a sigh of relief...

my thesis, pending rewrites mandated by my committee, is done.

all 170 pages of it...

i'm amazed how smart i sound sometimes when i proofread some of what i've written. almost like, "where the hell did that come from?" like this passage:

Museums come in a variety of sizes, and cover a range of topics, but by extending missions to incorporate strategies that meet the five Cs (competence, confidence, character, connection, and contribution), the character of young people can be stimulated socially, emotionally, cognitively, and behaviorally (Delgado 2002:173-176). By creating special programs that reach out to young people and engage them in developing their own five Cs, the myth that museums are boring and stuffy can be dispelled. A partnership between adult staff members at a museum and teenagers can help to change stereotypes about both groups. Museums can cease to be seen as sterile and irrelevant, and teenagers can take on a positive role within their community.

and this one:

The social nature of young people, and the emphasis placed upon their future endeavors may be explanations for the significant associations found for the three main reasons why young people volunteer in the program. Understanding these reasons for Ecoteen participation could aid in future activity development to help enhance the quality of the Ecoteen experience, and allow young people to develop their skills and talents in ways that are most appealing to college admissions officers. Over half of the young people surveyed indicated that they volunteered elsewhere, which could contribute to their overall opinions and feelings of the Moran Ecoteen Program. In this study, it was believed that those Ecoteens who most enjoy the program, and find it fulfilling and worthwhile, volunteer elsewhere. Being able to compare the program to another volunteer experience could help Ecoteens evaluate their experience volunteering for the Houston Museum of Natural Science; however, the museum can offer a museum-specific experience that can aid in the development of young people: interaction with adult visitors, museum professionals, and children. These three groups of people represent an area of Ecoteen participation that is slightly overlooked by program administrators and Ecoteen parents. These activities are important, as they are usually associated with adult employment, and stand in stark contrast to typical youth activities found at school, or elsewhere.

and this:

Creating a youth development program within an organization is a process that requires museum personnel to view their careers through a different lens. The Youth Science Center case study presents the challenges involved in implementing a youth program, from easing adult anxiety, planning program activities, and acquiring a physical space. The YSC also illustrates how many of the basic principles of service-learning and informal education can be adapted to museum work to guide and strengthen youth development programs (Roholt, Baizerman, and Steiner 2000:52). The theoretical frameworks described in chapter four put forth the ideas that inclusivity, a nonhierarchical structure, meaningful pragmatic activities, and a working partnership with adults are important characteristics of effective youth development programs. Both frameworks stress the latter component, and suggest that if the community in which these programs exist fosters and nurtures young people in these types of programs, their efforts may one day encourage these teenagers to give back to their community.

Surveys administered to people about the Moran Ecoteen Program suggest that, to outsiders, the program is valuable and important to the Houston Museum of Natural Science. There is a consensus among program participants that the program is valuable to them, as they are able to feel somewhat connected to the museum, while learning a lot about themselves in the process. Statistically, the program appears to be effective; however, observations of the program and youth development literature suggest that there is much to be improved before the Moran Ecoteen Program can be considered truly successful.

and my all-time favorite:

The hierarchical structure of the Moran Ecoteen Program appears to be the largest obstacle to the effectiveness of the program. With this type of structure in place, Ecoteens are painfully aware of their position in the museum, and are made to feel isolated and invaluable to HMNS. Consequently, the young people do not feel properly utilized, and yearn to make a bigger contribution to the museum. The nonhierarchical structure suggested by the New Organization Thinking framework would allow the museum and program to adapt quickly to meet the needs of Ecoteens. Shifting to this new structure facilitates the improvement of the three areas most in need of further development.