This dissertation presents the results of a search for supersymmetry in protonantiproton collisions with a center of mass energy of 1.96 TeV studied with the Collider Detector at Fermilab. Our strategy is to select collisions with two photons in the nal state that have the properties of being the decays of very massive supersymmetric particles. This includes looking for large total energy from the decayed particles as well as for the presence of particles that leave the detector without interacting. We nd no events using 2.6 fb-1 of data collected during the 2004-2008 collider run of the Fermilab Tevatron which is consistent with the background estimate of 1.4 +/- 0.4 events. Since there is no evidence of new particles we set cross section limits in a gaugemediated supersymmetry model with e 01 ! eG, where the e 01 and eG are the lightest neutralino and the gravitino (the lightest supersymmetric particle), respectively. We set limits on models as a function of the e 01 mass and lifetime, producing the world's most sensitive search for e 01by excluding masses up to 149 GeV=c2 for e 01 lifetimes much less than 1 ns.

The TAMU Water Project is a trans-disciplinary collaborative that works to address the water needs of rural communities along the Texas/Mexico border called colonias. Modeled initially after the work of Potters for Peace, the TAMU Water Project recognizes access to potable water as a human right and is dedicated to the production, distribution, and research of affordable, appropriate technology to purify water. This thesis proposes critical environmental justice as the theoretical framework and lens through which to examine the TAMU Water Project as a praxis of public pedagogy. Extant data in the form of articles, publications, presentations, photo essays, and video, were analyzed using an inductive process of content analysis and thick description to prove that the TAMU Water Project fulfills the criteria of critical environmental justice and can be used as an example of critical environmental justice as pedagogy.