1st Place - Rachel Paul, Applied Anthropology

Coloring in Life of Commoners in the Ancient Mayan Era 

What we know about the Ancient Mayans is centered around the elites: the royalty who built palaces, the religious leaders who lived in massive temples, and the rich burials of wealthy families. In the present day, it is the large buildings left by these Ancient Mayans elites that can be seen in the dense jungles of Central America. What is given far less attention is the non-elites, or commoners, that comprised most of the Ancient Mayan populations. 

Mayan commoners were far more numerous but are much less represented in the archaeological record. In fact, despite research on Ancient Mayans since Spanish colonization, the only known depiction of Mayan commoners comes from the murals of Calakmul, Mexico, which was first published in 2009. Until recently, many Mayan scholars thought that Ancient Mayan commoners lived in a serf-like system, similar to that of feudal Europe. In this system, the commoners would be required to pay hefty taxes and would not have access to high-end goods or goods that were not made locally. However, recent research has called that idea into question, as more evidence has shown that these commoners had access to high-end goods that were not made locally. This suggests that the commoners may have participated in a free or open market system. Determining the type of economic system that Mayan commoners participated in would fundamentally change what we know about Ancient Mayans.  

My thesis project is the analysis of pottery fragments from the Ancient Mayan agricultural site of Pulltrouser Swamp, Belize, where people worked as agricultural laborers. Using INAA (instrumental neutron activation analysis), petrography, and comparisons to clay sources from the site, the aim of my thesis project is to determine if pottery from utilitarian, or everyday, vessels found at Pulltrouser Swamp were made in that location. If the pottery fragments were not made at the site, then there is more evidence that Ancient Mayan agricultural laborers had access to open markets in which they could purchase goods from faraway locales. If the pottery fragments were made at the site, then we will have created a local elemental signature for further research of non-utilitarian ceramic vessels found at Pulltrouser Swamp.  

For my submission, I have included  a glass vase in which I have painted some of the images of commoners from the murals of Calakmul. The depictions of the people are not colored in, which represents how little academia knows about this group of Ancient Mayans. There are Mayan hieroglyphics throughout the mural and on the rim of the jar. These images were found on the murals, and some are still undecipherable by modern researchers. The glyphs that can be read describe people who may be selling goods at a market. For instance, the glyphs near the person pouring something in a basket read “Maize-gruel person,” and the glyphs near the woman with multiple jars on a basket read “Clay-vessel person.” 

Since my thesis research uses pottery in order to find out what the lives of Ancient Mayan commoners looked like, this piece of art uses pottery fragments in order to “color in” the mural. Each piece of pottery has a source from my bibliography on it. Just as I am using pottery to research what life may have been like for Ancient Mayan commoners, the pottery fragments in the vase create a more colorful, lively image of what life may have been like for Ancient Mayan commoners. Taken all together, the pottery pieces fill in the gaps in both academic research and on the mural to depict a better image of Ancient Mayan commoner lives.

2nd Place - Lorena Cardenas Maldonado, CEOAS

Students of Color and Parenthood in the Academia  

As a Latina mother of two kids and a Ph.D. student who just arrived in the United States some  months ago, I am very interested to know more about students who are also parents and how  they deal with different challenges during their academic journey. Thus, as a starting point to be  involved in this topic, I managed a combination of literature review and exchange sessions with  other parents at the university to build and complement my understanding. Along this process, I  realized that even if parents share many similar barriers there are important differences between  each other based on the identity or the combination of identities and context.  

For this reason, during the Winter Term -in my class Ethnicity and Social Justice- I decided to  develop thistopic in my “Individual Intervention” assignments but focused on the students of color  and parenthood in academia. The term “students of color” is being used synonymously with “non White students”. It includes those who are Black, Hispanic, Asian, Pacific Islander, American  Indian/Alaska Native, and of Two or more races (NCES 2024). Having this focus was key to  intentionally knowing how interconnected identities exacerbate structural barriers in the  combination of parenting and scholarship.  

In this context, I painted an acrylic image that illustrated how different identities intersect to create  unique experiences of discrimination, marginalization, and daily microaggressions on students of  color who are also parents under the intersectional approach. As Romero (2017) addressed,  intersectionality is a sociological concept for unraveling the complexities of systems of power,  where interconnected identities related to gender, class, race, sexuality, ethnicity, citizenship,  abilities, and others have important consequences in lives and chances for acquiring access to  well-being. Recognizing these interconnections, it is possible to understand how systems of  oppression interact and reinforce each other in parents of color. Especially because they are social  identities that increase privilege or disadvantages in certain contexts during the academic path.  

To conclude, this piece of art gave me also an opportunity to share some quality time with my  oldest daughter painting and exchanging thoughts and reflections together about this and other  topics. 

3rd Place - Geethika Koneru, College of Health

I based my Bibliography Visualization on a research paper I am currently working on. The research question being explored is, how young female breast cancer survivors feel about the body image changes they experience after cancer treatments, and how they communicate about it with their partners. The evidence shows that healthcare professionals often fail to address the emotional aspect of cancer survival, especially about sexuality, femininity, and sometimes, even about fertility. These aspects are very crucial for younger breast cancer survivors, but they remain unaddressed even in support groups the young survivors may have been connected to, as these groups might consist primarily of older women who do not face these challenges. Qualitative studies show how these young women feel guilt, shame, and low self-esteem during this journey after cancer as they no longer feel comfortable with their body and become very self-conscious regarding how their partner or a possible date may feel about them, especially if they can no longer have children, or have had one or both of their breasts removed without reconstruction.

I created this visualization to raise awareness about this issue hopefully in an emotional but non-jarring way. I used simple graphics, motifs, and a comic-style theme to convey some findings from these research studies. I have always been interested in applying arts to communicate about health to young people, and this Bibliography Visualization Contest gave me this rare opportunity. 

Entry by David Abiola, Civil Engineering

In the realm of advancing technologies, the integration of 3D reconstruction and modeling holds immense promise  for various applications, ranging from heritage preservation to ecological restoration. As a graduate student  immersed in this field, my research project delves into harnessing these technologies for demolition progress  monitoring at Tumwata Village, OR. 

To visually represent the wealth of knowledge underpinning my research, I opted to utilize point cloud processing  software like CloudCompare to detect and analyze changes over time. By employing this approach, I generated  visualizations illustrating the evolution of the demolition process between 2021, 2022, and 2023. These images  serve as tangible manifestations of the data collected through lidar and UAS technologies, providing valuable insights  into the structural transformations occurring at Tumwata Village over time. 

During the development process, I encountered various challenges and insights that underscored the complexity of  employing technology for monitoring purposes. From refining data processing algorithms (digital surface model) to  interpreting nuanced changes in the point cloud data, each step of the journey illuminated the intricate interplay  between technology and real-world applications. 

This journey underscored the imperative of fostering equitable access to technological advancements. Just as not all  languages are adequately represented in digital platforms, disparities persist in the accessibility of cutting-edge  technologies such as 3D reconstruction and Artificial Intelligence. Embracing this reality is paramount in steering  towards a future where technology transcends barriers and empowers all individuals, irrespective of linguistic or  socioeconomic constraints. 

In essence, my research endeavors not only strive to advance the frontiers of 3D reconstruction and modeling but  also advocate for a more inclusive and accessible technological landscape. Through innovative visualization  techniques and a steadfast commitment to inclusivity, I aspire to contribute to the democratization of knowledge  and the realization of technology's transformative potential for all.

Entry by Olivia Boisen, Fisheries, Wildlife & Conservation Sciences

Seagrass meadows in estuaries provide a wealth of ecosystem services, earning the Essential Fish Habitat designation by the National Oceanic and Atmospheric Administration. However, these habitats are experiencing global and regional declines because of human-caused disturbances such as dredging, increasing sea surface temperature, and influxes of chemical pollution. To combat this loss, seagrasses have been systematically planted in a few estuaries in Oregon with the intention of restoring the functionality of these habitats. These restorations occurred in the South Slough National Estuarine Research Reserve, Yaquina Bay, and Coos Bay 3, 13, and 34 years ago, respectively.

My visual bibliography depicts the sampling design and methods that I will use to assess the effectiveness of seagrass restoration from the perspective of fish and invertebrate communities. Most monitoring studies focus on documenting the seagrass bed coverage and assume that quality habitat is “restored” without evaluating the organisms that rely on this habitat. I will be sampling community structure by seine netting for fish, trapping for crabs and shrimp, and taking sediment cores to examine the invertebrates that live in the mud. I also will be collecting commercially important fishes, like rockfish, to conduct laboratory analyses (stable isotope analysis, genetic identification, and diet composition) to see how individuals themselves are performing in restored vs natural seagrass beds. Another novel aspect of this project is that I will be sampling at three restoration sites that were restored on different timescales. This information is crucial to managers to be able to predict to what degree and when we can expect to see these functions return post-restoration.

The field of ecology is rapidly becoming highly interdisciplinary to generate a better understanding of these complex systems. In this visual bibliography, I hope to capture that this project is the culmination of lab and field techniques gathered from other studies on the West Coast. I am excited to combine these analyses for my PhD research as it will be the first work like this performed in Oregon and has already allowed me to collaborate with several organizations, cultivating support from a wide range of expertise.

Entry by Bharghav Srikhakollu, Computer Science

At the confluence of human thinking and artificial intelligence lies an endless  horizon of learning and discovery. As a computer science student, I'm deeply  fascinated by how the flexibility of the human mind and the precision of computer  programs can work together. My goal is to better understand this dynamic  intersection. 

This visual metaphor, a thriving tree of knowledge, shows the boundless potential  that can come when we connect human and machine intelligence. Its roots are  grounded in the bedrock principles of curiosity, data, and ethics - the core principles  that nourish both human wisdom and computer acumen. 

The robust trunk of this tree represents the core of my idea, illustrating how cognitive  flexibility, ethical learning, and the ability to adapt are intricately connected to the  advancements in AI. On one side, we see the human abilities of flexible thinking,  ethical reasoning, and adaptability - the lifeblood of human creativity. On the other  hand, we witness AI breakthroughs in handling diverse situations, reducing biases,  and developing adaptable algorithms. These two sides feed off each other, propelling  both human ingenuity and technological progress. 

Ascend further into the canopy of this visual metaphor, and you'll witness the  pathways of growth unfolding. For humans, this journey traces the academic  odyssey from the depths of studying in school to the soaring heights of applying that  knowledge in the real world. For machines, it charts the progression from  foundational computer programs to the complex, adaptable AI systems of the future,  where the fusion of different learning techniques illuminates the way ahead. Just as  the human mind evolves continually, the capabilities of artificial intelligence  advance steadily, with each fueling the other's progress. 

But at the heart of this visual story is a profound truth: learning never stops, whether  in the human mind or the computer circuits. This image stands as a testament to that  endless spirit of growth, a record of my academic journey, and a call for a future where learning is accessible to all. 

In a world where technology is everywhere but not available to everyone, this visual  guide is a message of inclusion and continuous learning. It affirms that the highest  level of knowledge is not a final destination, but a journey that every mind and  machine should have the chance to take. Because in the big picture, neither humans  nor machines are meant to stop learning - and it is this tireless drive that propels our  shared quest for understanding.