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The Fascist Economic Paradox: Countering and Co-Opting Capitalism and Socialism in Interwar Europe
No full textOne of the ambiguities within the study of fascism and political history in the 20th century is defining, in logical terms, the development of a coherent fascist economic identity. Three fascist governments will be examined in this project, Nazi Germany, Fascist Italy, and Vichy France, with the goal of understanding if there is indeed a distinction on their exertion of economic power as opposed to other ideological systems that could aid outlining fascism not merely as a political or philosophical doctrine, but perhaps also an economic one.
This study examines the political background prior to the formation of the three political movements that mounted the subsequent fascist administration in their respective countries. Where, behind their initiatives upon taking power, there may exist continuity in their pre-movement phase leading to their rhetoric prior to being invited to take power, besides their following administration. Notwithstanding, contradictory behaviors occurred in their immediate social and economic revision of the state that gave rise to the paradoxes and loopholes that make a logical foundation/understanding of fascist economics dubious. This study suggests that economic management of fascist regimes became organized towards the advancement of social and political goals of the party. Furthermore, a higher and singular purpose became both fundamental and detrimental to fascist political establishments: the subsistence of their parties by any means conceivable.
Upon the fall of fascism in Europe after World War II, this research project concludes by examining the rise of Christian Democracy yet another “third way” movement through the progression and legacy of fascist/non-fascist attitudes that led to European integration and distancing Europe from ultra-nationalist/radical tendencies in addition to the scale of violence of its previous period
Home Visitor Well-Being in Oregon: Influences on Stress, Mental Health and Risk for Staff Turnover Oregon’s 2023 Home Visiting Workforce Survey
No full textThis learning brief is the fourth in a series to share findings from a 2023 statewide survey of over 700 members of Oregon’s home visiting workforce. In this brief, we share information about home visitors’ well-being across several dimensions, including 1) job-related well-being (job satisfaction, feelings of emotional/physical safety on the job, work-related stress, and job burnout); 2) personal well-being (financial strain, depression and anxiety); and 3) risk of staff turnover.
Second, we explore whether there are differences in these aspects of well-being for home visitors who have different backgrounds and life experiences. We then ask the question, “What things can organizations, programs and supervisors do to influence well-being?” and describe the workplace supports and stressors that relate to worker well-being and risk of staff turnover. Lastly, we describe the level of these workplace supports and stressors experienced by home visitors, and whether these differ for home visitors with different backgrounds
Calving As a Source of Acute and Persistent Kinetic Energy to Enhance Submarine Melting of Tidewater Glaciers
No full textCalving icebergs at tidewater glaciers release large amounts of potential energy. This energy—in principle—could be a source for submarine melting, which scales with near‐terminus water temperature and velocity. Because near‐terminus currents are challenging to observe or predict, submarine melt remains a key uncertainty in projecting tidewater glacier retreat and sea level rise. Here, we study one submarine calving event at Xeitl Sít’ (LeConte Glacier), Alaska, to explore the effect of calving on ice melt, using a suite of autonomously deployed instruments beneath, around, and downstream of the calving iceberg. Our measurements captured flows exceeding 5 m/s and demonstrate how potential energy converts to kinetic energy EK. While most energy decays quickly (through turbulence, mixing, and radiated waves), near‐terminus EK remains elevated, nearly doubling predicted melt rates for hours after the event. Calving‐induced currents could thus be an important overlooked energy source for submarine melt and glacier retreat
Rare, Threatened and Endangered Zoology Species of Oregon (2025)
No full textThis publication provides a 2025 update to the rare, threatened, and endangered zoology species of Oregon. Species lists are also provided in Excel format.
The Oregon Biodiversity Information Center (ORBIC) is part of the Institute for Natural Resources (INR) located at Portland State University (PSU). ORBIC maintains extensive databases of Oregon biodiversity, concentrating on rare and endangered plants, animals and ecosystems. Since its creation in 1979 as the Oregon Natural Heritage Program, ORBIC has been part of the Natural Heritage network. ORBIC is a constituent member of NatureServe, a non-profit organization with a mission to provide the scientific basis for effective conservation action. NatureServe and Oregon manage data using standards and protocols used across the U.S., Canada, and much of Latin America.
ORBIC has a primary mission to track the distribution and status of all of Oregon’s flora and fauna, including all vertebrates and vascular plants, and as many invertebrates, fungi, and lichens as is possible. For species considered to be at-risk in Oregon or across the planet, location and population data is managed for all of the observations and occurrences in the state. These data, and the knowledge of the many professional and amateur biologists across the state, provide the basis of the status information in this list
Development and Validation of a Composite Digital Balance Score for Spinocerebellar Ataxia: a Prospective Study.
No full textClinical trials in spinocerebellar ataxia are currently limited by the large sample sizes required by available clinical endpoints. We aimed to devise a digital composite measure of standing and walking balance using wearable inertial sensors that would require smaller sample sizes. The new score is called the Score of Integrated Balance in Ataxia (SIBA)
From Either-Or to All Together: Integrating Universal and Relativistic Approaches to Belonging and Engagement in the First Year of Middle School
No full textSchools are designed to foster growth and learning while promoting positive educational outcomes for all students. Yet, there is some evidence that the education system is not meeting the needs of all students, nor are achievement outcomes the same for everyone. Some of the identified challenges seem to be developmentally based, whereas others are evident among different demographic subgroups. Developmental differences are apparent in many aspects of academic functioning, such as student motivation and engagement, which peak when students enter school and normatively decline, relatively steadily, throughout students\u27 educational careers. Demographic disparities are even more pronounced, represented, for example, in achievement gaps that continue to persist for certain subgroups of students. These two types of challenges, based on developmental changes and demographic disparities, seem to be operating in tandem. For example, the first year of middle school appears to be a particularly crucial time when students\u27 academic functioning, engagement, and achievement are beginning to show declines for all students, but especially for those from marginalized backgrounds.
Researchers studying ways to support students have provided evidence that a sense of belonging is an important correlate of many positive educational and personal outcomes, including student motivation and engagement. Despite evidence that a sense of belonging can support engagement, existing research often adopts either a universal approach in which researchers assume that the belonging operates similarly for all students, or a relativistic perspective, in which researchers focus on specific marginalized subgroups, without examining heterogeneity within these subgroups, leaving open the question of whether findings apply to other subgroups. This either-or approach has led to fragmented information about how to foster belonging, with neither approach able to identify practices that have been shown to work for everyone in diverse classrooms. Therefore, the current study employed a both-and approach, suggesting that a sense of belonging may universally support engagement while also requiring tailored support for specific subgroups. Participants included a demographically diverse sample of sixth-grade middle school students. Results from research question one revealed that belonging was significantly associated with both fall and spring engagement and predicted changes in engagement over time, even when controlling for race/ethnicity and immigration background. Moderation analyses showed that the relationship between belonging and engagement remained consistent across demographic factors; neither racial/ethnic group, immigration background, nor the intersection of these factors moderated this association. However, exploratory subgroup analyses revealed some variation across subgroups. Belonging had a positive and significant concurrent and cross-time relationship with engagement for most groups. In contrast, the results for belonging as a predictor of changes in engagement over time were most evident for Asian, Latinx, and Multilingual students. These findings provide additional evidence that belonging could be a universal anchor for engagement within schools, while also reinforcing the importance of investigating subgroup-specific experiences to inform research and practice that better reflects the diversity of student experiences
University Studies First-year Inquiry Student Success Pilot Year 1 Report 2024 - 2025
No full textDuring the 24-25 academic year, fourteen University Studies First-year Inquiry courses participated in a pilot supported by the Office of Student Success that embeds student support resources into course work, activities, and curricula. This is an effort to connect students more directly to support services they may need to be successful at PSU, to increase their sense of belonging, and ultimately increase their completion of FRINQ. The Pilot is being evaluated based on academic outcomes, PSU resource use, and measures of efficacy and belonging. For Information about our evaluation methods and data sources, please see the full report and the Appendix
Walk Portland: A Downtown Pedestrian Wayfinding Strategy And Pilot
No full textWalk Portland, a partnership between the Portland Bureau of Transportation (PBOT) and Travel Portland, seeks to make it easier than ever for pedestrians to explore the city. In 2024, PBOT and Travel Portland, in partnership with sparks+sullivan, teamed up to develop a wayfinding strategic plan. In 2025, with grant funding from Travel Oregon, the team launched a short-term pilot wayfinding system to help people explore Portland as a pedestrian: the Downtown Portland Walking Route. The pilot, up from August-October 2025, is designed to see what works and what doesn’t in helping people navigate downtown. The long-term goal of this project is to create and implement a cohesive, user-friendly wayfinding system that helps pedestrians navigate Portland, enhances the pedestrian experience for visitors and locals alike, and promotes a sense of place. The team will apply lessons learned from this pilot project to a more permanent system in the future.https://pdxscholar.library.pdx.edu/trec_seminar/1268/thumbnail.jp
Participatory Development of a Suicide Prevention Program for Autism Community Organizations.
No full textParticipatory research is critical for developing appropriate and effective programs for specific communities. Suicide is a health inequity for autistic people and prevention is a high priority for autistic community members. Using community-based participatory research with autistic partners, we aimed to develop a research-informed, conceptually grounded, and community-supported suicide prevention program for the autism community. The participatory, multistep program development process included regular meetings to integrate existing research with an established intervention framework and was informed by 38 qualitative research interviews with autistic adults, family members, and mental health providers. The development process resulted in a four-part, virtual, education and community empowerment program-Forming Love around Autistic People to Prevent Suicide (FLAPS)-aimed at supporting organizations to engage in multilevel suicide prevention efforts. Participatory research that meaningfully engages autistic community partners can support the development of promising programs to promote suicide prevention for autistic people
Protests, Epistemic Injustice, and the Movement for Black Lives
No full textEpistemic injustice provides a powerful perspective for understanding media narratives of the Movement for Black Lives (#BlackLivesMatter). To understand the media coverage, I draw on Foucauldian theories and critical race theory, as well as accounts of hermeneutical and recognition injustice, which show how “truth” emerges as a product of knowledge/power/resistance. Special attention is given to the question of violence: what is violent and what isn’t? Who gets to decide? What are the consequences? Media narratives favor the status quo and delegitimize social movements which challenge it. This is achieved by prioritizing the voices of officials and law enforcement in coverage of protests, particularly protests relating to anti-Black racism, and seldom featuring the voices of protesters. Coverage follows a state narrative, omitting and justifying the state’s use of violence