and their own classrooms: (1) building relationships with teachers and students in K--12 classrooms, (2) engaging in reflective dialogue with 'more knowledgeable others'---university faculty and practitioners, and (3) having opportunities to teach on a regular basis.

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