Lichens in Forest Park and Nitrogenous Air Pollution

Lichens have been shown to be useful bioindicators for determining levels of nitrogen deposition related to air pollution. Preliminary lichen surveys in Forest Park in 2011 and 2012 revealed the presence of lichen species associated with high levels of nitrogenous pollution. The summer of 2013, we conducted lichen surveys at 25 permanent research sites that had been set up in Forest Park and the Ancient Forest Preserve in 1993. The majority of the lichens we collected at every site were classified as indicative of worst, poor, or fair air quality, with few lichens found that would indicate good or best air quality. Lobaria is a lichen common in Oregon and is important in the normal nitrogen cycle in forests. However, Lobaria is very sensitive to nitrogenous air pollution and is associated with the best air quality category. We only collected Lobaria at one site in the middle of the park. We found no significant differences in lichens in the different air quality variables in the various sections of the park, indicating that all of Forest Park is subjected to poor air quality

Twenty Years of Change in the Tree Community in Forest Park

In 1993, 24 permanent sites were randomly located in Forest Park with one additional site in the Ancient Forest Preserve. Three 250-meter-square quadrats were randomly located at each site. All trees within each quadrat were identified to species, and the dbh (diameter at breast height) of each tree was measured. Saplings were members of tree species less than 10 cm in diameter and saplings were members of tree species that were less than 2 meters in height; basal diameter was measured for saplings. Data were initially collected in 1993. Measurements were repeated in 2003 and 2013 at the same locations using the same methods. We found significantly fewer live trees and live saplings (treesdbh) in each decade, although the rate of tree mortality appears to be slowing. When examined by section of the park (city, middle, far, old growth), the far section had significantly more live trees and saplings than did the city section, but there were significantly fewer live trees in all sections of Forest Park in 2013 as compared to 1993. Our findings suggest important implications for management of the park

Comparative Water Quality of Cozine, Gooseneck and Mill Creeks

The environmental research methods class of fall 2013 analyzed the water quality of three creeks in the Yamhill (Oregon) Watershed: Cozine, Gooseneck, and Mill Creeks. Our research builds on data collected by previous years\u27 classes (Colahan et al. 2011; Weinbender and Crane 2011; Bailey et al. 2012). The goals of the project were to gain a better understanding of water quality at each site, see how the sites differ, determine causes for any differences, and examine changes in water quality over time. Because Cozine is surrounded by an urban environment, whereas both Gooseneck and Mill are in a rural setting, we hypothesized that Cozine would have the lowest overall water quality. The Greater Yamhill Watershed Council did restoration projects in Gooseneck Creek (Waterways Consulting 2013), so we also hypothesized that the water quality should be improving over time in Gooseneck and Mill. Testing the combination of these three sites allowed us to compare urban vs. rural effects on water quality

Air Pollution: The Trees Aren\u27t Lichen It

The Keck Summer Collaborative Research Program provides opportunities for Linfield College students and faculty to conduct research on issues related to the Pacific Northwest, and to bring the research findings back into the classroom within the subsequent academic year. Students partner with faculty to conduct research and present their work to other students, Linfield staff and faculty, and community members during a series of brown bag lunches. Wes Hanson, Leigh Hanson, Meghan Lockwood, and Morgan Yarber conducted research with Nancy Broshot and gave this presentation during the summer of 2013

2012-2013 Beethoven Day

https://spiral.lynn.edu/conservatory_otherseasonalconcerts/1021/thumbnail.jp

Bridging the legitimacy gap—translating theory into practical signposts for legitimate flood risk governance

Legitimacy is widely regarded as a founding principle of ‘good’ and effective governance, yet despite intense academic debate and policy discourse, the concept remains conceptually confusing and poorly articulated in practice. To bridge this gap, this research performed an interpretive thematic analysis of academic scholarship across public administration, public policy, law, political science and geography. Three core themes were identified in relation to representative deliberation, procedural and distributive equity and justice, and socio-political acceptability, with numerous sub-themes therein. In an attempt to clarify conceptual confusion, this paper grounds these theoretical debates in the context of flood risk governance where numerous legitimacy dilemmas exist. A number of questions are presented as conceptual ‘sign posts’ to encourage reflexive governance in the future. Thus, more broadly, we assert the importance of bringing legitimacy to the forefront of contemporary flood risk governance discourse and practice, moving beyond the realm of academic reflection

Refining the Art of Coaching: Organizational Learning on a District Data Inquiry Team

Recent research on data-based decision making (DBDM) shows that while DBDM has been widely embraced, its use in practice is more complicated than simple models of data use would suggest. The question of how districts can effectively use DBDM is particularly critical if DBDM is going to be a major part of instructional improvement. This dissertation extends DBDM research through a case study of a district-level team of Data Inquiry Facilitators in a large city in the northeastern United States. The Inquiry Facilitators coached teams of teachers as they integrated the Data Wise Improvement Process into their practice. The first paper turns a critical lens to a key element of Data Wise and other DBDM processes: discussion protocols. I find that discussion protocols offer helpful structure for conversations but can restrict creativity, and that aspects of individuals’ personal and professional identities may intersect with their attitudes towards protocols. The second paper describes how the Inquiry Facilitators changed their theory of action about their work with school teams. They realized that data coaching alone was not sufficient and needed to be paired with content and pedagogical content knowledge coaching in order to improve instruction. The need for instructional support was particularly acute as teachers implemented the Common Core State Standards for the first time. The third paper focuses on the Inquiry Facilitators’ own use of data as a central office team. I find that in contrast to prior literature on district teams’ data use that has found it to be unsystematic, superficial, and subject to political pressure, this team was able to achieve double-loop learning through their data use process. I explore the habits of mind and structures that supported their organizational learning. Implications for supporting DBDM at the system level, the field of professional development, and DBDM research are discussed

Sustaining a Continuous Improvement Culture in Educator Preparation: A Higher Education Network Based on Data Wise

Educator preparation programs across the U.S. are grappling with the best way to respond to new state policies requiring they use data to demonstrate and accelerate improvement in program outcomes. Supported by a grant from the Massachusetts Department of Elementary and Secondary Education, the educator preparation program at Endicott College integrated the Data Wise Improvement Process into its practice. Not only did the Data Wise work help improve student outcomes by engaging the Endicott team in a form of practitioner research, but it also led to the creation of a network of educator preparation programs that, since 2015, has used Data Wise in an annual cycle of continuous improvement. This article includes recommendations for other educator preparation programs looking to integrate a sustainable improvement process based on the tenets of practitioner research, as well as suggestions for forming networks of continuous improvement across preparation programs in a state or region. The article concludes with a discussion of implications for research and policy