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We review prior research and mathematical models examining the clearing of liabilities within financial networks, the network dynamics that affect members’ abilities to clear, and the role of financial contagion in propagating defaults across a network. Implementing the Banks as Tanks model introduced by Sonin and Sonin (2017, 2020) as a coding solution to derive a network’s clearing payment vector as defined by Eisenberg and Noe (2001), we explore clearing outcomes for a network’s members based on initial information about each’s cash and debt positions. Extending dynamics observed in the Banks as Tanks model and others, we also extend these models’ analysis of outcomes to examine the factors impacting the effectiveness of attempts to rescue defaulting members through provision of outside funding and investment. Our primary contribution is development of a framework to identify optimal interventions a regulator may impose to prevent defaults caused by a bank’s own illiquidity or by financial contagion from other defaulting banks. Secondary contributions include evaluation of the impact of network structure on intervention cost through simulations and our evaluation of methods for simplification of ergodic network or sub-network structures. Our analysis also provides a framework for further analysis of interventions within more complex networks.
Recent advances in Deep Learning have made possible distributed multi-camera IoT vision analytics targeted at a variety of surveillance applications involving automated real-time analysis of events from multiple video perspectives. However, the latency sensitive nature of these applications necessitates computing at the Edge of the network, close to the cameras. The required Edge computing infrastructure is necessarily distributed, with Cloud like capabilities such as fault tolerance, scalability, multi application tenancy, and security, while functioning at the unique operating environment of the Edge. Characteristics of the Edge include, highly heterogeneous hardware platforms with limited computational resources, variable latency wireless networks, and minimal physical security. We postulate that a distributed publish-subscribe
messaging system with storage capabilities is the right abstraction layer needed for multi-camera vision Edge analytics.
We propose Mez - a publish-subscribe messaging system for latency sensitive multi-camera machine vision at the IoT Edge. Unlike existing messaging systems, Mez allows applications to specify latency, and application accuracy bounds. Mez implements a network latency controller that dynamically adjusts the video frame quality to satisfy latency, and application accuracy requirements. Additionally, the design of Mez utilizes application domain specific features to provide low latency operations.
In this dissertation, we show how approximate computation techniques can be used to design the latency controller in Mez. We also present the design of Mez by describing its API, data model and architecture. Additionally, Mez incorporates an in-memory log based storage that takes advantage of specific features of machine vision applications to implement low latency operations. We also discuss the fault tolerance capabilities of the Mez design.
Experimental evaluation on an IoT Edge testbed with a pedestrian detection machine vision application indicates that Mez is able to tolerate latency variations of up to 10x with a worst-case reduction of 4.2% in the application inference accuracy. Further we investigated two approximate computing based algorithms - a heuristic based
pruning algorithm and a Categorical boost machine learning model based algorithm, to make the Mez’s latency controller design scalable. Both algorithms were able to achieve video frame size reduction upto 71.3% while attaining an inference accuracy of 80.9% of that of the unmodified video frames.
MICHELLE B. PASS. Staying the course: the persistence of African American biology majors at a predominantly White Institution. (Under the direction of Dr. CHANCE W. LEWIS)
Increasing the number of African Americans graduating with STEM degrees and entering the STEM workforce has been the focus of countless political reports and educational studies for decades; however, African Americans continue to experience waning graduation rates and mounting attrition rates in STEM disciplines while remaining vastly underrepresented in STEM fields. This study differs from previous studies that have focused on African Americans in STEM utilizing a deficit-based approach. This qualitative, phenomenological study examined the experiences of African American students who were successfully navigating the biology major at a predominantly White institution. This study sought to identify the factors that support the persistence of African American students in the biology major at a predominantly White institution, and to describe how these factors support their persistence in the biology major. Data were collected through in-depth interviews with six African American undergraduate biology students and analyzed using phenomenological analysis. Findings revealed that although the students were successful in the biology major, the lack of support from professors and peers within the biology major, adversely affected their academic and social experiences. Four themes emerged from the analysis of interview data. The themes are: self-determination, peer-support, independence, and adaptation. Recommendations for educational stakeholders and future research are discussed.
The volume of transfer students across college and university campuses in the United States continues to rise; however, institutions continue to struggle with identifying and applying best practices that encourage these students to earn their baccalaureate degree at rates comparable to their non-transferring peers. Prior research suggests many students experience transfer shock upon entering their new institution and that their performance outcomes may vary depending on their academic and social integration experiences (Cejda et al., 1998; Diaz, 1992; Eels, 1927; Hills, 1965; Ishitani, 2008; Knoell & Medsker, 1965; Laanan, 2001; Martorana & Williams, 1954; Nickens, 1972). To overcome these challenges, Tinto (1988, 1993) articulated the importance of integration, a key objective of the course studied in this research, as a means to more seamlessly assimilate into the new community resulting in a stronger institutional commitment, improved performance, and increased levels of retention. Further, Schlossberg (2011) built upon this concept utilizing her 4 S model to articulate the significance of support and strategies that individuals use to cope with and mitigate the challenges associated with periods of transition. Taken together, the transfer seminar course studied is seen as an interventional support and strategy aimed at improving the academic and social integration experience to potentially produce increased levels of success for transfer students.
The primary purpose of the current study was to measure the impact that a transfer seminar course had on individuals that participated in the course during their first semester of enrollment at the receiving institution, a large, public four-year state institution in the Southeastern United States. This quasi-experimental, quantitative study analyzed the impact of participation in a non-required transfer seminar course during the first semester of matriculation, post-transfer, and compared the grade point averages (GPA) and rates of persistence at the end of the first semester and first year with a matched sample of non-course participants to evaluate course impact. A total of 824 students, including 412 students in each of the treatment and control groups from Fall 2013 through Fall 2018 were evaluated utilizing descriptive and inferential statistical analyses.
The findings of the study revealed that the course participants exhibited a statistically significant difference in their GPA at the end of the first semester, but the difference in GPAs at the end of the first year had diminished and was non-statistically significant. The results further support that at the end of the first semester and at the end of the first year, rates of persistence were non-statistically significantly different for participants in comparison to non-participants. The conclusions presented suggest that the course provides only a short term positive gain for participants and may be most beneficial in assisting students transitioning into the new academic community, however, additional research is needed to identify resources, supports, strategies, and interventions that encourage greater levels of success over the long term period of matriculation through to graduation.
This phenomenological study explored the identity experiences of fifteen community college transfer (CCT) students one year after they transitioned to a large, public four-year institution. The purpose of the study was to understand how CCT students’ lived experiences inform their student identities. The communication theory of identity (CTI), served as the study’s theoretical framework, focusing on the manifestation of identities through communicative interactions and expressions with others. Primary data collection occurred through two rounds of semi-structured interviews with each participant. Data analysis followed a procedure of categorizing the participants' statements into meaning units that represented the layers of identity being examined. The process of data categorization, reduction, and theme identification resulted in two overarching themes, four subthemes, and 16 distinct identity manifestations. The first theme demonstrated that CCT students engage in careful and purposeful positive student identity development behaviors while in community college. The second overall theme illustrated how CCT students renegotiated their previously formed student identities at their four-year receiving institution. The study's findings provide possible student engagement and institutional-based suggestions on how to serve CCT students. The conclusions drawn from the study and their implications for theory and practice are also presented.
ABSTRACT
REX A. MANGIARACINA. A QUALITATIVE STUDY OF THE PERCEPTIONS OF BEGINNING PK–12 PUBLIC EDUCATION TEACHERS ON DEFINED BENEFIT RETIREMENT PLANS. (Under the direction of DR. WALTER HART.)
The significance of this study was its ability to further inform beginning PK–12 public education teachers and policy makers on the issue of teacher compensation. More specifically, the study shed light on beginning teachers’ limited understanding of their defined benefit (DB) retirement plans. The purpose of this basic interpretive qualitative study was to gain additional insight and further explore the perceptions and understanding of these teachers about their DB retirement plans. The study sought further understanding as to what these teachers knew about their DB retirement plans, how they developed this understanding, how this understanding impacted their sense of financial security upon retirement, and what if any effect this understanding had in terms of impacting their career decisions. A basic interpretative qualitative study, the researcher’s data sources for this study involved semi-structured, one-on-one interviews with beginning PK–12 public education teachers. Results of the study indicate that these teachers lacked clarity about their existing DB retirement plan as well as understanding of retirement plan options more broadly. Results indicate a struggle for these teachers to establish a relationship between their retirement benefits and financial security as well as the ability to make informed career decisions based on adequate understanding of retirement plan options. Implications included the need for related professional development for beginning teachers characterized by strategic planning, delivery, and ongoing evaluation along with the need for additional research.
While women have attained higher-level roles and greater representation in higher education administrator roles, the concept of the higher, the fewer (Nidiffer, 2002) represents the “gendered prestige hierarchies” (Allan, 2011, p. 58) that limit women’s representation at more prestigious institutions while bolstering representation at institutions of greater access. In student affairs, women represent a majority of all professionals in the field, though representation in senior student affairs officer roles has not increased significantly since the 1980s (Blackhurst, 2000), with women more likely to advance at institutions with fewer than 1,000 students (Rickard, 1985a). While extensive research exists that illustrates the disparities for women in higher education and academic affairs, little comparable research exists for women in student affairs.
This qualitative study sought to understand how women in senior-level student affairs positions have navigated their experiences and career paths in order to advance to their current roles. Using critical and post-structural feminist perspectives of power, the researcher utilized a critical phenomenological approach to consider how nine women in senior-level student affairs positions in large, public institutions understood their career advancement. Participants completed two semi-structured interviews. The resulting themes include an encompassing theme of genderization, as well as four embedded themes: the person on the path, achieving through and with others, conflicting messages of competence and value, and overtasked and alone. Implications of the study require that policy, practice, and research all examine the ways that genderization perpetuates masculine-centered norms and power dynamics that penalize women for deviating from those norms. For current or aspiring student affairs leaders, organizational constructs must be dismantled in order to disrupt internalized genderization by women.
While women have attained higher-level roles and greater representation in higher education administrator roles, the concept of the higher, the fewer (Nidiffer, 2002) represents the “gendered prestige hierarchies” (Allan, 2011, p. 58) that limit women’s representation at more prestigious institutions while bolstering representation at institutions of greater access. In student affairs, women represent a majority of all professionals in the field, though representation in senior student affairs officer roles has not increased significantly since the 1980s (Blackhurst, 2000), with women more likely to advance at institutions with fewer than 1,000 students (Rickard, 1985a). While extensive research exists that illustrates the disparities for women in higher education and academic affairs, little comparable research exists for women in student affairs.
This qualitative study sought to understand how women in senior-level student affairs positions have navigated their experiences and career paths in order to advance to their current roles. Using critical and post-structural feminist perspectives of power, the researcher utilized a critical phenomenological approach to consider how nine women in senior-level student affairs positions in large, public institutions understood their career advancement. Participants completed two semi-structured interviews. The resulting themes include an encompassing theme of genderization, as well as four embedded themes: the person on the path, achieving through and with others, conflicting messages of competence and value, and overtasked and alone. Implications of the study require that policy, practice, and research all examine the ways that genderization perpetuates masculine-centered norms and power dynamics that penalize women for deviating from those norms. For current or aspiring student affairs leaders, organizational constructs must be dismantled in order to disrupt internalized genderization by women.
Among white people, there is a pervasive mentality that color-evasiveness (Bonilla-Silva, 2003) is an ideal approach to racial equity, meaning many white student affairs professionals may equate refusing to see race as synonymous with being anti-racist. The narrative that white people do not see color is problematic and inaccurate when, in actuality, it serves to maintains white dominance and white supremacy. In order to promote racial equity on college campuses, race needs to be illuminated, recognized, and reckoned with by white people to counter this ideology. The purpose of this qualitative study is to understand how white student affairs administrators describe being white and how whiteness impacts their work in student affairs. Utilizing ontological expansiveness, a critical phenomenological methodology, the researcher interviewed nine white student affairs administrators at a historically white university in the Southeast region of the United States. This university has established diversity and inclusion as one of its top values. All nine participants completed two semi-structured interviews. Data analysis methods included several line-by-line readings and the development of a code-book utilizing the conceptual framework of whiteness and essential concepts from the literature. As a result, six themes with corresponding sub-themes emerged: distance and proximity: the other side of the tracks, navigating judgement, values of whiteness, performative commitment, racism (in)action, and student affairs indoctrination. This study exemplified the ways whiteness permeated the division of student affairs, allowing for an in-depth understanding of the need for political and structural change, as well the need for genuine and authentic commitment by student affairs towards anti-racism.
One of the questions in algebraic groups is about the asymptotic behavior of the probability of return of a random walk, which closely related on the growth rate of a group. Upper-triangular matrices form a group. Solvable groups have an exponential growth rate and it was shown that the asymptotic behavior of the probability of return on these groups has a fractional-exponential decal. The results in the paper by Molchanov and others, are different from the previous finding. They showed that in the case of solvable groups of upper-triangular 2x2 matrices the return probability of the Brownian motions has a polynomial decay. In this dissertation, we extended this research to the case of solvable groups of upper-triangular 3x3 matrices. The elements in the 3x3 matrices that define a Brownian motion on these groups contain integrals of geometric Brownian motions. These integrals have an important role in Asian and Asian-Basket options. We proved some properties of these integrals and showed that certain cases of geometric Asian-basket call options with two assets have a higher risk that the same type of put options. Which implies that some trading strategies might benefit from a reevaluation using a new risk assessment of geometric Asian-Basket.
