Marylhurst University is a private Catholic liberal arts university located in Marylhurst, Oregon, United States, nine miles south of Portland on the Willamette River. It is among the oldest collegiate degree-granting institutions in Oregon, awarding its first degree in 1897. Marylhurst was founded and run for many years by the Sisters of the Holy Names of Jesus and Mary, a Roman Catholic teaching Roman Catholic religious institute. Wikipedia.
News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of Oregon’s best colleges and universities for 2017. Of the 22 four-year schools that made the list, Willamette University, Linfield College, University of Portland, Pacific University and Lewis & Clark College scored highest. Of the 16 two-year schools that were also included, Southwestern Oregon Community College, Clackamas Community College, Columbia Gorge Community College, Chemeketa Community College and Mt. Hood Community College were the top five schools. A full list of the 38 schools is included below. “The job market in Oregon is rallying, with unemployment recently dropping to a record low,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have proven they provide the education and employment resources that translate into measurable student success after graduation.” To be included on Oregon’s “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional metrics such as career and academic resources, annual alumni earnings 10 years after entering college, financial aid opportunities, student/teacher ratios, and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Oregon” list, visit: The Best Four-Year Colleges in Oregon for 2017 include: Concordia University-Portland Corban University Eastern Oregon University George Fox University Lewis & Clark College Linfield College-McMinnville Campus Marylhurst University Multnomah University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University Pacific Northwest College of Art Pacific University Portland State University Reed College Southern Oregon University University of Oregon University of Portland Warner Pacific College Western Oregon University Willamette University Best Two-Year Colleges in Oregon for 2017 include: Blue Mountain Community College Central Oregon Community College Chemeketa Community College Clackamas Community College Clatsop Community College Columbia Gorge Community College Klamath Community College Lane Community College Linn-Benton Community College Mt Hood Community College Portland Community College Rogue Community College Southwestern Oregon Community College Tillamook Bay Community College Treasure Valley Community College Umpqua Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has announced the best online colleges and universities in Oregon for 2017. 12 four-year schools made the list, with Oregon State University, University of Oregon, Linfield College—McMinnville Campus, Willamette University and Western Oregon University taking the top five spots. Of the 9 two-year colleges that were also commended, Linn-Benton Community College, Chemeketa Community College, Klamath Community College, Mt. Hood Community College and Southwestern Oregon Community College were recognized as the top five schools. “Some students have scheduling or geographical limitations that prevent them from earning a degree in a traditional classroom setting,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These Oregon schools address those problems by offering online programs that give all students access to high-quality, flexible learning options that suits their unique needs.” To earn a spot on the Community for Accredited Online Schools list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also ranked based on data points such as the availability of financial aid, graduation rates, academic and student services and student/teacher ratios. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Oregon’s Best Online Four-Year Schools for 2017 include the following: Concordia University-Portland Corban University Eastern Oregon University Linfield College-McMinnville Campus Marylhurst University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University University of Oregon Western Oregon University Willamette University Oregon’s Best Online Two-Year Schools for 2017 include the following: Blue Mountain Community College Chemeketa Community College Clackamas Community College Klamath Community College Linn-Benton Community College Mt Hood Community College Portland Community College Southwestern Oregon Community College Tillamook Bay Community College About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
Beer L.E.,Marylhurst University
Qualitative Report | Year: 2013
Qualitative research has provided a home for innovative approaches to collecting, analyzing, and representing data (Hesse-Biber and Leavy, 2006; Janesick, 2011; Ketelle, 2010). Reflexive journaling, photography and photo elicitation, poetry, video representations, dramatic enactments, visual presentations, and play-writing are but a few of the creative techniques embraced by qualitative researchers in search of ways to help their audiences move beyond reading and into experiencing the data (Collier, 2001; Deacon, 2006). These formats have opened doors to re-inventions of traditional thick, rich descriptions and provided living, intentional metaphors through which a reader can filter data via their own emotional, cognitive, spiritual, and scholarly lenses. Music, however, is one area that has been minimally used as an approach to mining and re/presenting data. This piece explores the use of music in a qualitative research project. My intention is to initiate a conversation on how music can capture both participant and researcher experiences in a way that naturally challenges words, thoughts, reactions, and assumptions. © Copyright 2013: Laura E. Beer and Nova Southeastern University.
Beer L.E.,Marylhurst University
Nordic Journal of Music Therapy | Year: 2016
Music therapy is an evidence-based, non-pharmacological treatment for dementia and the accompanying symptoms of agitation, anxiety, and behavioral issues. Administrators of health care organizations find the modality appealing for its benefits and also for the growing evidence that music therapy is a cost-effective intervention. Music therapists are recognized to be qualified clinicians of a research-supported practice which is particularly effective with clients who have advanced dementia. We are able to access memory, speech, and interactive abilities thought to be destroyed by the disease of dementia. We are, therefore, educationally and clinically adept at creating communications with clients that other professional helpers may struggle to achieve. How we use tone of voice, rhythm and melody, and nuances of gesture are skills that can be taught to fellow caregivers. This article draws upon knowledge gleaned from the author having conducted over 20 enhanced communication trainings with nurses, students, community members, and other caregivers who have an interest in dementia care, and also a study she conducted that showed significance in how this type of training affected caregivers. Here, suggestions are offered to guide music therapists in reimagining their work and designing a format for educating other professionals involved in the care of people with advanced dementia. © 2016 GAMUT – The Grieg Academy Music Therapy Research Centre
Beer L.E.,Marylhurst University
Music Therapy Perspectives | Year: 2016
This article introduces the music therapy community to several strategies for conducting qualitative research in a way that honors and respects participant experiences, and also integrates the primary form of our clinical practice: that of music. Music therapy researchers are just beginning to grasp the full capabilities of incorporating music directly into qualitative research studies. Arts-based research (ABR) is an established approach to social science as well as creative arts therapies research, yet is not well formulated or integrated into the design, data-collection methods, or representation of themes and findings in music therapy studies. Adding music, with its power to illuminate hidden aspects of the human experience, to methodology is a sound approach. As noted in ABR, when creative arts are included in the promulgation of a research project's findings, otherwise inaccessible data pieces become part of an interactive event for readers in which they not only intellectually comprehend how a participant experienced the phenomenon being studied, but also emotionally and intuitively respond to what they hear. When the audience/reader of a research study listens to musical data, deeper understanding and multilayered, nonlinear insights and reactions are evoked. This article brings to the reader the following: a review of music therapy literature; examples of including music in research design and implementation; and suggestions for integrating music into all phases of methodology. © the American Music Therapy Association 2015. All rights reserved.
Slayton S.C.,Marylhurst University
Arts in Psychotherapy | Year: 2012
One way to facilitate social change as an art therapist is within the context of group art therapy, utilizing the group as a social microcosm for the world at large. The overarching goal is to engage the group in meaningful and prosocial experience that mirrors . community experiences many clients have lacked. For a group of adolescent males who had suffered the effects of some of our worst social problems-rampant community and domestic violence, racial and ethnic conflict, child abuse and neglect, parental substance abuse and criminality, poverty, and untreated mental illness in families-this task is complex. The impact of disrupted attachment and complex trauma is discussed, and implications are presented for connecting with traumatized youth through witnessing their creative work. The therapeutic relationship and the art media used are discussed in relation to multicultural issues, the specific psycho-social problems experienced by the individual group members, and the capacity of this group to engage in the construction and ultimate articulation of its own community in a visual manner. The product of this group art therapy experience is exhibited in a mixed-construction miniature city that was built over a period of 9 weeks. © 2011 Elsevier Inc.
Allen P.,Marylhurst University
Research in Rural Sociology and Development | Year: 2014
Food movements and organizations are increasingly complementing their longstanding emphasis on environment with a focus on social justice. This conceptual chapter discusses dimensions in which engagements in this arena diverge and converge along a continuum from neoliberalization to opposition/structural change. Categories and visions of social justice vary widely, highlighting certain social categories and locations while eliding others. Gender, in particular, is a social category that is a key factor in the allocation of power and privilege, but that has not been significantly addressed in efforts toward social justice in most food movements. The topics and categories movements consider most important determine their assignments of energies. These assignments in turn create common understandings of priorities and mechanisms for changing the food system, although they may omit consideration of key axes of oppression.For example, strategic preferences for family farms and food-system localization may not consider legacies and contemporary practices of enslavement, exploitation, and patriarchy. As movements increase their focus on social justice, they can engage in critical reflection and dialogue to interrogate the nature of conditions of injustice and the causes behind these conditions. This would include examining how practices and discourses of racism, classism, and sexism - along with the ways they intersect - have shaped, reflect, and reproduce the food system. This process must privilege the participation, perspectives, and priorities of those who suffer from injustice. It can then best illuminate strategic definitions and pathways that can move toward transformation of a food system grounded in conditions of social justice. Copyright © 2014 by Emerald Group Publishing Limited.
Guillozet K.,Marylhurst University
Environmental Management | Year: 2015
This paper describes the regulatory and compliance context for Oregon’s emerging ecosystem services (ES) market in riparian shade to meet water quality obligations. In Oregon’s market as with many other ES programs, contracts and other regulatory documents not only delimit the obligations and liabilities of different parties, but also constitute a primary mechanism through which ES service delivery is measured. Through a review of compliance criteria I find that under Oregon’s shade trades, permittees are held to a number of input-based criteria, which essentially affirm that parties comply with predetermined practices and procedures, and one ‘pseudo output based’ criterion, in which ES delivery is estimated through a model. The case presented in the paper critically engages with the challenges of measuring ES and in assessing the outcomes of ES projects. It places these challenges as interrelated and proposes that market designers, policymakers, and other stakeholders should consider explicit efficacy, efficiency, and equity targets. © 2015, Springer Science+Business Media New York.
Gillon S.,Marylhurst University
Environment and Planning A | Year: 2014
This paper analyzes the scientific practices that constitute carbon economies by rendering carbon countable, fungible, and governable. Examining US biofuel governance, I draw on field research and document and policy analyses to consider the roles state, private industry, and civil society actors play in negotiating scientific practice in biofuel governance and to explore the geographically uneven consequences of contrasting science- society configurations. This research illustrates the complex and contradictory roles of nature's quantification and state-supported science in carbon economies. Although nature's quantification as carbon was initially used as a technology of opposition and accountability to limit vested interest power and maintain biofuels' greenhouse gas reduction capacity, it ultimately served industry interests by focusing policy deliberation on technical issues industry deftly navigated and away from policy rationale, value conflict, and biofuels' broader social-ecological consequences. Drawing attention to state-supported environmental risk assessment and place-based approaches to integrating science and agriculture, this research describes multiple, conflicting modes of state scientific practice and emphasizes the importance of considering multiple scientific perspectives in climate change research and intervention. I argue that, rather than focusing on mitigating climate change through universal, carbon-focused science alone, future science-society configurations should include efforts to build institutional capacity for transformation and adaptation to confront uneven and changing social-ecological circumstances using site-specific scientific knowledge.
Gillon S.,Marylhurst University
Journal of Peasant Studies | Year: 2016
Flexible allocation of crops among food and non-food uses is a key driver of global agri-food system change. Focusing on United States corn production, I explore the dynamics of flex crops, scrutinizing agri-industrial relationships and the distribution of agri-food system value and control. I situate crop flexing as exchanging use value, as opposed to converting use into exchange value without altering the commodity's use. Asking ‘Flexible for whom?' in the context of agri-food system crises, I find: (1) flex crops exacerbate contradictory food security and over supply crises, and that the distribution of flexibility and benefit in the agri-food system they provide depends on the organization of labor; (2) crises of accumulation tie flex crops to agri-food system financialization, which subordinates use to exchange value, obfuscating their relationship and distancing agricultural products and uses from their basis in nature and labor; and (3) debates over US corn flexing illustrate the utility of focusing on power and politics in crop flexing decisions and demonstrate US corn flexing to be a fix for climate and accumulation crises. Findings suggest that examining the distribution of value and control and the positions of labor and nature in the agri-food system may be productive for global flex crop research and advocacy in the future. © 2016 Taylor & Francis.