Who Benefits from Lending in Low-income Neighborhoods? An Investigation of Geography as a Proxy for Borrower Income by Type of Financial Institution Using 2022 Home Mortgage Disclosure Act Data

This study investigates the usefulness of common geographic proxies for low-to-moderate (LMI) income borrowers used by various federal agencies, including Community Reinvestment Act (CRA) examiners and the Community Development Financial Institutions (CDFI) Fund. I also examine the impact of varying definitions of low-to-moderate income on our view of the lower income population. Using 2022 Home Mortgage Disclosure Act (HMDA) data, I find that financial institutions, grouped by type—bank, credit union, CDFI, or non-bank—all lend to low-to-moderate income borrowers at similar rates and that loans to LMI census tracts and CDFI investment areas more frequently go to higher income borrowers than lower income across institution types. Further, seventy percent of LMI borrowers live outside of LMI tracts. The low precision and recall of geographic proxies for LMI borrowers raises questions about using these proxy assessments as measures for meeting the financial needs of LMI communities, particularly in the home lending sector.Master of Science in Information Scienc

Subliminal perception and the Stroop effect

The Stroop effect and subliminal perception are two phenomena which have been studied for years. However, the potential relation between the two has not been conclusively explored. This experiment was designed to demonstrate that a relationship between the two may exist. The procedure consisted of subliminally presenting the name of a color written in black letters simultaneously with a colored stimulus. The supraliminal colored stimulus and subliminal word stimulus were presented on a screen by use of a projector and a tachistoscope (t-scope) respectively. It was hypothesized that subliminal perception would create interference on the projected Stroop Test simulating a Stroop effect. Statistical analysis of the data showed a significant increase in reaction times on the projected Stroop test indicating a possible subliminal interference. No correlation was found between the percent increases in reaction times between the paper test and the projected test

From The Man With the Hoe to Tobacco Road: Class, Poverty and Religion and the Southern Tenant Farmers' Union

This thesis explores the intersections of poverty, class and religion as they were debated and depicted within the Southern Tenant Farmers' Union (STFU). The STFU was a Christian and socialist inflected union of agricultural laborers that formed in response to the Agricultural Adjustment Act in 1934. I contextualize these depictions within the larger context of debates about poverty and religion in Depression Era literature and academic scholarship, particularly as they relate to the figure of the Southern sharecropper. Particular attention is paid to the figure of minister and Socialist Party member Howard Kester, and his role as an intermediary between the union and middle class audiences.Master of Art

Quenching of dynamic nuclear polarization by spin-orbit coupling in GaAs quantum dots

The central-spin problem, in which an electron spin interacts with a nuclear spin bath, is a widely studied model of quantum decoherence. Dynamic nuclear polarization (DNP) occurs in central spin systems when electronic angular momentum is transferred to nuclear spins and is exploited in spin-based quantum information processing for coherent electron and nuclear spin control. However, the mechanisms limiting DNP remain only partially understood. Here, we show that spin-orbit coupling quenches DNP in a GaAs double quantum dot, even though spin-orbit coupling in GaAs is weak. Using Landau-Zener sweeps, we measure the dependence of the electron spin-flip probability on the strength and direction of in-plane magnetic field, allowing us to distinguish effects of the spin-orbit and hyperfine interactions. To confirm our interpretation, we measure high-bandwidth correlations in the electron spin-flip probability and attain results consistent with a significant spin-orbit contribution. We observe that DNP is quenched when the spin-orbit component exceeds the hyperfine, in agreement with a theoretical model. Our results shed new light on the surprising competition between the spin-orbit and hyperfine interactions in central-spin systems.Comment: 5+12 pages, 9 figure

Policies that Enhance Teaching and Learning

Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated programs that support it), positive outcomes are readily apparent. Individual teachers who have completed the programs have implemented significant change at the course and program levels. This paper introduces the policy, identifies outcomes in relation to existing theory, describes research underway, and pinpoints areas where organizational learning has occurred

Policies that Enhance Learning and Teaching

Educational institutions often implement policies with the intention of influencing how learning and teaching occur. Generally, such policies are not as effective as their makers would like; changing the behavior of third-level teachers proves difficult. Nevertheless, a policy instituted in 2006 at the Dublin Institute of Technology has met with success: each newly hired faculty member must have a post-graduate qualification in “Learning and Teaching” or successfully complete one within the first two years of employment. The intention is to build teachers’ knowledge about student-centered pedagogies and their capacity to implement them. As a result of this policy (and associated programs that support it), positive outcomes are readily apparent. Individual teachers who have completed the programs have implemented significant change at the course and program levels. This paper introduces the policy, identifies outcomes in relation to existing theory, describes research underway, and pinpoints areas where organizational learning has occurred