[
{
"url": "https://wou.omeka.net/s/repository/item/15457",
"dcterms:title": [
"Facing the Fear: Understanding and Overcoming Anxiety as a New Interpreter"
],
"dcterms:creator": [
"Samantha Sanders"
],
"dcterms:date": [
"6/13/2026"
],
"dcterms:type": [
"text",
"data",
"image;stillimage"
],
"dcterms:language": [
"eng",
"sgn-US"
],
"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": [
"This research explores the physical emotions and reactions I experienced during different stages of interpreting: before, during, and after assignments. These assignments took place in community college classes, where I worked with a variety of teams and encountered a range of courses. The goal was to track how emotions, particularly nervousness and anxiety, changed throughout the interpreting process and how they impacted performance. To gather data, I used a Likert scale before assignments to measure levels of nervousness and included written reflections to provide additional context and identify patterns. A mixed methods approach was used, combining quantitative and qualitative data to examine trends in anxiety and how they related to different interpreting situations. The findings suggest that new assignments and unexpected changes often led to increased fear and anxiety, at times resulting in hesitation to interpret or even declining assignments. This research highlights an often overlooked aspect of interpreting: the emotional experience. While interpreter education programs emphasize message production and ethics, they may not fully prepare interpreters for the emotional and physical demands of the work. These findings suggest that addressing performance anxiety and stress should play a greater role in interpreter education. Ultimately, this study emphasizes the importance of self-awareness and emotional regulation in supporting confidence and overall well-being in the\nprofession."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"novice interpreters",
"anxiety",
"professional development"
],
"SKOS:note": [
"Erin Trine",
"Elisa Maroney"
],
"curation:type": [
"action_research_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15456",
"dcterms:title": [
"Using Engaged Pedagogy to Increase Participation, Motivation, and Belonging in Physical Education"
],
"dcterms:creator": [
"Sally R. Berg"
],
"dcterms:date": [
"6/13/2026"
],
"dcterms:type": [
"text",
"data"
],
"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": [
"This action research project examined how incorporating engaged pedagogy increased student participation, motivation, and sense of belonging in a middle school physical education classroom. Grounded in bell hooks’ theory of engaged pedagogy, this study focused on how student choice, peer collaboration, flexible pacing, and inclusive instructional practices influenced engagement during a five-lesson track and field unit. Data was collected through teacher reflection journals, teacher observations, student-generated artifacts, and feedback from a mentor teacher. Findings revealed three major themes. First, student participation increased when students were given choice and autonomy during the culminating activity of the lesson. Second, student motivation was enhanced through social interaction and peer collaboration, particularly when students worked with partners to record attempts, provide encouragement, and move through stations together. Third, students developed a stronger sense of belonging when the lesson structure emphasized effort, participation, and flexible entry points rather than performance alone. Overall, the findings suggest that engaged pedagogy can support more inclusive and meaningful physical education experiences by creating conditions where students feel more ownership, connection, and confidence in their learning. This project helped me better understand how my instructional decisions as a teacher can shape student engagement and create a more supportive physical education environment."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"curation:type": [
"action_research_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14758",
"dcterms:title": [
"Developing Digital Literacy Among High School Civics Students"
],
"dcterms:creator": [
"James O’Neil"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text",
"Action Research Project"
],
"dcterms:identifier": [
"arp_20251023a"
],
"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 action research project explores how teaching digital literacy impacts high school students' ability to conduct quality research and develop responsible civic and digital citizenship. Motivated by my personal educational journey marked by limited digital access and the support of extracurricular mentors I seek to bridge the digital divide in my junior/senior civics classroom. Although most students have school-issued Chromebooks, disparities remain in their home access to technology and internet resources. My project integrates digital tools and online resources into instruction, enabling students to engage with content at their own pace while developing essential research and media literacy skills.\nThe primary research questions guiding this study are: (1) How does teaching internet literacy influence students’ ability to evaluate and use quality sources? and (2) How does it contribute to their growth as informed civic and digital citizens? Through student reflections, written assignments, and consistent formative assessment, I aim to track progress and adapt instruction to ensure equity and relevance. This work aligns with InTASC standards and supports lifelong learning, collaboration, and social awareness. Findings will be shared with peers, faculty, and students, with the goal of improving instructional practices and preparing students for success in an increasingly digital world."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano"
],
"curation:note": [
"Rachel Harrington"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13581",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Impact of the Language of Background Music on Information Retention"
],
"dcterms:creator": [
"Mardee Willman"
],
"dcterms:subject": [
"information retention",
"music"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"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": [
"Previous studies on information retention in the presence of background music have been inconsistent and inconclusive. The purpose of the current study was to explore a niche in this research domain to determine if the language of the background music has an impact on the amount of information retained. I predicted that participants who listened to English lyrics would retain less information than participants who listened to Japanese lyrics (as the non-native lyrics will require less attention), and participants in both lyric conditions would retain less than participants in the no-lyrics condition. Participants (N = 82) were randomly assigned to listen to a music track with either English lyrics, Japanese lyrics, or no lyrics while reading a passage from “Little Women” by Louisa May Alcott and then take a short quiz regarding what they read. The results did not support the predictions; no differences were found between the three conditions. Implications and directions for future research are discussed."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jaime Cloud"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13572",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Relationship Between Strength and Cardiovascular Capacity: A Personal Wellness Project"
],
"dcterms:creator": [
"Dane Kiger"
],
"dcterms:subject": [
"wellness",
"cardiovascular health"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"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": [
"The relationship between strength and cardiovascular capacity is often counterintuitive. A focus on one will, generally, lead to a decrease in the other. There are sports, however, that require a balance between strength and cardiovascular endurance. Finding this balance is a very difficult and fragile task due to the differences in body type and function required for both of these fitness modalities. To explore the relationship between these two aspects of fitness, I will undertake a wellness training plan to uncover how to maximize my strength and cardio concurrently and efficiently. Since strength and cardio can counteract each other, there has to be a knowledgeable plan in place to increase both at the same time. This project will require outside research that will inform the best practices of my training plan. To implement a research-based training plan, I will need to discover the movements and time domains that will produce the most out of my cardiovascular and strength potential. This will require me to find the scientific basis behind strength training on its own, cardiovascular capacity on its own, and how they interact together. Along with this, finding examples of athletes, who have been successful in the fields of both strength and cardiovascular capacity, will provide real world examples for me to learn from. To physically test this information I will be competing in a real life CrossFit competition which tests both strength and cardiovascular capacity. This competition will begin on February 25, 2023, and go on for three weeks. There will be three to four workouts released over the three week period, and they will either test maximum output strength, cardiovascular endurance, muscular endurance, or a mixture of these. The workouts are scored by measuring total weight, time completed, or reps completed. My scores from these workouts will be compared to the rest of the field, which is worldwide in scope. The top ten percent will move on to quarterfinals, and the top ten from quarterfinals will move on to semifinals. From this point, the most elite CrossFit athletes in the world move on to the CrossFit Games. This year I will be able to make it to quarterfinals, so my comparative data will be representative of the first two stages of this competition. My research-based training plan will hopefully put me on the right track to improve my strength and cardiovascular capacity and prepare me for success in this CrossFit competition. Will implementing the information of the research into my training benefit the results of my competition? If not, what are the reasons that things didn’t go as well as I had hoped? The goal is for this wellness project to give me insight into the relationship between strength and cardiovascular capacity and, subsequently, help me to improve at both aspects. Lastly, the results of the competition should allow me to make some final conclusions about this tricky relationship. This project should be able to shed some light on the relationship between strength and cardiovascular capacity so that they are no longer seen as counterintuitive, but as counterparts instead."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Dave Plotts"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13111",
"dcterms:title": [
"Sunny Friday"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"The Health and Wellness Center and track looking east."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/47"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12654",
"dcterms:title": [
"Billable"
],
"dcterms:creator": [
"Amber Courtright",
"Karsten Collins",
"Mercedes Ponce"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/274"
],
"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": [
"Our project creates an easy to use tool to organize bills and track ongoing monthly spending in comparison to available monthly income. Billable allows for the sorting of expenses by each month which allows the user to visualize how much money is being spent for the month. This platform assists in organizing bill information to prevent overdrafts and late fees that can accumulate over time. When a financial goal is set, the project assists in maintaining that goal by providing real time comparison of current spending against the user’s goal. Billable is not only a place to gather, organize, and track financial information, but it is also a way to enhance the user’s potential and ability to effectively manage their personal finances. Most importantly, Billable provides bill information and history in a centralized repository."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Ted Beers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12578",
"dcterms:title": [
"OK Bracket Manager"
],
"dcterms:creator": [
"Ethan Black",
"Jacob Malmstadt",
"Ashlyn Santiago",
"Zak Keipp"
],
"dcterms:subject": [
"tournament bracketing",
"scheduling",
"web applications"
],
"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; StillImage"
],
"dcterms:identifier": [
"aes/203"
],
"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": [
"The OK Bracket Manager is a web application designed to help streamline tournament event running, specifically for events with numerous brackets. The main goal of the system is to provide a consolidation of brackets from Challonge (and potentially other sites in the future) to minimize navigating page to page to check each bracket by itself, along with tracking competitor status across all of an events brackets, so that a competitor won't get called for when they're already somewhere else. This consolidation is accomplished by sending requests through Challonge’s API, meaning that changes on our site are also represented on the organizer’s Challonge tournament listings, meaning that details can still be checked and managed from a familiar space even if they want to use our service at times. This also means that other programs that are compatible with Challonge, for example data aggregation from tournaments to rank players, are implicitly compatible with the OK Bracket Manager.\nFurther, the applications listing and search features allow tournament events to be found by visitors without logging in. This can help competitors locate events, and can also allow them to check up on the status of tournament details from our pages, such as the bracket progression, and standings. This helps competitors engage with the event and track math wins as they happen."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Becka Morgan"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11800",
"dcterms:title": [
"Track and Field’s Influence on Race, Gender, and Ethnicity in the 1930s, Including the 1936 Olympic Games."
],
"dcterms:creator": [
"Neal R. Cranston",
"Kimberly Jensen"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/308"
],
"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": [
"Neal Cranston\nHST 499 Senior Seminar\nAES Abstract\nTrack and field in the 1930s provided a unique opportunity for athletes of all races, gender, and ethnicities to come together and compete on an equal playing field. This helped bridge the tension and divide that existed within segregated America but also showed the power that athletics has in highlighting common human characteristics. The evidence that will primarily illustrate this comes from a number of primary sources including six oral histories conducted by the United States Holocaust Museum as well as The 1984 Los Angeles Olympics Archives. These interviews give a glimpse into what the 1936 Olympic experience was like for many of the athletes that did not receive the same level of recognition as their teammate Jesse Owens. The Pan American Games which took place in Dallas in 1937 highlighted some of the harsh realities of racism in the American South despite the meet promoters intentions of holding a “harmonious” track meet not centered around race.[1] Overall these sources will contribute to the field by highlighting track and field’s involvement in healing social divides far ahead of its time.\n[1]Dyreson, Mark. “The Original Pan-American Games? The 1937 Dallas Pan-American Olympics.” International Journal of the History of Sport 33, no. 1/2 (January 2016): 6–28."
],
"VIVO:departmentOrSchool": [
"History"
],
"SKOS:note": [
"Kimberly Jensen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11793",
"dcterms:title": [
"Roomies"
],
"dcterms:creator": [
"Magaly Diaz Blas",
"Aurora Santos",
"Joshua Weber"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/298"
],
"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": [
"These days, many roommates operate on very different schedules and can sometimes have trouble communicating effectively. The overall goal of Roomies is to condense the various aspects of living with roommates into a single, easy-to-use platform that allows people to easily track upcoming bills, plan events, and communicate with each other. We hope that with our product, users will be much better equipped to handle the challenges that come with living together. Our idea stems from being college students ourselves, having lived with roommates and we took inspiration from our daily lives to bring the features in this project."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Ted Beers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11319",
"dcterms:title": [
"Javelin Throw at OCE Invitational"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"javelin"
],
"dcterms:description": [
"Women's Track and Field team member Cheryl Patterson throws the javelin for a 1-2 finish during the OCE Invitational. The women's team took first place in the meet. \r\nAlso appears in the 1972 Grove, p.92\r\nAlso appears in the LAMRON, May 5, 1972, p.7"
],
"dcterms:date": [
"5/5/1972 0:00"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"campusphotos/37"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5953",
"dcterms:title": [
"Homeward Herald, January 13, 1946 - final edition"
],
"dcterms:creator": [
"Alfred P. Maurice"
],
"dcterms:subject": [
"Alfred P. Maurice",
"Homeward Herald",
"Ship Returning",
"South Pacific",
"WWII"
],
"dcterms:description": [
"Oversized - WWII Drawings. Homeward Herald, the final edition, 13 January 1946. \n(1) Front page is a cartoon style drawing of men on shore next to the boat under a sign the reads \"Welcome Home.\" A band plays in the background; one soldier is chasing a woman, two others on their knees with one kissing the ground and the other raising their hands to the heavens. \n(2) a printed letter from Major Charles F. Glass, Office of the Army Service Forces Transport Coordinator in the Headquarters on the S.S. President Johnson. \n(3) a poem written by Robert C. Poole titled, \"Guide Them Safely Home.\" Under the poem is a \"Welcome Home\" note and remarks titled, \"Pop Says:\" by Sgt. H. F. 'Pop' Luebke, editor. \n(4) \"Chaplain's Corner\" with a letter written by Carmen C. Decker.\n(5) \"Information and Education Your New Job and Your Old 'Mos';\" information on how to behave once they got back to the States. \n(6) the 694th Field Artillery Battalion and the Officers with the sequence of events during the war. In the upper left corner is a cartoon of soldiers shooting heavy a artillery gun.\n(7) the 779th Tank Battalion with the sequence of events during the war. In the upper left is a cartoon with a soldier on a tank. \n(8) the 757th Field Artillery Battalion with the sequence of events during the war. In the upper left is a cartoon with six soldiers in a track vehicle pulling a Howitzer. \n(9) \"Casual Companies,\" describing the replacement certer officers in charge of the 23 casual company camps. In the upper left is a cartoon with a soldier sitting on a bunk shining his boots. \n(10) \"Awards and Decorations\" Under the banner reads,\" Aboard the S.S. President Johnson, entering San Francisco harbor, are 34 men authorized awards and decoration by the War Department. To these high honors from their country we add our deepest personal thanks and our best wishes for a happy and prosperous future.\" Below begins a list of names of men who have been honored with awards and decorated for bravery. \n(11) continuation of the \"Awards and Decorations\" list of names of men who have been honored with awards and decorated for bravery. \n(12) continuation of the \"Awards and Decorations\" list of names of men who have been honored with awards and decorated for bravery. At the bottom are three drawn medals.\n(13) \"1946 Things to Remember,\" with a list of task to be completed to complete discharge from service once returning state side."
],
"dcterms:date": [
"1/13/1946"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"1123"
],
"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/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4732",
"dcterms:title": [
"Changes in the Willamette Valley: The Creation of a Preliminary GIS of Oregon's River Water Quality"
],
"dcterms:creator": [
"Aaron Orr"
],
"dcterms:subject": [
"Willamette Valley",
"GIS",
"Oregon",
"River",
"Water",
"Water Quality"
],
"dcterms:date": [
"6/1/2018"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/152"
],
"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": [
"The current system for rating river quality by the Department of Environmental Quality is the Oregon Water Quality Index (OWQI), which condenses key issues down to a number for simple review and analysis. This breakdown provides an easily identifiable and comparable rating for any observed river. However, in oversimplifying the health of streams, this index score falls short in the task of capturing hydrologic systems as dynamic systems in terms of river health. With GIS, all of the components that go into the OWQI can be displayed, both validating the index scores each river is given and providing a map that allows users to actively track the state of each river on an annual temporal scale."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Melinda Shimizu",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4616",
"dcterms:title": [
"We are what we eat: Gauging the effects of nutritional choices on the cognitive performance of an educational interpreter"
],
"dcterms:creator": [
"Nicole Larson"
],
"dcterms:subject": [
"Interpreting",
"nutrition",
"intake",
"alertness",
"emotion",
"self-care"
],
"dcterms:date": [
"11/5/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/144"
],
"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": [
"The purpose of this action research specifically relates to new educational interpreters working with Deaf or hard of hearing (DHH) students. This study provides information about American Sign Language (ASL)/English Educational Interpreting professionals’ practice in self-care to reduce role strain, increase alertness, emotional wellbeing, and cognitive performance. Nutritional intake of my own was documented, analyzed and used to describe how that has had a perceived impact on my work in interpreting. The results of this data provide comparisons between recommended amounts of specific nutrients (e.g., calories and carbs), actual consumption, alertness, and identified emotions from an educational interpreter. The analyzed data includes a phone app called MyFitnessPal that had been used to document a nutritional intake log of an educational interpreter, documented perceived alertness during the interpretation by use of a Likert Scale as well as the Junto Institution’s Emotion Wheel (Chadha, 2020) to track perceived effectiveness, satisfaction, and overall feeling during the end of each work day. Further studies would benefit future and current interpreters as this research indicates a need to experiment with an adequate use of self-care by healthier intake of nutrition in our bodies, and note what kind of impact specific nutritional intake has on our ability to focus and interpreter’s note whether they interpret with a higher perceived efficacy rate compared to inadequate self-care and poor nutrition."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4381",
"dcterms:title": [
"Inclusive Education and Teaching Social Sciences"
],
"dcterms:creator": [
"Ty Currie"
],
"dcterms:subject": [
"Education"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/167"
],
"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": [
"The Action Research project was designed to help me examine literature, collect/report data, and answer research questions focused around the key themes of: creating an inclusive classroom environment, the integration of technology in a high school social studies classroom, and the implementation of researched based subject specific teaching practices. Action research was designed for me to use data from my first teaching experience of the course of a year in the MAT program. I used the knowledge from all the classes I completed in the program to help guide my learning through the action research process. I used self reflective journaling to help provide a path for future decisions and behavior, I analyzed a number of different documents to track improvement and compare and contrast lesson plans, and I listened to observation feedback from both my mentor and supervising teacher. The forms of data collection listed above helped me to examine my own teaching practices while explicitly highlighting strengths and areas for improvement within my own teaching. Through extensive action research I was able to gain the knowledge of how I can improve in highlighted areas to increase my ability as an educator. Action research has provided me with emerging themes that I will focus on as I continue my journey as a teacher. Action research is something that I will continue to perform going forward. I have learned so much about the process of action research and now understand the importance and opportunity action research provides to truly a better version of myself. I am excited to see what findings will come from future practice"
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schultz, Trey Shimabukuro"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4374",
"dcterms:title": [
"How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching"
],
"dcterms:creator": [
"Genevieve Hardin"
],
"dcterms:subject": [
"Art Education",
"Education",
"Education",
"High School",
"Art",
"Mental Health",
"Culturally Responsive Pedagogy",
"Evidence Based Practices"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/200"
],
"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": [
"This Action Research Project will be informed by INTASC standards. These standards make sure that teachers are held to rules that encourage good teaching and act as borders in which that good teaching should take place. It is also informed by my own philosophy of education. It is difficult to pin down any one philosophy of education that I unequivocally support. The conclusion that I have come to is that the best teaching is more an amalgamation of theories. It shifts and evolves to fit the students at hand, and is ever growing. \nMy focus for this research was how Culturally Responsive Pedagogy (CRP), Evidence-Based Practices (EBP), and focusing on the long term benefits of art education will affect my teaching. I also wanted to see if any of the practices within these ideas are more effective than others.\nThis Action Research Project (ARP) will be exploring my own teaching and how I can improve it. My action research here will also improve my ability to study my practice going forward. This is especially important for me, as flexibility and adaptability are two of my main personal goals for my teaching. I hoped to learn which of my practices are helpful, and which are unhelpful.\nMy ARP shows how Culturally Responsive Pedagogy, Evidence-Based Practices, and focusing on the long term benefits of art education interact when put together in a classroom. It also shows where these practices support, hinder, or run alongside each other. I found this by comparing my results with other research that has gone into these three things separately.\nThis paper uses journaling, assessments, and lesson plans to analyze my own practice and set goals. I also have collected images of what I have written on the whiteboard and in powerpoint slides. I found that my students understand my teaching better after the inclusion of . I will keep track of everything in google doc folders. I am placed at a rural highschool in a classroom of mixed grades that teaches many types of art, but is more focused on three dimensional work."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays & Amy Bowden, Lauren Cooney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4187",
"dcterms:title": [
"Add-on Course Registration System"
],
"dcterms:creator": [
"Yilin Li"
],
"dcterms:subject": [
"Management Information Systems",
"Banner",
"course registration system",
"DegreeWorks"
],
"dcterms:date": [
"3/16/2017"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/121"
],
"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": [
"The current course registration system (Banner) has problems with tedious registration flow, insufficient registration information, and a lack of feedback. It costs Western Oregon University students, advisors, and registrar’s office too much unnecessary time, money, and labor. A well designed course registration system can help advisors and the registrar’s office reduce workload, and help students efficiently and accurately select and enroll in their courses.\nThrough the satisfaction survey of the course registration system at Western Oregon University, the interviews of the registrar and the chief information officer, and the experience of the Banner system, people realized that the students using the Banner system must move between multiple web pages to complete the registration process. And the requirement system (DegreeWorks) and the Banner are two separate systems, which does not allow the student to track their progress towards a chosen degree. Moreover, the Banner only provides limited information for students.\nWestern Oregon University needs a new Add-on Course Registration System, which helps students to choose appropriate courses, avoids time conflicts without switching between multiple screens, gets the information of meeting degree requirements, provides a “forecast” number of each course, and offers course recommendation ranking and reviews. After a design is completed, Western Oregon University has two options: the university will build the system, or they have a software company build the system and buy the new system from them."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Science in Management and Information Systems"
],
"SKOS:note": [
"David Olson, Scot Morse, Tommy Burrell"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4151",
"dcterms:title": [
"“Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting"
],
"dcterms:creator": [
"Halle Hamilton"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"K-12 Interpreting",
"Social Capital",
"Auto-ethnography",
"Action Research",
"Mentoring"
],
"dcterms:date": [
"8/3/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/129"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:abstract": [
"This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring opportunities in my region, this was mainly done through sharing recorded work samples synchronously and asynchronously with mentors over FaceTime, Google Hangout, Email, and over the phone. The second part of this project involved intentional practice in my work place through the documentation of both social and performance aspects of my interpreting practice. The documentation of these aspects of my interpreting lead to questions about my role as an Educational Interpreter and allowed me to keep track of how many times I intentionally worked towards the interpreting goals I created with my mentor."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3634",
"dcterms:title": [
"Track and Field High Jump, 1970s"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon College of Education (OCE)",
"Students",
"Track and Field"
],
"dcterms:description": [
"A male member of the 1970s Oregon College of Education track and field team participating in the high jump.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, heigh: 1099)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/721"
],
"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/3550",
"dcterms:title": [
"Valentine Dance Card from the 1925 Junior Formal"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Dance Card",
"Oregon Normal School (ONS)",
"Social Dance",
"Students"
],
"dcterms:description": [
"In the earlier days of the university, formal dances were a popular social activity. Dance cards were used as a way for girls to keep track of who they were dancing with, and for boys to monopolize their favorite girl.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1086, height: 1500)"
],
"dcterms:date": [
"1925"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/767"
],
"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/3390",
"dcterms:title": [
"2016 Wolfie with Homecoming Royalty"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Homecoming",
"Homecoming Court",
"Students",
"Wolfie",
"Wolves"
],
"dcterms:description": [
"Wolfie standing on the track between the 2016 Homecoming Royalty; Nolan and Aleisha with partial view of the bleachers behind them. \r\nPhoto courtesy of the Student Activities Board off the Orgsync website.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1199, height:1500)"
],
"dcterms:date": [
"2016"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/847"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3356",
"dcterms:title": [
"1996 WOSC Mascot at Rally Holding Sign"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Waldo",
"Western Oregon State College (WOSC)",
"Wolves",
"WOSC Alumni News"
],
"dcterms:description": [
"Waldo holds up a 'Noise' sign at a rally while on the track while a cheerleader rallies behind him. \r\nWOSC Alumni News, 1997, page 7.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1349)"
],
"dcterms:date": [
"1997"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/862"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3350",
"dcterms:title": [
"Waldo Posing with Wolfie as New Mascot in 1994"
],
"dcterms:creator": [
"Karen J. Burch"
],
"dcterms:subject": [
"Homecoming",
"Mascot",
"Student Newspaper",
"Waldo",
"Western Oregon State College (WOSC)",
"Western Star",
"Wolfie"
],
"dcterms:description": [
"Photo taken of two mascots when changing from one to the next as an older mascot retires. \r\nCaption, \"Old meets new as the retiring \"Waldo Wolf\" mascot joins his successor on the track. The two mascots will celebrate the exchange at a ceremony during halftime at tomorrow's Homecoming game.\" \r\nWestern Star, November 4, 1994, page 9.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1248, height:1500)"
],
"dcterms:date": [
"1994-11-04"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/868"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3349",
"dcterms:title": [
"Waldo Passes His Duties to New Mascot, Wolfie"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Mascot",
"Newsletter",
"Waldo",
"Western Oregon State College (WOSC)",
"Westwords",
"Wolfie"
],
"dcterms:description": [
"Black and white photo of the older mascot running behind the newer black mascot on the track announcing the exchange ceremony at halftime of the 1994 Homecoming football game. \r\n Caption, \"The old Waldo (left) will pass his duties on to the new Waldo (right) on Saturday.\" \r\nWestwords, November 02, 1994, page 1.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1318)"
],
"dcterms:date": [
"1994-11-02"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/869"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3313",
"dcterms:title": [
"Eastern Washington State College Track Team with Stuffed Mascot"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Mascot",
"OCE Lamron",
"Student Newspaper",
"Stuffed Wolf",
"Wolf",
"Wolves"
],
"dcterms:description": [
"Group photo of the Eastern Washington State College Track Team with the Stuffed Wolf. \r\nThe Invoice for the Stuffed Wolf after the Eastern Washington track team kidnapped the stuffed wolf from the College Center. \r\nOCE Lamron, June 4, 1971, page 1.",
"\"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1219)\r\nDigital .jpg (300 dpi, pixel dimensions- width: 1409, height:1500)\""
],
"dcterms:date": [
"1971-06-04"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/887"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3307",
"dcterms:title": [
"1937 Track Team Group Picture"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon Normal School (ONS)",
"Sports",
"Students",
"The Norm",
"Track and Field",
"Wolves",
"Yearbook"
],
"dcterms:description": [
"Group photograph of the 1937 Track Team wearing \"Wolves' Jerseys. \r\nThe Norm, 1937, page 80.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:785)"
],
"dcterms:date": [
"1937"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/893"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/30/2020, 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/3237",
"dcterms:title": [
"Backside of WOSC Mascot Waldo"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Mascot",
"The Grove",
"Waldo",
"Western Oregon State College (WOSC)",
"Wolves",
"Yearbook"
],
"dcterms:description": [
"A yearbook photo of Waldo Wolf from the back in partial profile, showing the length of his tail, while standing on the track. \r\nThe Grove, 1988, page 14.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1221, height:1500)"
],
"dcterms:date": [
"1988"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/923"
],
"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/2290",
"dcterms:title": [
"Right Side View of McArthur Stadium With Track"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"McArthur Stadium"
],
"dcterms:description": [
"McArthur Stadium as viewed from the gravel by the track. The goal post, field, and bleachers are in view. \r\nPhoto Courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1318"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, 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/2289",
"dcterms:title": [
"Football Field and Track Viewed from Stadium Bleachers"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Maple Hall",
"McArthur Stadium",
"New PE Building",
"Student Health Center",
"Todd Hall",
"Werner University Center (WUC)"
],
"dcterms:description": [
"The old stadium taken from the bleachers with the football field, goal post, and grove is in view. New PE, Student Health Center, College Center, Todd Hall, and part of Maple Hall are seen in the background.\r\nOld ACC.RG.2015.018: McArthur Stadium",
"Digital .jpg (300 dpi, pixel dimensions- width: 400, height:271)"
],
"dcterms:date": [
"1980~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1319"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, 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/2288",
"dcterms:title": [
"New Stadium Bleachers, Field and Track Construction"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"McArthur Stadium"
],
"dcterms:description": [
"The football field during resurfacing with the earth turned up and the stadium behind in view. Taken from across the field. \r\nOld ACC.RG.2015.018: McArthur Stadium",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1200)"
],
"dcterms:date": [
"1987"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1320"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, 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/2287",
"dcterms:title": [
"Man Runs Waldo's Mile"
],
"dcterms:creator": [
"Spooner, Philip J."
],
"dcterms:subject": [
"McArthur Stadium",
"Track"
],
"dcterms:description": [
"A man runs on the track during 'Waldo's Mile' with a '10' on his stomach and also while wearing a shirt that says \"Waldo's Mile\" on a flag held by a cartoon wolf. A sign in the top left corner says \"Go Wolves!\"\r\nOld ACC.RG.2012.601 Photographs/Buildings: Track",
"Digital .jpg (300 dpi, pixel dimensions- width: 1184, height:1500)"
],
"dcterms:date": [
"1988-10"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1321"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
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"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2286",
"dcterms:title": [
"Alumni Run Waldo's Mile"
],
"dcterms:creator": [
"Spooner, Philip J."
],
"dcterms:subject": [
"Maple Hall",
"McArthur Stadium",
"Todd Hall",
"Track"
],
"dcterms:description": [
"A group of running participants in 'Waldo's Mile' with view of the football field, Maple Hall, and Todd Hall in the background. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Track",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1177)"
],
"dcterms:date": [
"1988-10"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1322"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/25/2020, 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/2285",
"dcterms:title": [
"Tractor Drives Over Turned Up Dirt Track"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Arnold Arms",
"McArthur Stadium",
"Track"
],
"dcterms:description": [
"A tractor with a grader levels the dirt track and football field, the old Physical Education building, with Arnold Arms in the background.\r\nOld ACC.RG.2012.601 Photographs/Buildings: Track",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1193)"
],
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"1987"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1323"
],
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"Copyright Not Evaluated: As of 05/25/2020, 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"
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{
"url": "https://wou.omeka.net/s/repository/item/1158",
"dcterms:title": [
"Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action"
],
"dcterms:creator": [
"Erin Baumgartner",
"Lindsay Biga",
"Karen Bledsoe",
"James Dawson",
"Julie Grammer",
"Ava R Howard",
"Jeffrey Snyder"
],
"dcterms:subject": [
"vision and change",
"quantitative literacy",
"population growth models"
],
"dcterms:publisher": [
"National Association of Biology Teachers"
],
"dcterms:date": [
"4/1/2015"
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"Text"
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"fac_pubs/27"
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"American Biology Teacher"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Quantitative literacy is essential to biological literacy (and is one of the core concepts in Vision and Change in Undergraduate Biology Education: A Call to Action; AAAS 2009). Building quantitative literacy is a challenging endeavor for biology instructors. Integrating mathematical skills into biological investigations can help build quantitative literacy. In our plankton population laboratory sequence, students test hypotheses about the influence of abiotic factors on phytoplankton populations by sampling experimental and control flasks over multiple weeks. Students track and predict changes in planktonic populations by incorporating weekly sample estimates into population growth equations. We have refined the laboratory protocols on the basis of student commentary and instructor observations. Students have reviewed the lab positively, and approximately one-quarter of them reported building their math skills by participating in the lab."
],
"dcterms:bibliographicCitation": [
"Baumgartner, E., Biga, L., Bledsoe, K., Dawson, J., Grammer, J., Howard, A., & Snyder, J. (2015). Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action. American Biology Teacher, 77(4), 265-272. doi:10.1525/abt.2015.77.4.6"
],
"bibo:issue": [
"4"
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"bibo:pageEnd": [
"272"
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"265"
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"bibo:volume": [
"77"
],
"VIVO:departmentOrSchool": [
"Biology"
],
"SKOS:note": [
"Published as Baumgartner, E., Biga, L., Bledsoe, K., Dawson, J., Grammer, J., Howard, A., & Snyder, J. (2015). Exploring Phytoplankton Population Growth to Enhance Quantitative Literacy: Putting Vision & Change into Action. American Biology Teacher, 77(4), 265-272. doi:10.1525/abt.2015.77.4.6. © 2015 by the Regents of the University of California/National Association of Biology Teachers. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the National Association of Biology Teachers for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® or directly with the Copyright Clearance Center."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/232",
"dcterms:title": [
"Track and Field’s Influence on Race, Gender and Ethnicity in the 1930s, including the 1936 Olympic Games."
],
"dcterms:creator": [
"Neal R. Cranston"
],
"dcterms:subject": [
"Race",
"Track and field",
"Gender",
"Ethnicity",
"Sports"
],
"dcterms:date": [
"12/27/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol10/iss1/8"
],
"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": [
"Track and Field's Influence on Race, Gender and Ethnicity in the 1930s"
],
"dcterms:abstract": [
"Track and field in the 1930s provided a unique opportunity for athletes of all races, gender, and ethnicities to come together and compete on an equal playing field. This helped bridge the tension and divide that existed within segregated America but also showed the power that athletics has in highlighting common human characteristics. The evidence that will primarily illustrate this comes from a number of primary sources including six oral histories conducted by the United States Holocaust Museum as well as The 1984 Los Angeles Olympics Archives. These interviews give a glimpse into what the 1936 Olympic experience was like for many of the athletes that did not receive the same level of recognition as their teammate Jesse Owens. The Pan American Games which took place in Dallas in 1937 highlighted some of the harsh realities of racism in the American South despite the meet promoters intentions of holding a “harmonious” track meet not centered around race.[1] Overall these sources will contribute to the field by highlighting track and field’s involvement in healing social divides far ahead of its time.\n[1]Dyreson, Mark. “The Original Pan-American Games? The 1937 Dallas Pan-American Olympics.” International Journal of the History of Sport 33, no. 1/2 (January 2016): 6–28."
],
"bibo:volume": [
"10"
],
"VIVO:informationResourceSupportedBy": [
"Kimberly Jensen"
],
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"Kimberly Jensen"
]
}
]