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<p> This dissertation consists of two topics. In chapter 1, we develop a discrete disaggregated model in which, the market maker can observe individual order flow instead of a batch order in Kyle (1985). The model suggests that the behavior of the uninformed traders play an important role in how the informed make the optimal trading strategy : when the uninformed is more likely to use large order, the informed will also trade large, no matter what size of signal he receives, and when the uninformed tend to trade with small size order, the informed will have to trade small quantity to maximize his expected profit, even if he receives the large value signal. When the uninformed does not prefer size of order, the informed will trade smaller (larger) quantities when receiving small(large) value signals. The result is consistent with the behavior of the informed in Kyle (1985). We further investigate order flow disaggregation on market liquidity by comparing aggregated order flow structure, in which market maker observes aggregated order flow. When the model setup is symmetric, the aggregated structure can provide more liquidity, while the disaggregated structure is more liquid under the asymmetric model setup. In chapter 2, we employ the type 2 joint power law distribution in Mardia (1962) to study the joint effect of the return and trading volume. The parameter estimate for marginal distribution in joint power-law exhibits the same pattern as in univariate power law literature for return and volume, but the value are smaller due to the joint effect of return and trading volume. However, we find the joint power law shows higher predictability than the univariate power law by employing the measure MSE (Means squared error). Additionally, the type 2 joint power law indicates the linear relationship between log absolute value of return and log trading volume , which suggests the none linear impact of trading volume on price. We also find that, as sampling interval shrinks from day to 15 seconds, the price impact will increase. And also as the waiting time for two consecutive transactions shrinks, the price impact will increase, which is in line with the result of Dufour and Engle (2000). </p>

Addressing childhood trauma is increasingly being recognized as a priority in public health, healthcare and health policy sectors. As evidence mounts that the effects of trauma are both graded and dose responsive, stakeholders in healthcare are turning more attention to preventing and addressing experiences of trauma in childhood, commonly referred to as adverse childhood experiences (ACEs). Trauma Informed Care (TIC), is a promising clinical approach attuned to the specific needs of traumatized patients that is still in its infancy with regards to training and evaluation of practitioner skills. Although physicians of all specialties will encounter patients who have experienced trauma, few undergraduate medical education curriculums provide formal training in TIC. Additionally, the approach to TIC in clinical settings has largely been biomedical and individual, with a focus on screening and treatment. This model ignores the role that communities play in both propagating trauma and generating resiliency. Urban academic medical centers, often geographically located in highly traumatized communities, must take a specific interest in developing TIC research, theory and praxis that includes and empowers communities. Service learning, a form of experiential education that cultivates self-awareness in students while simultaneously meeting community objectives, is a pedagogy that aligns with a community driven TIC framework. This thesis outlines the implementation of a community driven, bi-directional TIC learning model designed to serve the needs of medical students and low income K-8th grade students living in the geographic catchment of an urban, academic medical center. / Urban Bioethics

In the current healthcare landscape, parents generally make decisions regarding whether or not their children are allowed to take part in clinical research, with the general assumption being that parents know what is best for children. Investigations have been conducted regarding what is likely to lead parents to consent or not consent to their child’s participation in a trial, but research plans seldom incorporate the consideration that not all parents come into the consent process with equal social, academic, and economic footing. Since the burden of the ultimate decision lies primarily on the parents, it is supremely important that they are capable of making a well-informed and thoughtful choice. Bioethical understanding of the influence of parental decisions in clinical research must consider demographic variables and how they may affect parents’ decisions to allow or disallow their child to participate in a clinical trial. Those differences could affect the consent process and have ramifications for the research findings, as research results are affected in numerous ways by which children do, and do not, participate in studies. This paper looks specifically at parents in the process of informed consent for pediatric research, taking into account several social determinants of health and how they affect who participates in research and how that affects research as a whole. / Urban Bioethics

A two-fold analysis of the vocal ornamentation in Handel's aria, "He was despised" from Messiah, was conducted employing objective and subjective forms of listening practice associated with the analysis of recordings methodology. It is this author's hypothesis that prosody, born of the semiotic processes of rhythm, pitch and accent, and which is also reflective of the subjective understanding of the performer, will be present during the moment of an ornament--if it is present at all in any performance. Ornamentation is shown to be an entry into the world of subjectivity in Baroque vocal performance practice as well as a window into the oral tradition and the primacy of the singer's expressiveness that relates back to the Italian school to which Handel subscribed. The method of study in this monograph consists of examining scholarly writings, scores, notations and most importantly, applying listening practice to 38 different renditions of "He was despised," executed by female altos or by countertenors, under the direction of various conductors, dating from 1927 through 2006. The first of two listening practices is an analysis of recordings to identify and review the nature of the non-notated sung ornaments found in the recordings. The author develops a system of defining and categorizing the types and units of non-notated, aurally observed vocal ornaments executed in each performance. In the second phase of this study, the author incorporates a postmodern philosophical approach and notes her own subjective experiences during the analysis of recordings. This phase examines the idea that prosodic elements are associated with the subjective experience of emotional meaning, elucidation of text, and illumination of subtext in this aria from Handel's Messiah. Results include noteworthy findings about the interplay of the singer's subjectivity with ornamentation in affecting the listener's subjective reaction to the performance (e.g., narrator's viewpoint, beautifying versus emphasizing subtext). In conclusion, the author explores the relationship between a performer's prosodic and non-prosodic executions of ornamentation and proposes specific recommendations to singers who wish to execute ornamentation in a manner that is both historically informed as well as prosodically expressive of subtext. / Music Performance

Immigration is a highly politicized topic increasingly on the forefront of the nation’s consciousness. Though news media and academia have drawn attention to evidence of physical health needs of undocumented immigrants being compromised due to their documentation status, relatively less attention is brought to their mental health needs. The purpose of this paper is to review literature about the mental health care needs of immigrants and refugees to the United States, with a particular focus on recent adult immigrants from Latin America and their youth, who may directly or indirectly suffer trauma related to deportation, violence, family separation and/or loss. This paper serves to provide ethical arguments for increased awareness, education and resources towards trauma-informed, culturally sensitive mental health care for immigrants and refugees to the United States. The ultimate aim of this paper is to provide its readers with essential information regarding the impact of trauma and cultural identity in the mental health care (or lack thereof) of Latinx immigrants. / Urban Bioethics

The pediatric emergency department (PED) provides a unique environment to consider ethical issues faced in modern healthcare. Using a combination of personal reflections and a review of current literature, ethics within the PED is explored as it pertains to four categories: informed consent, health literacy, language barrier, and implicit bias. Parental consent is generally required for pediatric care, but there are exceptions encountered in the PED. Although children typically cannot provide consent, soliciting assent respects their autonomy and maturing cognitive development. Limited health literacy is a prominent issue in the U. S., yet healthcare information continues to be delivered in ways that do not adequately account for this. Change will necessitate creative solutions and reorientation to a focus on health equity and justice. Physician implicit bias may be related to a patient’s negative behaviors or inherent characteristics (e.g. race), and can result in adverse health outcomes for affected children. Physicians should confront their subconscious biases through introspection, open discussion, and implicit-bias training. Access to healthcare information in one’s native language is a basic human right protected by law. Use of qualified medical interpreters can alleviate disparities faced by patients with limited English proficiency, but may be underutilized in the PED. / Urban Bioethics

People with dementia account for a growing number of patients requiring end-of-life medical care each year in the United States. The clinical application of bioethical principles is rarely more important than in the context of end-of-life decision making, and determining the appropriate clinical treatment plan can be difficult and complex for clinicians, patients, and medical proxies. While the current bioethical literature offers a wealth of information on the principles underlying ethical medical practice, real-world clinical scenarios are often fraught with confusion, complexity, and conflicting understandings of best practices. There is a need for clinical decision-making tools that are both comprehensive yet simple, and broadly-applicable enough to be clinically useful. This thesis explores the cultural factors that necessitate further discussion and understanding of the issues surrounding end-of-life care for people with dementia, uses a clinical case to demonstrate a real-world approach to the ethical complexities surrounding such care, and proposes a basic ethical decision-making algorithm with the potential for broad application by students and clinicians encountering complex ethical scenarios. / Urban Bioethics

Relying on the perspectives of critical disability studies and mad studies, this graduate thesis seeks to uncover the experiences of youth with undiagnosed mental health issues who have been streamed into alternative education. Guided by methodological principles of interpretive phenomenological analysis and arts-informed inquiry, the 5 participants in this study were invited to a focus group where they could engage in an arts-based activity, meant to provide the opportunity to reflect on their experience, build rapport with the researcher, express themselves through alternative means, and connect with peers who have shared experience. Participants were then invited to discuss their experiences with the topic in a one-on-one, semi-structured interview. This study reveals the ways in which the system of education, school communities, teachers, and social workers can support youth who are not diagnosed with a mental illness but still experience mental health challenges that impede on their school experience. Supported by mad studies, this study reveals how peer support has become the method of mental health response and treatment through which students feel is most effective. This study also challenges medical hegemony and the ways in which access to services is dependent on medical diagnoses. Finally, this study reminds stakeholders of the value of building trusting and empathic relationships between school staff and students. School communities and school boards are challenged to think about the structuring of their systems, and the ways in which they may present barriers to the success of all students regardless of ability and/or need. / Thesis / Master of Social Work (MSW)