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Internal Funding Newsletter, Academic Year 2024-2025
No full textThe University of Nebraska at Omaha is committed to educating people of the world and the Office of Research and Creative Activity is proud to contribute to UNO?s exceptional education, groundbreaking research, and the life-long success of students and alumni. UNO innovates for the public good through pragmatic and impactful research and discovery. This year\u27s programs provided over $750,000 in awards for students and faculty. These projects included recording a new album of music for a saxophone, flute, and piano trio, understanding college campus bicycle theft, studying student perceptions of the difficulty of organic chemistry concepts, evaluating a therapy program for Parkinson\u27s Disease, and predicting TSA waiting times using an algorithm. The projects listed in this year?s bulletin exemplify the UNO community\u27s wide range of scholarly interests
100 Years of Sergei Eisenstein: Iconographic Language and Revolution
No full textAs we commemorate the 100th anniversary of Sergei Eisenstein’s masterpiece Броненосец Потёмкин / Battleship Potemkin (1925), it is essential to re-examine the film that has had enduring influence on film theory, history, and scholarship. Voted one of the greatest films of all time, Eisenstein’s cinematic genius has been crucial to understanding the power of film language. This paper focuses on the underexplored relationship between Eisenstein’s film language and iconography, examining the ways in which Orthodox Christian iconography shaped the story of revolution. The paper delves into the ways in which Eisenstein conveyed complex ideas, demonstrating the technical developments of film language that have become essential to cinematic storytelling
THE FERMAT QUARTIC X4 + Y4 = 2m IN QUADRATIC NUMBER FIELDS
No full textIn this paper, we generalise to the family of Fermat quartics X4+Y4=2m,m∈Z, a result of Aigner [‘Über die Möglichkeit von x4+y4=z4 in quadratischen Körpern’, Jahresber. Deutsch. Math.-Ver. 43 (1934), 226–228], which proves that there is only one quadratic field, namely Q(−7−−−√), that contains solutions to the Fermat quartic X4+Y4=1. The m≡0(mod4) case is due to Aigner. The m≡2(mod4) case follows from a result of Emory [‘The Diophantine equation X4+Y4=D2Z4 in quadratic fields’, Integers 12 (2012), Article no. A65, 8 pages]. This paper focuses on the two cases m≡1,3(mod4), classifying for m≡1(mod4) the infinitely many quadratic number fields that contain solutions, and proving for m≡3(mod4) that Q(2–√) and Q(−2−−−√) are the only quadratic number fields that contain solutions
Chitosan Nanofibrous Dressing Increased Angiogenesis and Anti-inflammatory Response in an Acute Wound Model in Rats: A Comparative Study
No full textPurpose
Chitosan-based materials are promising for wound healing because of their antibacterial efficacy, biocompatibility, and biodegradability, though their healing mechanisms remain unclear. This study explores the cellular and molecular mechanisms of wound healing with chitosan nanofibrous dressings. Methods
Thirty-nine Sprague Dawley rats were divided into three groups based on the type of dressings administered: (1) chitosan nanofibrous dressing + transparent film, (2) commercial scaffold + transparent film, and (3) transparent film alone (control). Full-thickness wounds (2 cm × 2 cm) were created on the dorsum, splinted, and covered with dressings. Evaluations at 7, 14, and 21 days included histological analysis, and measurements of TNF-α and iNOS levels in the wounds. Results
On day 21, epithelialization was significantly higher in the chitosan group than in the scaffold group (87.5% vs. 42.0%, p = 0.03). TNF-α levels were lower in both treatment groups compared to the controls. In the chitosan group, the CD68+/CD163+ ratio was lower than in the scaffold group (0.28 vs. 0.62, p = 0.037), and blood vessel formation was greater than in the controls. Conclusion
These results suggest that chitosan nanofibrous dressings enhance acute wound healing in rats by promoting re-epithelialization, neovasculogenesis, and maintaining low TNF-α levels in the later phases of healing
The Perilous Experiences of Black Women in Higher Education Leadership Who Were Placed on the Glass Cliff
No full textBlack women remain acutely underrepresented in senior leadership roles within higher education, often experiencing precarious appointments during times of institutional instability—a phenomenon known as the “glass cliff.” While existing research addresses the barriers to leadership access, limited scholarship explores what happens once Black women assume these high-risk roles. This study asks, “What are the lived experiences of Black women in high-level leadership roles in higher education, and how do they describe navigating workplace cultures shaped by the intersections of race and gender?” Using narrative inquiry, the researchers conducted semi-structured interviews with five Black women who have held high-level academic leadership positions. Participants were recruited through purposive and snowball sampling. Data were thematically analyzed using a five-step coding process, with multivocality and researcher reflexivity employed to ensure rigor. Findings revealed eight interrelated themes, including the impact of racial and gender identity on professional trajectories, limited mentorship and sponsorship, inequitable compensation, and persistent organizational cultures reflective of glass cliff conditions. Participants described feeling devalued, under-supported, and excluded from critical decision-making spaces. Despite these challenges, they demonstrated resilience and emphasized the importance of culturally affirming support systems, intentional recruitment practices, and transparent institutional cultures. This study contributes to higher education leadership literature by demonstrating how misogynoir and racialized organizational risk shape Black women’s leadership experiences post-appointment. The findings call for urgent structural reforms in recruitment, support, and retention strategies to ensure that Black women not only access leadership roles but are positioned to thrive within them
Keeping the Beat: A Case on the Effects of Communication in Musical Teams During Performances
No full textThis case study examined whether the effects of positive team affect and team communication quality on the performance quality, or taskwork quality, of teams comprised of musicians, and if team communication quality could further improve the taskwork quality of a group of musicians. It was believed that participants with higher positive team affect scores would perform at a higher taskwork quality than those with lower positive team affect scores. In addition, it was believed that participants that engaged in higher-quality team communication during performances would strengthen this relationship, further increasing taskwork quality. The participants were divided into teams, and the teams (N=7) were taken as individual trials, as all data was collected on the team level. The participants (N=22) were asked to perform a piece of jazz music of their choice under the observation of researchers and faculty. The participants rated positive team affect using a survey before performances and then rated team communication quality using a survey after performances. Jazz faculty members rated performances to determine taskwork quality. The participants’ performances were recorded for further coding of communication and playback ability. Positive team affect was shown to be positively correlated with taskwork quality. Support for interaction was not found. This study shows the potential for music teams to be used as a method for understanding non-traditional teams. This study also shows how non-verbal communication-based teams follow previous research findings regarding positive team affect and taskwork quality
CHARTING THE COURSE: UNDERSTANDING KEY ELEMENTS, STAKEHOLDER INSIGHTS, AND PROFESSIONAL PERSPECTIVES IN ESTABLISHING A COMMUNITY COLLEGE COURT REPORTING PROGRAM
No full textThere is a national shortage of court reporters. This study investigates which elements and essential factors, according to industry criteria and stakeholder feedback, should form the foundation of a community college court reporting program. The research question was decomposed into two components: examining key elements from existing programs; and identifying best practices from judge surveys and essential program components from court reporter interviews.
A mixed analysis included National Court Reporters Association (NCRA)–approved program document review, quantitative surveys of Nebraska judges, and qualitative interviews with Nebraska court reporters. The survey evaluated judicial perspectives on fundamental program components. Semi-structured interviews gathered information about court reporter abilities, technology needs, training, certification, and program structure. Document analysis identified commonalities among the NCRA-approved programs.
The mixed analysis revealed eight core themes: essential academic abilities, speedbuilding, technological deployment, ethical teaching, practical learning, certification protocols, program length, and financial backing. These themes presented shared elements and shortcomings, leading to recommendations for program development. The research identified 11 essential factors: NCRA approval, complete curriculum structure, technology integration, qualified faculty, industry partnerships, sufficient funding, extensive student support, industry participation, performance evaluation systems, ongoing program assessment, and student achievement programs. Four essential findings guide the proposed court reporting program: stackable credentials enabling students to enter the program at different points; hybrid learning that combines online theory with in-person labs and speedbuilding; technology support for students; and programs promoting equity through mentorship and financial assistance to improve access for students from various backgrounds.
The proposed program features a logic model that connects resources to outcomes, a curriculum map, and a continuous evaluation process. Built through systematic program review, direct stakeholder engagement, and mixed analytic synthesis, the blueprint is a clear, evidence-based foundation for program design. It supports a sustainable, workforce-aligned court reporting program that equips graduates for immediate entry into the court reporting profession while promoting long-term career growth