[
{
"url": "https://wou.omeka.net/s/repository/item/15388",
"dcterms:title": [
"An Analysis of the Indirect Effects of School Shootings on American Children, Staff, Communities, and Schools"
],
"dcterms:creator": [
"Irma Gomez-Hernandez"
],
"dcterms:date": [
"6/13/2026"
],
"dcterms:type": [
"text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"School shootings in the United States generate far-reaching disruptions that extend well beyond direct survivors, influencing the broader systems in which children, educators, families, schools, and communities function. While direct exposure produces well-documented psychological and academic consequences, growing evidence shows that indirect exposure through media coverage, institutional responses, community reactions, and cultural narratives also shapes individual and collective well-being. The literature review synthesizes peer-reviewed research on the indirect effects of school shootings across ecological levels using a qualitative thematic approach informed by trauma theory, the social-ecological model, resilience theory, the life-course perspective, attachment theory, and anomie theory. Findings indicate that indirect exposure contributes to heightened anxiety, hypervigilance, sleep disturbances, and academic disengagement among children. Educators experience secondary traumatic stress and professional strain, while families develop patterns of over-protection and routine change. Schools often adopt intensified security measures that foster a climate of fear, and communities report declines in cohesion, economic activity, and civic participation. National media coverage further normalizes school violence. Collectively, these patterns show that school shootings operate as national traumatic events, underscoring the necessity of trauma-informed, multilevel interventions and equitable policy responses."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"Gun violence",
"trauma",
"outcomes"
],
"SKOS:note": [
"Omar Melchor Ayala"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14761",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text",
"Professional Project"
],
"dcterms:identifier": [
"pp_20251023b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Erica Manzo"
],
"curation:note": [
"Alicia Wendzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14755",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"2025-09-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20251001_pp_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/01/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Masters of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Alicia Wenzel",
"Erica Manzo"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14722",
"dcterms:title": [
"Informal Caregiving Experiences: Challenges and Opportunities for an Age-Friendly University"
],
"dcterms:creator": [
"CJ Johnson",
"Emily Winters"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025b"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The growing Age-Friendly University (AFU) global network has been helping its members assess their institutions and identify action items for increasing age-friendliness. This research investigates one of the issues identified through previous assessment of an AFU as a weakness and area of opportunity, which is the lack of resources and information for campus community members who identify as informal or unpaid family caregivers. Data from N = 72 campus members (26% faculty, 15% staff, 52% students; 84% female, 16% male) were collected in early 2023 through a campus-wide online survey and analyzed by a team of researchers using quantitative analysis for responses to Likert-type items and thematic analysis for open-ended responses. Issues around physical demands, time demands, financial stress, and social and emotional health while caregiving were assessed. Results indicated that respondents are experiencing different types of stress and need additional support and resources as caregivers, particularly related to respite care, mental health services, financial support, and assistance with physical tasks such as housework and transportation. The findings from this research will be used to develop and share resources around caregiving broadly across the university campus, and to ensure that resources are culturally inclusive, particularly as nearly 25% of the enrollment of undergraduate full-time equivalent students is composed of students from a Hispanic/Latinx background. Findings will also be used to establish community partnerships to harness resources from outside the university, and ultimately to help support the campus community moving forward and to achieve a piece of the university’s AFU vision."
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Melissa Cannon"
],
"BIO:keywords": [
"informal caregiving",
"age-friendly university",
"caregiving resources"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14580",
"dcterms:title": [
"Inmate Classification and Its Influence on Safety and Well-Being in U.S. Corrections"
],
"dcterms:creator": [
"Daniel McGee"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"DanielMcGee_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Inmate classification systems serve as fundamental tools within U.S. correctional institutions, aiming to balance institutional safety with inmate well-being. Prior research highlights the pivotal role these systems play in determining housing placements, access to rehabilitative programs, and overall correctional outcomes. However, classification methods vary widely across jurisdictions, and challenges such as systemic bias, inconsistent implementation, and limited rehabilitative access persist.\nThis study investigates how different inmate classification systems influence safety and well-being within correctional settings. Drawing from a comprehensive literature review of peer-reviewed research, government reports, and policy analyses, the study analyzes the design, implementation, and outcomes of classification models used across U.S. facilities. The research focuses on evaluating the comparative effectiveness of static versus dynamic classification systems and considers how classification decisions impact both institutional operations and inmate rehabilitation.\nFindings reveal that dynamic, data-informed classification models significantly reduce institutional violence and improve access to rehabilitative programming. Facilities that reassess inmate classifications based on behavior and engagement in programs report improved institutional stability and lower recidivism rates. Conversely, systems that rely on static, punitive classifications are associated with increased tension, reduced program access, and higher rates of re-offending. The study also identifies systemic disparities, particularly affecting racial and socioeconomic minorities, who are more frequently assigned to high-security classifications and subsequently denied rehabilitative opportunities.\nThis research contributes to the growing body of scholarship advocating for equitable and evidence-based correctional practices. It showcases the importance of regular classification reassessment, staff training, and the integration of mental health and educational factors into classification protocols. By highlighting the limitations of traditional approaches and promoting dynamic, rehabilitative-focused frameworks, this study provides actionable insights for policymakers, correctional administrators, and practitioners seeking to reform institutional practices and improve correctional outcomes nationwide."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14546",
"dcterms:title": [
"Expanding Coerver Coaching’s Impact on G.R.A.S.S.P. Students"
],
"dcterms:creator": [
"Avigain Hernandez Cruz"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AvigainHernandezCruz_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project provides G.R.A.S.S.P. (Grass Roots After School Soccer Program) students in the Salem-Keizer School District with access to Coerver Coaching’s summer soccer camps, regardless of financial constraints. G.R.A.S.S.P. serves students from Title 1 schools who often lack access to extracurricular activities. By securing donations from local businesses and community members, the camp cost is reduced from $195 to $45, making it affordable for more students. The project aims to support students' academic, social, and emotional development by providing an enriching summer experience that builds leadership, teamwork, and confidence. These qualities will benefit students both inside and outside the classroom. Additionally, the initiative seeks to establish a sustainable system for offering these opportunities annually, ensuring that underserved students have continued access to enrichment programs. Key actions include securing donations, coordinating with Coerver Coaching for camp details, and selecting students with G.R.A.S.S.P. staff. Feedback will be collected from students, parents, and staff to assess the impact on growth and engagement. Success will be measured by community involvement, the number of students served, and the program's effect on students' development. Ultimately, this project provides critical enrichment and aims to create a long-term program that ensures ongoing access to growth opportunities for students who face financial barriers."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Soccer",
"Extra Curricular Activities",
"After School"
],
"SKOS:note": [
"Alicia Wenzel",
"Steven Nelson",
"Kevin Plechl"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14535",
"dcterms:title": [
"Fostering Inclusion and Sense of Belonging through Unified PE and Library"
],
"dcterms:creator": [
"Agnes Seden"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AgnesSeden_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project focused on developing and implementing the Unified PE and Library programs at Hammond Elementary School in the Salem-Keizer Public School District. The goal was to promote equity, inclusion, and meaningful peer interactions between students with disabilities (DK- 2) and general education peers (grades 3- 5). According to the staff and student surveys, observations, and anecdotal feedback, students with disabilities demonstrated increased engagement, interest, and positive behavior while the general education partners developed confidence, patience, and empathy. Staff reported positive outcomes in student interaction, inclusive culture, and recommended continuing and expanding the unified programs at Hammond. The key accomplishments include fostering a sense of belonging, enhancing awareness of disabilities, and building a stronger school community."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"Unified PE",
"Unified Library",
"inclusive learning environment"
],
"SKOS:note": [
"Alicia Wenzel",
"Steven Nelson",
"Corina Valencia- Cushman"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14457",
"dcterms:title": [
"Navigating the Labyrinth Through A Cultural Advocacy Perspective: Exploring a Staff Sign Language Interpreter’s Role in a California Prison"
],
"dcterms:creator": [
"Stefanie O'Brien"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Within the field of penology, research providing firsthand accounts of correctional staff and prisoners remains insufficient, with no identifiable research focusing specifically on interactions between correctional staff and Deaf and Hard of Hearing (D/HH) prisoners. This action research project examines the evolving roles and responsibilities of a staff sign language interpreter (SLI), who is also a certified Americans with Disabilities Act Coordinator (ADAC), over a three-year period within a Level 1-4 women’s correctional institution in California. Guided the frameworks of Cultural Appropriate Advocacy (CAA) (Salla et al., 2023), Discriminatory Epistemic Injustice (Fricker, 2007), and Moral Agency (MA) (Peter, 2011), this research explores the dynamic interplay between legal mandates, institutional realities, and the staff SLI’s advocacy efforts to bridge the communication gap and empower D/HH inmates facing ADA rights violations. These mandates include, but are not limited to, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and relevant case law, such as Armstrong v. Newsom (1994). Qualitative data collection and analysis are used to uncover the underexplored area of prison interpreting and contributes to a deeper understanding of the challenges and opportunities encountered by a staff SLI in this non-traditional setting."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14440",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"The OCE Lamron Staff 1959-1960"
],
"dcterms:description": [
"The OCE Lamron staff photograph for the 1959-1969 academic year. Photograph shows the first Black Commissioner of the student newspaper, Virginia Hopkins."
],
"dcterms:date": [
"1959"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14440"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 01/13/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13720",
"dcterms:title": [
"The Impacts of COVID-19 on Domestic Violence & Sexual Assault Services, Survivors and Advocates"
],
"dcterms:creator": [
"Erin A. Ritchie"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author."
],
"dcterms:abstract": [
"Domestic and sexual violence impact approximately one in four women and one in seven men in the United States. In response, community-based agencies dedicated to serve survivors of domestic violence and sexual assault provide confidential services including safety planning, emotional support, shelter, and resources. During the COVID-19 pandemic, calls to law enforcement and these agencies concerning domestic violence surged. Consequently, agencies had to adapt their services to address the COVID-19 social distancing policies and the increasing frequency and severity of violence faced by survivors. Through an analysis of research articles, key themes emerged regarding shifts in service provision and their effects on survivors and agency staff. Findings reveal that agencies transitioned to include remote service provision, reduced shelter capacity, and scaled back mobile advocacy services. Survivors encountered barriers in accessing services due to heightened monitoring by abusers, limited availability of emergency shelters, and decreased in-person mobile advocacy response to other service providers. Advocacy staff experienced unsustainable levels of stress, inadequate access to personal protective equipment, and high turnover rates. These findings underscore the urgent need for increased funding and capacity for domestic violence and sexual assault agencies, as well as improved policies for disaster and crisis response."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"gender-based violence, community-based advocacy, survivor-centered advocacy"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13681",
"dcterms:title": [
"Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students"
],
"dcterms:creator": [
"Nikita Williams"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author."
],
"dcterms:abstract": [
"This research study examined the connection between students' growth in musical reading\ncomprehension and their advancement through the skill set of playing the ocarina. The students\ninvolved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school.\nFor six weeks, students learned how to read and play nursery rhymes using their ocarinas to\nuse as a tool to learn the staff notes on the treble clef. Students' other skills during the unit\nwere rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They\nperformed a 15-bar melody using standard music notation and using color-coded fingering\ncharts as reference for the notes. The music classes were taught in person, with 30-minute classes\nthree days a week for six weeks. They started their songs during the fourth week and performed\nthem during the last week of the study. Students were asked to submit exit tickets periodically\nduring the study to assess their progress in learning to read notes on the staff and ocarina\nfingerings. We had several playtests and written tests during this time to help identify which\nskills the students had mastered. The findings of the study showed nearly 52% of students could\npass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33%\nscored under 60% on their final written assessment. Most students did score above 70% on all\nplaytests, while 30% needed to retake a section of the playtests. The results of the study have\nimportant implications for music teachers."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Ocarina, Classroom instruction"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jean Elliot"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13638",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Toward More Equitable Interpreter Training"
],
"dcterms:creator": [
"Sara Pressler Yurkovic"
],
"dcterms:subject": [
"American Sign Language",
"diversity",
"interpreting"
],
"dcterms:date": [
"3/22/2024"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"grad_051324b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The demographics of ASL-English interpreters in the U.S. do not align with those of the American deaf population or of the U.S. population in general, with most interpreters being White, cisgender women. This discrepancy can leave consumers of interpreting services without culturally or experientially appropriate interpreting services and means that the field of interpreting is not generally welcoming to those outside of the current norm. Former interpreting students were surveyed and interviewed regarding their experiences in interpreter training programs. Participants were asked about the resources, strategies, and topics they had access to or desired as a part of their education, as well as interactions or experiences that hindered their success. In this paper, the strategies noted as helpful to a marginalized interpreter’s development are identified. These methods are shared as suggestions to interpreting faculty and staff as they seek to make their interpreting programs more equitable for all students."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Grace Casanova-Artl",
"Royce Carpenter"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13210",
"dcterms:title": [
"Library Survey 2017 Executive Summary"
],
"dcterms:creator": [
"Janeanne Rockwell-Kincanon"
],
"dcterms:description": [
"Librarians created four similar surveys (for undergraduate students, graduate students, faculty, and staff) to evaluate the use and quality of the library’s collections, services, and facilities and to identify areas for improvement. The last such comprehensive survey was in 2006, using the LibQual+™ instrument. The 2017 surveys, using the SurveyMonkey software and taking less than 10 minutes to complete, were administered April 10-30, 2017, weeks 2-4 of the academic term. Solicitations to take the survey were multifaceted: emails to campus distribution lists and to faculty by divisions; postings to social media for the library and campus; slides on WOU Portal pages, postcards sent to employee and residential student mailboxes, and tabling with tablets at the Werner University Center. After completing the anonymous survey, participants were invited to enter their WOU username for a chance to win one of five $25 gift cards to The Press, the café inside Hamersly Library. The lead investigator was Janeanne Rockwell-Kincanon, Associate Professor & Public Services Librarian. IRB review was not sought since the purpose was internal program review."
],
"dcterms:date": [
"2-14-2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"hamlibrep/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by/4.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12663",
"dcterms:title": [
"Implementing Trauma-Informed Care in Pediatric Primary Care Settings"
],
"dcterms:creator": [
"Cheyanne Bumgardner",
"Brooke Dolenc Nott"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/286"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The effects of a traumatic experience impact every aspect of an individual’s health. Specifically for children and adolescents, those impacts can be even more severe, especially for those without access to the resources and support necessary to engage in the healing process. Implementing trauma-informed care in pediatric primary care settings allows medical providers to address trauma and its array of physiological and psychological symptoms early and effectively. Research indicates this can be accomplished by facilitating conversations, building relationships, and initiating referrals to mental health services. Trauma-informed care can be implemented in strategic and cost-effective manners among both healthcare providers and their office staff, achieving a cohesive and integrated approach to care. Ultimately, the support provided through trauma-informed care improves long-term health outcomes for patients and reduces the need for high-cost and/or long-term interventions."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Brooke Dolenc Nott"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11774",
"dcterms:title": [
"Increasing Inpatient Autonomy Through Self-Administration of Medications (SAM)"
],
"dcterms:creator": [
"Casi Healy",
"Kevin Wyler",
"Kelsey Dangaran",
"Amy Goodwin",
"Joseph Einri",
"Marissa Aguilera"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/289"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Abstract The purpose of this poster is to highlight a Performance Improvement Project (PIP). The PIP addressed a recent increase in hospital readmissions for joint surgery patients related to medication mismanagement post-discharge. The objective was to propose a solution to reduce readmissions through increasing inpatient autonomy. Existing literature and current practice guidelines were reviewed. A standard survey was created and distributed to gather healthcare professionals’ opinions on areas of improvement. Additionally, the European Foundation for Quality Management (EFQM) model was selected to provide a framework for the project. Evidence indicated the self-administration of medication (SAM) could address the aim of increased autonomy, including increasing the patient’s knowledge of medications. Previous SAM research studies have shown an increase in medication adherence. Increased medication adherence has a positive impact on hospital readmission rates. A SAM program proposal was designed as a test of change to be implemented in the virtual acute care orthopedic setting. If proven effective, the SAM program would be implemented hospital-wide. To implement this intervention, the authors recommend a three-leveled system of SAM, supported by an interdisciplinary team during the course of the patient’s hospital stay. Limitations included are the current COVID-19 pandemic, obtaining staff buy-in, and liability concerns."
],
"VIVO:departmentOrSchool": [
"Nursing"
],
"SKOS:note": [
"Andy Middleton (middleta@ohsu.edu)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11719",
"dcterms:title": [
"EDUWheels"
],
"dcterms:creator": [
"Natalie Legras",
"Daniel Carter",
"Kyler Dreyer"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; MovingImage"
],
"dcterms:identifier": [
"aes/228"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"EDUWheels is a platform for students to coordinate ride sharing opportunities. The mission of EDUWheels is to connect students with safe and accessible transportation and help them share costs and lessen the environmental impact of traveling outside of their local campus area. Many students have a car and travel outside of the Monmouth-Independence area regularly, and some students would like to leave town for the weekend or a day trip, but don’t have access to reliable private or public transportation options. EDUWheels makes it possible for students to adventure out of town or visit family for the weekend, and allows others to lessen the cost of a trip they were already planning to take.\nEDUWheels allows drivers to offer rides, and passengers to reserve them. Drivers and passengers may offer or reserve rides based on their needs and preferences so that they can ride comfortably. To increase safety and security of passengers and drivers, all users will be verified with their @wou.edu email. This ensures that anyone using the EDUWheels platform is a student or staff of Western Oregon University. In the future, EDUWheels could be scaled and implemented at campuses throughout the United States."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Ted Beers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11704",
"dcterms:title": [
"Reducing the Burden of Norovirus in Lane County Long-Term Care Facilities"
],
"dcterms:creator": [
"Isabelle Simpson",
"Stacey McGarr"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/211"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Norovirus outbreaks are common in long-term care facilities (LTCF) causing substantial financial burdens and poor health outcomes. Observations by Lane County Public Health stakeholders show a correlation between rapport with LTCFs and prompt outbreak reporting. Proper communication between Lane County Public health and LTCFs is difficult due to high turnover rates. The purpose of this project was to develop resources related to norovirus outbreaks for LTCFs, to increase knowledge of LTCF administrators about these resources, and to increase prompt reporting of norovirus outbreaks to Lane County Public Health. Based on feedback from public health stakeholders, three trial LTCFs were chosen to receive education using an adapted norovirus toolkit. During onsite visits, the trial LTCFs administrators provided feedback about barriers to promptly reporting outbreaks and updated contact information for the trial LTCFs was collected. Additionally, an educational webinar about norovirus was developed for future utilization by LTCFs for staff education. Recommendations include establishing norovirus training standards throughout Lane County LTCFs, continuously updating LTCF contact information, and developing a process for measuring prompt reporting of norovirus outbreaks."
],
"VIVO:departmentOrSchool": [
"Nursing"
],
"SKOS:note": [
"Angela Docherty"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11674",
"dcterms:title": [
"Improving Health and Wellness of Healthcare Staff"
],
"dcterms:creator": [
"Paige McBride",
"Maria McCarthy"
],
"dcterms:subject": [
"healthcare staff",
"health",
"wellness"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/182"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Health care providers face a high prevalence of burnout, which can lead to substance abuse, suicidiality, and overall poor health outcomes. Mindfulness meditation can greatly reduce burnout in healthcare professionals when practiced regularly. A guided meditation mobile application can increase feasibility and utilization by healthcare professionals with varying schedules. The objectives of this performance improvement project was to increase knowledge of burnout and promote health and wellness. A needs assessment identified increased self-care as a health priority to reduce burnout, as well as staff interest in meditation as an intervention. A database search utilizing CINAHL, PubMed, and PsychInfo was conducted to identify evidence based meditation interventions. A performance improvement project focusing on individual utilization of the UCLA Mindful app and a resource brochure were designed and implemented based on evidence and feasibility. Barriers to addressing the subject of health promotion in order to prevent burnout include: varying staff schedules, varying health professions, and evaluation of behavior change. This poster highlights the process by which the interventions, education, and the introduction of a guided meditation mobile application were implemented."
],
"VIVO:departmentOrSchool": [
"Nursing"
],
"SKOS:note": [
"Rana Najjar"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11577",
"dcterms:title": [
"Independence Heritage Museum"
],
"dcterms:creator": [
"Lilly Miranda"
],
"dcterms:subject": [
"museum",
"collections",
"exhibits",
"storytelling"
],
"dcterms:description": [
"This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2018-06-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/130"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In rural Polk county the Heritage Museum of Independence preserves and displays over 175 years of history and maintains a connection to the local community through exhibiting surrounding community history to the broad public. Drawing upon participant observation and oral interviews I investigate how museums as institutions are influenced by the surrounding population and how the institution serves community needs through civic support and respect. As an entity funded by the city of Independence and supported by the Heritage Museum Society, this paper explores the Heritage Museum's mission and development of new ways in preserving the historical and cultural collections of oral history, art, and artifacts, which may not always fit appropriately with the museum's overall mission statement, donated by citizens of the mid-Willamette Valley. Interning for the Heritage Museum enhanced my appreciation for historical preservation. Collaborating with museum staff and society members, local support is rebuilt through special events such as the first annual birthday celebration, curation of a Native American exhibit, and a reestablished oral history project."
],
"VIVO:departmentOrSchool": [
"Anthropology"
],
"SKOS:note": [
"Kate Miller"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11048",
"dcterms:title": [
"Eugenics In Practice at the Oregon State Hospital"
],
"dcterms:creator": [
"Damon Solomos"
],
"dcterms:subject": [
"Eugenics",
"Oregon State Hospital",
"mental illness"
],
"dcterms:date": [
"6/10/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/277"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/10/2019, this item is in copyright, which is held by Damon E. Solomos. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author Damon Solomos at dsolomos17@mail.wou.edu.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This paper explores the use of Eugenics and radical experimental therapies as societal control methods. Using patient case files from the 1920s at the Oregon State Mental Hospital, the story of two patients that were committed is explored. Each patient had treatment and, in some cases, abuses at the hands of the state institutions. In many cases treatment was used as control under the guise of cure. Using the works of social and medical historians to place context on the socially acceptable practices of the time, the paper builds an understanding of the state mental hospital. Through government files such as legislation, patient medical files, Eugenics Board of Oregon files, and death certificates, the patient’s life stories are recreated and explored. With insufficient staff, insufficient funding, and sever overcrowding of the state institutions, the need for control of patients became paramount. Treatments like Eugenics, hydrotherapy, and isolation and restraint became control measures hidden behind a veil of treatment and cure."
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Kimberly Jensen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7097",
"dcterms:title": [
"Personal Training for a Campus Recreation Setting"
],
"dcterms:creator": [
"Cassidy Bek"
],
"dcterms:subject": [
"personal training",
"college students",
"service learning",
"Western Oregon University"
],
"dcterms:description": [
"2017 Award Winner"
],
"dcterms:date": [
"1/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maurice/13"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The objective of my project was to find a way to implement personal training into Western Oregon University’s Health and Wellness Center. Personal health and wellness is a huge part of my life. I share my passion through the fitness classes I teach, working at the Health and Wellness Center, and studying Exercise Science with a minor in Health. Being a part of a college campus gym setting, I witness many students struggle to move out of their comfort zone. With no personal trainers on staff, students are left to experiment with weights, machines, and other exercise routines which may cause an injury, or give up all together because they feel discouraged. A need exists for a systematic program of fitness instruction that is available to all interested students. I strongly believe by providing resources to students they may feel more comfortable in the gym setting, and be more inclined to sustain a healthy lifestyle. Teaching students to live in good health while in college is important. It will hopefully promote a better quality of life after school. Major health implications due to lifestyle is a huge issue in our country. We can help prevent this by educating our students through private mentors for more individualized assistance with their health fitness goals."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/6232",
"dcterms:title": [
"Chapel"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"New Guinea",
"Services/New Guinea",
"South Pacific",
"WWII"
],
"dcterms:description": [
"WWII-Services/New Guinea. \nInk drawing labeled, \"Chapel.\" A flag, large building with a steeple on one end with a cross, a flag with a cross at the other end and an aircraft flying overhead. \nVerso: \"Chapel and Chaplain's office at 5th Replacement Depot. Chaplain's flag flying from staff. Jungle in background with tent city between Chapel and Jungle. C 47 in air. Chapel is most sturdily constructed building around.\" \nMaurice.1695"
],
"dcterms:date": [
"11/3/1944"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"992"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Lae (Papua New Guinea)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5968",
"dcterms:title": [
"La Sulle Morrow"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Ship Returning",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Ship Returning - WWII Drawings. \nPencil portrait sketch of a man with open shirt and labeled: \"La Sulle Morrow.\" On the lower right corner is an embossed official seal from President Johnson U.S. A.T. Maurice added, Morrow was on the ship newspaper staff. \nMaurice.1064"
],
"dcterms:date": [
"4/29/1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"1105"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Pacific Ocean"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5957",
"dcterms:title": [
"The Lamp and Sword: December 2, 1943, Vol 1, No. IV"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Lamp and Sword",
"Michigan State University/Army Specialized Training Program (MSU ASTP)",
"WWII"
],
"dcterms:description": [
"Oversized - WWII Drawings. \n\"By the Numbers\" by Cpl. Ed Bershstein, typed page from The Lamp and Sword, December 2, 1943, Vol 1 No IV. \nVerso: \"What Follows Graduation From the ASTP?\" by Cpl. Ed Bershstein, typed page from The Lamp and Sword, December 2, 1943, Vol 1 No IV. \nThe Lamp and Sword is a newsletter written at the language training program at Michigan State University. Maurice worked with the publication staff often adding illustrations.\nMaurice.1610"
],
"dcterms:date": [
"4/26/1905"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"1116"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"East Lansing (Mich.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5956",
"dcterms:title": [
"The Lamp and Sword: November 25, 1943"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Lamp and Sword",
"Michigan State University/Army Specialized Training Program (MSU ASTP)",
"WWII"
],
"dcterms:description": [
"Oversized - WWII Drawings. \n\"Reorganization of 3655th Service Unit\", typed page from The Lamp and Sword, November 25, 1943, Page 3. \nVerso: \"Former Enemies---Now Good Friends\" by Pfc Sam Schwartz, typed page from The Lamp and Sword, November 25, 1943, Page -3-. \nThe Lamp and Sword is a newsletter written at the language training program at Michigan State University. Maurice worked with the publication staff often adding illustrations."
],
"dcterms:date": [
"4/26/1905"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"1118"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"East Lansing (Mich.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5955",
"dcterms:title": [
"Homeward Herald's Staff"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Homeward Herald",
"Ship Returning",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Oversized - WWII Drawings. \nTop labeled, \"Homeward Herald's Staff.\" A drawing of five men and the descriptions of their duties at the Homeward Herald. Maurice explained, the ship they returned on carried several army units and it was these five men who volunteered to put out a newspaper with some humor as information and entertaqinment. \nVerso: A letter from 1st Lt. George J. Hill to the the Army Service Forcesof the S.S. President Johnson. At the bottom is a map titled, \"Where We Are\" with a dotted line between P.I. (Philippine Islands) and Frisco (San Francisco).\nMaurice.1612"
],
"dcterms:date": [
"4/29/1905"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"1120"
],
"dcterms:rights": [
"In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses.",
"http://rightsstatements.org/vocab/InC-EDU/1.0/"
],
"dcterms:spatial": [
"Pacific Ocean"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5132",
"dcterms:title": [
"Unsustainable and Unsupported: Connecting \"Islands\" of Federal Title IX Guidance, Campus Adjudication, and the Need for Holistic Care and Hope in an Era of Rape Culture"
],
"dcterms:creator": [
"Jennifer Romadka"
],
"dcterms:date": [
"4/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/211"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Sexual assault is extremely prevalent on college campuses, with an estimated 25% of college women reporting that they have experienced some form of sexual assault (Beaver, 2017). With federal and state policies written around trying to support adjudication regarding sexual assault, independent task forces created, and entire university departments dedicated towards helping assault survivors, it seems that this problem should be alleviated. Critics argue that university departments are biased and not doing their job in order to protect schools, or that policies are written in order to erase so many experiences from receiving help. Academia looks into the psychological effects of trauma on post-secondary students and analyses endless sets of data in order to find trends related to various policies, yet the same problem seems to keep creeping up. As of yet, there hasn’t been a comprehensive look at how these policies and their affected college departments are connected. This thesis dives into the world of Title IX and sexual assault policy from the lense of sexual assault resource and Title IX staff members on Oregon Public University campuses. Through researching federal and state policies and the guidance that the Oregon Sexual Assault Task Force provides to Title IX and sexual assault resource departments on university campuses, I was able to perform interviews with various staff members about how they are able to implement policies. Through latent thematic analysis of these interviews, I found that Title IX and sexual assault resource departments are severely unsupported and working in a way that is unsustainable. My conclusions lead me to suggest that it is unethical to create policies that focus on trauma without using holistic verbiage and providing necessary and adequate resources."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Dana Schowalter and Aislinn Addington",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4969",
"dcterms:title": [
"Priority Registration for Student-Athletes at Western Oregon University"
],
"dcterms:creator": [
"Antoinette Gowen"
],
"dcterms:date": [
"6/30/2019"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/187"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This thesis attempts to gain understanding of the unique position of student-athletes. Student-athletes across the country are often academically and athletically successful while facing unparalleled challenges. The goal is to inspire institutional change in the form of enacting priority registration for eligible student-athletes. Priority registration can be a way to limit some of the challenges and facilitate student-athlete success. After analyzing academic literature on college studentathlete challenges and options for support, there are clear gaps in literature on the effects of priority registration for student-athletes. WOU student-athletes, faculty, and staff provided feedback regarding their thoughts and opinions on priority registration for student-athletes. A proposal for implementing priority registration for WOU student-athletes before the Faculty Senate resulted in an endorsement from the committee and approval from the university president. Universities can facilitate student-athlete achievement through educating and raising awareness of student-athlete challenges, providing resources, and implementing strategies such as priority registration to help student-athletes."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Emily Vala-Haynes",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4929",
"dcterms:title": [
"Online Education for K-12, the Growing Job Market: Are Education Majors Ready?"
],
"dcterms:creator": [
"Kathryn Kopel"
],
"dcterms:date": [
"6/1/2015"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/101"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Innovation as well as a desire for more may be seen as twin influences in the field of education today. Out of this dichotomy online education for grades K-12 has emerged. Its many forms include everything from “flipped classrooms” to online classes or homework that supplements conventional classrooms to completely online charter schools (Wolk, 2011). Just four years ago there were already state-wide virtual charter schools in 20 states. These schools were often funded through rulings by state legislatures (Watson, 2008). There is also a growing concern over whether the majority of teacher candidates will need to be ready to use online supplements or even to teach entirely online (Natale, 2011). Future educators may need to be skilled in meeting the needs of students through the online medium, which may or may not be substantially different from the skill set needed for a physical classroom. How does a teacher candidate become qualified to teach online effectively? What are universities doing to prepare undergraduate and graduate students for teaching online? What do administrators and principals of online schools look for in their teachers? What do the teachers themselves have to say about this new facet of the education job market? What about the views of the students themselves in how effective online teachers meet their needs? This study offers an overview of literature on virtual or online schools. Additionally, action research was conducted to interview various contributors to online education, including teachers, administrators, and college professors. The results of surveys and interviews conducted with hiring staff on online schools, online teachers, and university faculty of online education training in Oregon’s public education system are analyzed and reported as well."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Marie LeJeune",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4922",
"dcterms:title": [
"Mental Health in Collegiate Student Athletes Post-Injury: Triangulating Services at Western Oregon University"
],
"dcterms:creator": [
"Grace V. Knapp"
],
"dcterms:date": [
"4/1/2020"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/221"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Collegiate student athletes are in a vulnerable age group for many mental health concerns, and many athlete-specific stressors such as injury heighten these conditions. In addition to the physical ramifications of injury, student athletes often experience psychological reactions to injury such as depression, anxiety, identity loss, disordered eating, and substance abuse. To support the needs of injured student athletes, the NCAA Mental Health Best Practices guide states that student athletes should have easy access to mental health care providers of multiple disciplines through a cohesive network of coaches, the athletic department, athletic trainers, team doctors, and certified counselors working together for the athlete’s wellbeing. Consequently, my thesis aimed to investigate ways to triangulate these sources at Western Oregon University (WOU) to better support the needs of student athletes following injury. To achieve this goal, I compiled peer-reviewed literature on mental health in collegiate student athletes post-injury, interviewed members of the athletic department, athletic training staff, and counselors at the Student Health and Counseling Center (SHCC), and made recommendations to the University regarding policies and procedures they can implement to better support the needs of injured student athletes at WOU."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Emily Vala-Haynes",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4921",
"dcterms:title": [
"Mental Health in College Athletics: Healing through Community"
],
"dcterms:creator": [
"Allyson Maria Drury"
],
"dcterms:date": [
"4/1/2021"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/242"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Collegiate student-athletes must navigate a combination of athletic and academic demands, which poses unique challenges and stressors that distinguish them from their non-athlete counterparts. Because of these major differences, student-athletes’ needs are not necessarily met by programs designed for the general college student. In this thesis, I review growing research on the distinct mental health needs of student-athletes as well as programs that best support them. I also present results from informational interviews with both athletic staff and student-athletes to gain a more thorough understanding of the specific needs and desires of the Western Oregon University Athletic Department. Results indicate that there are common times of increased stress, shared desires for added support, and influential individuals in student-athletes’ lives. More support is needed to assist student-athletes in coping with the immense stress of these unprecedented times. Considering the combination of findings from recent studies and responses from interviews, the WOU athletic community would benefit from the designation of an athletic representative within campus counseling staff, ongoing mental health education opportunities for coaches and athletes, and more cross-team, community events."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Emily Vala-Haynes",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4885",
"dcterms:title": [
"Knowing Your Student Power: Reclaiming Full Autonomy Over the Student Incidental Fee"
],
"dcterms:creator": [
"N. J. Johnson"
],
"dcterms:date": [
"10/1/2022"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/281"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Student governments of universities and community colleges were created and recognized in order to uplift student voices and represent the best interests of their student body. Associated student governments are also an integral component to the concept of shared governance, where students, faculty, staff share influence in the decision-making process with administration. Influenced by factors such as the culture and current events of a campus, student bodies and student governments can take on a surprisingly wide range of goals and initiatives. Regardless of what issue the student body has identified as a worthwhile cause, student governments must be aware of and equipped to use a variety of tools to successfully advocate for their vision. This thesis walks student leaders through a real-world case study of a student government who successfully fought for autonomy over the student incidental fee after that had been infringed on by University Administration in the middle of the COVID-19 pandemic. This case study is written by the student body president who led these efforts and provides strategic commentary and lessons learned throughout the recount of his experience. No matter what your student government is fighting for, this thesis aims to equip leaders with versatile tools and advice that can be applied to any issue of student interest."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Megan Habermann-Guthrie",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4758",
"dcterms:title": [
"Combating Comprehensive School Garden Program Implementation Barriers in High Need Areas"
],
"dcterms:creator": [
"BillyAnn Stempel"
],
"dcterms:date": [
"6/30/2019"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/189"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In recent years, school gardens have taken hold in education curriculum across the country. Research has found that though these programs are becoming more popular, they are often implemented in areas of higher socioeconomic class. Low-income school districts struggle to find staff with adequate time to develop school garden programs. This project will help to open the doors for more rural areas to host school garden programs. Through an analysis of current research, compilation of a resource bundle, and creation of a guidebook, this project will provide educators with the tools that are necessary to implement a well-integrated garden. Where higher socioeconomic areas might be able to afford a garden coordinator salary, lower socioeconomic areas will be able to utilize this toolkit to self-start a well-integrated program. I will be focusing on my hometown elementary school, Taft Elementary, as a model school. First, I will be gathering resources on outdoor classroom management, lesson and curricula planning, and a Text set for literacy integration. From there I will be designing guidebook that will contain tips for seasonal care of a garden in the harsh climate of the Oregon Coast, calendars for planting in the garden, and many more sources that teachers can use to implement a school garden program. I will also be analyzing current research on the topic to make well informed decisions about resources to include."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Adele Schepige",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4580",
"dcterms:title": [
"The transition from participation to facilitation of supervision: an autoethnography"
],
"dcterms:creator": [
"Daniel V. Maffia"
],
"dcterms:subject": [
"Other Education",
"Other Educational Administration and Supervision",
"Other Languages",
"Societies",
"and Cultures",
"Other Linguistics",
"Other Teacher Education and Professional Development",
"Supervision",
"Demand Control Schema",
"Interpreting",
"Reflective Practice",
"Autoethnography",
"Facilitation"
],
"dcterms:date": [
"6/11/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/13"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that staff. It was found that limited experience in the setting and being a newer interpreter did not have any impact on the facilitating process. The findings from this study can be used as one potential guide for future individuals interested in becoming a supervision facilitator and can also be used for those interested in developing materials to train facilitator."
],
"dcterms:available": [
"6/11/2014"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Robyn Dean, Elisa Maroney"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4413",
"dcterms:title": [
"K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications"
],
"dcterms:creator": [
"Anne Carlson"
],
"dcterms:subject": [
"Disability and Equity in Education",
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Minnesota",
"education",
"online job posts",
"interpreting",
"public schools",
"qualifications"
],
"dcterms:date": [
"1/18/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/63"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004).\nOnline job posts for K-12 educational positions revealed inconsistent job recruitment practices regarding titles, levels of expertise, qualifications, and responsibility expectations. Using qualitative research methods, Minnesota job postings were collected from public Internet domains for one year. Position announcements contained four themes that were compared to industry standards and legal compliance. The findings show the educational institutions’ recruiting practices for jobs working with deaf and hard of hearing students conflict with recommended industry standard qualifications (NAIE, 2019). Research on job posts has an impact on the system of professionals who work in the educational setting such as school administrators, principals, managers, teachers, staff, students, and families."
],
"dcterms:available": [
"2/6/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Jay Fehrman, Carolyn Ball"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4144",
"dcterms:title": [
"The Future of Analytics in the National Basketball Association"
],
"dcterms:creator": [
"Dustin Triano"
],
"dcterms:subject": [
"Management Information Systems",
"Analytics",
"Basketball",
"NBA",
"Technology",
"Sports Data",
"Technology in Sports",
"Future of Basketball"
],
"dcterms:date": [
"6/14/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"computerscience_studentpubs/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/31/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Analytics have become an important part of the NBA and this paper highlights the uses and progressions that have been made. Sports have always kept statistics but the advancements in technology in our world have led to different ways for statistics to be tracked and used to help teams gain a competitive advantage. Sports analytics became popular in 2011 when the film “Moneyball” was released, this movie told the story of the Oakland Athletics’ general manager who used key metrics to build a low budget team that was successful. Other sports franchises began to use the data to their advantage and itchanged the NBAcompletely. The NBA now uses analytics in their business decision-making as well as in decisions made on the court. This paper looks at three main problems that come with the use of analytics: the difficulty of tracking, storing, and sorting the data, the problem of knowing what data to use and how to use it effectively and finally, the problem of people not wanting to, or being slow to, implement the new system. Technology has played a large role in solving the first of the three problems. The use of software and programs has given analytic staff members the ability to record and store data into databases that can easily produce valuable information. Programs such as Second Spectrum, Synergy Sports Technology, and SportVU allow games to be recorded through video and provide hundreds of statistics that are useful to teams. Programming languages such as SQL and R can be used by team staff members who know how to interpret the data and provide documents or figures that can be used by players and coaches to increase their knowledge about certain aspects of the game. The solution of the second problem comes through the acquisition of the analytic staff members by NBA organizations, as they are able to provide useful information to the people who need it by recalling stats from the databases and using them to produce metrics that gives their team knowledge. The final problem is one that is ongoing; when systems change, or new methods are introduced, some people are hesitant to adapt. The use of analytics by NBA teams has been proven to work. The adoption of the use by some teams has given them success and it can be traced back to how the organization uses analytics. This paper shows that the future of the NBA is analytics and it also shows how the game has changed from this use. This paper also explores the possibility of future research that could be done in the field of sports analytics and how it may impact the world of sports."
],
"dcterms:available": [
"6/14/2018"
],
"bibo:degree": [
"This project was submitted as part of the requirements for the Masters in Management and Information Systems program."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"David Olson, Mark Salisbury, Mitchel Fry"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3806",
"dcterms:title": [
"The Kitchen of the First Campus Dormitory (now Todd Hall)"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Kitchen",
"Oregon Normal School (ONS)",
"Staff",
"Todd Hall"
],
"dcterms:description": [
"The three women standing at the far end of an industrial-style kitchen in the dormitory (now Todd Hall). On the backside is handwritten \"From Mr. and Mrs. NE Schanbel To Miss Todd, Old Kitchen in Todd Hall Probably before 1917.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14542, height: 12085); then converted into jpg format"
],
"dcterms:date": [
"1915~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/613"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3709",
"dcterms:title": [
"Roller Printer"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon College of Education (OCE)",
"Technology"
],
"dcterms:description": [
"Oregon College of Education, productions staff member using the AB Dick 360, a one color roller press in the late 1960s/early 1970s.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1234)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/684"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3671",
"dcterms:title": [
"Lamron Beach Trip"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Beach Trip",
"Lamron",
"Oregon College of Education (OCE)",
"Student Newspaper",
"Students"
],
"dcterms:description": [
"Students from the 1940s exploring tide pools at the ocean on a 1940s Lamron (newspaper) staff trip.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1147)"
],
"dcterms:date": [
"1940~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/704"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Lincoln County"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3670",
"dcterms:title": [
"Lamron Beach Trip"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Beach Trip",
"Lamron",
"Oregon College of Education (OCE)",
"Student Newspaper",
"Students"
],
"dcterms:description": [
"The 1940's Lamron (newspaper) staff on a staff-trip to the ocean.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1141)"
],
"dcterms:date": [
"1940~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/705"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Lincoln County"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3641",
"dcterms:title": [
"Lamron Staff Putting Together the Newspaper"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Lamron",
"Oregon College of Education (OCE)",
"Student Newspaper",
"Students"
],
"dcterms:description": [
"The 1970s Lamron newspaper staff putting together the newspaper. After undergoing multiple renamings, the newspaper is currently called the Western Journal.",
"Digital .jpg (300 dpi, pixel dimensions- width: 931, height: 1500)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/714"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3564",
"dcterms:title": [
"Lamron Newspaper Picnic, 1940s"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Lamron",
"Oregon College of Education (OCE)",
"Student Newspaper",
"Students"
],
"dcterms:description": [
"The staff of the OCE student newspaper, The Lamron, posing during a staff picnic in Dallas, OR in the 1940s.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1087)"
],
"dcterms:date": [
"1940~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/753"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Dallas"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3561",
"dcterms:title": [
"Safe Zone First Birthday Cake"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Safe Zone",
"Students",
"Western Oregon University (WOU)"
],
"dcterms:description": [
"The Western Oregon University Safe Zone was founded in 2006 as a way of forming an ally network of students, faculty, and staff who are devoted to creating a safe space on the WOU campus for the LGBT+ community. This cake was used to celebrate Safe Zone's first birthday in 2007.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1123)"
],
"dcterms:date": [
"2007"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/756"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3227",
"dcterms:title": [
"Dessa Hofstetter with her cat, Blue"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Alumna",
"Dessa Hofstetter",
"Library",
"Oregon College of Education (OCE)",
"Staff",
"Women of WOU"
],
"dcterms:description": [
"A photo of librarian Dessa Hofstetter sitting outside with her cat, Blue, date unknkown. Mrs. Hofstetter was a 1926 Oregon College of Education alumna. She worked at the college from 1941 to 1966 as a librarian.",
"Digital .jpg (300 dpi, pixel dimensions- width: 959, height:1500)"
],
"dcterms:date": [
"1926~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1146"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3205",
"dcterms:title": [
"Dessa Hofstetter campus portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Alumna",
"Dessa Hofstetter",
"Library",
"Oregon College of Education (OCE)",
"Staff",
"Women of WOU"
],
"dcterms:description": [
"A portrait of Dessa Hofstetter in the faculty pages of the yearbook.\r\nThe Grove, 1958, page 7.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1216, height:1500)"
],
"dcterms:date": [
"1958"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1147"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3204",
"dcterms:title": [
"Anna Penk campus portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Anna Penk",
"Faculty",
"Western Oregon State College (WOSC)",
"Women of WOU"
],
"dcterms:description": [
"An on-campus portrait of Anna Penk that was published in the Western Oregon State College Staff Directory, 1988.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1229, height:1500)"
],
"dcterms:date": [
"1980~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1148"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3203",
"dcterms:title": [
"Anna Penk campus portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Anna Penk",
"Faculty",
"Western Oregon State College (WOSC)",
"Women of WOU"
],
"dcterms:description": [
"An on-campus photo of Anna Penk that was published in the Western Oregon State College Staff Directory, 1987.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1229, height:1500)"
],
"dcterms:date": [
"1980~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1149"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3164",
"dcterms:title": [
"Darrel Davis Receiving All American Award"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"All American Award",
"Alumni",
"Darrel Davis",
"Students"
],
"dcterms:description": [
"Darrel Davis receiving his All American Award while smiling towards the camera. A caption below reads, \"This year's 'All American' was DARREL DAVIS, a Senior in Education from Independence, Oregon. He was presented by Staff and Key at their annual All American Formal. In addition to being an outstanding performer on our athletic teams, he served as president of Wolf Knights this year.\" From the student yearbook The Grove, 1955, page 49."
],
"dcterms:date": [
"1955"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1609"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3032",
"dcterms:title": [
"1972 Football Coaching Staff"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Athletics",
"Football",
"McArthur Stadium",
"Oregon College of Education (OCE)",
"Sports"
],
"dcterms:description": [
"View of the four men in the 1972 Football Coaching staff sitting on the football field with view of the stadium behind them. Caption below reads, \"'No team is better than its coaching staff,' said Bill McArthur once. Above are the four men who mold the football Wolves into a cohesive unit. L. to R., Joe Caligure, defensive line coach, Lynn Hewitt, defensive secondary, McArthur, and Gale Davis, offensive line\"\r\nThe Lamron, September 21, 1972",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1019)"
],
"dcterms:date": [
"1972"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1699"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2408",
"dcterms:title": [
"Ground Breaking Ceremony for New Grove"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Ground Breaking Ceremony",
"Leonard Rice",
"The New Grove"
],
"dcterms:description": [
"Professor Oscar Christenson, Leonard Rice, and Ray Lieuallen pose for the cameras as they break the ground to make for the new Grove. A small tree stands in front and a sign behind them reads, \"Your Alumni student, faculty, and staff dollars at work. Help it grow\"\r\nVerso: \r\n\"Left to right: Emeritus Professor 'Christy' Christenson, Dr Leonard Rice, pres. of OCE and Chancellor Roy E. Lieuallen. \r\nGroundbreaking for new Grove 1974\"\r\nOld ACC.RG.2012.601 Photographs/Buildings: New Grove",
"\"a: Digital .jpg (300 dpi, pixel dimensions- width: 1379, height:1500)\r\n\r\nb: Digital .jpg (300 dpi, pixel dimensions- width: 1461, height:1500)\""
],
"dcterms:date": [
"1974"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1260"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2164",
"dcterms:title": [
"Student Health and Counseling Center Information Poster"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Student Health and Counseling Center"
],
"dcterms:description": [
"A poster on the Student Health and Counseling Center's wall explaining the types of services, the staff specialties, and statistics for the feelings that students have felt in the past 12 months. \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1042, height:1500)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1390"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2129",
"dcterms:title": [
"Todd Hall Kitchen"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Dormitory",
"Staff",
"Todd Hall"
],
"dcterms:description": [
"Interior of Todd Hall in the kitchen with three people looking towards the camera. A stove is to the right and various cooking utensils are scattered throughout the room. \r\nVerso:\r\n\"Interior of Dorm kitchen shortly after it was built - these cooks were German - Their names is I do not remember their name. \"\r\nOld ACC.RG.2012.601 Photographs/Buildings: Todd Hall",
"\"a: Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:945)\r\n\r\nb: Digital .jpg (300 dpi, pixel dimensions- width: 925, height:1500)\""
],
"dcterms:date": [
"1912~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1402"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/22/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1994",
"dcterms:title": [
"Donovan Burbank Memorial Tree"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Donovan Burbank",
"Memorials",
"Ponderosa",
"Staff",
"tree",
"Trees on Campus"
],
"dcterms:description": [
"A Willamette Valley Ponderosa pine tree was planted in January 2002 for Donovan Burbank. Burbank was a groundskeeper who loved to ride horses through the Ponderosa and who passed away in 2001. The tree is located on the east side of the Grove. \r\n\r\nThe image is of the Ponderosa tree, located in the center of the frame. Behind the tree, there are more trees and a building. At the bottom right of the frame is a plaque."
],
"dcterms:date": [
"2002-01"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 300, height: 380)"
],
"dcterms:identifier": [
"omeka/1740"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/09/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1992",
"dcterms:title": [
"Twila Domine Memorial Bench"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Bench",
"Mario and Alma Pastege Staff Excellence Award",
"Memorials",
"Staff",
"Twila Domine"
],
"dcterms:description": [
"Twila Domine worked as the business manager for the Division for Creative arts for twenty three years. She was diagnosed with breast cancer in July, 2003, and in 2004 Domine received the Mario and Alma Pastege Staff Excellence Award. Domine passed away in 2005, and the bench was dedicated in 2007. \r\n\r\nThe bench faces Rice Auditorium and is located on the south west lawn.\r\n\r\nIn the image, the bench is located on the left side of the frame. It faces Rice Auditorium and a tree is behind it. In front of the building there are bushes and trees as well as a sign that reads \"Leonard Rice Auditorium.\""
],
"dcterms:date": [
"6/14/2007"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 400, height: 260)"
],
"dcterms:identifier": [
"omeka/1743"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/09/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1952",
"dcterms:title": [
"Neal W. Werner Memorial Plaque"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"College Center",
"Memorials",
"Neal W. Werner",
"Plaque",
"Werner University Center (WUC)"
],
"dcterms:description": [
"Neal Wayne Werner was an integral member of the Western Oregon State College community. He began his presence at WOSC in 1980, creating murals around campus. In 1982, he was promoted to Coffee Shop manager at the College Center. By 1984, he was promoted to Associate Director of Auxiliary Services, and in 1987, he became Director of the College Center. His constant dedication to make the College Center the \"heart of the campus\" won him the honor of 1987 Staff Member of the Year. \"With Neal, the students always came first.\" Neal W. Werner was killed in a car accident in 1988 at age 35. The plaque is located on the south wall of the Werner University Center main entrance."
],
"dcterms:date": [
"1988~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 300, height: 383)"
],
"dcterms:identifier": [
"omeka/1759"
],
"dcterms:rights": [
"Copyright Not Evaluated",
"https://rightsstatements.org/page/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1951",
"dcterms:title": [
"The New Grove Plaque"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Plaque",
"The Grove",
"The New Grove",
"Trees on Campus"
],
"dcterms:description": [
"The dedication plaque is located at the southeast corner of the new grove, bounded by Ackerman Hall to the north and McArthur field on the south, the New Physical Education Center to the west and the Werner University Center to the east. The plaque details the history of the grove, both old and new. The grove began in 1867 and was located south of Campbell Hall. Most of the trees were destroyed in the 1962 Columbus Day Storm. South of Bellamy Hall a few trees, the last of the original grove, remain. Beginning on the tenth anniversary of the storm, Alumni, friends of the college, students, faculty, and college staff began the new grove in the location it is today."
],
"dcterms:date": [
"7/4/1976"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 300, height: 383)"
],
"dcterms:identifier": [
"omeka/1760"
],
"dcterms:rights": [
"Copyright Not Evaluated",
"https://rightsstatements.org/page/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1615",
"dcterms:title": [
"Aspen Mural in Valsetz by Neal W. Werner"
],
"dcterms:creator": [
"Werner, Neal W."
],
"dcterms:subject": [
"Art on Campus",
"Mural",
"Neal W. Werner",
"Valsetz Dining Hall"
],
"dcterms:description": [
"This mural was painted by Neal W. Werner, who, at the time, made murals around campus. Later, Werner became director of the College Center. The mural is located in a stairwell in Valsetz Dining Hall that is not open to the public, but many student workers and Valsetz staff still enjoy it. It depicts a forest of aspen trees along the walls and ceiling. \r\n\r\nThe photograph looks down a stairwell. The white tree trunks around the walls reach up so the tops of the trees continue up onto the ceiling in greens and yellows."
],
"dcterms:date": [
"1980"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Digital photograph as a jpg image (96 dpi, pixel dimensions- width: 290, height: 400)"
],
"dcterms:identifier": [
"omeka/1758"
],
"dcterms:rights": [
"Copyright Not Evaluated",
"https://rightsstatements.org/page/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1115",
"dcterms:title": [
"Live/Work: Portland, Oregon as a Place for Comics Creation"
],
"dcterms:creator": [
"Shaun Huston"
],
"dcterms:subject": [
"Comic books",
"Work",
"Portland (Or.)"
],
"dcterms:publisher": [
"Franz Steiner Verlag"
],
"dcterms:date": [
"1/1/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/3"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"In my documentary film, Comic Book City, Portland, Oregon USA (2012), I construct a representation of the city as a place for comics creation based on interviews primarily with writers and artists, but also publishers, editors, and editorial staff, who have chosen to live and work in Portland. In this chapter, I highlight key aspects ofthis representation and elaborate on the broader contexts for understanding the significance of the city for people in this field. While comics creation and comics creators can be located in relation to broad categories such as the creative class (FLORIDA 2002) or \"neo-bohemia\" (LLOYD 2006), in both this chapter and in my documentary I emphasize the particularity of the relationships between people and place in Portland. Indeed, the city's attractiveness for comics writers and artists is indicative of the ways in which Portland is deployed both as an exemplar of development models derived from broader discourses on cities and creativity (see, for example, Florida 2005, Peck 2005), and as a cautionary case (Russell 2011, Silpayamanant 2012)."
],
"dcterms:bibliographicCitation": [
"Huston, S. (2014). Live/work: Portland, Oregon as a place for comics creation. In J. Dittmer (Ed.), Comic book geographies (pp. 59-71). Franz Steiner Verlag."
],
"bibo:pageEnd": [
"71"
],
"bibo:pageStart": [
"59"
],
"VIVO:departmentOrSchool": [
"Geography"
],
"SKOS:note": [
"NOTICE: Changes may have been made to this work since it was submitted for publication."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/106",
"dcterms:title": [
"A Review of Teachers' Perceptions and Training Regarding School Bullying"
],
"dcterms:creator": [
"Abby K. Gorsak",
"Melissa M. Cunningham"
],
"dcterms:subject": [
"School Psychology",
"Bullying",
"Teachers’ Perceptions",
"Teachers’ Knowledge",
"Teachers’ Training",
"Bullying Prevention",
"Bullying Intervention"
],
"dcterms:date": [
"5/28/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol3/iss1/6"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Teachers' Perceptions and Training Regarding School Bullying"
],
"dcterms:abstract": [
"This review will explore what is currently known regarding teachers’ perceptions, knowledge, and training regarding school bullying. Bullying is a serious issue for children and adolescents in schools. Research has consistently reported that bullying may cause lasting psychological and emotional problems (Mishna, Scarcello, Pepler, & Wiener, 2005). Teachers spend a significant amount of time with students at school and may be at the front-line of prevention and intervention strategies (Lund, Blake, Ewing, & Banks, 2012). One of the main determining factors in effectiveness of an anti-bullying program is the quality of staff training (Lund, et al., 2012). Research suggests that teachers are in great need of and desire more training on the topic of school bullying, its prevention, and effective intervention strategies. This review will highlight specific research areas where more information is needed about teachers’ perceptions, knowledge, and training regarding bullying in schools and how school districts can best use this information to target training programs for teachers."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Melissa M. Cunningham"
],
"SKOS:note": [
"Melissa M. Cunningham"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/68",
"dcterms:title": [
"The Burden of the Kayayei: Cultural and Socio-economic Difficulties Facing Female Porters in Agbogbloshie"
],
"dcterms:creator": [
"Katherine Ahlvin"
],
"dcterms:subject": [
"Anthropology",
"Social and Cultural Anthropology",
"women",
"kayayei",
"kayayoo",
"Ghana",
"Agbogbloshie",
"female porter",
"slum",
"female socialization",
"informal economy",
"socio-economic",
"poverty"
],
"dcterms:description": [
"Acknowledgements: I would like to thank the faculty of the anthropology department at Western Oregon University for their support. Dr. Lobnibe, my mentor and adviser, has encouraged my development as a student of anthropology and has reinforced my fondness for the subject. Through his engaging passion of cultural anthropology, I was inspired to study abroad in Accra, Ghana in 2011. I would also like to recognize the staff of the Aya Centre in East Legon, Ghana, who allowed for an easy acclimation to the Ghanaian lifestyle. Additional thanks are warranted to the staff of SISS, who provided me with the social network necessary to develop a rapport with the kayayei of Agbogbloshie."
],
"dcterms:date": [
"5/29/2012"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol1/iss1/4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"The Burden of the Kayayei"
],
"dcterms:abstract": [
"This paper explores the experiences of female porters known as Kayayei in Agbogboloshie, Ghana. The Kayayei (singl. kayayoo) is a Ga term that describes these young women who carry goods and wares for a fee. A majority of them have migrated from the northern and rural parts of Ghana to earn a sure income in the southern cities. First, the topic is introduced with a case study based on a personal interview with a kayayoo. Next, the characteristics of the slum, Agbogbloshie, are explored. The cultural and socio-economic difficulties facing these women are discussed. This essay posits that the cultural and socio-economic challenges that a kayayoo faces seem to be largely based on cultural traditions and socio-economic factors that constitute the burden of the kayayei. The paper concludes with some suggestions of how the kayayei can break the bonds of the informal sector."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Isidore Lobnibe"
],
"SKOS:note": [
"Isidore Lobnibe"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/36",
"dcterms:title": [
"Stakeholder Perceptions and Potential Barriers to Pretrial Release Reform"
],
"dcterms:creator": [
"Shanell Sanchez",
"Jacqueline Strenio"
],
"dcterms:subject": [
"Algorithmic risk assessment",
"stakeholder buy-in",
"implementation process",
"VPRAI"
],
"dcterms:identifier": [
"jr3/vol2022/iss1/1"
],
"dcterms:abstract": [
"Pretrial release reform is an important component of justice reinvestment initiatives. However, little work has examined the implementation process or stakeholder perceptions of the implementation of a pretrial release program. In this study, we explore the perceptions and experiences of stakeholders in the criminal justice system in a county in Oregon by conducting interviews with judges, district attorney’s, defenders, and pretrial staff to assess their perceptions of the reform, including the county’s adoption of the Virginia Pretrial Risk Assessment Instrument (VPRAI). Our findings highlight four main themes, which we labeled Just Keep Them Out of System, The Tool Plus Experience, What Factors Are You Talking About, and Training Would Be Great. Stakeholders generally had positive perceptions of pretrial release but expressed concern about potential barriers to successful implementation, including the risk assessment tool used, the factors evaluated, and the need for training. This research highlights the importance of assessing stakeholder perceptions when implementing reform efforts."
],
"dcterms:available": [
"4/19/2022"
],
"dcterms:license": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"foaf:fundedBy": [
"This project has been funded by Oregon Criminal Justice Commission: Justice Reinvestment Grant Program."
],
"BIO:biography": [
"Shanell Sanchez, Ph.D.\nAn Associate Professor at Southern Oregon University. Her primary interests are inequality, race and ethnicity, and teaching pedagogy.\nJacqueline Strenio, Ph.D.\nAssistant Professor at Norwich University. She is a health and feminist economist currently researching the economic determinants and consequences of intimate partner violence."
],
"SKOS:note": [
"159"
]
}
]