The goal of this thesis is to measure the concentration risk of a portfolio as a part of a investment risk considered from the view of insurance companies by various methods and also to compare achieved results. Concentration risk in credit portfolios originates in uneven distribution of invested funds to individual obligors and it is important to manage it. In the theoretical part there are two methods presented - one is being used in practice CreditMetrics), the other one, the EU Directive, will be put into effect in the near future (Solvency II). In the practical part the methods are applied on model portfolios and the results are compared in order to decide how the methods reflect the concentration risk.

Despite its recent advent, value at risk (VaR) became the most widely used technique for measuring future expected risk for both financial and non-financial institutions. VaR, the measure of the worst expected loss over a given horizon at a given confidence level, depends crucially on the distributional aspects of trading revenues. Existing VaR models do not capture adequately some empirical aspects of financial data such as the tail thickness, which is vital in VaR calculations. Tail thickness in financial variables results basically from stochastic volatility and event risk (jumps). Those two sources are not totally separated; under event risk, volatility updates faster than under normal market conditions. Generally, tail thickness is associated with hyper volatility updating. Existing VaR literature accounts partially for tail thickness either by including stochastic volatility or by including jump diffusion, but not both. Additionally, this literature does not account for fast updating of volatility associated with tail thickness. This dissertation fills the gap by developing analytical VaR models account for the total (maximum) tail thickness and the associated fast volatility updating. Those aspects are achieved by assuming that trading revenues are evolving according to a mixed non-affine stochastic volatility-jump diffusion process. The mixture of stochastic volatility and jumps diffusion accounts for the maximum tail thickness, whereas the nonaffine structure of stochastic volatility captures the fast volatility updating. The non-affine structure assumes that volatility dynamics are non-linearly related to the square root of current volatility rather than the traditional linear (affine) relationship. VaR estimates are obtained by deriving the conditional characteristic function, and then inverting it numerically via the Fourier Inversion technique to infer the cumulative distribution function. The application of the developed VaR models on a sample that contains six U.S banks during the period 1995-2002 shows that VaR models based on the non-affine stochastic volatility and jump diffusion process produce more reliable VaR estimates compared with the banks' own VaR models. The developed VaR models could significantly predict the losses that those banks incurred during the Russian crisis and the near collapse of the LTCM in 1998 when the banks' VaR models fail.

Thesis advisor: Ina V.S. Mullis / Equity in educational outcomes, particularly reading, is an important policy issue in countries around the world. This dissertation used data from PIRLS 2006 to explore an approach to measuring equity in reading achievement internationally at the fourth grade. Relative risk ratios were selected as a measurement approach and were used to create a composite measure, the Relative Risk-Percentage (RRP) Equity Index, to compare equity in reading achievement across countries. This index was used to present the likelihood of scoring below the PIRLS 2006 Low International Benchmark for student groups that were traditionally at risk for low reading achievement compared to other students. The `at risk' student groups that were the focus of this study included those with low parental education, who spoke a language other than the language of instruction, who attended urban or rural schools, and who were boys. To complement the RRP Equity Index results, the relative likelihood of students scoring within the lower 20 percent of their country's reading achievement distribution was also presented. The results of these analyses showed that students with these characteristics were more likely than other fourth grade students to have low reading achievement in a number of the PIRLS 2006 countries. Overall, having parents with less than secondary education and not speaking the language of the test before starting school were associated with inequity in reading achievement in the largest number of PIRLS 2006 countries. As an example of how individual countries could further explore potential reasons for inequities in reading achievement highlighted by the RRP Equity Index, logistic regression models were built for Germany, Iran, and Romania. These models explored the extent to which statistically controlling for differences in resources could diminish the effect of being in an `at risk' group on reading achievement. In all three countries examined, resources explained a substantial proportion of the risk for low reading achievement. Though the logistic regression model results were country-specific, lacking books in the home was strongly associated with lower reading achievement in all three countries. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

There has been much research conducted regarding high school dropout prevention and identifying risk factors that influence those who choose to leave school early. Although research shows that life can become very difficult economically and socially for high school dropouts, some adults decide to return to further their education after many years away from a school setting. The following study was conducted in order to answer the following question: How do former high school dropouts view the reasons they dropped out and the reasons they returned? The purpose of this qualitative research study was to gain an understanding of the motivations of those adults who have dropped out of high school and have decided to return to further their education in an adult school setting. The method of conducting this study from a qualitative angle was interviewing individuals who are currently enrolled in an adult education program. Although not conclusive, personal experience is important to gaining an understanding of this population and their views on the reasons that led them to drop out of high school. The results of this study correlated with existing literature that there are many factors that lead to high school dropouts. Because this was a qualitative study, the individual reasons given for dropping out of high school support the statistics and research already in existence.

Over the past several decades, childhood obesity has continued to rank as an epidemic, particularly in rural, impoverished areas in the United States. Therefore, researchers have affirmed the necessity of exploring solutions to the epidemic, including the need to develop and implement programs that target at-risk behaviors of childhood obesity. In this quantitative, quasi-experimental study, the focus was to determine whether public school-based programs teaching nutrition, physical education, and dietary choices could increase the nutritional knowledge, physical activities, and dietary behaviors of students attending second and third grade in rural, impoverished communities of West Virginia. The theories that served as the foundation for this study were the health belief model, and the social ecological model. Archival pretest and posttest data regarding nutrition, physical activity, and dietary behavior was provided by three public schools in rural, impoverished communities that implemented the programs over a 6-week period. Data regarding students' nutritional, physical, and dietary knowledge and behaviors were collected before and after exposure to school-based exercise and nutrition programs. Results of paired samples t tests showed a significant increase in students' nutritional and physical education knowledge, their dietary behaviors, and improvement in 4 out of the 5 areas of physical activity that were measured. Overall, the results of this study offer insight about how school-based programs can be used to develop effective school-based nutrition, dietary, and physical activity programs for students who are at-risk for obesity, especially in rural, impoverished communities.

At-risk and special education students in the 7th and 8th grades in a rural middle school in western Alabama, in the years following the introduction of the No Child Left Behind federal legislation in 2002, failed to achieve adequate yearly progress in reading. School districts are increasingly implementing flexible computer-based intervention programs to improve their students' reading achievement. Using a between-group design, the purpose of this study was to determine whether NovaNET, a newly adopted reading intervention program, enhanced the reading attainment of at-risk and special education students. Guided by constructivist theory, archived reading achievement data from the 2009-2013 Alabama Reading and Mathematics Test were analyzed for 3 consecutive cohorts of special education and at-risk students who did (n = 76) or did not (n = 73) participate in the NovaNET program. With dependent variables of reading achievement at the end of 7th and 8th grade, with independent variables of experimental-control group, gender, and general-special education status, and a covariate of reading achievement at the end of 6th grade, a multivariate analysis of covariance indicated a significant main effect associated with participation in the program (F = 4.13, df = 2, p < .02), whereas significant higher-order interaction effects pointed to differential program benefits for specific subgroups of students. Although overall effect sizes were small to modest, the results indicated that NovaNET can increase educational attainment for at-risk and special education students who are struggling with reading. This study may contribute to positive social change by providing educators with scientific data about a flexible, technology-enhanced program to promote reading instruction and achievement for at-risk general education and special-education students entering middle school.

This study involved analyses of an existing database conducted for the purposes of identifying and understanding factors that are associated with the delivery of school-based mental health services by school psychologists. The study examined the average number of hours per week in which school psychologists engage in mental health services and the types of mental health services in which they engage. Factors such as training, desire to deliver mental health services, time available and support for mental health services were investigated. The database that served as the basis for these analyses had been created by mailing a survey to 1000 randomly selected practicing school psychologists who were Regular Members of the National Association of School Psychologists. The survey asked for responses to questions relating to a range of issues about the delivery of school-based mental health services. Training and support for mental health services were also identified by school psychologists as major factors in their ability to deliver such services to students and families. The implications of the findings are discussed.

The prevalence of conduct problems in children impacts upon families, educational settings, and broader society within Australia. Conduct problems develop early in an individual's life and can lead to more serious problems including substance abuse and delinquency in adolescence and adulthood. Given the high incidence of conduct problems in children, the need for prevention and early intervention strategies to target the onset and development of this phenomenon is paramount. This thesis focuses on early intervention strategies for reducing the incidence of conduct problems in children and explores a multi-modal early intervention and prevention program targeting children and families at-risk of the development of conduct problems. A randomised controlled trial involving 455 children was conducted to evaluate the efficacy of this program. Participants were drawn from ten Education Queensland primary schools in the Mount Gravatt district of Brisbane, Queensland, Australia. The 455 children were randomly assigned to either experimental or control conditions for the purposes of the program's evaluation. From this initial cohort, an indicated sample of 1 52 participants was identified through a universal screening process. This sample included children who were considered more at-risk of conduct problems. Participants designated to experimental conditions engaged in the school component of the program, with 66 of the experimental group receiving an additional indicated component facilitated in the school setting. Further, a selection of parents of children in the experimental group participated in the home component of the intervention. The retention rate for families engaged in the study was high with 96% of participants remaining engaged in the study throughout the evaluation process. The findings that emerged from the study revealed significant differences between participants who engaged in the intervention program compared with those designated to control conditions. Positive changes in the behaviour of students reported at the school level were statistically significant. However, while some changes were identified in the home setting, the treatment effects of the program were not significant. These findings were sustained at the six-month follow up period. Conclusions drawn from this study were conceptualised within the framework of current advances in the social science literature that focus on conduct problems and early intervention and prevention. The outcomes of the research emphasise the significance of comprehensive interventions programs for children and families at-risk that focus on both school and home settings and that are easily implemented in, and cost-effective to, community populations. Recommendations from this research serve to inform ftiture research agendas in early intervention and prevention and specialists in the fields of psychology and education.

The intent of this research is to determine the impact of a peer mentoring/tutoring program on parent perceptions of school climate and connectedness and standardized test scores, report card grades and attendance of at risk elementary students. Peer mentoring has been found to be effective in addressing some of the concerns regarding at risk student performance in the school environment and eventual school outcomes. This study uses quantitative methods to determine the effect of this intervention on this population. A school climate/connectedness survey completed by parents of the students participants in a Cross Age Peer Mentoring Program (CAPM Program) and standardized test scores, report card grades and attendance patterns were examined prior to and following student participation in the program. Subjects included 32 elementary students with n=10 for first grade, n=6 for second, n=8 for fourth and n=8 for fifth. The students were cross age paired, primary with intermediate to participate in a mentoring program. Parents of participating students were asked to complete the Comprehensive School Climate Inventory prior to and following their child's participation in the program to determine if perceptions of school climate and connectedness changed as a result of their child's participation in the program. Analysis of the survey result, pre and post participation was accomplished using dependent sample t-tests to discern differences in the mean scores for the survey factors, including Safety, Teaching and Learning, Relationships and Institutional Environment and the Unified Scale. Teaching and Learning items were combined to obtain a Climate score and Interpersonal Relationships and Institutional Environment provided a Connectedness measure Climate and Connectedness. The null hypothesis was rejected, with results of the dependent t-tests showing significant differences in all but the Safety and Institutional Environment factors. <br>Attendance variables were found to be significant for all participants, mentees and a group identified as at risk for attendance. Academic variable for mentors included standardized test results and grade percentages, pre and post for both. Analysis of these scores and grade outcomes provided mixed results, with significant differences noted in standardized test scores, but no difference in the means of grade percentages. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

Thesis (Ph.D. (Risk Management))--North-West University, Potchefstroom Campus, 2007.