722 research outputs found
The Author\u27s Series
No full textModerator: Daphine Priscilla Brown-Jack
Guest Panelist: Carlos Wallace
Guest Panelist: Rachel B-Fo
Report on the results of the 2012-2013 supplemental surveys
No full textSherril B. Gelmon, DrPH and Rachel Trotta, MPH, Portland State University.Title from PDF caption (viewed on March 31, 2023).This archived document is maintained by the Oregon State Library as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Design, crime and the built environment
No full textCrime Prevention through Environmental Design (CPTED) is a method of reducing crime through the design and manipulation of the built environment. Based upon the Opportunity Theories of crime, CPTED focuses upon blocking opportunities for criminal behaviour through subtle techniques to maximise informal surveillance, guardianship and maintenance, to minimise through movement and to set standards of physical security that are proportionate to crime risk. This chapter will discuss the principles of CPTED and the theories from which it evolved. It will explore the effectiveness of these principles, both individually and combined, in reducing crime, before exploring how CPTED is applied in practice
Collective Improvisation: The Practice and Vision of Ingemar Lindh
No full textIngemar Lindh's research on the principles of collective improvisation and performance conceived as process announce an important development in the 20th-century tradition of the actor's work. After early studies with Étienne Decroux and working collaborations with Jerzy Grotowski, Eugenio Barba, and Yves Lebreton, Lindh founded the first laboratory theatre in Sweden in 1971, the Institutet för Scenkonst. His practice of collective improvisation is viewed in light of postdramatic concerns such as its resistance to fixed scores, directorial montage, and choreography as an organizing principle
Draft : incentives to support the transition to zero emissions for medium and heavy-duty sectors in Oregon
No full textprinciple authors: Mary Brazell, Jillian DiMedio, Eric Feeley, Gerik Kransky, Rachel Sakata, Morgan Schafer, Cory-Ann Wind.Title from PDF cover (viewed on November 23, 2022).Covers OCLC #1351608796 and OCLC #1346557614.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
“I get by with a little help from my friends": a survey of teachers' perceptions of adminstative support and their attitudes toward inclusion in New Jersey
No full textPrior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts’ program initiatives to achieve this end: teachers’ attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.Psy.DIncludes bibliographical references (p. 112-123)by Yael Rachel Shemes
Polyphony and the anxiety of influence in the fiction of Henry James
No full textJames's fiction, especially in the Middle Phase, centres
on the figure of the artist and is characterized by, the two
interrelated aspects which previous criticism has largely
overlooked: the Bakhtinian 'polyphonic' -creation of
'author-thinkers'; and the conflict between ephebes and
precursors, for which Harold-Bloom's concept of 'the-anxiety of
influence' is the most illuminating model. Polyphony is the
narrative mode, and influence is the intra-artistic, theme.
These, as the Introduction to the thesis makes clear, are
rehearsed in James's inaugural novel, Roderick Hudson. Rowland
Mallet is an author-thinker, and his failure is caused by
authorial limitations. His monologism -is impaired by his
mistaking empathy for the authorial sympathy. Likewise,
Hudson's failure does not arise from a mercurial temperament,
but from a polyphonic shortcoming: not possessing the power of
fiction to contain the fiction of power in, his mentor. And the
relationships among the three artists - Gloriani, Hudson and
Singleton - perfectly exemplify the Bloomian-theme. It is these
two concepts, polyphony and influence, which are the major
preoccupation in the Middle Phase; as, the works chosen
demonstrate. These are a novella, a novel, and a number of
short stories all of which have been unjustifiably neglected.
Chapter One, on The Aspern Papers, argues that Tina Bordereau,
far from being, the artless victim seen by many critics,
actually challenges and defeats the narrator by the very form
of her narrative. Her 'realist' discourse undermines his
language of 'romance', and shows up its internal unstability.
Chapter Two is an extensive study of the critical reception of
The Tragic Muse. The most common areas of critical attention
have been its contemporary topicality, its relation to previous
novels on similar themes, and the possible genealogy of Gabriel
Nash. Those have all missed the core of the work. - Chapter Three
demonstrates how polyphony and the anxiety of influence make
the novel what it really is. Influence arises from the
juxtaposition of, and the wrestling between, artistic ephebes
and their precursors (Nick and Nash,, Miriam and Madame Carre).
The dialogic quality defined by Bakhtin is crucial to the
proper, and even-handed, characterization of all, the conflicts
in the novel. And since most of James's tales in the eighties
and nineties -are about 'masters - and acolytes, the anxiety of
influence remains central. Chapter Four is a study of 'The
Author of Beltraffiol' and 'The Lesson of the Master'. Again the
characters' manipulations are a crucial focus in a way that
G6rard Genette's terminology helps to illuminate. The fact that
the ephebe is the author-thinker emphasizes the inextricability
of the Bakhtinian and the Bloomian in James. Just as
polyphony offers a different focus for explicating the poetics
of James's fiction; so the ephebal conflict provides the basis
for a fresh perception of James's own artistic struggle
Adolescent Future Orientation: Does Culture Matter?
No full textFuture orientation, or the image individuals have of the future, provides the grounds for setting goals and planning, and therefore is considered an important adolescent developmental task. This chapter introduces future orientation research by describing its evolvement from a thematic approach focusing on the content of future domains to a model consisting of three components, discusses its universal and cross-cultural meanings, and reports a replicated finding that across cultures, adolescents share a common core of future orientation domains consisting of education, career, and marriage and family. Based on findings on effects of the family setting on future orientation and an integration of developmental ecology, developmental niche, and bridging multiple worlds models, the author suggests new directions for research especially pertinent for adolescents undergoing social change
Postmodern Theory and the Choreography of Michael Clark
No full textThis study addresses two interrelated questions: Can postmodern ‘theory’ illuminate an understanding of Michael Clark’s work? and, a sub-question, In which ways, if at all, does Clark’s work demonstrate a postmodern sensibility? Chapter one, the introduction to this study, provides a ‘portrait’ of postmodernism, that is, it addresses the question What is postmodernism? Chapter two is a biography of Michael Clark. The seminal sections to this study, however, are chapters three and four. Here the author blends a discussion of a) subject matter, treatment and meanings in Clark’s choreography, b) journalistic criticisms of those features of his work, and c) postmodern theory. The outcome of these chapters is to demonstrate that Clark’s works do indeed require re-interpretation and re-evaluation, and to illustrate how these factors might be achieved
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A cross species metabolomics analysis on the effect of biological stressors such as depression and sleep loss on the host metabolome
No full textIt would be next to impossible to list the many people who have supported and helped me get to where I am today. My trajectory from birth to graduate school has not been linear. I have always had a natural curiosity about the world around me; starting from my time growing up as an illegal immigrant in the city of Los Angeles, to my time served as rifleman in the United State Marine Corps, and my current position as a scientist. The richness of these experiences has had a profound influence on the way I approach life. Through it all, Patricia, my mother, sacrificed everything and made this possible. Cristina, my younger sister, has been a constant reminder that I have an obligation as an older brother to make her proud. Arpa, my love and joy, has walked this crucible called graduate school next to me, and has been a constant source of love and encouragement. To the three most important people in my life, thank you for everything. My success as a scientist can be attributed to the various scientist I can call mentors and friends. Professor Jamil Momand, my undergraduate advisor and research mentor, introduced me to the field of biochemistry and encourage me to pursue my Ph.D.. Thank you for your guidance and support. Professor Pieter C. Dorrestein, my Ph.D mentor, provided me with a once in a life time experience graduate education in mass spectrometry and its application in life sciences. I cannot express how thankful I am for your mentorship, guidance, and support. The environment that you have cultivated in the Dorrestein lab provided me with the tools and opportunities to grow and succeed as a researcher. I will always appreciate everything that you have done for me. I would also like to thank my committee members for their role in my graduate education, thank you Professor Rob Knight, Professor Rachel Dutton, Professor Susan S. Golden, and Professor Jose Pruneda-Paz.Chapter 2, in full, is a reprint of the material as it appears in Journal of The American Society for Mass Spectrometry 2019. da Silva, R. R; Vargas, F; Ernst, M; Nguyen, N. H; Bolleddu, S; del Rosario, K. K; Tsunoda, S. M; Dorrestein, P. C; Jarmusch, A. K.; Springer US, 2018. The dissertation author was a primary investigator and author of this paper. Chapter 3, in full, has been submitted for publication of the material as it may appear in Rapid Communications in Mass Spectrometry, 2019, Vargas, F; Weldon, K. C; Sikora, N; Wang, M; Zhang, Z; Gentry, E. C; Panitchpakdi, M. W; Caraballo, M; Dorrestein, P. C; Jarmusch, A. K.; John Wiley & Sons, 2019. The dissertation author was the primary investigator and author of this paper. Chapter 4, in full, has been submitted for publication of the material as it may appear in Frontiers in Psychiatry, 2019, Vargas, F; Dethloff, F; Emmanuel, E; Quinn, R; Park, D. I; Herzog, D. P, Müller, M. B; Gentry, E. C; Knight, R; Gonzalez, A; Dorrestein, P. C; Turck, C. W.; Frontiers Media, 2019. The dissertation author was the primary investigator and author of this paper. Chapter 5, in full, has been submitted for publication of the material as it may appear in Scientific Reports, 2019, Thompson, R. S; Vargas, F; Dorrestein, P. C; Chichlowski, M; Berg, B. M; Fleshner, M.; Nature Publishing Group, 2019. The dissertation author was a primary investigator and author of this paper. Chapter 6, in full, has been submitted for publication of the material as it may appear in Sleep, 2019, Bowers, S. J; Vargas, F; Gonzalez, A; He, S; Jiang, P; Dorrestein, P. C; Knight, R; Wright, K. P; Lowry, C. A; Fleshner, M; Vitaerna, M. H; Turek, F. W.; Oxford University Press, 2019. The dissertation author was a primary investigator and author of this paper
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