In God we trust: Faith-based development, spiritual transformation, and economic change in southern Andean indigenous communities

In communities throughout the developing world, faith-based organizations (FBOs) focus on goals such as eradicating poverty, bolstering local economies, and fostering community development, while premising their activities and interaction with local communities on theological and religious understandings. Due to their pervasive interaction with participants, the religious ideologies of these FBOs impact the religious, economic, and social realities of communities. This study investigates the relationship between the international FBO, World Vision International (WVI), and changes to religious, economic, and social ideologies and practices in Andean indigenous communities in southern Peruvian. This study aims to contribute to the greater knowledge and understanding of (1) institutionalized development strategies, (2) faith-based development, and (3) how institutionalized development interacts with processes of socio-cultural change. Based on fifteen months of field research, this study involved qualitative and quantitative methods of participant-observation, interviews, surveys, and document analysis. Data were primarily collected from households from a sample of eight communities in the Pitumarca and Combapata districts, department of Canchis, province of Cusco, Peru where two WVI Area Development Programs were operating. Research findings reveal that there is a relationship between WVI’s intervention and some changes to religious, economic, and social structure (values, ideologies, and norms) and practices, demonstrating that structure and practices change when social systems are altered by new social actors. Findings also revealed that the impacts of WVI’s intervention greatly increased over the course of several years, demonstrating that changes in structure and practice occur gradually and need a period of time to take root. Finally, results showed that the impacts of WVI’s intervention were primarily limited to those most closely involved with the organization, revealing that the ability of one social actor to incite changes in the structure and practice of another actor is associated with the intensity of the relationship between the social actors. The findings of this study should be useful in ascertaining deductions and strengthening understandings of how faith-based development organizations impact aspects of religious, economic, and social life in the areas where they work.

The effects of carbon dioxide fertilization on the ecology of tropical seagrass communities

Increasing atmospheric CO2 concentrations associated with climate change will likely influence a wide variety of ecosystems. Terrestrial research has examined the effects of increasing CO2 concentrations on the functionality of plant systems; with studies ranging in scale from the short-term responses of individual leaves, to long-term ecological responses of complete forests. While terrestrial plants have received much attention, studies on the responses of marine plants (seagrasses) to increased CO 2(aq) concentrations remain relatively sparse, with most research limited to small-scale, ex situ experimentation. Furthermore, few studies have attempted to address similarities between terrestrial and seagrass responses to increases in CO2(aq). The goals of this dissertation are to expand the scope of marine climate change research, and examine how the tropical seagrass, Thalassia testudinum responds to increasing CO 2(aq)concentrations over multiple spatial and temporal scales. ^ Manipulative laboratory and field experimentation reveal that, similar to terrestrial plants, seagrasses strongly respond to increases in CO 2(aq) concentrations. Using a novel field technique, in situ field manipulations show that over short time scales, seagrasses respond to elevated CO2(aq) by increasing leaf photosynthetic rates and the production of soluble carbohydrates. Declines in leaf nutrient (nitrogen and phosphorus) content were additionally detected, paralleling responses from terrestrial systems. Over long time scales, seagrasses increase total above- and belowground biomass with elevated CO2(aq), suggesting that, similar to terrestrial research, pervasive increases in atmospheric and oceanic CO2(aq) concentrations stand to influence the productivity and functionality of these systems. Furthermore, field experiments reveal that seagrass epiphytes, which comprise an important component of seagrass ecosystems, additionally respond to increased CO2(aq) with strong declines in calcified taxa and increases in fleshy taxa. ^ Together, this work demonstrates that increasing CO2(aq) concentrations will alter the functionality of seagrass ecosystems by increasing plant productivity and shifting the composition of the epiphyte community. These results have implications for future rates of carbon storage and sediment production within these widely distributed systems.^

Parental Involvement between Two Different Urban Communities

Parent involvement is an integral part of a child’s educational progress. In some cases, students’ academic achievement can be directly related to the level of parental involvement exhibited in schools. Families’ perception of roles toward parental involvement in schools may vary among groups from diverse cultures. In today’s urban schools, the increasing diversity of cultures may contribute to differences in levels of parental involvement. The purpose of this research is to address the need to promote parental participation in the educational process of their children. This study will focus on three research questions: Are there differences in levels of parental involvement after participating in a program designed to assist them with their children’s reading skills? Are there changes in the attitudes of families towards parental involvement after participating in the instructional cycle? Is there a relationship between the level of parental involvement and student academic achievement?

Reducing the Discipline Gap Among African American Students: Learning in Classroom Communities of Practice

The author argues that learning in classroom communities of practice may reduce exclusionary school discipline practices and the discipline gap that disproportionately affect African American students. Communities of practice prioritize the social nature of learning as legitimate peripheral participation, encouraging community membership, social identity transformation, and synergistic relationships and spaces.

Communities of Practice and Learning in a Senior Living Environment

Adults participate in communities of practice (COP) in diverse environments. As the number of US citizens 55 years or older increases, so might the number residing in adult living environments. COP research would be valuable in such settings.

Historic primary producer communities linked to water quality and hydrologic changes in the northern Everglades

The northern Everglades Water Conservation Areas have experienced recent ecological shifts in primary producer community structure involving marl periphyton mats and dense Typha-dominated macrophyte stands. Multiple investigations have identified phosphorus (P) as a driver of primary producer community structure, but effects of water impoundment beginning in the 1950s and changes in water hardness [e.g., (CaCO3)] have also been identified as a concern. In an effort to understand pre-1950, primary producer community structure and identify community shifts since 1950, we measured pigment proxies on three sediment cores collected in Water Conservation Area-2A (WCA-2A) along a phosphorus enrichment gradient. Photosynthetic pigments, sediment total phosphorus content (TP), organic matter, total organic carbon and nitrogen were used to infer historic primary producer communities and changes in water quality and hydrology regulating those communities. Excess 210Pb was used to establish historic dates for the sediment cores. Results indicate the northern area of WCA-2A increased marl deposition and increased algal abundance ca. 1920. This increase in (presumably) calcareous periphyton before intensive agriculture and impoundment suggest canal-derived calcium inputs and to some extent early drainage effects played a role in initiating this community shift. The northern area community then shifted to Typha dominance around 1965. The areas to the south in WCA-2A experienced increased marl deposition and algal abundance around or just prior to 1950s impoundment, the precise timing limited by core age resolution. Continued increases in algal abundance were evident after 1950, coinciding with impoundment and deepening of canals draining into WCA-2A, both likely increasing water mineral and nutrient concentrations. The intermediate site developed a Typha-dominated community ca. 1995 while the southern-most core site WCA-2A has yet to develop Typha dominance. Numerous studies link sediment TP >650 mg P/kg to marsh habitat degradation into Typha-dominance. The northern and intermediate cores where Typha is currently support this previous research by showing a distinct shift in the sediment record to Typha dominance corresponding to sediment TP between 600 and 700 mg P/kg. These temporal and spatial differences are consistent with modern evidence showing water-column gradients in mineral inputs (including Ca, carbonates, and phosphorus) altering primary producer community structure in WCA-2A, but also suggest hydroperiod has an effect on the mechanisms regulating periphyton development and Typha dominance.

Outdoor experiential team -building and the college adjustment and persistence of freshmen in learning communities

Student retention is a primary goal in all higher education institutions. Students who are more adjusted to college life are more likely to persist. The purpose of this research was to determine the effects of an outdoor experiential team-building program on the college adjustment of first-semester freshmen in learning communities at a diverse, urban university. The participants in this quasi-experimental study were first-semester freshmen enrolled in learning communities. A total of 123 students participated, with 61 students in the experimental group and 62 students in the comparison group. There were no significant differences between the two groups in relation to age, gender, or ethnicity. The students in the experimental group participated in the team-building program, which consisted of three events spaced three and four weeks apart. At the end of the semester, students in both the experimental and comparison groups completed the Student Adaptation to College Questionnaire (SACQ), a 67-item self-report survey. ^ Independent samples t-test of the SACQ scores (for attachment to the institution, social adjustment, and overall adaptation to college) between groups was done, and the analyses revealed no statistically significant differences. Chi-square analyses revealed no significant difference in the enrollment pattern between the two groups over a four-year period. Repeated measures ANOVAs revealed that from the first semester of enrollment to the second semester there was a significant drop in GPA for students from the comparison group and no such drop in GPA for students from the experimental group who had participated in at least two of the team building activities. A repeated measures ANOVA was conducted for the first year by semester and ethnicity. No ethnic differences were found, and no interaction was found by ethnicity and semester. ^ Should colleges and universities continue to utilize outdoor experiential team-building programs as a creative way to influence students' connection to the institution they should further investigate its value on students' adjustment to college. Future studies should also consider other variables influenced by team-building programs that affect students' college adjustment, such as collaborative learning. Faculty should be included in the planning process to increase their participation. ^

An ethnographic study: Becoming a physics expert in a biophysics research group

Expertise in physics has been traditionally studied in cognitive science, where physics expertise is understood through the difference between novice and expert problem solving skills. The cognitive perspective of physics experts only create a partial model of physics expertise and does not take into account the development of physics experts in the natural context of research. This dissertation takes a social and cultural perspective of learning through apprenticeship to model the development of physics expertise of physics graduate students in a research group. I use a qualitative methodological approach of an ethnographic case study to observe and video record the common practices of graduate students in their biophysics weekly research group meetings. I recorded notes on observations and conduct interviews with all participants of the biophysics research group for a period of eight months. I apply the theoretical framework of Communities of Practice to distinguish the cultural norms of the group that cultivate physics expert practices. Results indicate that physics expertise is specific to a topic or subfield and it is established through effectively publishing research in the larger biophysics research community. The participant biophysics research group follows a learning trajectory for its students to contribute to research and learn to communicate their research in the larger biophysics community. In this learning trajectory students develop expert member competencies to learn to communicate their research and to learn the standards and trends of research in the larger research community. Findings from this dissertation expand the model of physics expertise beyond the cognitive realm and add the social and cultural nature of physics expertise development. This research also addresses ways to increase physics graduate student success towards their PhD. and decrease the 48% attrition rate of physics graduate students. Cultivating effective research experiences that give graduate students agency and autonomy beyond their research groups gives students the motivation to finish graduate school and establish their physics expertise.^

Ocean Acidification Outweighs Nutrient Effects in Structuring Seagrass Epiphyte Communities

Developing a framework for assessing interactions between multiple anthropogenic stressors remains an important goal in environmental research. In coastal ecosystems, the relative effects of aspects of global climate change (e.g. CO2 concentrations) and localized stressors (e.g. eutrophication), in combination, have received limited attention. Using a long-term (11 month) field experiment, we examine how epiphyte assemblages in a tropical seagrass meadow respond to factorial manipulations of dissolved carbon dioxide (CO2(aq)) and nutrient enrichment. In situ CO2(aq) manipulations were conducted using clear, open-top chambers, which replicated carbonate parameter forecasts for the year 2100. Nutrient enrichment consisted of monthly additions of slow-release fertilizer, nitrogen (N) and phosphorus (P), to the sediments at rates equivalent to theoretical maximum rates of anthropogenic loading within the region (1.54 g N m−2 d−1 and 0.24 g P m−2 d−1). Epiphyte community structure was assessed on a seasonal basis and revealed declines in the abundance of coralline algae, along with increases in filamentous algae under elevated CO2(aq). Surprisingly, nutrient enrichment had no effect on epiphyte community structure or overall epiphyte loading. Interactions between CO2(aq) and nutrient enrichment were not detected. Furthermore, CO2(aq)-mediated responses in the epiphyte community displayed strong seasonality, suggesting that climate change studies in variable environments should be conducted over extended time-scales. Synthesis. The observed responses indicate that for certain locations, global stressors such as ocean acidification may take precedence over local eutrophication in altering the community structure of seagrass epiphyte assemblages. Given that nutrient-driven algal overgrowth is commonly cited as a widespread cause of seagrass decline, our findings highlight that alternate climate change forces may exert proximate control over epiphyte community structure.

Developing a Data-Driven Classification of South Florida Plant Communities

A comprehensive, broadly accepted vegetation classification is important for ecosystem management, particularly for planning and monitoring. South Florida vegetation classification systems that are currently in use were largely arrived at subjectively and intuitively with the involvement of experienced botanical observers and ecologists, but with little support in terms of quantitative field data. The need to develop a field data-driven classification of South Florida vegetation that builds on the ecological organization has been recognized by the National Park Service and vegetation practitioners in the region. The present work, funded by the National Park Service Inventory and Monitoring Program - South Florida/Caribbean Network (SFCN), covers the first stage of a larger project whose goal is to apply extant vegetation data to test, and revise as necessary, an existing, widely used classification (Rutchey et al. 2006). The objectives of the first phase of the project were (1) to identify useful existing datasets, (2) to collect these data and compile them into a geodatabase, (3) to conduct an initial classification analysis of marsh sites, and (4) to design a strategy for augmenting existing information from poorly represented landscapes in order to develop a more comprehensive south Florida classification.

Mapping and Assessing Fire Damage on Broadleaved Forest Communities in Big Cypress National Preserve

Within Big Cypress National Preserve (BICY), oak-dominated forests and woodlands as well as tropical and temperate hardwood hammocks are integral components of the landscape and are biodiversity hotpots for both flora and fauna. These broadleaved forest communities serve as refugia for many of the Preserve’s wildlife species during prolonged flooding and fires. However, both prolonged flooding and severe fires, which are important and necessary disturbance vectors within this landscape, can have deleterious effects on these forested communities. This is particularly true in the case of fires, which under extreme conditions associated with drought and elevated fuel loads, can burn through these forested communities consuming litter and understory vegetation and top killing most, if not all, of the trees present.

Social Network Structure as a Critical Success Condition for Open Source Software Project Communities

In recent years, a surprising new phenomenon has emerged in which globally-distributed online communities collaborate to create useful and sophisticated computer software. These open source software groups are comprised of generally unaffiliated individuals and organizations who work in a seemingly chaotic fashion and who participate on a voluntary basis without direct financial incentive. The purpose of this research is to investigate the relationship between the social network structure of these intriguing groups and their level of output and activity, where social network structure is defined as 1) closure or connectedness within the group, 2) bridging ties which extend outside of the group, and 3) leader centrality within the group. Based on well-tested theories of social capital and centrality in teams, propositions were formulated which suggest that social network structures associated with successful open source software project communities will exhibit high levels of bridging and moderate levels of closure and leader centrality. The research setting was the SourceForge hosting organization and a study population of 143 project communities was identified. Independent variables included measures of closure and leader centrality defined over conversational ties, along with measures of bridging defined over membership ties. Dependent variables included source code commits and software releases for community output, and software downloads and project site page views for community activity. A cross-sectional study design was used and archival data were extracted and aggregated for the two-year period following the first release of project software. The resulting compiled variables were analyzed using multiple linear and quadratic regressions, controlling for group size and conversational volume. Contrary to theory-based expectations, the surprising results showed that successful project groups exhibited low levels of closure and that the levels of bridging and leader centrality were not important factors of success. These findings suggest that the creation and use of open source software may represent a fundamentally new socio-technical development process which disrupts the team paradigm and which triggers the need for building new theories of collaborative development. These new theories could point towards the broader application of open source methods for the creation of knowledge-based products other than software.

Planning of schools as communities

The purpose of this research paper was to conduct a literature review to explore both the physical and historical aspects of schools and their communities in order to ascertain the nature of the disconnect that exists today between schools and communities. This paper reviews the purpose of the public school, from the origin of the one-room schoolhouse to today's urban schools; the impact of immigration, segregation, technology and industrialization on the public school and the forces behind public school reform. The reform processes and the programs developed to stimulate the public school including the transformation of the learning environment in the communities they serve was discussed. The research indicates that the return to a community school with small learning environments that involves communities and residents in the planning of schools as communities, is the most promising form of public school reform.

Non-consumptive effects of predators in coral reef communities and the indirect consequences of marine protected areas

Predators exert strong direct and indirect effects on ecological communities by intimidating their prey. Non-consumptive effects (NCEs) of predators are important features of many ecosystems and have changed the way we understand predator-prey interactions, but are not well understood in some systems. For my dissertation research I combined a variety of approaches to examine the effect of predation risk on herbivore foraging and reproductive behaviors in a coral reef ecosystem. In the first part of my dissertation, I investigated how diet and territoriality of herbivorous fish varied across multiple reefs with different levels of predator biomass in the Florida Keys National Marine Sanctuary. I show that both predator and damselfish abundance impacted diet diversity within populations for two herbivores in different ways. Additionally, reef protection and the associated recovery of large predators appeared to shape the trade-off reef herbivores made between territory size and quality. In the second part of my dissertation, I investigated context-dependent causal linkages between predation risk, herbivore foraging behavior and resource consumption in multiple field experiments. I found that reef complexity, predator hunting mode, light availability and prey hunger influenced prey perception of threat and their willingness to feed. This research argues for more emphasis on the role of predation risk in affecting individual herbivore foraging behavior in order to understand the implications of human-mediated predator removal and recovery in coral reef ecosystems.^