Browsing by Author "Badia, Lynn, committee member"
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Item Open Access Are wild and scenic rivers really "free-flowing"?(Colorado State University. Libraries, 2021) Willi, Kathryn Rosalie, author; Kampf, Stephanie K., advisor; Ross, Matt R. V., advisor; Badia, Lynn, committee memberThis study quantified the "free-flowing" character of wild and scenic river watersheds by first developing linear regression models to predict the "natural condition" of a river's magnitude, timing, frequency, and variability of flows. We compared these estimates of "natural" flow to the observed values for stream gages within wild and scenic river watersheds and found that nearly half (45.1%) had at least one altered flow metric. This was significantly lower (p < 0.05) than the fraction of altered gages outside wild and scenic river watersheds, and supported our other conclusion that wild and scenic rivers are associated with protected areas. On the other hand, wild and scenic river watersheds had a significantly higher (p < 0.05) fraction of gages with dam storage densities ≥ 100 megaliters·km-2 than gages outside wild and scenic river watersheds. Because the Wild and Scenic Rivers Act was designed as a complement to dam development, many wild and scenic rivers are designated in direct response to the threat of dam construction, or to counterbalance special rivers that have already been dammed. We posit that this biases wild and scenic river designations towards locations where dam development is common. Our study's findings expose a paradox in how a wild and scenic river designation can fully "protect and enhance" a river's free-flowing character. True protection of these special resources does not stop at designation, and requires additional support from managing agencies and stewardship groups to make improvements to their watersheds.Item Open Access I want you to panic: a discourse analysis on the ways memes express affective responses when shared to protest climate change(Colorado State University. Libraries, 2023) Sakas, Michael Elizabeth, author; Humphrey, Michael, advisor; Badia, Lynn, committee member; Champ, Joseph, committee memberThis study analyzes how memes express affect when used to protest inaction on climate change. The climate movement is youth-led and young people use Instagram to create and share climate memes. These memes are hashtagged with #ClimateStrike and other similar words that then add these memes to the climate protest conversation. This study on how climate memes express affective responses increases our understanding of what is driving students to join this youth climate strike movement. This study conducted a critical discourse analysis to identify what important themes emerged when protestors used climate change memes to communicate affective responses. In total 400 memes were collected for this research. Half of them are graphic-based climate memes and the other half are protest-based climate memes. The content of these memes were then analyzed to find what affective responses were most often present. Negative emotions dominated the affective sentiment of both the graphic-based climate memes and the protest-based climate memes. The majority of the 400 memes shared negative emotions associated with feelings like frustration, criticism, fear and helplessness. Positive affective responses were associated with climate solutions, individual action and joining the youth climate movement. When memes share feelings of suffering, fear and despair, those memes call out groups in power who are doing little to halt climate change. If these protestors feel that nothing is being done to save the planet and their future, these negative emotions could be playing a role in their motivation to join the youth climate movement.Item Open Access #instaworthy presentations of place: a place study of experience among teenagers on Instagram(Colorado State University. Libraries, 2019) Hughes, Fan E., author; Champ, Joseph, advisor; Humphrey, Michael, committee member; Badia, Lynn, committee memberThe present study is devoted to the exploration of place presentations and online representations of immersive place-based experiences by teenagers on Instagram. This study is curious to understand if students' from an international travel program, Rustic Pathways, presentations of place online are different or similar than descriptions of place experience offline and if these representations differ, why? The humanistic geography concept of 'place' and place attachment theory was used as a guiding framework for this study. This study employed a mixed methods approach, completing fifteen interviews with former Rustic Pathways students and textual analysis of ninety Instagram posts. The analysis applied multiple lenses of interpretation through a hermeneutic perspective as well as a critical textual analysis to understand both the constructed realities of place experience and to addresses the structures at work beyond individuals' actions within texts. After an extensive investigation into the phenomenon of place experience and place presentations on Instagram of Rustic Pathways participants on Instagram, I illustrate the place experience reflections as communicated by Rustic Pathways interview subjects. I also explore the interview subjects' descriptions of how their identity, values, and behaviors were influenced by place. I next explore the intersection of place and identity as observed on the Instagram platform. I examine how the data introduces conflicts in the communication of identity and experience as impacted by curated and invisible narratives, the discursive expectations of Rustic Pathways on the interview subjects and user's presentation of experience, as well as the influences of performativity on online representations of wild and exotic places. Finally, I explore the digital negotiations of place experience by examining the complexities of communicating offline experiences in an online space through identity performances.Item Open Access The edge of place(Colorado State University. Libraries, 2019) Sullivan, Emily, author; Osborne, Erika, advisor; Badia, Lynn, committee member; Dineen, Mark, committee member; Moore, Emily, committee memberMy thesis work uses clouds as a metaphor to explore transition, change, and shifts. I track the origins of my interest in landscape painting by discussing nineteenth century Hudson River School painters — the first to celebrate the American landscape in a traditional oil painting method. Their practice of painting en plein air, in addition to their mobile studio practices as artist-adventurers, influences my paint language and approach. Frederic Church's painted cloud sketches are highlighted for his process, materials, and relationship to place. I argue that these paintings, both finished and unfinished, exist in a state of liminality. Next, I detail a search for the "local" in the presence of multicenteredness and movement, as outlined in Lucy Lippard's text, The Lure of the Local. In my series Holding Patterns, and my thesis work The Edge of Place, I question what it means to find a sense of place within shifting localities. I reference contemporary approaches to landscape and skyscape painting within the context of Lippard's discussion. The history of liminality is followed, using anthropologist Victor Turner's work as a launching point to discuss how liminal spaces are illustrated in my paintings. My work is also supported by Rebecca Solnit's text A Field Guide to Getting Lost to show how relationships in flux can be mirrored in the landscape. Finally, time as a marker of liminality is discussed within the context of my paintings.