Supersymmetric D3/D5 for massive defects on curved space

We construct the holographic dual for $\mathcal N=4$ SYM on $\rm S^4$ and $\rm AdS_4$ coupled to massive $\mathcal N=2$ supersymmetric quenched flavor fields on a codimension-1 defect, which is $\rm S^3$ and $\rm AdS_3$, respectively. The holographic description is in terms of a D3/probe D5 brane system. We set up and reduce the BPS equations for D5-brane embeddings with arbitrary supersymmetric deformations and partly solve them at the non-linear level. The remaining equations are solved explicitly in a small-mass expansion. We compute the contribution of the defect fields to the partition function on S$^4$ and compare to a field theory computation using supersymmetric localization, for which we set up the matrix model. Both computations agree, lending strong support to holographic probe brane constructions using D3/D5 configurations in general.Comment: 34 pages, 1 figur

Supersymmetric D3/D7 for holographic flavors on curved space

We derive a new class of supersymmetric D3/D7 brane configurations, which allow to holographically describe N=4 SYM coupled to massive N=2 flavor degrees of freedom on spaces of constant curvature. We systematically solve the $\kappa$-symmetry condition for D7-brane embeddings into AdS$_4$-sliced AdS$_5\times$S$^5$, and find supersymmetric embeddings in a simple closed form. Up to a critical mass, these embeddings come in surprisingly diverse families, and we present a first study of their (holographic) phenomenology. We carry out the holographic renormalization, compute the one-point functions and attempt a field-theoretic interpretation of the different families. To complete the catalog of supersymmetric D3/D7 configurations, we construct analogous embeddings for flavored N=4 SYM on S$^4$ and dS$_4$.Comment: 37 pages, 9 figure

Green Jobs, Green Skills, and the Green Economy: A Survey of New York, with Broader Implications

To borrow from Van Jones's book on the green economy, we have a “dual problem” on our hands. First, that we continue to damage the environment by our destructive practices; and second, that we have a large group of people that were laid off during the last economic regime, because of the supposed insufficiency of their skillsets. There exists a solution to both these problems, and it comes in the form of green jobs. This thesis was undertaken, in part, because of a lack of clarity in the scholarly literature about the nature of green jobs: which jobs are they? and what do they require in the way of skills? The aim of this paper is to restart the conversation surrounding green jobs by showing evidence of a broad-based economic transformation that is primed for the previously maligned, and their likely level of skills. To accomplish this, I had to adopt an understanding of green jobs that allowed me to see the broad-based transformation, and that understanding was to defer to the firm as the main determinant for what makes a job green. From there, I picked up where the Bureau of Labor Statistics left off, and associated their findings with the economy of the state of New York. And, using a mix of files from the federal and state governments, I pieced together a picture of the green economy—one that would be relevant to those with less formal education. I found, among other things, that the green economy does lean toward occupations that are typically romanticized in the literature (those in production and construction); but, also, that office work is an important entry point into the green economy for those that would not–or could not–seek employment in the aforementioned. With regard to skills, I found that more than any other skill type, jobs suited to this population depend heavily on the proficiency of basic skills. This finding runs contrary to a pervasive idea in the literature that propounds the need for technical skills and training as related to green jobs. This thesis offers a look, through a broad lens, at the occupations that are being affected by greener industry practices, and the skills that are needed to be included in this oncoming economic paradigm

Perceptions of Shared Power, Gender Conformity, and Marital Quality in Same- and Different-Sex Marriages

Marriage is a key institutional context for the study of gender and gender inequality. One way in which gender inequality is maintained in marriage is through gender norms, which are often upheld by hegemonic masculinity—the pattern of practices that legitimize men’s dominance over women. While studies have focused on how gender conformity (i.e., women embody femininity and men embody masculinity) affects different-sex unions, they have not considered how gender conformity might shape inequalities and marital quality within same-sex unions. Marriage is a key institutional context for the study of gender and gender inequality. This research brief, led by PRC postdoctoral fellow Amanda Pollitt, examines the relationships between gender conformity (i.e., women embody femininity and men embody masculinity), perceptions of shared power, and marital quality in same- and different-sex marriages.This research was supported, in part, by Grant R21AG044585 from the National Institute on Aging (PI, Debra Umberson); Grant P2CHD042849 awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD); and Grant T32 HD007081, Training Program in Population Studies, awarded to the Population Research Center at The University of Texas at Austin by NICHD.Population Research Cente

The Band At Little Rock Central High School Before, During, And After Integration In 1957-1958

The purpose of this dissertation was to investigate the history of the Little Rock Central High School band before, during, and after integration in 1957-1958. A review of related literature in the areas of civil rights, Brown v. Board of Education, integration of schools, integration of Little Rock Central High School, and integration of school music programs provided the rationale for this study. Based on the related literature, research questions for this study included: What was the history of the Central Band before, during, and after integration in 1957-1958? Who was the first African American in the Central band? When were African American students alloto participate in the extracurricular activities at Central? What factors contributed to the decline of the Central band? What factors contributed to the success of the Central band? The researcher conducted ten telephone, email, and in-person interviews and used eight published interviews in this study. Investigating the history of Central High School and the Central High School band program, as well as conducting interviews revealed the historical implications integration had on the Little Rock Central High School band program. The research presented an understanding of the events that surrounded integration and how integration affected the Little Rock Central High School band