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The Velt - Good Intentions, but Is It Enough?
No full textThe Velt is the nickname for one of the high schools here in the North, Roosevelt High School. I took this photo in one of the many classrooms that has posters representing Black History Month. This photo represents economics in my built environment because I feel that many public school students have suffered due to lack of resources and disparities. Roosevelt is lucky enough to be a SUN School, which is a non-profit organization that basically provides the students and those a part of the community with various resources such as a food pantry and a clothing closet. I feel that in many ways these two resources have come a long way in The Velt community, providing them with necessities that may have been taken away due to unemployment spiking during COVID-19. However, this emphasizes environmental racism as those in communities with majority people of color are more likely to not have documents to grant them access to jobs, therefore they do not have access to resources that require large amounts of money. Especially since the pandemic started, it has been harder for people to acquire jobs, making it even harder for them to afford to live comfortably. To me, this highlighted that while a community can have access to resources, there are still areas in which their needs are not being met. When we live in a world in which money solves all of our issues, how is it possible to succeed when a single document dictates whether you are eligible or not to get a job? Or how is it possible to even survive if that\u27s the case?
Theme: The Economic Environment: Where do you see economics (disparities and access to resources) in your natural and/or built environment?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1000/thumbnail.jp
Alesund
No full textMedium: Pen and watercolors on paper.
Description: A street corner found in Alesund Norway.https://pilotscholars.up.edu/thaynecovert_exhibit/1029/thumbnail.jp
Wind Power on the Go: Designing and Building Portable Wind Turbines
No full textMy presentation focuses on the work I did as an intern under Dr. Gupta at Portland State University. The main purpose of the internship was creating a portable wind turbine, and in the process learning about renewable energy, the electrical grid, and the scientific method. The presentation takes an in depth look into what I learned, and the experience I gained during the summer.https://pilotscholars.up.edu/ase_internships_2021/1006/thumbnail.jp
The Influence of a Public School Fundraising Equity Policy: Investigating Financial Impacts and Parent Perceptions
Get PDFThe purpose of this mixed-methods case study was to explore whether an urban public school district’s longstanding policy requiring the redistribution of a portion of parent financial contributions resulted in the equitable distribution of fundraising dollars. Additionally, the study investigated how parents in the district perceived the impacts of this policy, and whether those perceptions differed based on how much fundraising was done in their schools or based on participant demographics.
Using public datasets including annual fundraising dollars and school demographic information, correlational analysis determined that there was a statistically significant relationship (p \u3c .001) between school racial and socioeconomic demographics and the amount of dollars allocated both before and after the distribution of “equity grants” to qualifying schools. Next, 238 parents from 52 of the district’s 57 elementary schools reported their attitudes about the policy and its impacts through a voluntary online survey. Results were disaggregated to determine whether attitudes differed by race or by the level of fundraising occurring in participants’ schools. Chi-square analysis revealed statistically significant differences (p \u3c .05) in parent positions on specific elements of the policy such as how much schools should be required to share or the role of fundraising dollars in paying for teachers, but overall attitudes about the policy were aligned with the expected distributions based on race or level of fundraising. Qualitative analysis of the single open-ended survey question along with the interview responses also revealed thematic differences, with parents from low fundraising schools reporting more negative attitudes than other groups and White parents reporting more negative attitudes than BIPOC parents. Finally, interview participants were shown the quantitative analysis of the financial distribution data and asked to respond. Magnitude coding was used to identify shifts in the direction or intensity of interview participants’ attitudes about the policy. This analysis revealed that parents who initially thought the policy was having an equitable impact due to its redistribution requirement shifted to a negative or more complex view of the policy’s impacts after viewing the financial data.
Results of this study have implications for policy. While the results show that a policy requiring a redistribution of only a portion of fundraising dollars was not sufficient to disrupt the national trend of concentrated financial contributions in the schools serving the most White students and the fewest economically disadvantaged students, the study also provided evidence that most participants support sharing even more in order to achieve equitable outcomes. Additionally, when parents who supported the redistribution policy saw the actual distribution of dollars, they no longer thought that the policy was having the intended impact. This finding suggests that transparency and accessible information about inequitable outcomes may be key in building parent support for equity reforms
Slug Garden
No full textFor this assignment, I thought about space. I walked around North Portland and all over campus and took this photo of the SLUG garden. Even though it is almost spring, the garden looks quite dead, but hopefully it will bloom soon. When it comes to food and food access, I usually look no further than the grocery stores I shop at, or the on campus dining options I eat at. Food is accessible to only those who can afford it, but also those who have the space and time for it if you grow it yourself. Since we live in a particularly urban area, there are not many spaces dedicated for food growing because the space is given up for industrial purposes. Even in this photo you notice the street that comes all the way up to the garden, or the buildings and bridges in the background that criss-cross the landscape. If you can\u27t afford buying food at the store, growing some of your own food can be an option, if you have the space, though space is also a luxury. A luxury not everyone can afford. Is food accessibility a luxury?
Theme: Access to Food and Nutrition: What food is available and to whom? Where and how do they get access to it?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1011/thumbnail.jp
Painting of a Painting -- An Allegory of Victory by Jules Lefebvre
No full textMaster copy of An Allegory of Victory by Jules Lefebvre.
Medium: Acrylic paint on canvashttps://pilotscholars.up.edu/quinn_soleia_exhibit/1006/thumbnail.jp
Los Angeles View
No full textMedium: Pen and watercolors on paper.
Description: Griffith Observatory looking over Los Angeles. Los Angeles, CA.https://pilotscholars.up.edu/thaynecovert_exhibit/1013/thumbnail.jp
Red Line
No full textMedium: Pen and watercolors on paper.
Description: The MAX in downtown Portland. Portland, Or.https://pilotscholars.up.edu/thaynecovert_exhibit/1004/thumbnail.jp
On Demand Engineering
No full textOn Demand Engineering is a presentation that covers some of what I did on the Engineering and Operations Services team at HP Inc. through the example of a project I worked on. During the presentation I go step-by-step through the design process to show how I applied it to my project, which was to design a part that would protect a tool used by HP in their Research and Development. After presenting on that project, I briefly cover other skills and knowledge I acquired, such as NRTL regulations and wiring an electrical cabinet.https://pilotscholars.up.edu/ase_internships_2021/1008/thumbnail.jp