140816 research outputs found
Sort by
A Semiotic Comparison of Mayan and Egyptian Hieroglyphs in Relation to Cosmological Beliefs
Get PDFHieroglyphs, as a formal writing system, encode information reflective of a culture’s beliefs and worldviews and comprise inscriptions that represent objects (logograms), ideas (ideograms), or sounds (alphabetic or syllabic). In this thesis, I employ semiotics, the study of how meanings are created by signs and symbols, to investigate Late Classic Maya (~250-990 CE) and Middle Period Egyptian (2240- 990 BCE) hieroglyphs that are associated with cosmological beliefs. In particular, I focus on Egyptian and Mayan hieroglyphs of birds and snakes as well as many other hieroglyphs of nature and celestial bodies. A semiotic approach provides new insights into the understanding of how such hieroglyphs serve as visual signs to provide new knowledge about similarities in culturally constructed meanings in relation to cosmological beliefs? They do this by highlighting the interconnectedness of cultures through their view of what surrounds them in everyday life and how they interpret these symbols.
Advisor: Heather Richards-Rissett
Gojo & Company, Inc.: Collaborate to Elevate - Microfinancing Through Strategic Partnerships
Get PDFGojo’s mission is to “extend financial inclusion across the globe” with the goal “to enable the provision of high-quality affordable financial services in 50 countries” (Impact Report, Gojo, pg. 4). They are a microfinance institution (MFI) that provides financial assistance mainly to individuals in five countries: Cambodia, Sri Lanka, Myanmar, India, and Tajikistan (Impact Report, Gojo, pg. 10). They also have partnerships that extend into many other countries to a lesser extent. Gojo’s group companies provide services such as group loans, business loans, microenterprise loans, emergency loans, voluntary savings, affordable housing, microcredit depositing, and more to over 2.4 million clients. However, Gojo does face challenges inherent to the microfinancing industry. In the past two decades, the industry has seen increased commercialization. Multiple MFIs have gone public, putting their goals of alleviating poverty at odds with adding value for their shareholders. As a result, socially concerned donors are leaving to make room for more profit-minded investors (Impact Report, Gojo, pg. 2). For Gojo, this may lead to difficulty with growth. Instead of finding like-minded donors to work towards alleviating poverty with, Gojo may have to capitulate to outside investors who do not share the same goals, potentially impacting Gojo’s work and partnerships
Development of Timber Bridge Railing and Approach Guardrail Transition
Get PDFTimber bridges with transverse and longitudinal bridge decks are increasingly utilized across the United States. However, limited research exists to develop bridge railing systems for high-service-level roadways that meet current vehicular impact safety standards. In response to this gap, the United States Department of Agriculture - Forest Service -Forest Products Laboratory (USDA-FS-FPL), in collaboration with the Midwest Roadside Safety Facility (MwRSF), initiated a research program to develop, crash test, and evaluate higher-service-level bridge railings and approach guardrail transitions (AGTs) compliant with the American Association of State Highway and Transportation Officials (AASHTO) Manual for Assessing Safety Hardware (MASH).
This study continued a multi-phase project aimed at developing, crash testing, and assessing a MASH Test Level 4 (TL-4)-compliant glued-laminated (glulam) timber bridge railing system with a curb, as well as a MASH TL-3 AGT system. A comprehensive literature review identified critical deck configurations and parameters, including deck thickness, cantilevered overhang dimensions, and panel geometry. Additionally, soil-interaction dynamics for AGT posts were examined through prior bogie impact testing. Cost-effective design strategies were proposed to minimize the exposure of timber deck elements to prolonged water accumulation beneath the asphalt wearing surface.
The AGT system design was based on an earlier crash-tested configuration. Dynamic impact testing of single, double, and triple AGT posts embedded in soil was conducted, yielding valuable insights into their impact behavior and performance. Data from these tests informed the calibration of BARRIER VII models, enabling the development of an optimized AGT system. Prototyping and iterative designing facilitated the creation of a reliable connection between the bridge railing and AGT systems. A critical impact point (CIP) investigation further identified locations most prone to failure under MASH TL-3 impact conditions for a final AGT system recommendation.
The study culminated in the design of four dynamic component tests to evaluate critical timber deck configurations and connections. Test TRTD-1, involving a 7,186-pound bogie impacting a surrogate post on a 5⅛-inch-thick transverse Douglas Fir-Larch glulam deck, revealed premature tensile splitting of the deck due to insufficient restraint. This issue was addressed by introducing timber bolts through the scupper to enhance deck performance.
Advisor: Ronald K. Falle
\u3cem\u3eUrinetown\u3c/em\u3e: A Lighting Designer’s Process
Get PDFThis thesis describes the design and production process of the lighting design for the musical Urinetown, written by Greg Kotis and Mark Hollmann, featuring music by Mark Hollmann, produced by The Nebraska Repertory Theatre in collaboration with the University of Nebraska Glenn Korff School of Music, performed in the Howell Theatre from April 25th, 2025, to May 3rd, 2025. Urinetown was directed by Ann Marie Pollard, with musical direction by Suna Gunther. The creative team included scenic designer Sariah Roberts, costume designer Breeanna Pierce, and lighting designer Caroline Nowak. The production team included technical director Ashley Faulkner and stage management by Savannah Stermer. The lighting team consisted of lighting designer Caroline Nowak, assistant lighting designers Mackenzie Krull and Lilli Rowan, programmer Mason Nicks, head electrician Seamus Hurley, and staff electrician Jared Wolt.
This thesis documents the lighting designer’s design implementation process, including various research documentation, previsualization, lighting plots, lighting paperwork, production photos, and documentation of production meetings and technical rehearsals
\u3cem\u3eThe Importance of Being Earnest\u3c/em\u3e: A Costume Designer’s Process
Get PDFThis thesis is a comprehensive breakdown of the costume design process for Nebraska Repertory Theatre’s production of The Importance of Being Earnest by Oscar Wilde during the fall semester of 2024. The author logs the production’s processes in collaborating on the concept and aesthetic of the play to present the Victorian era story for a modern audience. In this thesis, insights into the costume designer’s conceptualization, research, previsualization, and final design process are explored, providing an in-depth look into the creation of characters that remain true to the director’s original vision while being engaging for contemporary theatre. The various challenges and compromises that take place in the production process are reflected upon, providing the author opportunity to discuss areas for improvement in the collaborative nature of theatre.
This production was conceived of by Director Ian Borden, Costume Designer Hunter Rock, Scenic Designer Sariah Roberts, Lighting Designer Dean Bressler, Sound Designers Andrew Alley and Owen Strazdaz, with technical direction by Rory Brownell, and garment production led by Costume Shop Manager Mary Ball.
Advisor: Jamie Bullin
How do School-level Dynamics Impact Mainstreaming Practices in American Schools?
Get PDFHow do school-level dynamics impact the everyday experiences of students with disabilities, compared to their abled peers? Extant research has mostly focused on the experiences of individual students with disabilities, and their teachers. We know far less about how school-level dynamics shape students’ experiences. Historically, American schools formally separated students with and without disabilities, though the specific mode varied over time -- ranging from explicit institutionalization to segregation in special education programs. At least since the passage of the Americans with Disabilities Act in 1990, efforts to educate students with disabilities alongside their abled peers in mainstreamed settings have increased dramatically. To what extent do the students’ experiences differ based on school-level factors and resources? To address this question, I analyze data from the 1999-2000 National Teacher and Principal Survey, administered by the National Center for Education Statistics. Analyses examine the impact of sectoral and school-level dynamics related to teacher support and student demographics on the extent to which students are mainstreamed in a focal school. I situate the empirical findings in light of organizational theories grounded in sociology of education.
Advisor: Regina Weru
Transgender and Gender Diverse Young Adults’ Navigation of Sexuality: What Mental Health Providers Need to Know
Get PDFThough literature has documented that TGD individuals may face unique challenges when attempting to develop healthy romantic and sexual relationships (Hill-Meyer & Scarborough, 2014), research has also identified that intimate partners can serve as an immeasurable source of support and resilience for their TGD partners (Coppola et al., 2021; Galupo et al., 2019). While there is strong evidence to support the importance of TGD individuals developing healthy intimate relationships, there is little guidance in the literature for mental health providers wanting to discuss these domains with TGD clients in psychotherapy (Spencer and Vencill, 2017).The present study addresses this gap in the literature by interviewing TGD young adults and TGD-affirming mental health providers in Midwest states about TGD experiences in intimate relationships and the ways in which psychotherapy may be able to benefit TGD clients seeking to develop healthy intimate relationships. Utilizing semi-structure interviews and a reflexive thematic analysis approach, the present study was able to identify themes across interviews while centering TGD voices and experiences. These themes were generated through multiple in-depth reads of the transcripts and application of a codebook developed by the research team. They illustrate a cohesive set of recommendations for mental health providers working with TGD clients on navigating intimate relationships.Three overarching themes were identified including: Knowledge and Curiosity, detailing the ways mental health providers should practice cultural humility and affirmation; TGD Intimate Experiences, describing the unique experiences of TGD individuals within intimate relationships; Clinical Approaches, illustrating practical suggestions for discussing these domains in psychotherapy. These recommendations align well with general approaches to cultural humility and recommendations for working with TGD individuals while expounding upon the nuances present in the unique domain of intimate relationships. The findings of the present study also provide important insights about the future of research in this domain, clinical implications, and the current sociopolitical climate within the United States.Advisor: Debra A. Hop
Transgender and Gender Diverse Youth Navigating Relationships and Sexuality: Recommendations for Affirming Clinical Practice
Get PDFHealthy relationship development is critical for adolescents’ social-emotional wellbeing, and shifting social expectations and identity development in adolescence can be challenging (Kenny et al., 2013; Roach, 2018). This can be particularly complex for transgender and gender diverse (TGD) youth given the occurrence of identity development alongside navigating safety, access to affirming spaces, and limited availability of queer-inclusive education (Levitt and Ippolito, 2014; Xing et al., 2015). The positive psychosocial impacts of comprehensive sex education and the relevance of discussing relationships in therapy with adolescents situate mental health providers well to address some of the gaps in knowledge and access to resources that youth, particularly TGD youth, face. Thus, this study explored the perspectives of TGD adolescents and affirming mental health providers on how to navigate these topics in clinical settings.Semi-structured interviews were conducted with TGD adolescents ages 15–18 (n = 14) and affirming mental health providers (n = 20) aiming to understand TGD adolescents’ experiences navigating sexuality and relationships and all participants’ perspectives on engaging in sexuality- and relationship-focused conversations in therapy. Four overarching themes were identified: Cisnormativity and Transphobia as Drivers of Fear and Inequity; Community Connectedness as Protective; Power Imbalance and Empowerment in Therapy; and One-Size-Fits-None. These findings were then used to develop clinical practice recommendations focused on active learning, transparency, client autonomy and decision-making, psychoeducation, and identity development and exploration. Further, mental health providers shared resources they utilize to facilitate learning and engagement in these topics with clients, which were compiled and are provided.These findings provide a deeper understanding of TGD adolescents’ experiences and their perceptions of the utility of receiving support from mental health providers in navigating sexuality and relationship development. Further, they provide insight into the experiences and perspectives of affirming mental health providers, and by integrating these perspectives, allow for considerations of the application to clinical practice, research, and policy. These results highlight the critical need for comprehensive sex and relationship education and its implications for all youth.Advisor: David J. Hanse
Empowering Multilingual Learners Through Culturally Sustaining Pedagogy and Arts-based Learning in Burkina Faso
Get PDFThis dissertation explores how culturally sustaining pedagogy and arts-based learning can engage multilingual learners of English as an Additional Language (EAL) in Burkina Faso. The research emphasizes the incorporation of local cultural elements and learners\u27 linguistic backgrounds into the EAL curriculum to address challenges such as limited classroom interactions (Somé-Guiebré, 2020) and monolingual instructional strategies with inadequate cultural representation (Ndlangamandla, 2024). This qualitative study integrates culturally relevant materials, including Forum Theater, slam poetry, and griot-style storytelling, to create an engaging and inclusive learning environment. Data consisted of observation, images from arts-based workshops and pre- and post-workshop interviews with selected teachers and students from Première and Terminale classes (~11th and 12th grades) in a Burkinabe high school. The data were analyzed thematically using MAXQDA 24. Findings show that students experienced increased engagement, improved linguistic confidence, the beginnings of the development of critical cultural awareness and critical consciousness, and greater cultural appreciation when culturally sustaining pedagogy and arts-based methods were employed. Teachers also reported a shift towards more facilitative and inclusive teaching practices. The research suggests that incorporating local cultural practices can not only enhance learning experiences but also empower multilingual learners by addressing systemic inequities in postcolonial education settings, particularly among immigrant students of African descent.Advisor: Theresa Catalan
Creed and Variations: Tracing the Divergence of Christian Traditions in Select Piano Works of Arvo Pärt, Olivier Messiaen, and J. S. Bach
Get PDFWithin the classical music universe, the works of J. S. Bach, Olivier Messiaen, and Arvo Pärt stand apart as particularly evocative of the divine. Much has been written on these three men’s integration of faith with musical practice, exploring how their music is not only spiritual in nature but distinctly Christian. But in comparing the three, one encounters deeply rooted distinctions between their religious worldviews, a distinction not only found in their personal testimonies but actually heard in their music. Their compositional languages reflect three traditions: Protestantism (specifically Lutheranism), represented by Bach; Roman Catholicism, represented by Messiaen; and Eastern Orthodoxy, represented by Pärt. All three belong to Christendom broadly, but each answers its ultimate questions from a unique perspective. These differences, ancient in origin, still hold fast today. Against this backdrop, the music of Bach, Messiaen, and Pärt becomes appreciable for its truth as well as its beauty. The informed listener and performer gain access to all the music’s riches, awake to its assumptions and its invitations. That is the aim of this document.In an effort to represent each tradition and each composer as faithfully as possible, I will bring together primary sources (taken from church history and the composers’ own writings) with modern scholarship and original analysis of the musical scores. All the compositions discussed will be instrumental works, primarily works for keyboard; in each case, this will reveal how a musical language itself, not just the texts applied to that music, can reflect held beliefs. In Arvo Pärt’s tintinnabuli works from the 1970s, I will survey how these pieces reflect historically Orthodox values: humanity’s invitation, via the incarnation, to partake in the divine nature, and the discipline of silence in the face of holy mystery. In Pärt’s writing, these ideals generate an art that is deliberately austere, suspended in time, intimately uniting triad with monody. My discussion of Messiaen’s music will focus on its ‘exoteric’ elements as distinct from the more esoteric approach of Arvo Pärt. I will examine the Vingt Regards sur l’Enfant-Jésus, Chronochromie, and Saint François d\u27Assise as examples of Messiaen’s ornate musical language, communicating mystery not by depriving the sensory and rational faculties but filling them such that they overflow. This approach reflects a historical difference between Eastern and Western Christianity, evinced in art: three-dimensional statuary, which engages the eye, and the two-dimensional world of Orthodox iconography, which draws the eye to look through the artwork rather than at it.Finally, I will consider the musical language of Bach as evocative of the historical Protestant emphasis on divine providence and justification by faith alone. I will primarily examine The Well-Tempered Clavier and The Art of Fugue, discussing how Bach braids together individual voices to create “incidental” verticalities — a relationship that parallels Luther’s view of how the free will of man is governed by the will of God. I will also draw out Bach’s use of the “cross motive” in The Well-Tempered Clavier—a four-note motive that also spells Bach’s name according to the German system of notation. These “passion fugues” tend to feature especially dense counterpoint, pungent dissonances, and lament symbolism, a musical confrontation with anguish that one will be hard-pressed to find in the music of either Pärt or Messiaen.Advisor: Paul Barne