Thesis advisor: Carlo Rotella / This country currently finds itself in a backwards way. Since the late 1970s, our policy choices have led to a significant disparity between national economic productivity and individual workers’ pay. As GDP steadily grew between 1979 and 2020, wages remained largely stagnant and many Americans now find themselves incapable of keeping up with rising costs of living. Unlike most workers struggling in this precarious economy, college students graduating from elite universities are given the choice to embark on careers in financial and consulting sectors to achieve financial stability. That stability can only be achieved through only a handful of work-options, however, can feel restrictive to many college students, meaning this new America of limited opportunity is not felt exclusively by the working class and instead can be intuited at every class level. Over the course of one dissolute summer, I sought to better understand why many students, despite having the option to work lucrative jobs, feel pessimistic about working after graduation. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: English.

This dissertation in practice was a Critical Discourse Analysis (CDA) of Model School Policy 506, Student Discipline (MSBA, 2019), as it relates to the school-to-prison pipeline across the nation as well as in Minnesota. Model Policy 506, co-authored by the Minnesota School Board Association and the Minnesota Association of School Administrators, is offered to school districts that subscribe to MSBA’s policy services. The homogeneity in school discipline policy across Minnesota provided an opportunity for this study. The purpose of this CDA was two-fold: to assess the discourses instantiated in Model School Policy 506, and to determine, through the figured world tool of inquiry, what the seven building tasks are accomplishing in Model Policy 506 for the reader to assume as social truth regarding student behavior and schooling. Data was collected through an iterative process and examined for themes. The CDA included multiple reviews of Model Policy 506 through the figured world tool of inquiry (Gee 2014), discerning and charting of the activities of the seven building tasks (Gee, 2014), assessing text complexity of policy discourse through a Lexile review, and capturing word repetition via computerized software as well as noting infrequent use of terms or absence of ideas. Major findings include that Model Policy 506, Student Discipline, acted to reinscribe teacher implicit bias, and that policy language was invested and embedded in racial structures. A Call to Action was written to be shared with the executive directors of the Minnesota School Board Association and the Minnesota Association of School administrators as an actionable response to the complex issue of social justice in discipline policy.

Indiana University-Purdue University Indianapolis (IUPUI) / In the forensic science community, there is a vast need for tools to help assist investigations when standard DNA profiling methods are uninformative. Methods such as Forensic DNA Phenotyping (FDP) and proteomics aims to help this problem and provide aid in investigations when other methods have been exhausted. FDP is useful by providing physical appearance information, while proteomics allows for the examination of difficult samples, such as hair, to infer human identity and ancestry. To create a “biological eye witness” or develop informative probability of identity match statistics through proteomically inferred genetic profiles, it is necessary to constantly strive to improve these methods. Currently, two developmentally validated FDP prediction assays, ‘HIrisPlex’ and ‘HIrisplex-S’, are used on the capillary electrophoresis to develop a phenotypic prediction for eye, hair, and skin color based on 41 variants. Although highly useful, these assays are limited in their ability when used on the CE due to a 25 variant per assay cap. To overcome these limitations and expand the capacities of FDP, we successfully designed and validated a massive parallel sequencing (MPS) assay for use on both the ThermoFisher Scientific Ion Torrent and Illumina MiSeq systems that incorporates all HIrisPlex-S variants into one sensitive assay. With the migration of this assay to an MPS platform, we were able to create a semi-automated pipeline to extract SNP-specific sequencing data that can then be easily uploaded to the freely accessible online phenotypic prediction tool (found at https://hirisplex.erasmusmc.nl) and a mixture deconvolution tool with built-in read count thresholds. Based on sequencing reads counts, this tool can be used to assist in the separation of difficult two-person mixture samples and outline the confidence in each genotype call. In addition to FDP, proteomic methods, specifically in hair protein analysis, opens doors and possibilities for forensic investigations when standard DNA profiling methods come up short. Here, we analyzed 233 genetically variant peptides (GVPs) within hair-associated proteins and genes for 66 individuals. We assessed the proteomic methods ability to accurately infer and detect genotypes at each of the 233 SNPs and generated statistics for the probability of identity (PID). Of these markers, 32 passed all quality control and population genetics criteria and displayed an average PID of 3.58 x 10-4. A population genetics assessment was also conducted to identify any SNP that could be used to infer ancestry and/or identity. Providing this information is valuable for the future use of this set of markers for human identification in forensic science settings.

Indiana University-Purdue University Indianapolis (IUPUI) / Indiana University School of Medicine (IUSM) teaches approximately 350 medical students each year. These students come from varied backgrounds and eventually end up practicing in a vast array of clinical specialties and settings. It is extremely important to monitor specialties and practice locations to understand exactly how IUSM is fulfilling physician workforce needs. This knowledge can help policymakers and school administrators shape programs and policies to better fulfill physician workforce needs. Geographic information technologies provide a framework to organize, analyze and visualize medical student data. Maps are a convenient and easily understandable method of conveying information with a location-based component. This project represents a step towards creating a coherent student database visualized with maps. Using data about the graduating classes from 2011-2018, a database was created that linked together geographic information of students from the various segments of their medical education such as residency, fellowship, and practice location. ArcGIS 10.5 was used to produce maps visualizing segments of this database. These maps also served to answer questions about the medical student graduates at IUSM, such as how many came from an in-state location and how many practice in-state. SPSS 25 was also used to compare results of various segments of the medical education pipeline. The database proves to be an incredibly necessary tool for keeping track of all IUSM graduates. Coherent, clean, and complete data is necessary for researchers at all levels as well as administrators. Keeping data up to date and centralized is essential and this project provides an easily updateable and useable format. The maps created from this database are also useful in showing trends across the graduates of IUSM, such as the Indiana counties that the graduates are most likely to practice in or the likelihood of practicing in specific shortage areas.

To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.

Today’s economy and infrastructure is dependent on raw natural resources, like crude oil and natural gases, that are optimally transported through a net- work of hundreds of thousands of miles of pipelines throughout America[28]. A damaged pipe can negatively a↵ect thousands of homes and businesses so it is vital that they are monitored and quickly repaired[1]. Ideally, pipeline operators are able to detect damages before they occur, but ensuring the in- tegrity of the vast amount of pipes is unrealistic and would take an impractical amount of time and manpower[1]. Natural disasters, like earthquakes, as well as construction are just two of the events that could potentially threaten the integrity of pipelines. Due to the diverse collection of data sources, the necessary geospatial data is scat- tered across di↵erent physical locations, stored in di↵erent formats, and owned by di↵erent organizations. Pipeline companies do not have the resources to manually gather all input factors to make a meaningful analysis of the land surrounding a pipe. Our solution to this problem involves creating a single, centralized system that can be queried to get all necessary geospatial data and related informa- tion in a standardized and desirable format. The service simplifies client-side computation time by allowing our system to find, ingest, parse, and store the data from potentially hundreds of repositories in varying formats. An online web service fulfills all of the requirements and allows for easy remote access to do critical analysis of the data through computer based decision support systems (DSS). Our system, REST API for Pipeline Integrity Data (RAPID), is a multi- tenant REST API that utilizes HTTP protocol to provide a online and intuitive set of functions for DSS. RAPID’s API allows DSS to access and manage data stored in a geospatial database with a supported Django web framework. Full documentation of the design and implementation of RAPID’s API are detailed in this thesis document, supplemented with some background and validation of the completed system.

Lack of diversity in the science, technology, engineering, mathematics, and medicine (STEMM) has been a problem for many decades and continues to be a concern. Efforts to recruit and retain underrepresented minorities (URMs) in the workforce include outreach programs that target students at different educational levels. Prior studies examined the effects of these programs, basing the success on the number of students who continued to pursue field-specific higher education. In this study, I investigated the effect of outreach programs by reviewing studies on 15 programs and inclusive high schools that recruit students for STEMM. I also examined program components to determine any commonality among these programs to create a guide for developing more effective programs. Based on the review, outreach programs were able to achieve their goals and sustain students’ interests in the fields. The common elements found among the programs include: stimulating learning environment, hands-on activities, mentorship, and incentives. Based on the common features of the programs, I predicted that the Boston Area Health Education Center (BAHEC) program has the design of curriculum that can lead to success, but offering a type of mentorship can further ensure the effectiveness of the program.

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