Thesis (M.M.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (D.M.A.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaf 104). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 444-468).

Thesis (M.M.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 9) and index.

Thesis (M.A.)--University of Wisconsin--Madison, 1948. / Typescript. Includes bibliographical references (leaf 68).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 346-357).

Thesis (M.S.)--Baylor University, 2006. / Includes bibliographical references (p. 115-123).

The transient extensional rheology and the dynamics of elastocapillary thinning in aqueous solutions of polyethylene oxide (PEO) are studied with high-speed digital video microscopy. At long times, the evolution of the thread radius deviates from self-similar exponential decay and competition between elastic, capillary and inertial forces leads to the formation of a periodic array of beads connected by axially-uniform ligaments. This configuration is unstable and successive instabilities propagate from the necks connecting the beads and ligaments. This iterated process results in multiple generations of beads developing along the string in general agreement with predictions of Chang et al. [Phys Fluids, 11, 1717 (1999)] although the experiments yield a different recursion relation between the successive generations of beads. At long times, finite extensibility truncates the iterated instability, and slow axial translation of the bead arrays along the interconnecting threads leads to progressive coalescence before the ultimate rupture of the fluid column. Despite these dynamical complexities it is still possible to measure the steady growth in the transient extensional viscosity by monitoring the slow capillarydriven thinning in the cylindrical ligaments between beads. / Accepted for publication in JNNFM, December 2005. / NASA and the Portuguese Science Foundation

The purpose of this study was to examine the effectiveness of grouping middle school students by learning modality preferences on vibrato acquisition. Traditional approaches to teaching vibrato synthesize reading and listening to elicit an appropriate tactile response, however, Ornstein (1995) identified this approach as a narrow scope suited to a "hypothetical average student" (p.105). Keefe (1985) proposed learning styles as a reliable lens for understanding the individuality of learning. Music education research has a pronounced lack of pedagogical studies addressing technical development particularly regarding stringed instruments. A majority of vibrato research in particular has been regulated to diagnostic studies of the behavior of its inherent acoustic properties. Of the several tutorial vibrato studies that exist, namely those by Gillespie (1997), and Shepherd (2004), few examined beyond two of the primary sensory (e.g., visual and auditory) learning modes identified by Swassing and Barbe (1979). This study challenged traditional approaches by accommodating individual sensory preferences as the most promising path to learning vibrato. Dominant learning preferences of 60 middle school orchestra students were identified using VARK (Fleming, 2001), an instrument whose name is derived from an acronym for Visual, Auditory, Read/Write, and Kinesthetic. Based on VARK (Fleming, 2001), results, four groups were created corresponding to three learning preferences and a control group. Pretest recordings were made to evaluate existent vibrato abilities and all subjects participated in six weeks of intervention vibrato lessons where teaching was deliberately matched to each group's learning preference. The control group was taught using a traditional class method book. Following the intervention period, posttest recordings were made as an exit assessment. All recordings were evaluated by a panel of qualified string educators using Gillespie's (1993) vibrato evaluation instrument and three data sets were constructed corresponding to means of the pretest, posttest, and a means of difference between the two. Analysis included measures of central tendency, Kruskal-Wallis H test and frequency distributions. Descriptive statistics were computed for grade, gender, and instrument to examine latent peripheral relationships and no significant differences were found between learning preference groups and the control group compelling the researcher to accept the null hypothesis.

This thesis is divided into three main parts. In the first of these (comprising chapters 1 and 2) we present the physical context of the research and cover the basic geometric background we will need to use throughout the rest of this thesis. In the second part (comprising chapters 3 to 5) we motivate and develop the strong homogeneity theorem for supergravity backgrounds. We go on to prove it directly for a number of top-dimensional Poincaré supergravities and furthermore demonstrate how it also generically applies to dimensional reductions of those theories. In the third part (comprising chapters 6 and 7) we show how further specialising to the case of symmetric backgrounds allows us to compute complete classifications of such backgrounds. We demonstrate this by classifying all symmetric type IIB supergravity backgrounds. Next we apply an algorithm for computing the supersymmetry of symmetric backgrounds and use this to classify all supersymmetric symmetric M-theory backgrounds.