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• 1. [Article] Economic effects of large fires : application to the Cold Springs fire

  3 pages

  Citation × Citation Citation Abstract Copy Title: Economic effects of large fires : application to the Cold Springs fire Author: Moseley, Cassandra, Nielsen-Pincus, Max, Rishel, Branden Year: 2015, 2012 3 pages Title: Economic effects of large fires : application to the Cold Springs fire Author: Moseley, Cassandra, Nielsen-Pincus, Max, Rishel, Branden Year: 2015, 2012 3 pages Close

• 2. [Article] The effect of large wildfires on local labor markets

  2 pages

  Citation × Citation Citation Abstract Copy Title: The effect of large wildfires on local labor markets Author: Ellison, Autumn, Moseley, Cassandra, Nielsen-Pincus, Max, Davis, Emily Jane Year: 2015, 2012 2 pages Title: The effect of large wildfires on local labor markets Author: Ellison, Autumn, Moseley, Cassandra, Nielsen-Pincus, Max, Davis, Emily Jane Year: 2015, 2012 2 pages Close

• 3. [Article] Wildfire suppression contracting : the effect of local business capacity during large wildfires

  2 pages

  Citation × Citation Citation Abstract Copy Title: Wildfire suppression contracting : the effect of local business capacity during large wildfires Author: Ellison, Autumn, Moseley, Cassandra, Nielsen-Pincus, Max, Evers, Cody Year: 2015, 2012 2 pages Title: Wildfire suppression contracting : the effect of local business capacity during large wildfires Author: Ellison, Autumn, Moseley, Cassandra, Nielsen-Pincus, Max, Evers, Cody Year: 2015, 2012 2 pages Close

• 4. [Article] The Community Creativity Collective: Introducing and Refining a Community-Based Model for Creative Curriculum Development

  Calls for more creative teaching and learning in classrooms are often matched by increasingly stringent accountability measures. Negotiating the creativity/accountability paradox is difficult for teachers, ...

  Citation × Citation Citation Abstract Copy Title: The Community Creativity Collective: Introducing and Refining a Community-Based Model for Creative Curriculum Development Author: Breslow, Jay Year: 2015 Calls for more creative teaching and learning in classrooms are often matched by increasingly stringent accountability measures. Negotiating the creativity/accountability paradox is difficult for teachers, who are often isolated as they interpret, design, and deliver curriculum in their classrooms. This dissertation introduces and refines a 7-stage process called the Community Creative Collective (3-C) designed to generate solutions to three problems that derive from this paradox. First, narrowing of curriculum inhibits the ability of teachers to generate creative teaching and learning. Second, factors, including time constraints and teacher training, limit teachers' ability to develop the creative habit. Third, inclusion of family and community members as co-creators of curriculum provides a potential source of creative curriculum development. Three research questions guide the exploration of the process: 1. How does the 3-C process allow teachers and community members to collaboratively generate creative teaching and learning opportunities for their students? 2. What are the distinguishing features of this collaborative curricular process? 3. How does such a process impact teachers' interpretations of their role as interpreters, designers and deliverers of curriculum? Using a Design Based approach, these questions investigate the process as it was implemented in a 5th-grade classroom. The first question uses a case study methodology to trace the development of the 3-C process as it was developed and implemented. Findings demonstrated that communication at multiple stages impacted the generation of creative ideas. The second question uses qualitative data from documents, interviews, audio and video recordings and observations to extrapolate some of the distinguishing feature of the process. Key features included the Ideational Speed Dating (ISD) process for idea-generation, the 3-C process as a peak flow experience and the impact of parent and community expertise to generate creative classroom content. The third question uses interviews with the participating teacher to examine the impact of the 3-C process on her interpretation of her role in the classroom. The process influenced her view on family and community involvement, providing space through which tensions can be resolved and creative engagement can flourish. Finally refinements for future iterations are discussed in addition to implications for future research. Title: The Community Creativity Collective: Introducing and Refining a Community-Based Model for Creative Curriculum Development Author: Breslow, Jay Year: 2015 Calls for more creative teaching and learning in classrooms are often matched by increasingly stringent accountability measures. Negotiating the creativity/accountability paradox is difficult for teachers, who are often isolated as they interpret, design, and deliver curriculum in their classrooms. This dissertation introduces and refines a 7-stage process called the Community Creative Collective (3-C) designed to generate solutions to three problems that derive from this paradox. First, narrowing of curriculum inhibits the ability of teachers to generate creative teaching and learning. Second, factors, including time constraints and teacher training, limit teachers' ability to develop the creative habit. Third, inclusion of family and community members as co-creators of curriculum provides a potential source of creative curriculum development. Three research questions guide the exploration of the process: 1. How does the 3-C process allow teachers and community members to collaboratively generate creative teaching and learning opportunities for their students? 2. What are the distinguishing features of this collaborative curricular process? 3. How does such a process impact teachers' interpretations of their role as interpreters, designers and deliverers of curriculum? Using a Design Based approach, these questions investigate the process as it was implemented in a 5th-grade classroom. The first question uses a case study methodology to trace the development of the 3-C process as it was developed and implemented. Findings demonstrated that communication at multiple stages impacted the generation of creative ideas. The second question uses qualitative data from documents, interviews, audio and video recordings and observations to extrapolate some of the distinguishing feature of the process. Key features included the Ideational Speed Dating (ISD) process for idea-generation, the 3-C process as a peak flow experience and the impact of parent and community expertise to generate creative classroom content. The third question uses interviews with the participating teacher to examine the impact of the 3-C process on her interpretation of her role in the classroom. The process influenced her view on family and community involvement, providing space through which tensions can be resolved and creative engagement can flourish. Finally refinements for future iterations are discussed in addition to implications for future research. Close

• 5. [Article] Trajectories of Cannabis Use Disorder: Risk and Developmental Factors, Clinical Characteristics, and Outcomes

  Efforts to objectively inform cannabis discourses include research on the epidemiology of cannabis abuse and dependence disorders or, collectively, cannabis use disorder (CUD). For my dissertation I identified ...

  Citation × Citation Citation Abstract Copy Title: Trajectories of Cannabis Use Disorder: Risk and Developmental Factors, Clinical Characteristics, and Outcomes Author: Kosty, Derek Year: 2015 Efforts to objectively inform cannabis discourses include research on the epidemiology of cannabis abuse and dependence disorders or, collectively, cannabis use disorder (CUD). For my dissertation I identified classes of individuals based on intraindividual CUD trajectory patterns and contrasted trajectory classes with respect to clinical characteristics of CUD, developmental risk factors, and psychosocial outcomes. Identifying differences between trajectory classes provides evidence for the validity of trajectory-based CUD constructs and informs the development of comprehensive models of CUD epidemiology and trajectory-specific intervention approaches. My dissertation used data from the Oregon Adolescent Depression Project, a prospective epidemiological study of the psychiatric and psychosocial functioning of a representative community-based sample randomly selected from nine high schools across western Oregon. Four waves of data collection occurred between mid-adolescence and early adulthood and included diagnostic interviews and self-report questionnaires. Onset and offset ages of all CUD episodes were recorded. The reference sample included 816 participants who completed all diagnostic interviews. A series of latent class growth models revealed three distinct CUD trajectory classes through age 30: (1) a persistent increasing risk class; (2) a maturing out class, marked by increasing risk through age 20 and then a decreasing risk through early adulthood; and (3) a stable low risk class. Rates of cannabis dependence were similar across the persistent increasing and the maturing out classes. Trajectory classes characterized by a history of CUD were associated with a variety of childhood risk factors and measures of psychosocial functioning during early adulthood. Participants who were male, had externalizing disorders, and had psychotic experiences during early adulthood discriminated between the persistent increasing and the maturing out classes. Future research based on more diverse samples is indicated, as are well-controlled tests of associations between risk factors, trajectory class membership, and psychosocial outcomes. A better understanding of these relationships will inform etiological theories of CUD and the development of effective intervention programs that target problematic cannabis use at specific developmental stages. Designing targeted versus undifferentiated interventions for those at greatest risk for adult psychosocial impairment could be a cost-effective way to mitigate the consequences of CUD. Title: Trajectories of Cannabis Use Disorder: Risk and Developmental Factors, Clinical Characteristics, and Outcomes Author: Kosty, Derek Year: 2015 Efforts to objectively inform cannabis discourses include research on the epidemiology of cannabis abuse and dependence disorders or, collectively, cannabis use disorder (CUD). For my dissertation I identified classes of individuals based on intraindividual CUD trajectory patterns and contrasted trajectory classes with respect to clinical characteristics of CUD, developmental risk factors, and psychosocial outcomes. Identifying differences between trajectory classes provides evidence for the validity of trajectory-based CUD constructs and informs the development of comprehensive models of CUD epidemiology and trajectory-specific intervention approaches. My dissertation used data from the Oregon Adolescent Depression Project, a prospective epidemiological study of the psychiatric and psychosocial functioning of a representative community-based sample randomly selected from nine high schools across western Oregon. Four waves of data collection occurred between mid-adolescence and early adulthood and included diagnostic interviews and self-report questionnaires. Onset and offset ages of all CUD episodes were recorded. The reference sample included 816 participants who completed all diagnostic interviews. A series of latent class growth models revealed three distinct CUD trajectory classes through age 30: (1) a persistent increasing risk class; (2) a maturing out class, marked by increasing risk through age 20 and then a decreasing risk through early adulthood; and (3) a stable low risk class. Rates of cannabis dependence were similar across the persistent increasing and the maturing out classes. Trajectory classes characterized by a history of CUD were associated with a variety of childhood risk factors and measures of psychosocial functioning during early adulthood. Participants who were male, had externalizing disorders, and had psychotic experiences during early adulthood discriminated between the persistent increasing and the maturing out classes. Future research based on more diverse samples is indicated, as are well-controlled tests of associations between risk factors, trajectory class membership, and psychosocial outcomes. A better understanding of these relationships will inform etiological theories of CUD and the development of effective intervention programs that target problematic cannabis use at specific developmental stages. Designing targeted versus undifferentiated interventions for those at greatest risk for adult psychosocial impairment could be a cost-effective way to mitigate the consequences of CUD. Close

• 6. [Article] Close-Spaced Vapor Transport and Photoelectrochemistry of Gallium Arsenide for Photovoltaic Applications

  The high balance-of-system costs of photovoltaic installations indicate that reductions in absorber cost alone are likely insufficient for photovoltaic electricity to reach grid parity unless energy conversion ...

  Citation × Citation Citation Abstract Copy Title: Close-Spaced Vapor Transport and Photoelectrochemistry of Gallium Arsenide for Photovoltaic Applications Author: Ritenour, Andrew Year: 2015 The high balance-of-system costs of photovoltaic installations indicate that reductions in absorber cost alone are likely insufficient for photovoltaic electricity to reach grid parity unless energy conversion efficiency is also increased. Technologies which both yield high-efficiency cells (>25%) and maintain low costs are needed. GaAs and related III-V semiconductors are used in the highest-efficiency single- and multi-junction photovoltaics, but the technology is too expensive for non-concentrated terrestrial applications. This is due in part to the limited scalability of traditional syntheses, which rely on expensive reactors and employ toxic and pyrophoric gas-phase precursors such as arsine and trimethyl gallium. This work describes GaAs films made by close-spaced vapor transport, a potentially scalable technique which is carried out at atmospheric pressure and requires only bulk GaAs, water vapor, and a temperature gradient to deposit crystalline films with similar electronic properties to GaAs prepared using traditional syntheses. Although close-spaced vapor transport of GaAs was first developed in 1963, there were few examples of GaAs photovoltaic devices made using this method in the literature at the onset of this project. Furthermore, it was unclear whether close-spaced vapor transport could produce GaAs films appropriate for use in photovoltaics. The goal of this project was to create and study GaAs devices made using close-spaced vapor transport and determine whether the technique could be used for production of grid-connected GaAs photovoltaics. In Chapter I the design of the vapor transport reactor, the chemistry of crystal growth, and optoelectronic characterization techniques are discussed. Chapter II focuses on compositional measurements, doping, and improved electronic quality in CSVT GaAs. Chapter III describes several aspects of the interplay between structure and electronic properties of photoelectrochemical devices. Chapter IV addresses heteroepitaxial growth of GaAs on "virtual" Ge-on-Si substrates. This is a topic of importance for the broader III-V community as well as the photovoltaic community, as Si is the substrate of choice in many areas of industry. This dissertation includes unpublished and previously published co-authored material. Title: Close-Spaced Vapor Transport and Photoelectrochemistry of Gallium Arsenide for Photovoltaic Applications Author: Ritenour, Andrew Year: 2015 The high balance-of-system costs of photovoltaic installations indicate that reductions in absorber cost alone are likely insufficient for photovoltaic electricity to reach grid parity unless energy conversion efficiency is also increased. Technologies which both yield high-efficiency cells (>25%) and maintain low costs are needed. GaAs and related III-V semiconductors are used in the highest-efficiency single- and multi-junction photovoltaics, but the technology is too expensive for non-concentrated terrestrial applications. This is due in part to the limited scalability of traditional syntheses, which rely on expensive reactors and employ toxic and pyrophoric gas-phase precursors such as arsine and trimethyl gallium. This work describes GaAs films made by close-spaced vapor transport, a potentially scalable technique which is carried out at atmospheric pressure and requires only bulk GaAs, water vapor, and a temperature gradient to deposit crystalline films with similar electronic properties to GaAs prepared using traditional syntheses. Although close-spaced vapor transport of GaAs was first developed in 1963, there were few examples of GaAs photovoltaic devices made using this method in the literature at the onset of this project. Furthermore, it was unclear whether close-spaced vapor transport could produce GaAs films appropriate for use in photovoltaics. The goal of this project was to create and study GaAs devices made using close-spaced vapor transport and determine whether the technique could be used for production of grid-connected GaAs photovoltaics. In Chapter I the design of the vapor transport reactor, the chemistry of crystal growth, and optoelectronic characterization techniques are discussed. Chapter II focuses on compositional measurements, doping, and improved electronic quality in CSVT GaAs. Chapter III describes several aspects of the interplay between structure and electronic properties of photoelectrochemical devices. Chapter IV addresses heteroepitaxial growth of GaAs on "virtual" Ge-on-Si substrates. This is a topic of importance for the broader III-V community as well as the photovoltaic community, as Si is the substrate of choice in many areas of industry. This dissertation includes unpublished and previously published co-authored material. Close

• 7. [Article] Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict

  Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires ...

  Citation × Citation Citation Abstract Copy Title: Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict Author: Bennett, Carrie Year: 2015 Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires both assertiveness and cooperation (high preference for both completing tasks and maintaining relationships). This study uses surveys and interviews to explore the ways that teachers balance task and relationship orientations in resolving conflict between themselves and the impact that teachers’ behaviors while in conflict have on collaboration. Specifically, this study examines the role that trust, relationships, and process norms play in encouraging collaborative behaviors. Results suggest that teachers’ perceived ineffectiveness with conflict resolution and the fear of damaging relationships discourage open communication. Consequently, focusing on trust and relationship building does little to promote authentically collaborative exchanges. Instead, the perception of available time and a familiar process for raising concerns with colleagues are more likely to promote open communication and more authentic collaboration. Title: Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict Author: Bennett, Carrie Year: 2015 Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires both assertiveness and cooperation (high preference for both completing tasks and maintaining relationships). This study uses surveys and interviews to explore the ways that teachers balance task and relationship orientations in resolving conflict between themselves and the impact that teachers’ behaviors while in conflict have on collaboration. Specifically, this study examines the role that trust, relationships, and process norms play in encouraging collaborative behaviors. Results suggest that teachers’ perceived ineffectiveness with conflict resolution and the fear of damaging relationships discourage open communication. Consequently, focusing on trust and relationship building does little to promote authentically collaborative exchanges. Instead, the perception of available time and a familiar process for raising concerns with colleagues are more likely to promote open communication and more authentic collaboration. Close

• 8. [Article] Pain in Parallel Places: Interventions in Disability Studies and Science Fiction

  Pain is a physical experience that is often imbued with metaphorical significance. Understanding better how pain operates as a cultural signifier can reveal assumptions about the status of different bodies ...

  Citation × Citation Citation Abstract Copy Title: Pain in Parallel Places: Interventions in Disability Studies and Science Fiction Author: Miles, Martina Year: 2015 Pain is a physical experience that is often imbued with metaphorical significance. Understanding better how pain operates as a cultural signifier can reveal assumptions about the status of different bodies and subjects. Even though pain is a nearly universal phenomenon, there is currently a dearth of sustained inquiry into pain as a literary, physical, and social phenomenon. What critical analysis there is about pain often metaphorizes the experience and forgets the lived, material realities of pain. At the same time, pain is a factor in virtually all cultural and social interactions, influencing everything from medical care to community acceptance. Thus, uncovering the functions of pain is a necessity. This dissertation reads for the ways pain forges intercorporeal relationships between bodies through the process of co-suffering, offering a new way of looking at the grotesque body. Using examples from a broad range of science fiction texts, from popular non-fiction science writing to superhero comics to novels to television, this dissertation explores the various ways that normative and non-normative pain response is witnessed and perceived. Putting forth a theory of co-suffering as a form of attention to and embodied translation of pain language, this dissertation examines the various ways in which listening to the voice of pain creates intercorporeal kinship between bodies. Through this kinship, bodies become subjects and gain access to community. Ultimately, this dissertation shows that, while pain can foster such kinship, predictable and standard pain responses are necessary for creating co-suffering. Thus co-suffering can be emancipatory, as it helps marginalized bodies gain subjectivity, but it can also be a way for cultures to enforce rigid behaviors on subjects, as it requires that bodies conform to those standard pain responses. Title: Pain in Parallel Places: Interventions in Disability Studies and Science Fiction Author: Miles, Martina Year: 2015 Pain is a physical experience that is often imbued with metaphorical significance. Understanding better how pain operates as a cultural signifier can reveal assumptions about the status of different bodies and subjects. Even though pain is a nearly universal phenomenon, there is currently a dearth of sustained inquiry into pain as a literary, physical, and social phenomenon. What critical analysis there is about pain often metaphorizes the experience and forgets the lived, material realities of pain. At the same time, pain is a factor in virtually all cultural and social interactions, influencing everything from medical care to community acceptance. Thus, uncovering the functions of pain is a necessity. This dissertation reads for the ways pain forges intercorporeal relationships between bodies through the process of co-suffering, offering a new way of looking at the grotesque body. Using examples from a broad range of science fiction texts, from popular non-fiction science writing to superhero comics to novels to television, this dissertation explores the various ways that normative and non-normative pain response is witnessed and perceived. Putting forth a theory of co-suffering as a form of attention to and embodied translation of pain language, this dissertation examines the various ways in which listening to the voice of pain creates intercorporeal kinship between bodies. Through this kinship, bodies become subjects and gain access to community. Ultimately, this dissertation shows that, while pain can foster such kinship, predictable and standard pain responses are necessary for creating co-suffering. Thus co-suffering can be emancipatory, as it helps marginalized bodies gain subjectivity, but it can also be a way for cultures to enforce rigid behaviors on subjects, as it requires that bodies conform to those standard pain responses. Close

• 9. [Article] Speculative Fictions, Bisexual Lives: Changing Frameworks of Sexual Desire

  While studies of lesbian, gay, and transgender communities and cultural production have dramatically increased, research on bisexuality remains highly undervalued in humanities and social science disciplines. ...

  Citation × Citation Citation Abstract Copy Title: Speculative Fictions, Bisexual Lives: Changing Frameworks of Sexual Desire Author: Wilde, Jenee Year: 2015 While studies of lesbian, gay, and transgender communities and cultural production have dramatically increased, research on bisexuality remains highly undervalued in humanities and social science disciplines. To challenge this lack of scholarship, this doctoral dissertation applies both textual and ethnographic methods to examine bisexual representation in non-realistic or “speculative” narratives and to explore the insider perspectives of bisexual people who are also science fiction fans. The overall trajectory of chapters follows a progression from grounded research and analysis to theory and application. First, I explore bisexual worldviews through ethnographic research in overlapping sexual and fan communities and through textual analysis of a 1980s bisexual fanzine. Next, I establish theoretical and methodological foundations for a new sexual paradigm, called dimensional sexuality, and work to intervene in interpretive methods that may restrict readings of sexuality in cinematic narratives. And finally, I test dimensional sexuality as an interpretive mode by offering dimensional readings of science fiction television and novels. From one direction, the project seeks to understand bisexuality as a position from which to theorize sexual knowledge. A major claim is that bisexual epistemology offers an alternative to dominant monosexual frameworks. Specifically, the multivalent logic of bisexuality refutes the “either-or” structure of heterosexuality and homosexuality. By embracing the logic of “both-and,” bisexuality as a category of knowledge enables the reorganization of sexuality within a non-binary, non-gender based multidimensional framework. From another direction, the project demonstrates the productive textual and social spaces offered by speculative narratives for questioning what we “know” about gender, sex, sexuality, and other intersections of social identities. Science fiction bears a deep structural affinity with the dialectical thinking found in critical theory. By asking “what if” questions that challenge our assumptions about “what is,” non-realistic narratives estrange us from the “known” world, interrogate our assumptions about the world, and make visible ideas and experiences outside of the norms we use to interpret what is “real” in a particular social and historical moment. As such, speculative narratives enable us to imagine sexual and gender possibilities beyond the episteme of the moment. Title: Speculative Fictions, Bisexual Lives: Changing Frameworks of Sexual Desire Author: Wilde, Jenee Year: 2015 While studies of lesbian, gay, and transgender communities and cultural production have dramatically increased, research on bisexuality remains highly undervalued in humanities and social science disciplines. To challenge this lack of scholarship, this doctoral dissertation applies both textual and ethnographic methods to examine bisexual representation in non-realistic or “speculative” narratives and to explore the insider perspectives of bisexual people who are also science fiction fans. The overall trajectory of chapters follows a progression from grounded research and analysis to theory and application. First, I explore bisexual worldviews through ethnographic research in overlapping sexual and fan communities and through textual analysis of a 1980s bisexual fanzine. Next, I establish theoretical and methodological foundations for a new sexual paradigm, called dimensional sexuality, and work to intervene in interpretive methods that may restrict readings of sexuality in cinematic narratives. And finally, I test dimensional sexuality as an interpretive mode by offering dimensional readings of science fiction television and novels. From one direction, the project seeks to understand bisexuality as a position from which to theorize sexual knowledge. A major claim is that bisexual epistemology offers an alternative to dominant monosexual frameworks. Specifically, the multivalent logic of bisexuality refutes the “either-or” structure of heterosexuality and homosexuality. By embracing the logic of “both-and,” bisexuality as a category of knowledge enables the reorganization of sexuality within a non-binary, non-gender based multidimensional framework. From another direction, the project demonstrates the productive textual and social spaces offered by speculative narratives for questioning what we “know” about gender, sex, sexuality, and other intersections of social identities. Science fiction bears a deep structural affinity with the dialectical thinking found in critical theory. By asking “what if” questions that challenge our assumptions about “what is,” non-realistic narratives estrange us from the “known” world, interrogate our assumptions about the world, and make visible ideas and experiences outside of the norms we use to interpret what is “real” in a particular social and historical moment. As such, speculative narratives enable us to imagine sexual and gender possibilities beyond the episteme of the moment. Close

• 10. [Article] Improving quarantine risk communication: Understanding public risk perceptions

  49 pages

  Citation × Citation Citation Abstract Copy Title: Improving quarantine risk communication: Understanding public risk perceptions Author: Finucane, Melissa Year: 2016, 2000 49 pages Title: Improving quarantine risk communication: Understanding public risk perceptions Author: Finucane, Melissa Year: 2016, 2000 49 pages Close