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Salem, OR, United States

Willamette University is an American private institution of higher learning located in Salem, Oregon. Founded in 1842, it is the oldest university in the Western United States. Willamette is a member of the Annapolis Group of colleges, and is made up of an undergraduate College of Liberal Arts and post-graduate schools of business, law, and education. The university is a member of the NCAA's Division III Northwest Conference. Willamette's mascot is the bearcat and old gold and cardinal are the school colors. Approximately 2,800 students are enrolled at Willamette between the graduate and undergraduate programs. The school employs over 200 full-time professors on the 69-acre campus located across the street from the Oregon State Capitol.Originally named the Oregon Institute, the school was an unaffiliated outgrowth of the Methodist Mission. The name was changed to Wallamet University in 1852, followed by the current spelling in 1870. Willamette founded the first medical school and law school in the Pacific Northwest in the second half of the 19th century. In the 20th century, the school started a sister school relationship with Tokyo International University and began competing in intercollegiate athletics.Willamette's undergraduate programs exist within the school's College of Liberal Arts. The school was rated 63rd among American liberal arts colleges by U.S. News & World Report for 2013. The oldest of the graduate programs is the College of Law, founded in 1883 and currently located in the Truman Wesley Collins Legal Center. Established in 1974, Atkinson Graduate School of Management is housed in the Seeley G. Mudd Building. The School of Education, established in 1996, has an enrollment of 100 students, but is set to close in 2014. Wikipedia.

Diller P.A.,Willamette University
Georgetown Law Journal | Year: 2013

Domestic and international law have, in different ways, recognized a human right to food since the twentieth century. The original reason for this recognition was the need to alleviate a particular type of food insecurity- "traditional" hunger, as manifested in conditions like malnutrition and underweight. The current public-health crisis of obesity, however, demands a reconsideration of this right. The food environment in the United States today is awash in high-calorie, low-nutrient food products that are often cheaper, on a relative basis, than more nutritious foods, leading to the overconsumption of the former by much of the American population. Merely ensuring a minimum level of food provision for the nation's residents, therefore, no longer serves public health effectively. Rather, the right to food should be reoriented toward a right to nutrition, focusing on the relative nutritional quality of foods and increasing access to more nutritious foods. This right should also embrace some form of protection from the marketing and selling of foods likely to cause obesity, particularly for vulnerable segments of the population like children. This Article demonstrates how a right to nutrition might be operationalized in the domestic legal system. In doing so, it uses a broader meaning of "right" than is common in American jurisprudence, which traditionally conceives of rights as constitutionally based and judicially enforced. After rejecting the possibility of a right to nutrition as a positive constitutional right, the Article offers four other models by which a right to nutrition might emerge: namely, as an indirect constitutional right; as a common law concern; through the publicutility paradigm; and as a matter of legislative grace. Borrowing from the implementation of other nonconstitutional positive rights, like the right to housing, the Article shows how a right to nutrition might be viable in each of these settings, and how these models are highly interdependent. The Article concludes with thoughts on how comparative institutional susceptibility to foodindustry influence may affect the ability of different governmental actors to promote nutrition. Source

Background/aim: To address the unusual phenomenon of unbroken blades causing penetrating hand injuries in sabre fencing by applying the van Mechelen model of the 'sequence of prevention'. Methods: Cases were collected from three surveillance systems and snowball sampling, and examined for potential aetiological factors. Presumed contributing factors were evaluated against the available evidence to compile a viable list for change. Determining a prevention strategy was guided by the philosophy of developing an approach that was most likely to produce a meaningful reduction in these injuries with the least disruption to the current norms of competitive sabre fencing. Results: Nine factors which contributed, either individually or in some combination, to these injuries were grouped under three headings relating to: (1) the nature of modern sabre fencing, (2) the design of the sabre blade and (3) the vulnerability of the hand. Changes to the design and integrity of sabre gloves were selected as the most feasible option and new standards were introduced as compulsory in international competitions from 1 April 2014. The effect of this change is now being monitored via available surveillance systems. Conclusions: The van Mechelen model is a useful framework for sports federations to apply to reduce injury risk, even for rare injuries. However, this research model has limitations in guiding the realities of sometimes competing interests among the scientific, political, financial and technical aspects of injury prevention interventions. Source

Agency: NSF | Branch: Continuing grant | Program: | Phase: Integrative Activities in Phys | Award Amount: 165.02K | Year: 2015

This award supports Optics and Photonics Training for Inquisitive eXperimentalists (OPTIX), a project to create an innovative, hands-on laboratory environment at Willamette University where undergraduate sophomores and juniors can work with research grade optics equipment in a dedicated space designed to foster deep, inquiry-based learning. Students will complete carefully designed modules that encourage creativity and independence, preparing them better for a more rigorous and meaningful senior year capstone project and giving them vital skills and motivation for a career in the STEM fields after graduation. Modules will also be developed for local community college students at Chemeketa Community College, and an optics related hands-on exhibition for the Gilbert House Childrens Museum in Salem, OR.

The optics modules will require different levels of student sophistication, training, and involvement. The most basic optics module will provide an introduction to optics, and serve as a gateway to the more advanced activities. Students at the sophomore level then continue taking three additional basic modules that introduce them to more sophisticated ideas and techniques. The focus at the junior level is on intermediate modules, some of which are extensions of modules encountered during the sophomore year and others which lead into the advanced modules that students can take in their senior year or as independent research projects to prepare them for the transition into research labs. The effectiveness of this initiative will be ascertained by assessing student skills and attitudes before, during, and after exposure to OPTIX modules with the help of an external evaluator.

Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 1 Project | Award Amount: 499.02K | Year: 2013

This project is developing a Northwest Biosciences Consortium (NWBC), a community of biology faculty of all ranks, diverse pedagogical experiences and scientific training who adopt a bottom-up approach to the Vision and Change: A Call to Action initiative. We are creating a series of learning outcomes and customizable modules that can be incorporated into any first-year or introductory biology sequence that reflects our commitment to scientific literacy for majors and non-majors alike. We are especially interested in developing course descriptions to facilitate curriculum design and student transition, especially from the 2-year to 4-year institutions. The NWBC also fosters professional development, provides support, promotes dissemination, and facilitates curricular reforms at our institutions. The development of a comprehensive framework to advance evidence-based STEM pedagogies for all students, and the attention to faculty mentoring and support are the hallmarks of this proposal. The development of commonly used (and evidenced-based) instructional strategies based on the Vision and Change core concepts and competencies will facilitate discussions on curriculum development and credit transfers at institutions in our region and beyond. This project is being jointly funded by the Directorate for Biological Sciences and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts towards support of Vision and Change in Undergraduate Biology Education.

Agency: NSF | Branch: Continuing grant | Program: | Phase: MODULATION | Award Amount: 345.00K | Year: 2014

It is often assumed that stress is bad, but is this really true? Addressing this question is critical to understanding how humans and other animals respond to prolong periods of disturbance and retain the capacity to navigate the challenges of life. In this context, stress is not bad, merely an experience to navigate. This project promises to reveal the unknown processes by which animals respond to and cope with acute stress - processes that occur on the rapid timescale from seconds to minutes. The project explores the mechanisms using a combination of neurophysiology, confocal microscopy, and behavior. This approach to understanding how hormones and physiological state affects behavior provides an integrated approach to identify important research questions and design undergraduate courses. Student training is integrated with teaching at all levels and is developed through a combination of research-based courses and collaborative student-faculty research. Undergraduate researchers are involved in all stages of the project from experimental design, data collection, and analysis to dissemination through publications and conference presentations. Through involvement in the project undergraduates will be exposed to state-of-the-art research and receive close faculty mentoring. Students are actively encouraged to pursue careers in science through workshops that develop science self-efficacy, and recruits underrepresented students to research through collaboration with the Pacific Northwest Louis Stokes Alliance for Minority Participation.

This research will test the hypothesis that CORT employs disparate cellular mechanisms in a cascade that functions within a rapid time frame of ms to min. This cascade is critical for context-appropriate behavioral responses to occur because neurons respond differently to specific temporal input patterns. We know very little about the cellular mechanisms that enable rapid actions of CORT, or about the ability of CORT to affect context-dependent effects. A long-term goal of the research is to identify and characterize the multiple rapid effects of CORT on those neurons that have clear behavioral relevance. The proposed research will use in vivo single-unit and slice whole cell electrophysiology, behavior, and imaging to investigate the following questions: (1) How do hormones impact neurons on different timescales to affect the selection of context-appropriate behaviors? and (2) How do small ephemeral signaling molecules, endocannabinoids, behave as the switch upon which hormones act? Findings from these studies promise to elucidate two novel mechanisms in which CORT modulates intrinsic electrical properties of behavior-associated neurons and receptor-mediated endocytosis of behavior-regulating hormones. Furthermore, this research offers four significant broader impacts: (1) Advancing discovery and understanding while promoting authentic teaching, training, and learning, because student-training is integrated with teaching at all levels and is developed through a combination of research-based courses and collaborative student-faculty research; (2) Participation of underrepresented groups is actively encouraged through a highly impactful workshop to develop science self-efficacy, and by attracting underrepresented students through collaboration with PNW-LSAMP. (3) Enhancement of infrastructure for research and education through collaboration with an assessment expert to develop tools and methods to evaluate learning outcomes, and development of an imaging workshop for novice faculty and students in the region; (4) Broad dissemination of the findings of this work through public lectures, conference presentations, and peer-reviewed publications.

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