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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 economic effects of large fires : main findings

  2 pages

  Citation × Citation Citation Abstract Copy Title: The economic effects of large fires : main findings Author: Moseley, Cassandra, Nielsen-Pincus, Max, Davis, Emily Jane, Evers, Cody, Ellison, Autumn Year: 2015, 2012 2 pages Title: The economic effects of large fires : main findings Author: Moseley, Cassandra, Nielsen-Pincus, Max, Davis, Emily Jane, Evers, Cody, Ellison, Autumn Year: 2015, 2012 2 pages Close

• 3. [Article] Hosting in Costa Rica: A Mix of Money and Motherhood

  This thesis explores perspectives of 30 women hosting international students in a rural, coastal town in Costa Rica through an International Studies lens - interdisciplinary, critical, and bridging theory ...

  Citation × Citation Citation Abstract Copy Title: Hosting in Costa Rica: A Mix of Money and Motherhood Author: Clark, Sara Year: 2015 This thesis explores perspectives of 30 women hosting international students in a rural, coastal town in Costa Rica through an International Studies lens - interdisciplinary, critical, and bridging theory and practice. Analysis of 30 semi-structured interview sessions, which included 2 questionnaires, conducted over 10 weeks living with 3 host mothers contributes to understanding the impact of study abroad on host families. Hosting is discussed as a preferred form of paid care work in that it is flexible and enjoyable. Women host for the income as well as for the joy of mothering students. Host perspectives are shared regarding benefits and challenges of and lessons learned from hosting. Recommendations are made for homestay program administrators and international educators, including recommendations for addressing power dynamics to ensure reciprocal exchanges. Title: Hosting in Costa Rica: A Mix of Money and Motherhood Author: Clark, Sara Year: 2015 This thesis explores perspectives of 30 women hosting international students in a rural, coastal town in Costa Rica through an International Studies lens - interdisciplinary, critical, and bridging theory and practice. Analysis of 30 semi-structured interview sessions, which included 2 questionnaires, conducted over 10 weeks living with 3 host mothers contributes to understanding the impact of study abroad on host families. Hosting is discussed as a preferred form of paid care work in that it is flexible and enjoyable. Women host for the income as well as for the joy of mothering students. Host perspectives are shared regarding benefits and challenges of and lessons learned from hosting. Recommendations are made for homestay program administrators and international educators, including recommendations for addressing power dynamics to ensure reciprocal exchanges. 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] Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions

  Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of ...

  Citation × Citation Citation Abstract Copy Title: Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions Author: Knoble, Naomi Year: 2015 Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of verbal peer victimization on the growth of self-regulation across four years of early adolescence using parallel process growth modeling. For all adolescents, higher levels of self-regulation buffered early adolescents from the effects of negative peer interactions. In addition, early adolescents with initially low levels of self-regulation also had higher levels of depression and experienced higher levels of peer victimization than their better regulated peers. Importantly the Family Check-Up, a brief preventative intervention, resulted in improvements in self-regulation that was sustained over time. The relationship between peer victimization and self-regulation was not predictive; however, a significant persisting association was observed suggesting that improvements in adolescent self-regulation abilities help buffer youth from the impact of negative peer interactions. This research highlights the importance of the social context on the development of self-regulation during adolescence and contributes novel findings of the effect of contextual variables on self-regulation development. These findings support an ecological prevention approach, including family-centered intervention and social-emotional curricula, to promote increased self-regulation and reduce peer victimization among adolescents. Title: Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions Author: Knoble, Naomi Year: 2015 Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of verbal peer victimization on the growth of self-regulation across four years of early adolescence using parallel process growth modeling. For all adolescents, higher levels of self-regulation buffered early adolescents from the effects of negative peer interactions. In addition, early adolescents with initially low levels of self-regulation also had higher levels of depression and experienced higher levels of peer victimization than their better regulated peers. Importantly the Family Check-Up, a brief preventative intervention, resulted in improvements in self-regulation that was sustained over time. The relationship between peer victimization and self-regulation was not predictive; however, a significant persisting association was observed suggesting that improvements in adolescent self-regulation abilities help buffer youth from the impact of negative peer interactions. This research highlights the importance of the social context on the development of self-regulation during adolescence and contributes novel findings of the effect of contextual variables on self-regulation development. These findings support an ecological prevention approach, including family-centered intervention and social-emotional curricula, to promote increased self-regulation and reduce peer victimization among adolescents. Close

• 6. [Article] Parent Training for Parents of Children with Developmental Delays: Examining Parenting Strategies with Multiple Children

  Behavioral parent training programs have been widely used with caregivers to prevent and decrease challenging behaviors in young children with and without developmental delays and disabilities (DD). Although ...

  Citation × Citation Citation Abstract Copy Title: Parent Training for Parents of Children with Developmental Delays: Examining Parenting Strategies with Multiple Children Author: Makhiawala, Kenya Year: 2015 Behavioral parent training programs have been widely used with caregivers to prevent and decrease challenging behaviors in young children with and without developmental delays and disabilities (DD). Although behavioral parent training has a robust literature suggesting efficacy in reducing target children's problem behavior and increasing positive parenting, specific parenting behaviors and the impact on children with delays and their siblings is an area that has yet to be fully explored. The current study aimed to examine parenting behaviors during parent-child interactions with children with a developmental delay and their sibling. Fourteen families participating in an ongoing parent training randomized controlled trial intervention were included in the present study to better understand parenting behaviors. Inappropriate parenting behaviors predicted the behavior problems of target children and their siblings above and beyond child and family demographic variables. Primary caregivers in the current sample exhibited more inappropriate parenting behaviors with the target child with DD than their sibling. Title: Parent Training for Parents of Children with Developmental Delays: Examining Parenting Strategies with Multiple Children Author: Makhiawala, Kenya Year: 2015 Behavioral parent training programs have been widely used with caregivers to prevent and decrease challenging behaviors in young children with and without developmental delays and disabilities (DD). Although behavioral parent training has a robust literature suggesting efficacy in reducing target children's problem behavior and increasing positive parenting, specific parenting behaviors and the impact on children with delays and their siblings is an area that has yet to be fully explored. The current study aimed to examine parenting behaviors during parent-child interactions with children with a developmental delay and their sibling. Fourteen families participating in an ongoing parent training randomized controlled trial intervention were included in the present study to better understand parenting behaviors. Inappropriate parenting behaviors predicted the behavior problems of target children and their siblings above and beyond child and family demographic variables. Primary caregivers in the current sample exhibited more inappropriate parenting behaviors with the target child with DD than their sibling. Close

• 7. [Article] Decreasing the Pervasive Achievement Gap Between Latino and White Students Through Targeted School-Based, Family-Centered Interventions

  This dissertation, presented in the form of a grant application, intends to deliver a technique for decreasing the pervasive achievement gap between White and Latino students. Specifically, the aim of ...

  Citation × Citation Citation Abstract Copy Title: Decreasing the Pervasive Achievement Gap Between Latino and White Students Through Targeted School-Based, Family-Centered Interventions Author: Brody, Jaclyn Year: 2015 This dissertation, presented in the form of a grant application, intends to deliver a technique for decreasing the pervasive achievement gap between White and Latino students. Specifically, the aim of the proposal is to identify and implement a school-embedded, family-centered intervention designed to address the local values and concerns of a southern Oregon Latino population. Latino students face unique acculturation stressors under the current U.S. system that create academic difficulties, place strain on familial relationships, and put students at greater risk for problem behavior. In addition, barriers in the U.S. school system present challenges for recently immigrated Latino parents to participate within the school. When embedded in schools, family-centered interventions addressing the needs of Latino students will strengthen the parent-child-teacher relationship and create support structures across family and school social systems to help decrease the achievement gap and produce positive academic and behavioral results. The research approach includes both qualitative and quantitative methods. Initially, a systematic process derived from a model of evidence-based practice will be used to determine a locally-appropriate family-centered intervention for implementation in an educational context with a southern Oregon Latino population. After the selection of an appropriate family-centered intervention, a pilot randomized control trial will be employed to gather data on preliminary outcome measures, including intervention feasibility, fidelity, and effects of the intervention on parents and students. Finally, project results will be disseminated to key stakeholders and funding options for larger efficacy studies will be explored. Three outcomes will result from this project: (1) identification and selection of a locally-appropriate, evidence-based, family-centered intervention for use in a southern Oregon educational context with the Latino population; (2) pilot research to determine the feasibility, implementation fidelity, and initial program effects on student and parenting outcomes; and (3) dissemination of project results and exploration of options for funding intervention efficacy research. Title: Decreasing the Pervasive Achievement Gap Between Latino and White Students Through Targeted School-Based, Family-Centered Interventions Author: Brody, Jaclyn Year: 2015 This dissertation, presented in the form of a grant application, intends to deliver a technique for decreasing the pervasive achievement gap between White and Latino students. Specifically, the aim of the proposal is to identify and implement a school-embedded, family-centered intervention designed to address the local values and concerns of a southern Oregon Latino population. Latino students face unique acculturation stressors under the current U.S. system that create academic difficulties, place strain on familial relationships, and put students at greater risk for problem behavior. In addition, barriers in the U.S. school system present challenges for recently immigrated Latino parents to participate within the school. When embedded in schools, family-centered interventions addressing the needs of Latino students will strengthen the parent-child-teacher relationship and create support structures across family and school social systems to help decrease the achievement gap and produce positive academic and behavioral results. The research approach includes both qualitative and quantitative methods. Initially, a systematic process derived from a model of evidence-based practice will be used to determine a locally-appropriate family-centered intervention for implementation in an educational context with a southern Oregon Latino population. After the selection of an appropriate family-centered intervention, a pilot randomized control trial will be employed to gather data on preliminary outcome measures, including intervention feasibility, fidelity, and effects of the intervention on parents and students. Finally, project results will be disseminated to key stakeholders and funding options for larger efficacy studies will be explored. Three outcomes will result from this project: (1) identification and selection of a locally-appropriate, evidence-based, family-centered intervention for use in a southern Oregon educational context with the Latino population; (2) pilot research to determine the feasibility, implementation fidelity, and initial program effects on student and parenting outcomes; and (3) dissemination of project results and exploration of options for funding intervention efficacy research. Close

• 8. [Article] Neural Mechanisms of Selective Auditory Attention in Lower Socioeconomic Status Preschoolers: Individual Differences, Genetic Influences, and Gene x Intervention Interactions

  Selective attention refers to the ability to enhance the processing of relevant stimuli, while suppressing the processing of irrelevant distractors. The neural mechanisms of selective attention are vulnerable ...

  Citation × Citation Citation Abstract Copy Title: Neural Mechanisms of Selective Auditory Attention in Lower Socioeconomic Status Preschoolers: Individual Differences, Genetic Influences, and Gene x Intervention Interactions Author: Isbell, Elif Year: 2015 Selective attention refers to the ability to enhance the processing of relevant stimuli, while suppressing the processing of irrelevant distractors. The neural mechanisms of selective attention are vulnerable in children from lower socioeconomic status families, yet these neural mechanisms can also be enhanced with evidence-based, targeted training. The series of studies presented in this dissertation investigated the individual differences in development and neuroplasticity of selective auditory attention in association with nonverbal cognitive abilities, in relation to genetic influences, and in the context of gene x intervention interactions. To this end, a multi-method approach was adopted, combining several methodologies such as event-related potentials (ERPs), behavioral measures, molecular genetics, and a randomized, controlled intervention design. In the first study, individual differences in neural mechanisms of selective auditory attention were studied, in association with nonverbal cognitive abilities. More robust ERP selective attention effects were associated with superior nonverbal IQ performance. These results indicated a noteworthy relationship between neural mechanisms of selective attention and nonverbal IQ performance in lower socioeconomic status (SES) preschoolers. In the second study, the relationship between 5-HTTLPR polymorphism and neural mechanisms of selective auditory attention was assessed. ERPs of selective attention effect were larger in children who carried at least one short allele of 5-HTTLPR, in comparison to long-homozygotes. These results associated being homozygous for the long allele with weaker neural mechanisms of selective attention in lower SES children. In the third study, these genetic influences were investigated in the context of an effective family-based training program previously shown to improve neural mechanisms of selective attention in lower SES preschoolers. The long-homozygote children, who initially displayed more attenuated ERPs of selective auditory attention than their short-carrier peers, showed robust ERPs of selective attention at posttest, but only if they were randomly assigned to the training program. These findings demonstrated that an effective family-based training could moderate the genetic influences of 5-HTTLPR on the neural mechanisms of selective attention. Taken together, the studies presented in this dissertation contribute to elucidating individual differences in development and neuroplasticity of selective auditory attention in lower SES preschoolers. This dissertation includes unpublished co-authored material. Title: Neural Mechanisms of Selective Auditory Attention in Lower Socioeconomic Status Preschoolers: Individual Differences, Genetic Influences, and Gene x Intervention Interactions Author: Isbell, Elif Year: 2015 Selective attention refers to the ability to enhance the processing of relevant stimuli, while suppressing the processing of irrelevant distractors. The neural mechanisms of selective attention are vulnerable in children from lower socioeconomic status families, yet these neural mechanisms can also be enhanced with evidence-based, targeted training. The series of studies presented in this dissertation investigated the individual differences in development and neuroplasticity of selective auditory attention in association with nonverbal cognitive abilities, in relation to genetic influences, and in the context of gene x intervention interactions. To this end, a multi-method approach was adopted, combining several methodologies such as event-related potentials (ERPs), behavioral measures, molecular genetics, and a randomized, controlled intervention design. In the first study, individual differences in neural mechanisms of selective auditory attention were studied, in association with nonverbal cognitive abilities. More robust ERP selective attention effects were associated with superior nonverbal IQ performance. These results indicated a noteworthy relationship between neural mechanisms of selective attention and nonverbal IQ performance in lower socioeconomic status (SES) preschoolers. In the second study, the relationship between 5-HTTLPR polymorphism and neural mechanisms of selective auditory attention was assessed. ERPs of selective attention effect were larger in children who carried at least one short allele of 5-HTTLPR, in comparison to long-homozygotes. These results associated being homozygous for the long allele with weaker neural mechanisms of selective attention in lower SES children. In the third study, these genetic influences were investigated in the context of an effective family-based training program previously shown to improve neural mechanisms of selective attention in lower SES preschoolers. The long-homozygote children, who initially displayed more attenuated ERPs of selective auditory attention than their short-carrier peers, showed robust ERPs of selective attention at posttest, but only if they were randomly assigned to the training program. These findings demonstrated that an effective family-based training could moderate the genetic influences of 5-HTTLPR on the neural mechanisms of selective attention. Taken together, the studies presented in this dissertation contribute to elucidating individual differences in development and neuroplasticity of selective auditory attention in lower SES preschoolers. This dissertation includes unpublished co-authored material. Close

• 9. [Article] The Homotopy Calculus of Categories and Graphs

  We construct categories of spectra for two model categories. The first is the category of small categories with the canonical model structure, and the second is the category of directed graphs with the ...

  Citation × Citation Citation Abstract Copy Title: The Homotopy Calculus of Categories and Graphs Author: Vicinsky, Deborah Year: 2015 We construct categories of spectra for two model categories. The first is the category of small categories with the canonical model structure, and the second is the category of directed graphs with the Bisson-Tsemo model structure. In both cases, the category of spectra is homotopically trivial. This implies that the Goodwillie derivatives of the identity functor in each category, if they exist, are weakly equivalent to the zero spectrum. Finally, we give an infinite family of model structures on the category of small categories. Title: The Homotopy Calculus of Categories and Graphs Author: Vicinsky, Deborah Year: 2015 We construct categories of spectra for two model categories. The first is the category of small categories with the canonical model structure, and the second is the category of directed graphs with the Bisson-Tsemo model structure. In both cases, the category of spectra is homotopically trivial. This implies that the Goodwillie derivatives of the identity functor in each category, if they exist, are weakly equivalent to the zero spectrum. Finally, we give an infinite family of model structures on the category of small categories. Close

• 10. [Article] Essays in Labor Economics

  I model a hiring process in which a candidate is evaluated sequentially by two agents of a firm. Each agent observes an independent signal of the candidate's productivity. I show that if the second agent ...

  Citation × Citation Citation Abstract Copy Title: Essays in Labor Economics Author: Lee, Logan Year: 2015 I model a hiring process in which a candidate is evaluated sequentially by two agents of a firm. Each agent observes an independent signal of the candidate's productivity. I show that if the second agent values a non-productive attribute of a given candidate, that candidate may be less likely to be hired than a candidate lacking the preferred non-productive attribute due to the first agent adjusting their own quality threshold to compensate. I go on to empirically explore the behavior of prisoners in Oregon based on exogenous shocks to the status quo. These shocks include changes in the generosity of sentence reductions available to certain prisoners and the implementation of a variety of policies that have made it less costly for prisoners to communicate with the outside world. I find that prisoners respond to behavioral reviews with improved behavior on the days immediately before and after a review, but increasing available sentence reductions awarded for good behavior does not reduce misconduct rates among inmates. Furthermore, I find that increasing the ability of prisoners to communicate with friends and family using technology has not led to the decrease in in-person visitation that many have predicted. Instead, total communication seems to have increased in Oregon prisons. Given the extensive literature that suggests increased communication with the outside world reduces a prisoner's likelihood of recidivating, this result may indicate that introducing communication technology and making it more affordable may be a cost effective policy to prevent future crimes. This dissertation includes unpublished co-authored material. Title: Essays in Labor Economics Author: Lee, Logan Year: 2015 I model a hiring process in which a candidate is evaluated sequentially by two agents of a firm. Each agent observes an independent signal of the candidate's productivity. I show that if the second agent values a non-productive attribute of a given candidate, that candidate may be less likely to be hired than a candidate lacking the preferred non-productive attribute due to the first agent adjusting their own quality threshold to compensate. I go on to empirically explore the behavior of prisoners in Oregon based on exogenous shocks to the status quo. These shocks include changes in the generosity of sentence reductions available to certain prisoners and the implementation of a variety of policies that have made it less costly for prisoners to communicate with the outside world. I find that prisoners respond to behavioral reviews with improved behavior on the days immediately before and after a review, but increasing available sentence reductions awarded for good behavior does not reduce misconduct rates among inmates. Furthermore, I find that increasing the ability of prisoners to communicate with friends and family using technology has not led to the decrease in in-person visitation that many have predicted. Instead, total communication seems to have increased in Oregon prisons. Given the extensive literature that suggests increased communication with the outside world reduces a prisoner's likelihood of recidivating, this result may indicate that introducing communication technology and making it more affordable may be a cost effective policy to prevent future crimes. This dissertation includes unpublished co-authored material. Close