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• 191. [Article] THE ECONOMIC CONSEQUENCES OF THE HAITIAN REVOLUTION

  77 pages. A thesis presented to the Department of Business Administration and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, ...

  Citation × Citation Citation Abstract Copy Title: THE ECONOMIC CONSEQUENCES OF THE HAITIAN REVOLUTION Author: McKey, Colin Year: 2016 77 pages. A thesis presented to the Department of Business Administration and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2016. Title: THE ECONOMIC CONSEQUENCES OF THE HAITIAN REVOLUTION Author: McKey, Colin Year: 2016 77 pages. A thesis presented to the Department of Business Administration and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2016. Close

• 192. [Article] Farms, Fungi, and Climate: Drivers of Pathogenic Fungi Abundance in Corn Seeds

  44 pages. A thesis presented to the Departments of Biology and Environmental Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor ...

  Citation × Citation Citation Abstract Copy Title: Farms, Fungi, and Climate: Drivers of Pathogenic Fungi Abundance in Corn Seeds Author: Jaffe, Catherine Mackenzie Year: 2017 44 pages. A thesis presented to the Departments of Biology and Environmental Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2017 Title: Farms, Fungi, and Climate: Drivers of Pathogenic Fungi Abundance in Corn Seeds Author: Jaffe, Catherine Mackenzie Year: 2017 44 pages. A thesis presented to the Departments of Biology and Environmental Science and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Science, Spring 2017 Close

• 193. [Article] THE DYNAMICS OF MICROBIAL TRANSFER AND PERSISTENCE ON HUMAN SKIN

  The skin microbiome is a critical component of human health, however, little is understood about the daily dynamics of skin microbiome community assembly and the skin’s potential to acquire microorganisms ...

  Citation × Citation Citation Abstract Copy Title: THE DYNAMICS OF MICROBIAL TRANSFER AND PERSISTENCE ON HUMAN SKIN Author: Bateman, Ashley Year: 2017 The skin microbiome is a critical component of human health, however, little is understood about the daily dynamics of skin microbiome community assembly and the skin’s potential to acquire microorganisms from the external environment. I performed a series of microbial transfers using three skin habitat types (dry, moist, sebaceous) on human subject volunteers. Microbial communities were transferred to recipient skin using a sterile swab 1) from other skin sites on the same individual, 2) from other skin sites on a different individual, 3) and from two environmental donor sources (plant leaf surfaces and farm soil). With these experiments I was able to test for the presence of initial transfer effects and for the persistence of those effects over the time period sampled (2-, 4-, 8-, and 24-hours post-transfer). The sebaceous skin community was associated with the strongest initial effect of transfer and persistence on the moist recipient skin site, and to a lesser extent the dry skin site. The soil donor community when transferred to dry skin resulted in the strongest initial transfer effect and was persistent over 8- and even 24-hours post-transfer. These experiments are the first in scope and scale to directly demonstrate that dispersal from other human or environmental microbial communities are plausible drivers of community dynamics in the skin microbiome. Title: THE DYNAMICS OF MICROBIAL TRANSFER AND PERSISTENCE ON HUMAN SKIN Author: Bateman, Ashley Year: 2017 The skin microbiome is a critical component of human health, however, little is understood about the daily dynamics of skin microbiome community assembly and the skin’s potential to acquire microorganisms from the external environment. I performed a series of microbial transfers using three skin habitat types (dry, moist, sebaceous) on human subject volunteers. Microbial communities were transferred to recipient skin using a sterile swab 1) from other skin sites on the same individual, 2) from other skin sites on a different individual, 3) and from two environmental donor sources (plant leaf surfaces and farm soil). With these experiments I was able to test for the presence of initial transfer effects and for the persistence of those effects over the time period sampled (2-, 4-, 8-, and 24-hours post-transfer). The sebaceous skin community was associated with the strongest initial effect of transfer and persistence on the moist recipient skin site, and to a lesser extent the dry skin site. The soil donor community when transferred to dry skin resulted in the strongest initial transfer effect and was persistent over 8- and even 24-hours post-transfer. These experiments are the first in scope and scale to directly demonstrate that dispersal from other human or environmental microbial communities are plausible drivers of community dynamics in the skin microbiome. Close

• 194. [Article] From the Fields to the Streets to the Stage: Chicana Agency and Identity Within the Movimiento

  The unionization of the United Farm Workers in 1962 precipitated the longest labor movement in US history, which in turn inspired all sectors of Chicana/o activism and artistic production. As the Movimiento ...

  Citation × Citation Citation Abstract Copy Title: From the Fields to the Streets to the Stage: Chicana Agency and Identity Within the Movimiento Author: Moberg, Erin Year: 2016 The unionization of the United Farm Workers in 1962 precipitated the longest labor movement in US history, which in turn inspired all sectors of Chicana/o activism and artistic production. As the Movimiento gained support and recognition throughout the 1960s, grassroots and activist theater and performance played fundamental roles in representing its causes and goals. By the 1980s, however, the Movimiento was frequently represented and understood as a reclaiming of Chicano identity through an assertion of Chicano masculinity, a reality which rendered the participation and cultural production of Chicanas even less visible within an already marginalized cultural and historical legacy. In this dissertation, I seek to develop historically grounded answers to questions around issues of male visibility and female and lesbian/gay/bisexual/queer invisibility within the Movimiento and dominant Anglo culture. I work to bridge this critical gap in the treatment of plays by Chicana/o dramatists in two ways: (1) by examining plays by Chicanas without attributing or reducing their impact to their identities as women, lesbians, and/or feminists but rather by considering the performative characteristics of their works and (2) by engaging issues of gender and sexual biases and hierarchies across several decades of Chicana/o cultural production. A primary goal of this project is to shift and expand the critical focus of scholarship and discourse on Chicana/o theater and performance in order to consider the lived experiences and creative contributions of the many participants in the Movimiento, many of whom are not represented through the perspective, experience, and voice of the heteropatriarchal Chicano subject. I maintain that we must take into account multiple and often conflicting representations of the Movimiento and of Chicana/o identity in order to more fully understand the history of Chicana/os in the US and to better confront the mechanisms of exclusion toward Chicana/os that have continued into our present moment. At stake is the equal treatment and inclusion of the contributions of Chicana and lesbian/gay/bisexual/queer Chicana/o dramatists as well as a more profound and nuanced understanding of the fight for the liberation of multiple and diverse Chicana/o subjects that has continued into our present moment. Title: From the Fields to the Streets to the Stage: Chicana Agency and Identity Within the Movimiento Author: Moberg, Erin Year: 2016 The unionization of the United Farm Workers in 1962 precipitated the longest labor movement in US history, which in turn inspired all sectors of Chicana/o activism and artistic production. As the Movimiento gained support and recognition throughout the 1960s, grassroots and activist theater and performance played fundamental roles in representing its causes and goals. By the 1980s, however, the Movimiento was frequently represented and understood as a reclaiming of Chicano identity through an assertion of Chicano masculinity, a reality which rendered the participation and cultural production of Chicanas even less visible within an already marginalized cultural and historical legacy. In this dissertation, I seek to develop historically grounded answers to questions around issues of male visibility and female and lesbian/gay/bisexual/queer invisibility within the Movimiento and dominant Anglo culture. I work to bridge this critical gap in the treatment of plays by Chicana/o dramatists in two ways: (1) by examining plays by Chicanas without attributing or reducing their impact to their identities as women, lesbians, and/or feminists but rather by considering the performative characteristics of their works and (2) by engaging issues of gender and sexual biases and hierarchies across several decades of Chicana/o cultural production. A primary goal of this project is to shift and expand the critical focus of scholarship and discourse on Chicana/o theater and performance in order to consider the lived experiences and creative contributions of the many participants in the Movimiento, many of whom are not represented through the perspective, experience, and voice of the heteropatriarchal Chicano subject. I maintain that we must take into account multiple and often conflicting representations of the Movimiento and of Chicana/o identity in order to more fully understand the history of Chicana/os in the US and to better confront the mechanisms of exclusion toward Chicana/os that have continued into our present moment. At stake is the equal treatment and inclusion of the contributions of Chicana and lesbian/gay/bisexual/queer Chicana/o dramatists as well as a more profound and nuanced understanding of the fight for the liberation of multiple and diverse Chicana/o subjects that has continued into our present moment. Close

• 195. [Article] MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA

  38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 20...

  Citation × Citation Citation Abstract Copy Title: MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA Author: Palacios, Austin Miles Year: 2016 38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 2016. Title: MAPPING SOCIO-POLITICAL PROGRESS: AN ANALYSIS OF VOTING RECORDS FROM WASHINGTON AND SOUTH CAROLINA Author: Palacios, Austin Miles Year: 2016 38 pages. A thesis presented to the Department of Sociology and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Summer 2016. Close

• 196. [Article] The Adoption History Project

  Website preserved as 865 page interactive pdf.

  Citation × Citation Citation Abstract Copy Title: The Adoption History Project Author: Herman, Ellen Year: 2017, 2003 Website preserved as 865 page interactive pdf. Title: The Adoption History Project Author: Herman, Ellen Year: 2017, 2003 Website preserved as 865 page interactive pdf. Close

• 197. [Article] The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment

  This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal ...

  Citation × Citation Citation Abstract Copy Title: The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment Author: Strong, Dawn Year: 2016 This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed. Title: The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment Author: Strong, Dawn Year: 2016 This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed. Close

• 198. [Article] From Ant Farm to UbuWeb: Distribution and Access in Artists’ Video from the 1960s to the Present

  viii, 87 p. : ill. (some col.)

  Citation × Citation Citation Abstract Copy Title: From Ant Farm to UbuWeb: Distribution and Access in Artists’ Video from the 1960s to the Present Author: Gibson, Ashley M., 1982- Year: 2012, 2011 viii, 87 p. : ill. (some col.) Title: From Ant Farm to UbuWeb: Distribution and Access in Artists’ Video from the 1960s to the Present Author: Gibson, Ashley M., 1982- Year: 2012, 2011 viii, 87 p. : ill. (some col.) Close

• 199. [Article] MWMC Wastewater Facilities Plan for the Eugene-Springfield Regional Wastewater Treatment Facilities

  28 pp. Document contains content through Executive Summary. Diagram, tables, chart. Originally published April 2004, updated December 2004 to include Oregon Department of Environmental Quality comments...

  Citation × Citation Citation Abstract Copy Title: MWMC Wastewater Facilities Plan for the Eugene-Springfield Regional Wastewater Treatment Facilities Author: Metropolitan Wastewater Management Commission (Eugene, Or.) Year: 2013, 2004 28 pp. Document contains content through Executive Summary. Diagram, tables, chart. Originally published April 2004, updated December 2004 to include Oregon Department of Environmental Quality comments. Title: MWMC Wastewater Facilities Plan for the Eugene-Springfield Regional Wastewater Treatment Facilities Author: Metropolitan Wastewater Management Commission (Eugene, Or.) Year: 2013, 2004 28 pp. Document contains content through Executive Summary. Diagram, tables, chart. Originally published April 2004, updated December 2004 to include Oregon Department of Environmental Quality comments. Close

• 200. [Article] The Eighteenth-Century Georgic as Didactic Epic

  This dissertation examines the eighteenth-century English georgic in the broader context of the didactic epic. Reading "georgics" through the schema of didactic epic, I provide an alternative trajectory ...

  Citation × Citation Citation Abstract Copy Title: The Eighteenth-Century Georgic as Didactic Epic Author: Rosenblatt, Kelly Jane Year: 2015 This dissertation examines the eighteenth-century English georgic in the broader context of the didactic epic. Reading "georgics" through the schema of didactic epic, I provide an alternative trajectory for understanding developments in and experiments with genre during the long eighteenth century. More than swapping parallel terminology my use of didactic epic imports the scholarship of Classical and neo-Latin scholars to reinvigorate a genre hampered by defining the "georgic" as poems about farming, derived exclusively from Virgil's Georgics. Within the framework of didactic epic, I reinterpret peripheral works such as John Gay's Trivia, Eliza Haywood's Anti-Pamela, and James Grainger's The Sugar Cane claiming these queer, fascinating texts represent critical experimentation with literary form in the eighteenth century. I contend that the incorporation of didactic epic elements into these texts demonstrates the plasticity and persistence of the genre thereby making the study of these foundational English texts and their Classical and neo-Latin sources an integral part of English literary studies. I argue the essays, poems, and novels of Joseph Addison, John Philips, John Gay, Eliza Haywood, and James Grainger dialogue with Classical and neo-Latin poems in addition to Virgil's Georgics such as Manilius's Astronomica, Fracastoro's Syphilis, and more-canonical Classical didactic epics from the Ars Poetica of Horace to Lucretius's De Rerum Natura. Because the separation of didactic and narrative epic derived from reliance on "georgic" has promoted a too-easy separation between the natural world (georgic) and the human world (epic), scholarship has approached English didactic epics as poems that have little bearing on humans and culture. However, analyzing the formal modulations I describe how eighteenth-century texts showcase radical experimentation with narrative persona and polyphonic registers thereby magnifying the presence of human beings in the natural world as organizers and consumers of the landscape and useable land. In the experimentations evident in eighteenth-century English texts, I locate innovations and modulations of the didactic epic that demonstrate the authors variously dissecting and critiquing ideologies of labor and imperialism and offering new paradigms of gender and labor that anticipate modern approaches to literary forms and modern concerns with the interrelation of humans and nature. Title: The Eighteenth-Century Georgic as Didactic Epic Author: Rosenblatt, Kelly Jane Year: 2015 This dissertation examines the eighteenth-century English georgic in the broader context of the didactic epic. Reading "georgics" through the schema of didactic epic, I provide an alternative trajectory for understanding developments in and experiments with genre during the long eighteenth century. More than swapping parallel terminology my use of didactic epic imports the scholarship of Classical and neo-Latin scholars to reinvigorate a genre hampered by defining the "georgic" as poems about farming, derived exclusively from Virgil's Georgics. Within the framework of didactic epic, I reinterpret peripheral works such as John Gay's Trivia, Eliza Haywood's Anti-Pamela, and James Grainger's The Sugar Cane claiming these queer, fascinating texts represent critical experimentation with literary form in the eighteenth century. I contend that the incorporation of didactic epic elements into these texts demonstrates the plasticity and persistence of the genre thereby making the study of these foundational English texts and their Classical and neo-Latin sources an integral part of English literary studies. I argue the essays, poems, and novels of Joseph Addison, John Philips, John Gay, Eliza Haywood, and James Grainger dialogue with Classical and neo-Latin poems in addition to Virgil's Georgics such as Manilius's Astronomica, Fracastoro's Syphilis, and more-canonical Classical didactic epics from the Ars Poetica of Horace to Lucretius's De Rerum Natura. Because the separation of didactic and narrative epic derived from reliance on "georgic" has promoted a too-easy separation between the natural world (georgic) and the human world (epic), scholarship has approached English didactic epics as poems that have little bearing on humans and culture. However, analyzing the formal modulations I describe how eighteenth-century texts showcase radical experimentation with narrative persona and polyphonic registers thereby magnifying the presence of human beings in the natural world as organizers and consumers of the landscape and useable land. In the experimentations evident in eighteenth-century English texts, I locate innovations and modulations of the didactic epic that demonstrate the authors variously dissecting and critiquing ideologies of labor and imperialism and offering new paradigms of gender and labor that anticipate modern approaches to literary forms and modern concerns with the interrelation of humans and nature. Close