Changes to commemorative signage in Port Orford, Oregon, United States, during 1998 and 1999 represent an emerging public acknowledgement of the removal by force of most of the indigenous peoples of Southwestern Oregon in the 1850s. A wide range of participants, including local area residents and nonresident members of Native American First Nations, negotiated changes to signage within a context of controversy. Hegemonic social memory institutionalized as local history and publicly displayed as text on a historical marker was challenged by an alternate version of the event commemorated: a conflict between Athapaskans and Euro- Americans in 1851 at the site now know as "Battle Rock." The alternate version is supported by oral tradition which is marginalized as a source of knowledge about the past while the official history has been privileged by repetitious inscription and incorporated commemorative ritual. Discussion includes the selectivity of public history and the creation of public memory through commemorative activity in which official and vernacular interests compete. A parallel is drawn between the remembrance and acknowledgement of events once suppressed and the remembrance and acknowledgement of marginalized indigenous American First Nations "forgotten" by the United States federal government. The Confederated Tribes of the Lower Rogue, building support for legislative acknowledgement of their tribal status, contributed positively to the production of signage text, an activity which enhanced both their visibility and the visibility and remembrance of their Athapaskan forebears. / Arts, Faculty of / Anthropology, Department of / Graduate

This study builds upon the notion of a Wobbly 'sensibility' established by Salvatore Salemo and relates it to John Townsend's analysis of conflict between that group's adherents and western Progressives. The latter scholar, by concentrating on middle-class economic anxiety, failed to deal with the virtual unanimity of opposition to the IWW in western towns. Salerno's assertion that a 'sensibility' within the IWW was more binding than ideology raises the possibility that individuals and organizations of varying beliefs could be similarly united within a single cultural sphere with a directed purpose. Such an analysis can apply to factions of Progressivism and radical labor alike. The first chapter begins with a brief account of the historical context, origins, and organizational history of the IWW. This second section discusses the internal dynamic of the IWW, particularly the relationship between the leadership and rank-and-file. The third section briefly explicates the purpose of the thesis. The second chapter recounts important episodes of IWW activity that occurred on the West Coast concurrently with the strike in order to set the regional context of the conflict. The third chapter begins with a section discussing the development of Progressivism and urbanization in a national context and emphasizes cultural conflict. The second section is a brief survey of Progressive era Portland, Oregon. The third and fourth sections discuss the cultural repercussions of women entering industrial life on a mass scale. The chapter concludes with a brief demographic survey of cannery women. The fourth chapter is a chronological narrative of the strike, and is followed by a concluding fifth chapter of analysis. The first section suggests a Progressive 'sensibility' arrayed specifically against radical labor, while the next section discusses a radical 'sensibility' hostile to varying aspects of the cultural norms of Progressivism. The final section asserts the importance of analysis of cultural values, above even notions of class, in addition to economic analysis in order to obtain a more useful synthesis of Wobbly conflict than now exists.

The Swamp Land Act of 1849, originally intended to give the state of Louisiana the unproductive swamplands within its borders and use the proceeds to construct the drains and levees necessary to reclaim these lands, was extended to Oregon in 1860. Oregon did not act on the matter until 1870, but once begun, it became a prolific source of political corruption, fiscal irresponsibility, fraud, and land speculation and monopolization. Even though the physiography of Oregon was much different than the states in the Mississippi Valley, millions of acres of "swampland" were filed upon and the state sold hundreds of thousands of acres long before it received legal title to these lands. In most cases final patents were never issued by the federal government. Rather than the proceeds of the sales of these lands going toward reclamation, the funds often went to the friends of state officials for dubious services. Appropriations, based on the anticipated sale of swampland, were made for the owners of wagon roads for projects never completed. This created a state indebtedness which the sale of swampland alone could not erase. A major result of the Swamp Land Act in Oregon was the withholding of arable land and water rights from actual settlers in the predominantly semiarid regions of Oregon by land speculators and by cattle barons who used it to monopolize vast tracts of grazing land. Litigation over disputed swampland claims occurred well into the twentieth century. Because little has been written on this topic, primary sources have been extensively relied upon for the research. The most important of these sources were the Portland Oregonian, government documents of the state of Oregon, and the documents of the United States Department of Interior.

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school.The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning.Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science.Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

This thesis documents and examines Occupy Portland's organizational structure and the impact of this structure on the leadership roles of participants. Interviews with key activists and participant observation reveal that the ideologically influenced horizontal organization employed by the movement disrupts the emergence of centralized authority and charismatic leadership. This, in turn, encourages the rise of a "distributed leadership" comprised of multiple, task driven leaders. It finds that these task-oriented leaders within Occupy Portland tend to fulfill three specific leadership roles; the facilitation of process, the construction of movement structures, and the organization of actions. This study provides an exploration of conceptualizing leaders in a non-hierarchical, decentralized, consensus-based decision-making social movement and works to give needed expansion to the literature on social movement leadership.

Currently there is a national policy debate on the issue of appropriate educational programs for language minority students. This study addresses the issue at the state level, asking: Are ESL/bilingual education policies in Oregon school districts providing equal educational opportunity for language minority students? The purpose of the study is to document ESL/bilingual policies in Oregon school districts, and to analyze them in terms of their contribution to equality of educational opportunity. Policy analysis serves as the theoretical framework for the study because of its potential as a synthesizing paradigm for studies in educational administration. The Policy Process Model (Heflin, 1981), incorporates three stages: (a) policy formulation, (b) policy implementation, and (c) policy impact. The research questions correspond to these three stages, and seek to analyze policy in eight areas pertinent to ESL/bilingual education. (1) Identification and assessment; (2) Instructional programs; (3) Primary language usage; (4) Exiting and mainstreaming; (5) Recognition of minority group cultures; (6) Parental involvement; (7) Personnel requirements; (8) Program evaluation. Survey research was chosen as an efficient method of gathering data from a large number of subjects throughout a widespread geographical area. The design of the survey instrument included an analysis of legal and theoretical bases for educating language minority students, expert input, and field testing. The entire population of 305 Oregon school districts was surveyed. A 93.8 percent response rate was obtained. The analysis of data produced the following conclusions: (1) There is a large and growing population of limited-English proficient (LEP) students in Oregon schools. Although most districts provide some type of programs for LEPs, district policy is rarely mentioned as the reason for doing so. (2) Implementation varies widely from district to district, in the absence of clear statewide standards for effective education for language minority students. (3) Only nine percent of districts reporting LEP students implement ESL/bilingual policies that apparently are in complete compliance with federal and state laws. (4) Only two percent implement policies that concur with basic principles for educating language minority students. (5) A district's level of compliance with the laws and concurrence with basic principles do not correlate with district size; rather with numbers or percentages of LEP students in the district.

The subject of this thesis was chosen from both a professional and an academic interest in the economic development of Oregon. Prompted by proposals made to the Oregon Legislature to initiate various forms of industrial subsidy programs to disperse economic growth and population away from congested areas, this research effort seeks to provide an evaluative analysis of the effectiveness of subsidy techniques in influencing industrial location and stimulating a sustained growth process in less developed areas. Research was undertaken in two primary subjects: 1) theory of regional economic development and the effects of subsidies on the growth process; and 2) empirical evidence of the effectiveness of industrial subsidy programs on regional development in other areas. Information was obtained from the following resources: The author’s library of reference literature on economic development and the bibliographies contained therein; Professional organizations, particularly the library of the American Industrial Development Council, as well as requests for literature from various members of those organizations; University library resources, including: Bureaus of Business Research, Bibliography, 1968-1970; Public Affairs Information Service, 1965-Jan. 3, 1973; Business Periodicals Index, 1965-1972; Journal of Economic Articles, 1967-Dec., 1972; Index to Economic Literature, 1966-1970; U.S. Library of Congress, National Union Catalog, 1960-1972; Council of Planning Librarians, Bibliographies; Colorado University, Public Catalog of Norlin Library holdings; Colorado Technical Reference Center. Using information obtained from these and other sources, a method was obtained for defining and measuring the economic and social welfare objectives of a regional development program in Oregon. Geographical patterns of economic health indicators were mapped for the state This is followed by an analysis of various types of subsidies and their effects on resource allocation and gross output. It was found that wage subsidies offer optimum benefits for labor-surplus areas with less distortion of capital efficiency than do capital or price subsidies. Justification for subsidies was found to be greatest using social benefits as criteria rather than maximization of economic output. The influence of industrial subsidies on location decisions is then examined. Following an analysis of effects of subsidies on the cost structure and profit potential for the firm, financial and tax incentives are separately reviewed in case histories of subsidy programs. It was found that capital investment subsidies have had considerably more location influence than tax subsidies. In any case, however, subsidies were determined to be marginal, rather than decisive, locational factors with more basic economic criteria, such as labor availability and market access, being more influential. Finally, cost/benefit considerations for subsidy programs in Oregon are reviewed. External effects of industrialization on rural economies are considered, and the growth center concept for maximization of economic gain is examined. Fiscal costs for state and local governments are explored for different types of subsidy programs. The conclusion is reached that programs can be devised which minimize fiscal costs while offering maximum potential economic and social benefits.

The migration of the Basques to the Pacific Northwest at the turn of the century was due to a number of factors including economic, cultural and political. The Basques constitute a distinct ethnic group from northern Spain and southern France, whose origins have not yet been determined by historical, linguistic, or archaeological studies. From ancient times, the Basques have fought to maintain their cultural identity and political freedom against invaders, developing in this struggle a strong sense of racial group solidarity. The lack of opportunity for advancement and the obligation to serve in the military were added reasons for the journey to America, as an alternative to political and cultural oppression.

This study was conducted at the University of Oregon Medical School located in Portland, Oregon. This school has performed many abortions since Oregon liberalized its abortion law in 1969. In Oregon in 1968 before the abortion law was changed there were 238 abortions performed, 35% of these were for women under the age of 19. During 1971 there were 6,997 abortions of these 2,625 were for girls of age 19 and younger.

This document presents the Cultural Resources Overview for the Harney Area in southeastern Oregon. The Harney Area combines three of the four planning units in the Burns Bureau of Land Management District. Most of the land in the Harney Area is located in Harney County, although a few parcels are just outside the county line in Lake and Malheur Counties. Almost all of Harney County is included. There are approximately 3,320,000 acres of Bureau administered public land within the Harney Area, as well as other public and private lands.