Benjamin Britten wrote five pieces for the viola, the most well-known being the Lachrymae, Op. 48: Reflections on a song of Dowland written in 1950 for the Scottish violist William Primrose. Britten's other viola works were composed in 1930-1932 and were written for himself to perform as the violist. They were not published until after his death and have only recently been available for purchase. The intent of this treatise is to help make these lesser-known works to be more accessible for instructors in order to teach these pieces to young advancing violists. For the purpose of this study, advancing violists may be defined as students who generally are in high school or college with well-developed techniques such as vibrato, shifting, spiccato, and bow control. This document includes a short biography of Benjamin Britten along with a pedagogical analysis of the pieces Reflection for Viola and Piano (1930), Elegy for Viola Solo (1930), Two Portrait (1930) No. 2, and There is a Willow Grows Aslant a Brook. The author studied each piece and worked with a pianist to establish proper tempos and fingerings. For rhythmically challenging ensemble passages, the author created original exercises for piano and viola to be played together. The author also has created original exercises for practicing difficult passages and improving techniques such as shifting. Musical examples, with alternate bowing and fingerings, are also discussed in this study. / A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music. / Summer Semester 2015. / July 16, 2015. / Includes bibliographical references. / Pamela Ryan, Professor Directing Treatise; James Mathes, University Representative; Melanie Punter, Committee Member; Corinne Stillwell, Committee Member.

This project explores the emergence and development of researched-writing in first-year composition as it is represented in English Journal, College English, and Indiana University Archives circa 1912-1962. By analyzing this corpus according to instructors' purposes for, problems with, and approaches to researched-writing, this thesis offers a more nuanced perspective on early researched-writing instruction that challenges the dominant current-traditional narrative and considers how this history might be used to inform and shape other historical investigations into classroom genres, as well as current research on and approaches to researched-writing instruction in first-year composition. / A Thesis submitted to the Department of English in partial fulfillment of the requirements for the degree of Master of Arts. / Summer Semester 2015. / July 1, 2015. / Composition, Current-traditionalism, English Journal, Genre, Indiana University, Research Paper / Includes bibliographical references. / Tarez Samra Graban, Professor Directing Thesis; Kristie Fleckenstein, Committee Member; Michael Neal, Committee Member.

Single molecule magnets (SMMs) posses multi-level energy structures with properties that make them attractive candidates for implementation into quantum information technologies. However there are some major hurdles that need to be overcome if these systems are to be used as the fundamental components of an eventual quantum computer. One such hurdle is the relatively short coherence times these systems display which severely limits the amount of time quantum information can remain encoded within them. In this dissertation, recent experiments conducted with the intent of bringing this technology closer to realization are presented. The detailed knowledge of the spin Hamiltonian and mechanisms of decoherence in SMMs are absolutely essential if these systems are to be used in technologies. To that effect, experiments were done on a particularly promising SMM, the complex K₆[V[superscript IV over subscript 15As[superscript III over subscript 6]O₄₂(H₂O)] ⋅ 8H₂O, known as V₁₅. High-field electron spin resonance (ESR) measurements were performed on this system at the National High Magnetic Field Laboratory. The resulting spectra allowed for detailed analysis of the V₁₅ spin Hamiltonian which will be presented as well as the most precise values yet reported for the g-factors of this system. Additionally, the line widths of the ESR spectra are studied in depth and found to reveal that fluctuations within the spin-orbit interaction are a mechanism for decoherence in V₁₅. A new model for decoherence is presented that describes very well both the temperature and field orientation dependences of the measured ESR line widths. Also essential is the ability to control spin-states of SMMs. Presented in this dissertation as well is the demonstration of the coherent manipulation of the multi-state spin system Mn[subperscript 2+] diluted in MgO by means of a two-tone pulse drive. Through the detuning between the excitation and readout radio frequency pulses it is possible to select the number of photons involved in a Rabi oscillation as well as increase the frequency of this nutation. Experimental findings fit well the analytical model developed. This process could lead to the use of multi-level spin systems as tunable solid state qubits. Finally, if quantum computing technologies are to be commercially realized, an on-chip method to address qubits must be developed. One way to incorporate SMMs to an on-chip device is by way of a coplanar waveguide (CPW) resonator. Efforts to create a resonator of this type to be used to perform low-temperature ESR on-chip will be described. Our work is focused on implementing such on-chip techniques in high magnetic fields, which is desirable for ESR-type of experiments in (quasi-)isotropic spin systems. Considerable attention is given to the coupling of these devices and a geometry is presented for a superconducting CPW resonator that is critically coupled. The effect of the magnetic field on the resonance position and its quality factor is addressed as well. Our devices show robust performance in field upwards of 1 Tesla and their use in performing on-chip ESR measurements seem promising. / A Dissertation submitted to the Department of Physics in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 14, 2015. / electron spin resonance, multi-level spin system, single molecule magnets, spin coherence, superconducting resonator, vanadium 15 / Includes bibliographical references. / Irinel Chiorescu, Professor Directing Dissertation; Naresh Dalal, University Representative; Jorge Piekarewicz, Committee Member; Vladimir Dobrosavljevic, Committee Member; Ryan Baumbach, Committee Member.

This dissertation takes as its starting point a recurring problem within the composition classroom: women writers silencing themselves in compliance with patriarchal expectations that frame the good girl role. In the process, these students subordinate, if not entirely erase, their own feminist agency. The disempowerment of women within the writing classroom is especially worrisome given that the NCTE Mission Statement defines one of the main aims of this classroom as helping students use "language to construct personal and public worlds and to achieve full participation in society." If the composition classroom aims to help students develop and practice rhetorical agency, how can this goal be successfully met when women students are implicitly and explicitly taught to adopt a classroom persona of silence? To address the problem of the good girl identity within the composition classroom, I turn to an exploration of feminist agency enacted beyond academia. Women have not – perhaps have never – been completely disempowered or completely silenced. Historically and currently, women have developed innovative and effective ways of performing feminist agency in social spaces beyond the classroom. Accordingly, this dissertation asks, "What strategies for fostering feminist agency in the composition classroom might be derived from the practice of feminist agency deployed outside of the classroom?" To answer this question, I first identify the visual, linguistic, and embodied strategies employed by feminist activists beyond classroom walls. Next, I consider how the activists use these strategies to support enactments of feminist agency within their specific spheres. Finally, I analyze these enactments in order to discern specific strategies we can use for fostering feminist agency within the composition classroom. This dissertation consists of three case study analyses. The first analysis focuses on The Guerrilla Girls, a feminist art activist group. The second examines Here. In My Head, a feminist perzine, and the third considers the feminist music album A Woman's Reprieve. Within each case study, I conduct first-hand interviews with the participants and textual analyses of the activists' work. This analysis of the rhetorical practices of feminist activists has revealed three valuable conclusions regarding feminist agency. 1) Effective feminist agency, understood as action that challenges rather than perpetuates patriarchal ideologies, begins with the personal and circulates beyond the self. 2) Choice, self-determination, action, and audience participation are central tenets to effective enactments of feminist agency. 3) One overarching goal of feminist activists is to promote a more inclusive reality, one that values women and their experiences/perspectives within the public sphere. These conclusions call on us to consider fascinating avenues through which we might foster feminist agency within the composition classroom. Specifically, my study proposes that we can foster feminist agency within the classroom by emphasizing its personal, active, public, and collaborative characteristics, and I offer specific pedagogical means for doing so. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / June 2, 2015. / composition, feminism, feminist activism, feminist agency, pedagogy, rhetoric / Includes bibliographical references. / Kristie Fleckenstein, Professor Directing Dissertation; Pat Villeneuve, University Representative; Kathleen Blake Yancey, Committee Member; Linda Saladin-Adams, Committee Member.

ABSTRACT The purpose of this study was to examine the effects of argumentation scaffolding on problem-solving outcomes and learner motivation in a Problem-Based Learning course. Undergraduate students enrolled in a mandatory introductory logic course were randomly assigned to either the experimental (argumentation scaffolding) or control (verbal guidance) condition. Students in each condition were randomly assigned to small groups of five students within the class. Other than the argumentation scaffolding treatment, the remaining activities were the same for the experimental and control conditions. Problem-solving outcomes were measured using scores from a pretest and posttest that consisted of five ill-structured questions. The pretest was administered prior to the study, and the posttest was administered after the treatment on the last day of the study. Prior to administering the posttest, participants completed a self-reported survey to measure their level of motivation at the end of the study. Results revealed there was a statistically significant difference in mean problem solving scores – from pretest to posttest – between the experimental and control conditions F(1, 95) = 206.37, p < .05. Participants in the argumentation scaffolding condition scored significantly higher (M = 28.36) than students in the verbal guidance condition (M = 21.13) on the posttest. Results also revealed that there was not a significant difference in learner motivation between the experimental and control conditions F(1,95) = 0.01, p > .05. Participants in the argumentation scaffolding condition (M = 3.37) did not score significantly higher on motivation than students in the verbal guidance condition (M = 3.39). While the findings suggest argumentation scaffolding is an effective instructional strategy for the development of problem-solving skills, the results suggest no effect on learner motivation. Researchers and educators can apply this information and use it to structure research conditions so that argumentation can have a more positive effect on participants. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / June 29, 2015. / Argumentation Scaffolding, Learner Motivation, Problem-Based Learning / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Jay Rayburn, University Representative; Russell Almond, Committee Member; Allan Jeong, Committee Member.

Groundwater is a vital natural resource, and our ability to protect and manage this resource efficiently and effectively relies heavily on our ability to perform reliable and accurate computer modeling and simulation of subsurface systems. This frequently raises research questions involving parameter estimation and uncertainty quantification, which are often prohibitively expensive to answer using standard high-dimensional computational models. We have previously demonstrated the ability to replace the high-dimensional models used to solve linear, uncoupled, diffusion-dominated multi-species reactive transport systems with low-dimension approximations using reduced order modeling (ROM) based on proper orthogonal decomposition (POD). In this work, we seek to apply ROM to more general reactive transport systems, where the reaction terms may be nonlinear, mathematical models may be coupled, and the transport may be advection-dominated. We discuss the use of operator splitting, which is prevalent in the reactive transport field, to simplify the computation of complex systems of reactions in the transport model. We also discuss the use of some stabilization methods which have been developed in the computational science community to treat advection-dominated transport problems. We present a method by which we are able to incorporate stabilization and operator splitting together in the finite element setting. We go on to develop methods for implementing both operator splitting and stabilization in the ROM setting, as well as for incorporating both of them together within the ROM framework. We present numerical results which establish the ability of this new approach to produce accurate approximations with a significant reduction in computational cost, and we demonstrate the application of this method to a more realistic reactive transport problem involving bioremediation. / A Dissertation submitted to the Department of Scientific Computing in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 8, 2015. / advection-dominated transport, operator splitting, POD proper orthogonal decomposition, reactive transport, reduced order modeling ROM, SUPG stabilization / Includes bibliographical references. / Janet Peterson, Professor Co-Directing Dissertation; Ming Ye, Professor Co-Directing Dissertation; Dennis Duke, University Representative; Max Gunzburger, Committee Member; Sachin Shanbhag, Committee Member.

Many argue that Jane Austen's novels exemplify a distinctly Aristotelian view of ethics. In An Aristotelian Approach to Jane Austen's Mansfield Park, I argue that Austen presents the development of Mansfield Park's protagonist, Fanny Price, as well as the other young people in the novel in terms of characteristically-Aristotelian understandings of virtue, character, and habituation. To demonstrate this, I draw primarily from Aristotle's Nicomachean Ethics to analyze characters and events from Mansfield Park. For instance, I argue that Jane Austen's criticisms of marriage from wrong motives parallel Aristotle's own criticisms of friendships for utility and for pleasure. Interestingly, Mansfield Park both clarifies and lends support to Aristotle's ethical theory. / A Dissertation submitted to the Department of Philosophy in partial fulfillment of the Doctor of Philosophy. / Spring Semester, 2015. / March 30, 2015. / Aristotle, Habituation, Jane Austen, Mansfield Park, Moral education, Virtue / Includes bibliographical references. / David McNaughton, Professor Directing Dissertation; Eric Walker, University Representative; John Roberts, Committee Member; J. Piers Rawling, Committee Member.

As distance learning becomes increasingly prevalent in higher education in the 21st century, students and educators alike face new challenges to achieving key learning objectives, such as the attainment of critical thinking skills. Asynchronous threaded discussions in online classrooms provide a context where learners can develop and demonstrate their critical thinking skills. However, in an asynchronous threaded discussion, the learner is burdened with the need to retain the context and progression of multiple and concurrent ideas being developed and refined across a series of posts organized in different threads. Extraneous cognitive load caused by poorly organized discussions creates a potential barrier to critical thinking. It is anticipated that learners could benefit from a requirement to include descriptive titles on all posts to create a discussion forum index which would act as an advance organizer to help them form a mental representation of the overall structure of the discussion prior to reading each post. The purpose of this study is to determine the effect that requiring students to customize posts with descriptive titles, as a form of advance organizer, has on cognitive load and level of critical thinking exhibited in students' posts in asynchronous threaded discussions. This study is grounded in dialogic theory, cognitive load theory, and assimilation theory, which together provide a basis for the following research questions: What effect do descriptive post titles have on critical thinking in a debate on an asynchronous threaded discussion board? What effect do descriptive post titles have on cognitive load in a debate on an asynchronous threaded discussion board? This study used a mixed methods design consisting of both a quasi-experiment yielding quantitative data, and also a qualitative review of transcript data using a grounded theory approach. The quasi-experimental portion of the design consisted of collecting discussion board posts from a control group and an experimental group. Response patterns in the collected discussion board data were sequentially analyzed to identify the effects of descriptive post titles on response patterns that might demonstrate higher levels of critical thinking. A significantly higher number of challenges to arguments and explanations to arguments was found in the experimental group. A content analysis of the posts was conducted and a significantly higher number of indicators of critical thinking were found in the experimental group, while a significantly higher number of indicators of a lack of critical thinking were found in the control group. A composite cognitive load score was computed for each participant, based on measures from their average surface electromyography, average galvanic skin response, and average heat flux. Self-rated mental effort scores were also collected from each participant. The mean composite cognitive load scores were significantly higher in the control group than the experimental group, indicating that the physiological measures were effective in predicting cognitive load levels, whereas the self-rated mental effort scores were not effective in distinguishing cognitive load. A composite critical thinking score was developed for each individual and a correlation was confirmed between individual level of cognitive load and individual attainment of critical thinking in the discussion. Recommendations are made for how to incorporate these findings into learning management system software, as well as best practices for designing and facilitating discussion boards. The benefit to society of this study is that increasing the critical thinking skills of college students will better prepare graduates to meet the complex demands of the modern workforce and to be responsible members of society. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Spring Semester, 2015. / April 10, 2015. / advance organizers, biometrics, cognitive load, critical thinking, distance learning, instructional design / Includes bibliographical references. / Allan C. Jeong, Professor Directing Dissertation; John K. Mayo, University Representative; Vanessa P. Dennen, Committee Member; Valerie J. Shute, Committee Member.

Two studies tested the hypothesis that romantic partners function as hard-to-fake signals of status. In Study 1, participants rated the status of various professional men (CEO, professor, politician). The person was described as either having married an attractive woman (high quality signal) or an unattractive woman (low quality signal). Participants rated the high quality signaler as possessing more status in all three scenarios. In study 2, participants (all men) were told that they would interact with either a high status or a low status male professor. They were given a choice to partner with either a very attractive but unpleasant woman or a less attractive but pleasant woman. In the high status condition, participants chose the very attractive partner more often than in the low status condition. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2015. / March 24, 2015. / Mate Choice, Mate Flaunting, Mating, Signaling / Includes bibliographical references. / Roy F. Baumeister, Professor Directing Thesis; Jesse Cougle, Committee Member; James McNulty, Committee Member.

With the increasing popularity of information technology, especially electronic imaging techniques, large amount of high dimensional data such as 3D shapes become pervasive in science, engineering and even people's daily life, in the recent years. Though the data quantity is huge, the extraction of relevant knowledge on those data is still limited. How to understand data in a meaningful way is generally an open problem. The specific challenges include finding adequate mathematical representations of data and designing proper algorithms to process them. The existing tools for analyzing high-dimensional data, including 3D shape data, are found to be insufficient as they usually suffer from many factors, such as misalignments, noise, and clutter. This thesis attempts to develop a framework for processing, analyzing and understanding high-dimensional data, especially 3D shapes, by proposing a set of statistical tools including theory, algorithms and optimization applied to practical problems. In particular, the following aspects of shape analysis are considered: 1. A framework adopting the SRNF representation, based on parallel transport of deformations across surfaces in the shape space, leads to statistical analysis on shape data. Three main analyses are conducted under this framework: (1) computing geodesics when either two end surfaces or the starting surface and an initial deformation are given; (2) parallel transporting deformation across surfaces; and (3) sampling random surfaces. 2. Computational efficiency plays an important role in performing statistical shape analysis on large datasets of 3D objects. To speed up the previous method, a framework with numerical solution is introduced by approximating the inverse mapping, and it reduces the computational cost by an order of magnitude. 3. The geometrical and morphological information, or their shapes, of 3D objects can be analyzed explicitly using boundaries extracted from original image scans. An alternative idea is to consider variability in shapes directly from their embedding images. A novel framework is proposed to unify three important tasks, registering, comparing and modeling images. 4. Finally, the spatial deformations learned from registering images are modeled using the GRID based decomposition. This specific model provides a way to decompose a large deformation into local and fundamental ones so that shape differences between images are easily interpretable. We conclude this thesis with conclusions drawn in this research and discuss potential future directions of statistical shape analysis in the last chapter, both from methodological and application aspects. / A Dissertation submitted to the Department of Statistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / March 20, 2015. / Parallel transport, Pattern Recognition, Registration, Riemannian geometry, shape analysis, Statistics / Includes bibliographical references. / Anuj Srivastava, Professor Directing Dissertation; Eric P. Klassen, University Representative; Fred W. Huffer, Committee Member; Wei Wu, Committee Member; Jinfeng Zhang, Committee Member.