Thesis (M.A.) -- Central Connecticut State University, 2008. / Thesis advisor: James Conway. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 37-41). Also available via the World Wide Web.

AmeriCorps, the federal volunteer program developed in 1993, has won increasing political and cultural support since its development. Hurricane Katrina challenged program administrators to recruit and support volunteers in New Orleans, a uniquely devastated city. This qualitative study based on interviews with former volunteers examines the implications of AmeriCorps program policies for the recovery of post­Katrina New Orleans. Rooted in statements by the United Nations, the Federal Emergency Response Agency and local grassroots organizations, this study concludes that the AmeriCorps program was not effective in facilitating the return of displaced residents, appropriately utilizing city resources or maintaining strong accountability to those most affected by the disaster. Thus, the AmeriCorps program, which is not intended specifically for disaster relief, must be redesigned in order to accountably contribute to recovery in the cases of acute disaster.

Since the inception of AmeriCorps programs, reading, education and civic engagement has been emphasized in a large portion of the United States. Members enlist to serve schools and communities for 1 year, possibly 2. Upon completion of a member’s year(s) of service an education award is given which can be used to attend a community college, university or repay student loans. This study showed how AmeriCorps/America Reads programs partnered with community colleges and universities which recruited members to volunteer at school sites and community centers tutoring students in classrooms to improve reading, grades, engage in community service activities, use education award to attend college or pay off student loans, and increase employment in education. Mississippi was the main focus of this study. Minnesota and New York America Reads programs were also discussed in comparison. Findings indicated whether involvement in AmeriCorps/America Reads programs enhanced members’ decision to enroll or re-enroll in higher education, pursue a career in education and continue to volunteer in community service.

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The purpose of this dissertation research is to examine how local context in four natural resource dependent Appalachian settings shape the formal Basic Engagement Plan (BEP). In 2002, the federal Office of Surface Mining, Reclamation and Enforcement (OSMRE) formed a partnership with AmeriCorps VISTA and local environmental improvement organizations to restore Appalachian locales suffering from pre-regulatory environmental damage. To stimulate diverse local institutional engagement, the partnership developed the BEP. It is a formal process of institutional interaction to initiate working relationships where none exist between participating organizations and public administrators, legislators, and nonprofit organizations. To explore the research question, I use a multiple-case study design and comparative analysis. Because the partners work to restore local environments through sustainable community development, the research is grounded in sustainable community development literature. I continue the trend that juxtaposes its considerations of environmental protection, economic development, and social justice with the interactional perspective of community, a sociological model of community grounded in social interaction. Sustainable community development literature is dominated by an authoritative intervention paradigm. The juxtaposed model at the heart of this research does not deny the important contributions of authoritative intervention. Rather, it complements this conventional arrangement by discussing the important role of horizontal institutions in the process. Key findings show local contexts are multi-faceted and dynamic. In this regard, the variation in impact of local contexts on the formal BEP process shows that a one-size-fits-all approach is problematic for sustainable community development in natural resource dependent settings. The dissertation concludes with a set of comparative findings across the four cases and discussion of four important ways in which the research contributes to theory and practice. / PHD / This dissertation research provides a comparative case study of a hybrid, theory-based model of community development in rural settings. The model marries an interactive perspective of community and a type of community development that emphasizes sustainable practices. These practices seek to balance environmental protection, economic development, and social justice in the community development process. Its union is an excellent fit to organize the complexities of stakeholder relationships witnessed in selected natural resource dependent settings. In this regard, the research advances understanding of the model as a tool to organize multi-faceted working relationships. Secondly, the research advances the notion that inclusion of diverse stakeholders is important to restoring environmental damage and alleviating economic insecurities. It examines how diverse stakeholders break down communication barriers in natural resource dependent communities to find common goals to encourage sustained working relationships. The unpleasant implications of natural resource dependence create a setting where government is often the vital stakeholder to community development. In these settings, common goals and shared understanding of a public issue occur as government priorities allow. As priorities change so do the abilities of other key stakeholders to participate in the community development process. This research compliments understanding of the conventional government arrangement by highlighting the perspective of diverse stakeholders. Local practitioners can lessen the impact of changing government priorities by advancing their own organizational abilities to participate in community development. The dissertation concludes with a set of comparative findings across selected cases and discussion of important ways local practitioners can sustain the social change they seek to make in their communities.

From the moment a snowflake touches down on the surface of a glacier, it begins a process of transformation. Fresh snow, made up of single-grained snowflakes is compacted into glacial ice by the weight of subsequent snowfall and by sintering, grain boundary sliding and diffusion. At first, snow grains accommodate the stress through mechanical failure and by changing their shapes and positions. Fragile, dendritic structures on the edges of snowflakes break off, and grains round into lower free energy configurations. Rounded grains slip into air pockets. As time passes, increasing overburden of a load to bear, and it is, for a single snowflake. But it is precisely this stress that creates a glacier. Stress, in this case, is a catalyst for transformation. But don't worry. I am not going to make an overly forced metaphor for what happens during a doctorate program.} Pressure causes the grains to merge, large grains absorbing small ones. As ice grains squeeze and grow into all the available pore space, grains trap air bubbles and cut them off from the atmosphere, preserving records of climate conditions. Eventually, these processes densify the snow so thoroughly that it metamorphoses into glacial ice, and from a crumbly collection of snowflakes emerges a cohesive crystalline matrix. This process, firn densification, is the subject of my first chapter. From measurements of englacial strain rates by repeat phase-sensitive radar deployments, we show it is possible to extract densification rates that match modeled predictions. The formation of ice is just the beginning of the story of a glacier. As and after ice forms, gravity pulls on the body of the glacier; ice flows under its own weight, becoming a viscous river that meanders from high elevations toward the sea level. Along the way, various other forces act on the ice (e.g., friction at the ice-bed causes ice to shear, narrowing valley walls create compressive stresses, etc.). This history can be written into the ice in the orientation and configuration of its molecular structure. Ice is made of a regular crystal matrix of water molecules. Covalently bonded oxygen and hydrogen molecules assemble into sheets of hexagons, held to each other by hydrogen bonds. The relative orientation of these hexagonal sheets is called the "ice fabric”, and its importance lies in the fact that ice’s asymmetric molecular structure gives rise to asymmetric properties. For example, ice is softer—more deformable—when stress is applied parallel to the hexagonal planes, like playing cards sliding over one another. Over hundreds or thousands of years, this asymmetric response to stress causes the hexagonal planes to rotate so that they lie perpendicular to the direction of compressive stress. This, in turn, changes which relative direction a glacier is the “softest”. In short, the history of the glacier is written into its fabric. Ice remembers the stress it has undergone, and that memory changes its resistance to (or accommodation of) stress in the present and future. In chapter two, I use an autonomous phase-sensitive radar to measure the ice fabric along a central transect of Thwaites Glacier. Thwaites drains ice from West Antarctica and is one of the fastest changing glaciers on the continent. Locked up in Thwaites is at least half a meter of sea level rise, as well as much of the buttressing that holds back WAIS. Measurements of the fabric of Thwaites tell us about the history of stress undergone by the glacier, as well as any change in relative direction of the "softest" ice. As a glaciologist, I have dedicated my life to studying how glaciers form, flow, and disappear. As an artist and writer, I am interested in material memory, with a particular orientation toward ice itself and in the way the language and mathematics used to describe ice mimic processes that happen in body, mind, and society. My fourth chapter is centered on the creative research and art produced during my dissertation, particularly focused on a visual autoethnography of my body I created during my first field season in Antarctica in 2022-2023. In it, I try to grapple with whether/how, even as positivist science demands I remove as much of myself as possible from my scientific research, my body/myself show up in small ways in my data. I consider how ice's response to stress—to soften or harden, to flow or crack—is in many ways, a mirror for how we as humans respond to stress. Other work in Chapter 4 was created in direct response to the beauty of glaciated landscapes and the grief I struggle to manage in response to their rapid change. Biome I is a short zine that uses faux-color satellite imagery overlain with text and meshes of glaciers from Grand Teton National Park (GRTE). In 2021, I spent six months as a Scientists-in-Parks fellow through AmeriCorps, joining the park's physical science team in Wyoming to expand their glacier monitoring program. From this work emerged Chapter 3 a history of glacial change in the park over the last 70 years from in situ and remotely sensed observations. This work, while quite different from my previous scientific output, allowed me to learn and explore other glaciological techniques as well as template methodologies and provide information that is immediately useful for education and action in GRTE and other rapidly deglaciating landscapes. Much of the way I have come to understand glacial geophysics is by considering the ways they connect more broadly to our lived experiences. In the Tetons, this involved understanding how deglaciation affects the park's ecological systems and the evolving safety for visitors given the changing ice conditions. In pursuit of both expanding my own understanding and hoping to share with others the joy and beauty of the study of ice, I have developed numerous education efforts to make the study of glaciers, climate, and the earth physical, tangible, less abstract, emotional, joyful, and intuitive. Chapter 5 concludes the thesis by taking a step back to look at education and teaching, the thread that has carried through my doctorate, from prior to starting graduate school and, I hope, that will continue long after. I discuss the influences of teacher-philosophers like Shannon Mattern, Lynda Barry, and bell hooks, who have all, in their own way, striven to reshape the (idea of the) classroom into forms that better serve the learner. This work has taken place on the seat of a bicycle riding across the country, on an icefield in Juneau, Alaska, and in my own backyard, in classrooms across New York City. To conclude, I hope this thesis is not only a scientific effort, but one that draws the curtain back on the broader work we do as glaciologists. We are also artists and educators, caretakers, archivists, and public figures. Our work can be physically, mentally, and emotionally demanding, and it is as often full of grief as it is of awe.