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Health promotion and public health research increasingly recognise that a range of community organisation and attitudinal factors are important to a community’s level of readiness, or capacity, to undertake effective prevention activity required to reduce population rates of adolescent substance abuse. Although the importance of tailoring community capacity building to readiness levels is acknowledged, little research has been done to date, to develop a systematic framework for measuring readiness in Australia. / Equally in Australia where national and state government drive public health drug policy and programme development, their interaction and support of community level interventions and efforts has not been widely examined. / This methodological study of 100 telephone interviews with 60 community practitioners (15 in each community) was conducted to identify and assess the specific attitudinal, systemic and resource characteristics of four regional communities in order to extend their capacity or readiness to address adolescent substance abuse within their community. The study provided the opportunity to assess the feasibility, reliability and validity and utility of two North American questionnaires that had been developed to provide quantitative measurement of community readiness. Additional questions were included to try and gauge to what extent state government engaged with, and responded to, the four regional communities in the planning and initiation of prevention activity. Examination of this domain would also contribute to the understanding of state and community engagement with community empowerment. / Each of the readiness questionnaires appeared comprehensible within the Australian context, requiring only minor modifications to wording and format to obtain reliable responses from community practitioners. Community readiness ratings for the four communities were consistent across the two instruments with each questionnaire assessing some overlapping and some distinct domains. / The comparison of results from the two community readiness survey instruments suggested some advantages for the TECPR instrument in its slightly higher face validity to key informants and its ability to significantly discriminate the total readiness scores for the four communities. Analysis revealed some associations between the two readiness assessment methods; supporting the view that they were assessing some common underlying dimensions but also that they each provided some unique information. Analysis of the additional questions related to community empowerment suggested that the two assessment methods each contributed unique information in predicting local perceptions of community empowerment. / It is concluded that each questionnaire has the potential to elicit detailed and reliable data concerning community-readiness, which can be quantitatively analysed; and is not unduly time-consuming or burdensome to the researcher or the respondents. One of the questionnaires holds particular merit for communities where research expertise in not available. Measurement of community readiness appears feasible in the Australian context opening opportunities for improved planning and evaluating of community development initiatives aimed at preventing adolescent substance abuse.

Entertainment Education is a communication strategy widely used in non-formal community education for the purpose of inspiring behaviour and social change. As an international development strategy for educational interventions in mostly developing countries of Africa, Asia and Latin America, the practice is founded on persuasive communication aimed for the diffusion of ‘modern’ innovation. Entertainment Education has been commended for its efficiency in creation of awareness amongst target communities, but criticised for its inability to generate enduring practical change in the lives of the target community members. Situating this practice within Emancipatory Transformative Education, I interrogated the emancipatory principles of democratic practice in Entertainment Education as representational of an intercultural educational space. I did this with a sample case of Geenu Nti programme situated in Northern Nigeria and executed by an American centre for international development. My interaction with the programme stakeholders and audience through the use of semi-structured interviews, focus group discussions and documentary analysis revealed that despite efforts at participatory practice, the programme fell short of the key emancipatory values of intellectual equality and freedom in its educational content and process. This raised the need for the reconceptualization of current approach in the management of transformative change in individuals and communities and a relational concern with practitioners’ approach to emancipatory education in general. Drawing on the thoughts of emancipatory education philosophers like Freire, Rancière and Biesta as well as trialectic change philosophers like Bergson, Chia and Ford & Ford, I conceptualised the principles of a model of emancipatory educational change practice. These principles were then articulated into a realisable interactional space with ideas drawn from Ross and Harré to develop a Model of Emancipatory Education for Change which presents an equally creative and expressive inter-subjective communicative relationship between the educator and the ‘educandee’**. Here the educator, through democratic authority simultaneously challenges and nourishes the educadee’s freedom for autonomous growth within individual and collective existential realities, while equally navigating personal growth. The model furthers the idea of emancipation as a process of subjectification to a conceptualisation of emancipation as a process of subjectified socialisation. NB **: The term ‘educandee’ is adopted from Kivelä et al. (1995) and Biesta (1998) and introduced in the later part of the work to signify my concept of participants in communicative educational engagements. I use the term educandee to convey my concept of an educational participant who, under a relatively equal power relation with the educator, actively participates in the educational process as an autonomous individual creating response to own existential circumstances under the intentional support or guidance of a skilled practitioner. This represents the ‘educated’ which is generally my preferred term as against the ‘learner’ or ‘student’ that I deliberately avoided using except when presenting the ideas of other scholars and in their own terms.

Le changement climatique est connu pour entraîner une redistribution spatiale des conditions climatiques et avec elle une migration des espèces vers les pôles et les sommets. De tels changements impliquent une réorganisation des communautés végétales dont la nature, l'intensité et le déterminisme sont encore peu connus. L'objectif de cette thèse est d'évaluer, à large échelle spatiale et sur de longs pas de temps, les changements de composition des communautés végétales forestières induits par le réchauffement climatique, ainsi qu'analyser les facteurs écologiques et géographiques contribuant à ces changements à l'échelle de l'espèce et des communautés. La réponse de la flore forestière vis-à-vis du réchauffement climatique a été étudiée à l'échelle du territoire français (~546000 km²) à partir de larges bases de données d'observations floristiques, de données environnementales mesurées et modélisées, et d'une approche modélisatrice basée sur le concept de niche écologique et sur le caractère bio-indicateur des espèces. Dans un premier temps, nous avons montré que le remaniement des communautés végétales a permis la compensation de 0.54°C du réchauffement climatique ayant touché les forêts de montagne entre les périodes 1965–1986 et 1987–2008 (i.e. +1.07°C) contre seulement 0.02°C pour les forêts de plaine (réchauffement = 1.11°C). Cette compensation partielle démontre l'existence d'une dette climatique de la flore induite par le réchauffement climatique. L'importance de cette dette en plaine par rapport aux montagnes provient probablement de l'effet combiné d'un déficit d'extinction et de migration des espèces en plaine conduit respectivement par une plus large tolérance thermique des plantes forestières sur cette zone et par une migration des plantes a priori (i) limitée par l'importante fragmentation des forêts de plaine et (ii) inférieure au déplacement des conditions thermiques en plaine. Les particularités écologiques et géographiques des forêts de plaine et de montagne nous ont amené à considérer deux types de menaces induites par le changement climatique : (i) l'attrition biotique en plaine, et (ii) la perte d'une biodiversité historique et spécifique en montagne (réduction de l'habitat des espèces alpines aboutissant à leur disparition) remplacée probablement par des espèces plus communes. Dans un second temps, les effets de facteurs abiotiques, biotiques et géographiques pouvant amplifier ou réduire les changements de distribution des espèces et de composition des communautés induits par le réchauffement climatique ont été caractérisés. [...] Suite et fin du résumé dans la thèse. / Climate change is known to cause a spatial redistribution of climatic conditions which is driving poleward and upward range shifts. Such shifts imply a reorganization of plant communities which is still poorly understood. Here we aimed to assess the changes in plant communities' composition induced by climate warming at a global scale and over a long time period, as well as to analyze the effects of ecological and geographical factors that contribute to these changes at the species and community levels. The response of the forest flora to the raising temperature has been studied across the French metropolitan territory (~546,000 km²) from large floristic databases, measured and modeled environmental data, and a modeling approach based on the concept of ecological niche and the bioindicator properties of plant species. First, we showed that the reshuffling of plant communities allowed to recover 0.54°C of the temperature increase between the periods 1965–1986 and 1987–2008 in highland forests (i.e. +1.07°C), while it recovered only 0.02°C in lowland forest (warming = 1.11 °C). This partial compensation demonstrates the current occurrence of a climatic debt in forest vegetation caused by climate warming. The high climatic debt observed in lowland forest compared to the highland one is likely due to extinction and migration debts caused by a wider temperature tolerance of plants in lowland communities and a plant migration capacity (i) limited by the high spatial fragmentation of the lowland forest habitat and (ii) shorter than the shift of thermal conditions in lowland areas, respectively. The ecological and geographical specificity of lowland and highland forests led us to consider two different threats induced by climate change: (i) biotic attrition in lowland areas, and (ii) loss of a specific and an historic biodiversity in highland forest (mountaintop extinction of alpine species due the surface decrease of their potential habitat) likely replaced by more common species assemblage (increase of generalist plants). Second, the effects of abiotic, biotic and geographical factors which can amplify or reduce the magnitude of both the species range shifts and the reshuffling of plant communities induced by global warming were characterized. Last and final summary in the thesis.

Increasing sea levels and anthropogenic disturbances have caused the world’s coastal vegetation to decline 25-50% in the past 50 years. Future sea level rise (SLR) rates are expected to increase, further threatening coastal habitats. In combination with SLR, the Everglades ecosystem has undergone large-scale drainage and restoration changing Florida’s coastal vegetation. Everglades National Park (ENP) has 21 coastal plant species threatened by SLR. My dissertation focuses on three aspects of coastal plant community change related to SLR and dehydration. 1) I assessed the extent and direction coastal communities—three harboring rare plant species—shifted from 1978 to 2011. I created a classified vegetation map and compared it to a 1978 map. I hypothesized coastal communities transitioned from less salt- and inundation-tolerant to more salt- and inundation-tolerant communities. I found communities shifted as hypothesized, suggesting the site became saltier and wetter. Additionally, all three communities harboring rare plants shrunk in size. 2) I evaluated invading halophyte (salt-tolerant) plant influence on soil salinity via a replacement series greenhouse experiment. I used two halophytes and two glycophytes (non-salt-tolerant) to look at soil salinity over time under 26 and 38‰ groundwater. I hypothesized that halophytes increase soil salinity as compared to glycophytes through continued transpiration during dry, highly saline periods. My results supported halophytic influence on soil salinity; however, not from higher transpiration rates. Osmotic or ionic stress likely decreased glycophytic biomass resulting in less overall plant transpiration. 3) I assessed the best plant life-stage to use for on-the-ground plot-based community change monitoring. I tested the effects of increasing salinity (0, 5, 15, 30, and 45‰) on seed germination and seedling establishment of five coastal species, and compared my results to salinity effects on one-year olds and adults of the same species. I hypothesized that seedling establishment was the most vulnerable life-stage to salt stress. The results supported my hypothesis; seedling establishment is the life-stage best monitored for community change. Additionally, I determined the federally endangered plant Chromolaena frustrata’s salinity tolerance. The species was sensitive to salinity >5‰ at all developmental stages suggesting C. frustrata is highly threatened by SLR.

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It is well established that rural regional Australians have borne the brunt of globalization in terms of the adverse impacts caused by social and economic restructuring resulting from global, national and local forces. In response governments and communities have embraced sustainability and civil society for promoting local community action and responsibility for social, economic and environmental issues. This research focuses on community narratives about the social change processes as they engage the forces of neo-liberal policies. Applying a qualitative, grounded theoretical approach to data collection and analysis this study also adopts a multi-perspective, multi-disciplinary framework to gain more holistic, contextual understandings of community functioning and change. In echoing the principles of community psychology, the foundational, multidisciplinary concepts of sense of community, social capital, civil society, empowerment and conscientization have informed understandings of this communitys process and outcome towards transformational change. This study offers a critical reflection of transformational change in an effort to promote more peaceful, collaborate relationships between dominant and oppressed groups in expanding our understandings and solutions for community change. Identified by Newbrough (1992, 1995) as the Third Force Position, the ideals of political community are visibly expressed as they attempt to pursue transformational change towards a just and sustainable future for the community. However, while civil society has made a positive contribution, also apparent are the processes and outcomes which affect those most vulnerable. Those most powerless continue to suffer from exclusion, marginalization and as a result are denied access to vital resources to meet their needs.

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The purpose of this dissertation is to examine the experiences of St. Bernard Parish, La., residents as they coped with the impact of the catastrophe of Hurricane Katrina on August 29, 2005. An estimated 50,000 St. Bernard Parish residents relocated to a new home one year after Katina in 2006, and many of those residents moved again. This study examines the effects of the decisions of St. Bernard residents to relocate or to return on their social connections. The utility, adaptability and durability of social networks of these residents will be explored to enrich our knowledge about the social effects of recovery and the role that distance plays in the way residents connect to each other six years after Hurricane Katrina. It also examines the applicability of disaster theory as it relates to this case and develops a methodology for examining the impact of geographic dispersal on social networks.