<p dir="ltr">This thesis explores the dynamic evolution of cartoons as a medium of public pedagogy, focusing on the portrayal of morality, the changing landscape of moral narratives across networks or studios through time, and its intricate influence on relationships. Cartoons, spanning from the American classic era of Looney Tunes and Scooby-Doo, Where Are You! to the contemporary phenomena of The Dragon Prince and Miraculous: The Tales of Ladybug & Cat Noir, act as potent agents of social education. Understanding cartoons as an accessible form of public pedagogy, this research examines the moral dichotomy of good and evil archetypes depicted in these animations. By analyzing the diverse approaches of networks and studios across time, this thesis uncovers the nuances of moral storytelling, revealing the intricate interplay of social values and creative choices. Furthermore, the thesis investigates the portrayal of relationships within these moral contexts, emphasizing the impact of animated narratives on societal perceptions of interpersonal connections.</p>

<p dir="ltr">This thesis explores the use of robotics technology to allow plants to dance. It researches the relationships between plants and dance, which is established via a dialog through technology. Plant-centric dance principles using Laban Movement analysis are then discussed and implemented through robotics and programmed choreography. Multiple pieces I developed were used to inform this new space for multimedia artwork. From this research, several implementations were made in the form of public dance performances.</p>

<p>This study aimed at investigating the divergence in attitudes between Saudi students who have lived in the United States for four years or more compared to Saudi students who have not lived outside Saudi Arabia for more than a three-month period. A survey was designed based on the main aspects of Saudi culture for this study as surveys are found to be the most common means for measuring attitudes. Two samples of Saudi students were recruited, one sample included students who have lived in the United States for four years or more, and the other sample consisted of those who have not lived outside Saudi Arabia for more than three months. A statistically significant difference between the two samples was found; students who have lived in the United States for four years or more were found to be more tolerant than those who have not lived abroad for more than three months towards the issue of sex segregation in mixed environments.<br> </p>

In the United States, approximately 7.7 million individuals are affected by posttraumatic stress disorder (PTSD) at any given time. Though women are likelier to develop PTSD symptoms, men are exposed to more traumatic events in their lifetimes. Empirically- supported PTSD options exist, however clinical application of these treatments may not consistently culminate in beneficial outcomes. Dance Movement Therapy (DMT) has demonstrated positive treatment outcomes for a variety of mental and physical disorders. Nonetheless, there is a lack of robust research related to the treatment experiences of men who have participated in DMT for trauma-related symptoms. The purpose of this phenomenological study was to explore this research gap. Focusing on adult male trauma survivors, the research question addressed the lived experiences of participating in DMT and the meaning ascribed to this involvement. Eleven adult male participants were interviewed via audio-recorded telephone interviews consisting of semistructured interview questions. Through a constructivist lens, the modified Van Kaam method of analysis was implemented revealing 4 emergent themes. The findings of this explorative study suggested positive PTSD symptom outcomes for all 11 participants including improvements in social belongingness, social acceptance, quality of life, and a reduction in symptoms of anxiety and depression. Accordingly, the findings of this research may help to advance social change through broadening clinical awareness of the beneficial neurogenic treatment advantages of somatic and creative interventions such as DMT for PTSD. Moreover, these findings may augment existing research related to movement- based treatment options for individuals coping with PTSD and trauma-related symptoms.

A comparative analysis of the musical transcriptions of Dorothy Ashby with those of her predecessors proves that Ashby was a uniquely powerful and innovative influence on the genre of jazz harp. This dissertation begins with a summative biography of Ashby, following her education in both jazz and classical music through to her career highlights as a performer, arranger and composer. An analysis of Ashby's recordings reveals the development of her groundbreaking musical style throughout her life. This paper also examines Ashby's social activism through musical theatre, especially with regards to combating racism. Next, a brief biography of jazz harp forerunners Casper Reardon and Adele Girard precedes a comparative analysis of Reardon's "Aint' Misbehavin" with Ashby's "Soft Winds" and a comparative analysis of Girard's "Harp Boogie" with Ashby's "Blues for Mr. K." Finally, myriad examples of current musicians covering and sampling her work confirm the paramount and lasting influence of Dorothy Ashby's music.

<p>Instructional theories often view the work of instructors from a psychological perspective while playing little emphasis on the communicative aspects. However, there are vital communicational influences on and implications for instructional practice and the instructional process as a whole. As such, this work begins with the position that instruction is, in its entirety, a communicative process. A comparison is made between the three basic models of communication (transmission, interaction and transaction) and three main educational theories (behaviorism, cognitivism and constructivism). This comparison shows that there are alignments between the transmission model of communication and behaviorism, the interactive model of communication and cognitivism, and the transactional model of communication and constructivism. These similarities are explored over three major instructional activities – lesson planning, lesson delivery and assessment. Subsequently, three real-life scenarios were presented to illustrate how the three basic models of communication are manifested in the classroom. Given the applicability of the models of communication to the instructional process, the practical utility of approaching instruction from a communicative perspective is discussed. Potential implications for educational practitioners and scholars are discussed afterwards.</p>

<p> The purpose of this study is to use close textual analysis, informed by the neurodiversity paradigm and critical disability theories, to explore the coverage of CA in an introductory public speaking collegiate textbook to see how the experience is depicted and what thematic narratives about dis/ability are included in its coverage. This research is required to comprehend the phenomena more holistically and aid communication educators in creating curricula attentive to the needs of the high CA student, embodying best practice for a diverse set of students.  Incorporating dis/ability perspectives into public speaking pedagogy signals an opportunity to advance interdisciplinary knowledge about CA, mental health, dis/ability, neurodiversity, and education accessibility at large. By analyzing literary representations of CA, this research furthers the goals of critical dis/ability studies by de-naturalizing ideas about the binaries in which “ableness”/“disability” and “normality”/abnormality, are typically read and related to “success”. The overarching goal of this project is to demonstrate that these rhetorical representations of communication/performance bound anxiety are not only relevant, but of central importance for contemporary discussions on dis/ability within education.</p>

<p dir="ltr">The present era of industrial growth, along with the rise in big data, has led to an increase in the demand for data-savvy professionals employing visualization techniques and software to fully leverage the value of this data. Since data visualization is an expansive and intricate field, it leads to challenges for novice learners as they seek to understand it. The Data Visualization Capacity (DVC) Tool is an online learning platform designed to enhance data visualization literacy amongst learners. The DVC Tool encompasses fundamental principles and techniques essential for proficient data visualization, by including external resources, quizzes, and tutorials in a distance-based modular format.</p><p dir="ltr">This study investigates the usability of the DVC Tool using a mixed-methods approach combining quantitative analysis of Google Analytics data, System Usability Scale (SUS) questionnaires, and qualitative insights from usability testing sessions and interviews. The research aims to assess the effectiveness of the DVC Tool across diverse user profiles and identify strategies for optimizing user experience. User studies were conducted with participants from various backgrounds and experience in data visualization to gain insight into the strengths and weaknesses of the DVC Tool, as well as gain recommendations for effective learning strategies and user experience design. The findings reveal a high overall usability rating for the DVC Tool, with users from various educational backgrounds and levels of expertise expressing satisfaction with its functionality and organization. The SUS usability scores indicate a mean usability score of 81.8, highlighting the tool's effectiveness in providing a user-friendly learning experience for all users across diverse profiles. Interviews also give insight into the importance of clear organization, visual aids, and custom learning plans to enhance the learning experience of the student.</p><p dir="ltr">In general, this research contributes to the advancement of data visualization education by providing insights into effective instructional strategies and components of digital learning platforms. The findings offer practical implications for educators and developers looking to enhance data visualization literacy among learners, while also addressing theoretical gaps in usability research within the field.</p>

Stress has become an increasing issue in modern society, affecting the mental and physical health of individuals across all age groups and demographics. Therefore, innovative solutions that extend beyond traditional methods are required to reduce stress. Our study investigates the effects of immersive virtual reality (VR) environments on stress reduction by comparing them to non-immersive environments while integrating creative arts therapy and breathing exercises. The study uses a quasi-experimental design to observe two participant groups: one experiencing a VR-based intervention and the other a non-immersive control environment (Desktop). Each group data collection included pre- and post-exposure surveys and heartbeat variability measurements to assess stress levels subjectively and objectively. The results suggest that both environments can mitigate stress. However, the non-immersive environment has more statistically significant results in reducing stress compared to the immersive environments. This may be attributed to the overstimulation of immersive environments, users' readiness for the immersive technology, and the user experience offered by the VR headset employed in the study. Overall, this research highlights the potential of both immersive and non-immersive environments as modern tools for enhancing stress reduction. Future research could explore long-term effects and a more diverse demographic to better understand immersive environments' impact on stress reduction and management.

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