Thermal Comfort and Indoor Air Quality in Low Socioeconomic Status Classrooms

Indoor air quality and thermal comfort influence student performance and wellbeing in schools. Most studies in this area have concentrated on measuring classroom environmental conditions and comparing them with student’s perceptions of comfort, specific academic tasks, or measures associated with health, like absenteeism. This approach, though valid, ignores the influences that modify and dictate classroom indoor conditions. For example, most adaptive opportunities (such as window operations or thermostat) are in the immediate control of the teacher, not the students. Additionally, facility maintenance and operations managers have specific policies and mandates that regulate and control the indoor environmental conditions of classrooms; many of these related to aging school facilities and limited funding. This is most pressing for schools located in disadvantaged communities, which often do not have sufficient funds to maintain or modernize their schools and may suffer more from chronic exposures to unhealthy environmental conditions. The objective of this dissertation is to characterize the environmental performance of low-socioeconomic classrooms in different contexts and investigate how teachers, facility maintenance and the classroom physical environment influence their indoor environmental conditions. The dissertation presents five chapters that investigate different aspects of indoor air quality and thermal comfort. The first chapter describes the mixed-method case study approach used in the subsequent chapters to study thermal comfort and indoor air quality in schools. The methodology aims to construct a holistic understanding of the building, occupant, and maintenance factors that influence indoor environmental quality in educational settings. The following chapters present three case studies that took place in schools in different locations in the Americas: Eugene, Oregon, Southern California, and Gran Concepción in Chile. The Oregon case study assessed the efficiency of ventilation strategies and protocols in one classroom during the COVID-19 pandemic for CO2 and particulate matter (PM2.5 and PM10) concentrations. The study found that since the outdoor air quality and temperatures were relatively ideal during the study period, occupancy levels, and teachers’ adaptive behaviors and activities were the major influences on indoor air quality. While the results are not generalizable, the case study showed that, on average, during mild weather seasons like the spring, natural ventilation could provide adequate ventilation rates for the classroom during normal use, and near optimal ventilation during emergency use, if all doors and windows remained open. The following case study investigated particulate matter concentrations (PM2.5 and PM10) in three schools in the Gran Concepción region in Chile, along with a survey of self-reported health symptoms from teachers. This area is characterized by high levels of energy poverty, so wood stoves are widely used to heat residences. In the three schools, indoor and outdoor PM2.5 and PM10 surpassed the World health Organization’s (WHO) air quality guidelines (AQG), and in some cases reached environmental emergency levels according to Chilean local regulations. Also, outdoor air pollution stemming from wood stove burning smoke and traffic didn’t appear to be an important health concern for teachers. The symptoms teachers reported more frequently matched those related to teaching in previous literature. The case study portrayed the urgency of improving IAQ in the region and showed the disconnect between air pollution concentrations and the chronic exposure concerns of teachers in a context of energy poverty. The final case study investigated the ways in which classrooms’ physical environment, teachers, and maintenance managers, influenced thermal conditions and IAQ in low socioeconomic status Southern California schools using a mixed-methods approach. The qualitative portion of the case study found that the construction of indoor environmental conditions in classrooms depended on 1) the effective communication between teachers and maintenance managers, 2) the adaptations to the classroom environment resulting from comfort, teaching and learning influences, and 3) managers’ ability to plan and execute maintenance, and respond to emergencies. These findings were complemented with the quantitative portion of the case study, where permanent classrooms of all ages and conditions outperformed portable classrooms regarding thermal comfort and ventilation. In addition, the thermal performance of classrooms directly reflected each school district’s temperature policies, and the results suggested that including controlled adaptive opportunities for teachers could be beneficial for energy efficiency and occupant comfort. The case study showed that teacher awareness, education, and training on indoor environmental quality are vital for the optimum use of building systems and the creation of ideal environmental conditions in classrooms. This dissertation includes previously published and unpublished co-authored material.2026-10-3

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“It Celebrates Our Culture!”: Re-Storying Historical Healing in Education

This dissertation explores how accurate Native American curriculum and implementation can support healing from the deep wounds left by colonial education systems. Looking specifically at Tribal History/Shared History curriculum in Oregon, this research highlights the importance of incorporating Culturally Sustaining curriculum in addressing narratives that perpetuate harm and erase Native histories and current lifeways in schools. After a review on current and foundational literature on healing and Native American curriculum throughout what is now known as the United States, this study emphasizes how Native studies curriculum can foster a resurgence of Indigenous knowledges. To examine the healing potential of TH/SH curriculum, the author turns to the self-developed theoretical framework, Stinta (Love) as Theory, which is informed by Indigenous and Chicana feminist theories, including felt theory and cultural intuition. Through a series of Sharing Circles with Indigenous educators, and a process of Collaborative Storying, this research centers Indigenous Methodologies of storytelling to showcase how this curriculum can actively promote healing and Indigenous joy. Including Native perspectives in school curricula isn’t just about telling the truth about history, it is about creating a space for healing and empowerment for students, educators, and Tribal communities. By involving Native educators directly in curriculum implementation, research, and professional development, this research shows that accurate Native American curricula can offer a path to healing and resilience, if it is fully embraced and implemented across the state. Moreover, through stories of Native teachers implementing the TH/SH curriculum and the wealth of knowledge and lived experience they bring to their classrooms, this study highlights the importance of Native teachers and Native teacher preparation programs

Poetry Finding Itself: The Dialectic of Logos and Mythos

This dissertation critically examines the long-standing debate between prose and poetry, tracing its origins to the ancient conflict between mythos and logos. I argue that the dichotomy between prose and poetry is theoretically incoherent, a confusion that has historically obstructed a clear definition of poetry. Through a genealogical survey of lyric poetry’s evolution from ancient prayer and hymn, I demonstrate that lyric emerged as the principal poetic form in modern times due to its profound connection with mythical thought. Additionally, this work explores how the prose versus poetry debate’s incoherence has shaped modern literary theory, with a particular focus on an overlooked manifesto by Virginia Woolf, where she envisions a novel that synthesizes poetry and prose. Ultimately, I propose a definition of poetry rooted in the concept of “mythical speech,” challenging contemporary assumptions and offering a new framework for critically engaging with poetry in its diverse, ever-evolving forms.2026-10-3

Examining Implementation Fidelity of Shared Book Reading Training by Early Childhood Special Education Teachers in the United Arab Emirates

Shared book reading is a method to support the academic and social skills of children with autism. In this study, shared book reading training was implemented with three Arabic-speaking teachers in the UAE. Teachers’ knowledge was assessed using pre and posttests. A multiple baseline design was employed to assess the effect of practice-based coaching on teachers’ implementation fidelity. In addition, the appropriateness, acceptability, and feasibility of the training was examined. Moreover, children’s spontaneous and prompted comments were explored. The findings of the study showed overall gains in teachers’ knowledge of shared book reading, a strong functional relation between practice-based coaching and teachers’ implementation fidelity, and a high rating of appropriateness, acceptability, and feasibility. Out of three children with autism, only one child had a strong functional relation between the increase in spontaneous commenting and their teacher implementation fidelity

Observations and Modeling of Tsunamis from Genesis to Inundation Using Contemporary Methods

This dissertation explores broadly the science of tsunamis from genesisto inundation. Tsunami science has been able to produce accurate forecasts of tsunami first arrival and propagation from advancements in deep ocean monitoring and high resolution bathymetry and topography. However, it remains in its infancy compared to its sister disciplne — seismology, owing to the lack and sparse instrumentation in the offshore, deep ocean environment. In addition, the lack of understanding of how turbulence and anthropogenic structures affects inundation leaves the most destructive part of the tsunami life cycle remarkably unconstrained. This dissertation seeks to understand and better constrain several aspects of the tsunami life cycle. In this dissertation, I present an analysis of the tsunami source of the 2022 Hunga Tonga global tsunami, showing from open ocean and coastal sea level stations, the coupled atmospheric conditions that propagated the tsunami globally. Further, I show that the background open ocean tsunami spectrum, vital for understanding tsunami amplification from open ocean to the coast, can experience changes due to atmospherically induced infragravity waves. Next, I present an analysis of the 2020 Sand Point tsunami source. This work shows a novel method for including open ocean instrumentation with geodetic and seismological data to produce finite fault models capable of detecting ”hidden” subduction zone events. Finally, I present an analysis of the differences of inundation between homogeneous and heterogeneous tsunami sources along the Cascadia Subduction Zone. This work highlights the importance of using heterogeneous tsunami sources for understanding how inundation may affect the anthropogenic environment. This work may lay the groundwork for probabilistic- based tsunami evacuation rather than relying on deterministic, homogeneous tsunami sources. This dissertation includes previously published (unpublished) co-authored material

THE NETWORKING OF RURAL SCHOOL ADMINISTRATORS

Eric Nichols Doctor of Education Department of Educational Leadership June 2024 Title: The Networking of Rural School Administrators This dissertation examines the professional networking practices of rural school administrators, with a focus on Oregon's educational leaders. As rural school administrators often face significant isolation due to geographic and professional barriers, networking has the potential to provide professional support, support resource sharing, and improve job satisfaction. Utilizing a mixed-methods approach, this study collected quantitative data via surveys and qualitative insights from focus groups to assess how rural administrators perceive networking, their engagement in networking activities, and the impact of these networks on reducing feelings of loneliness and stress.The findings reveal that while rural administrators value networking, many experience challenges in participating due to time constraints and isolation. Networking opportunities, including face-to-face and virtual formats, are generally available in the state where the study was set, but they are often underutilized. Participants reported that networking provides essential learning and combats job-related isolation, enhancing both their professional growth and well-being. They expressed a strong desire for face-to-face opportunities to network with other rural education leaders. Implications of this research underscore the need for more structured networking support, particularly in rural settings, to bolster administrators’ access to peers and the resources they might provide. Future research could explore more specific frameworks and programs that facilitate sustainable, accessible networking opportunities for rural school leaders and the effectiveness of face-to-face versus virtual networking

COINdinistas and Contradictions: US Adoption of Counterinsurgency in 2007

Alex Li ([email protected]) graduated from the UO in 2022 with a Bachelor of Science in Political Science and Human Physiology and Anatomy.Multiple theories of politics—specifically, rational actor theory and organization theory—have been used to explain decision-making processes for military actions. Rational actor theory states that military actors base decisions on value calculations and incremental changes. Organization theory suggests that military organizations push a specific doctrine to preserve power in the face of civilian challenges or criticism. While organizations generally wish to appear rational, doctrinal decisions may betray irrationality. This paper aims to identify a clear history of US counterinsurgency (COIN) and test the existing literature on organization and rational actor theory against the US military’s readoption of the counterinsurgency doctrine in 2007. The US military COIN operations in Iraq that accompanied the Surge of 2007 followed a legacy of failed COIN experiments. Beginning in Vietnam with the strategic hamlet program, the continued use of COIN despite its empirical inefficacy throughout the 20th century demonstrates the military’s pattern of irrational action. This paper concludes that COIN existed quietly in the background of the Cold War before its implementation in 2007. Moreover, COIN’s doctrinal adoption in 2007 is better explained through organization theory as the military organization pushed COIN onto a desperate Bush administration. Finally, the history of COIN indicates that rational actor theory is insufficient to explain doctrine during low-intensity conflicts

NEW METHODS FOR ELEMENTAL SULFUR ACTIVATION IN WATER: DEVELOPMENT OF HYDROPHOBIC SYSTEMS FOR SULFANE SULFUR UTILIZATION

Elemental sulfur (S8) is an underutilized source to study the role of sulfane sulfur, which primarily is a result of the low solubility of S8 in water (< 20 nM). However, a few examples in nature have demonstrated elemental sulfur can be stored within sulfur granules and hydrophobic pockets. To further understand the role and impact of S8 and sulfane sulfur related species this dissertation investigates new systems to increase the availability of S8 in water. The research presented in this dissertation is aimed to 1) develop systems to solubilize S8 in water, 2) investigate the thiol-activation of S8, and 3) further understand the rules to study S8 in water. Chapter I is a broad overview of reactive sulfur species and the role of sulfane sulfur in chemical biology. Chapter II is an initial investigation into applying surfactants to solubilize S8 in water and subsequent activity of the micelle/S8 system. Chapter III delves into applying cucurbit[n]urils (CB[n]) and develop a discreet host-guest system to solubilize, activate, and deliver S8. Chapter IV reports the development of ElliptiCB[n], a collaborative project that measures the ellipticity of solid state CB[n] hosts and host-guest complexes. This dissertation includes previously published and unpublished co-authored materials.2026-10-3

Temporal Progression of Drosophila Neural Stem Cells Promoting Neuronal Diversity

How are complex nervous systems generated? During development, a small pool of neural stem cells generates a diverse array of cell type diversity that forms a functional brain. Remarkably, this neuronal diversity is generated in a predictable order. In this dissertation, I report my work in understanding how neural stem cells of the developing Drosophila melanogaster, known as neuroblasts, are temporally patterned. My work has established a single-cell RNA sequencing atlas of the early larval stages of neurogenesis that identified key regulators of how neuroblasts progress from a quiescent to a proliferative state. My subsequent studies focused on neuroblast lineages that generate the central brain of the adult. I show that the transcription factor Seven-up is required for switching the production of early to late neuron identities and progressing Type 2 neuroblasts to the end of their lineage (i.e. death). Finally, I show the temporal transcription factor Castor is required for specifying neuron identities born in early larval Type 2 neuroblast lineages. My work shows significant advancements in understanding how the fly brain is generated and provides fruitful future directions to pursue