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STICKING PINS IN SUNBEAMS: A METHOD OF SCORE PREPARATION INSPIRED BY THE PHILOSOPHY OF JULIUS HERFORD, WITH EXAMPLES FROM THE BEETHOVEN MASS IN C
No full textThesis (DM) – Indiana University, Music, 2025This document presents a score study methodology based on the approach of Julius Herford (1901–1981), a pivotal but under-documented figure in American choral pedagogy. Herford's teaching profoundly shaped generations of conductors, yet his analytical techniques were never codified in a systematic form. Drawing on archival research, published writings, and interviews with former students, this study distills Herford’s approach into a structured, practical method designed for contemporary use.
The project is divided into four chapters. Chapter 1 contextualizes Herford’s influence and outlines the rationale for revisiting his methodology. Chapter 2 reconstructs that methodology in four interrelated stages: Context, Overall Form, Structurally Essential Details, and Form as a Process in Motion. These components are synthesized from Herford’s primary documents, including his annotated piano-vocal score and handwritten charts on Beethoven’s Mass in C, as well as from his writings in Choral Conducting: A Symposium and American Music Teacher. Chapter 3 applies this reconstructed method to the Kyrie from Beethoven’s Mass in C, drawing on Herford’s own analytical materials and offering a detailed case study that demonstrates both the method’s rigor and its interpretive flexibility. Chapter 4 reflects critically on the application process, acknowledging both the strengths and limitations of Herford’s approach and exploring its continued relevance for modern conductors.
The central argument is that Herford’s philosophy and techniques, though demanding and nonlinear, offer conductors a means of deeply internalizing musical structure and intention. His emphasis on visual graphing, expressive pacing, and the integration of textual and historical insights provides a powerful alternative to more reductive analytical models. By constructing a model based on Herford and testing it against one of the works he himself studied, this document both preserves and revives a tradition of score study rooted in aural imagination and formal clarity. In doing so, it bridges archival scholarship with the practical needs of working musicians, offering a toolset for score preparation that is systematic and strategically exhaustive
Investigation of Malaria: Plasmepsin II and IV Binding to Normal and Sickle Cell Hemoglobin
No full text2025 winner of the "Outstanding Oral Presentation Award"It is known that individuals with sickle cell anemia exhibit resistance to malaria but the molecular mechanism behind this protection is not fully understood. One factor is the interaction between malaria enzymes i.e., plasmepsin II and IV, and hemoglobin. This study examines how these enzymes bind to normal and sickle hemoglobin using docking simulations to analyze binding sites, binding affinities, amino acid interactions, and structural stability. Results suggest that sickle cell hemoglobin disrupts plasmepsin binding, hindering the parasite’s ability to degrade hemoglobin. Unlike genetic approaches, this study focuses on direct biochemical interactions, providing insights for antimalarial-drug development
Behind the Curtain: Building the Carolina Financial Well-Being Center from the Ground Up
No full textPower Analyses Power Hour: Understanding and Conducting Statistical Power For Your Research
No full textElizabeth Ray is a Social Psychology PhD Candidate from the PBS Department working with Advisor, Dr. Ed Hirt. She joined the Indiana Statistical Consulting Center as a Consultant in the spring of 2023. She earned her MS in Psychology in 2022 as well as a BS in Psychology, Philosophy, and Sociology with concentrations in social research and ethics at the University of Indianapolis.
Neela Klein is a Social Psychology PhD Candidate from the PBS Department working with Advisor, Dr. Kurt Hugenberg. As a consultant at the Indiana Statistical Consulting Center with an MS in Experimental Psychology from William & Mary, and a BA in Psychology from University of Richmond, Neela specializes in experimental and survey design, as well as race and gender research.From research design, to grant proposals, preregistrations, post hoc results interpretation, journal submissions, and beyond, power analysis is an important part of the scientific process. A priori power analysis determines the sufficient sample size needed to reach desired power and effect size without wasting resources through overpowering a study and without underpowering a study or analysis.
The goal of this workshop is to provide IU faculty, staff, and graduate students an accessible, conceptual, and practical understanding of statistical power, effect size, writing power analysis results, and using G*Power software. The workshop will cover power analysis related definitions, theoretical concepts such as the importance of power analysis, point and click examples in G*Power, resources, and more. Though not required, to make the most of your attendance, arrive with the free and open source software, G*Power, already downloaded
Midwest RCD December 2024/January 2025 Newsletter
No full textBi-monthly newsletter for the Midwest RCD project. Issues typically feature a spotlight interview with one of our consortium members, news, updates, and information about events and activities within the consortium.This issue contains a profile spotlight from the Student Experience Program, an updated agenda for the Next-Generation Data Centers, a registration link for the Annual Meeting, and training on inclusive work environments.This material is based upon work supported by the National Science Foundation under Grant No. 2227627
Varying Perceptions of Disciplinary Cultures: The Roles of Faculty Identities and Professional Experiences
No full textPaper presented at the annual meeting of the American Educational Research Association, April 2025, Denver, COStudies about disciplinary differences often assume that aspects of disciplinary cultures are experienced or perceived consistently across group members despite the socially constructed nature of disciplinary cultures. Becher’s (1989) and Biglan’s (1973a,b) seminal works on academic disciplines proposed the dimensions meant to capture dynamics that distinguished disciplinary cultures. With nearly 700 responses from faculty in 98 disciplines, this study explores faculty perceptions of cultural aspects of their discipline and how faculty members’ social identities and professional experiences relate to how they perceive their disciplinary cultures and how their perceptions relate to their peers
Keynote: Who Owns Our Knowledge? Scholar-Led Infrastructures and the Future of Publishing
No full textIU's Open Access Week 2025
Keynote by Dr. Juan Pablo Alperin (Simon Fraser University; Public Knowledge Project)
What would happen if Google Scholar were to vanish tomorrow? For many researchers, it has become the default gateway to academic literature, yet its dominance also exposes vulnerabilities in how knowledge is discovered and accessed. This presentation will discuss how the proliferation of open access journals, led by scholars and published out of universities from around the world, is challenging publishing models, reshaping access to knowledge, and redefining the global landscape of scholarly communication. It concludes with a call to strengthen and sustain scholar-led publishing infrastructures—so that access to knowledge is secured by the academic community itself, not left at the mercy of corporate platforms
LIVED CRITICAL LITERACIES, HOPE, AND SOCIAL JUSTICE IN THE HIGH SCHOOL ENGLISH CLASSROOM: A PRACTITIONER INQUIRY PERSPECTIVE
No full textThesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2025Critical literacy develops from engaging in multiliteracies, examining the relationship between language, power, and the world, interrogating multiple viewpoints, and upon reflection, manifesting change. Situated at the intersection of critical literacy, hope, and action this practitioner inquiry illuminates the potential for youth to take up social justice issues. This practitioner inquiry conceptualizes what happens in a 12th grade ELA classroom when a veteran teacher, who employs multimodal methods that honors both students’ lived experiences and their hope for the future, creates opportunities for students to engage with social justice issues that matter to them. Rooted in Paulo Freire’s critical literacy concept of reading the word and the world, this inquiry investigates the critical literacy and social justice work of 24 12th grade high school English Language Arts students engaged in a unit called “The Empowered You.” This study maps out a learning unit that begins with inviting students to explore their identity and moves through multimodal activities including: poetry, reading, writing, filming, and creating campaigns for action that gives space for students to read and research about issues they chose to unpack. Using a Freirian lens to analyze student created “elevator” pitches relating to their autonomously chosen social justice issues, the findings of this study confirmed that when adolescents accept a teacher’s invitation to read the word and the world, they engage their hopeful heart, amplify their voices, and take the reins to change the world
Challenges to cataloging with Japanese romanization: history, literature and data analysis
No full textJapanese romanization history begins in the late 19th century and keeps evolving in two systems, one of which is the Japanese-government preferred, the other of which is English-speaking-country preferred. The latest revision of the ALA-LC Japanese Romanization Table (2022) adopts these two systems: ISO 3602 and Hepburn romanization. Regardless of the adoption, a lot of Japanese romanization appearing in library metadata does not make good sense to English speakers because it is “phonologically incorrect” for them. ALA-LC Romanization Table is based on the mixture of Hepburn and ISO 3602. In the real world, Hepburn romanization is prevalently used in personal, corporate-body or geographic names. Therefore, as far as Japanese romanization is concerned, the real-world scenario sometimes contradicts what the library metadata displays. This proposed presentation not only briefly discusses the review and examination of the past literature and research on Hepburn romanization in library metadata as well as the history of Japanese romanization and the ALA-LC Japanese Romanization Table, but also focuses on the analysis of local data extracted from the Indiana University Libraries’ database. In addition, the research goals and plans and future research prospects are shared with the participants. The research outcome will shed light on the best approach to Japanese romanization for libraries, in order to improve discoverability