Columbia University
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Graduate theses.
Below is a list of the theses produced by graduate students in the Department of Statistics and Actuarial Science.
2023-3 | Payman Nickchi | Ph.D | Linkage fine-mapping on sequences from case-control studies and Goodness-of-fit tests based on empirical distribution function for general likelihood model | R. Lockhart & J. Graham | |
2023-3 | Gurashish Bagga | MSc | Offensive and defensive penalties on score differentials and drive outcomes in the NFL | J. Hu | |
2023-3 | Rina Wang | MSc | The Application of Categorical Embedding and Spatial-Constraint Clustering Methods in Nested GLM Model | J. Cao | |
2023-3 | David (Liwei) Lai | MSc | An Exploration of a Testing Procedure for the Aviation Industry | T. Swartz & G. Parker | |
2023-3 | Teng-Wei Lin | MSc | Forecasting the trajectories of Southern Resident Killer Whales with stochastic continuous-time movement models | R. Joy & R. Routledge | |
2023-3 | Nirodha Epasinghege Dona | PhD | Big Data Applications in Genetics and Sports | J. Graham & T. Swartz | |
2023-3 | Kim Kroetch | MSc | D. Estep | ||
2023-3 | Summer Shan | MSc | C. Tsai | ||
2023-3 | William Ruth | PhD | R. Lockhart | ||
2023-2 | Boyi Hu | PhD | J. Cao | ||
2023-2 | Trevor Thomson | PhD | J. Hu | ||
2023-2 | Daisy (Ying) Yu | PhD | B. McNeney | ||
2023-2 | Pulindu Ratnasekera | PhD | B. McNeney | ||
2023-2 | Yuqi Meng | MSc | T. Loughin | ||
2023-2 | Linwan Xu | MSc | J. Hu | ||
2023-2 | Manpreet Kaur | MSc | B. Tang | ||
2023-2 | Guanzhou Chen | PhD | B. Tang | ||
2023-2 | Kalpani Darsha Perera | MSc | B. Tang | ||
2023-2 | Junpu Xie | MSc | D. Estep | ||
2023-2 | Haixu Wang | PhD | J. Cao | ||
2023-2 | Jesse Schneider | MSc | D. Stenning | ||
2023-1 | Tianyu Yang | MSc | J. Graham | ||
2023-1 | Hashan Peiris | MSc | H. Jeong | ||
2023-1 | Yaning Zhang | MSc | Y. Lu | ||
2022-3 | Elijah Cavan | MSc | T. Swartz & J. Cao | ||
2022-3 | Carla Louw | MSc | R. Lockhart | ||
2022-3 | Wenyuan Zhou | MSc | J. Bégin & B. Sanders | ||
2022-3 | Ryker Moreau | MSc | H. Perera & T. Swartz | ||
2022-3 | Lucas (Yifan) Wu | PhD | T. Swartz | ||
2022-3 | Shaun McDonald | PhD | D. Campbell | ||
2022-2 | Luyao Lin | PhD | D. Bingham | ||
2022-2 | Youwei Yan | MSc | D. Stenning | ||
2022-2 | Lei Chen | MSc | Y. Lu | ||
2022-2 | Jacob (Xuankang) Zhu | MSc | D. Estep | ||
2022-2 | Hasan Nathani | MSc | C. Tsai | ||
2022-2 | Mandy Yao | MSc | D. Estep | ||
2022-1 | Zayed Shahjahan | MSc | J. Graham | ||
2022-1 | Menqi (Molly) Cen | MSc | J. Hu | ||
2022-1 | Wen Tian (Wendy) Wang | MSc | B. Tang | ||
2022-1 | Yazdi Faezeh | PhD | D. Bingham | ||
2022-1 | Winfield Chen | MSc | L. Elliott | ||
2021-3 | Kangyi (Ken) Peng | MSc | T. Swartz & G. Parker | ||
2021-3 | Xueyi (Wendy) Xu | MSc | B. Sanders | ||
2021-3 | Christina Nieuwoudt | PhD | J. Graham | ||
2021-2 | Yige (Vivian) Jin | MSc | J.F. Bégin | ||
2021-2 | Peter Tea | MSc | T. Swartz | ||
2021-2 | Louis Arsenault-Mahjoubi | MSc | J.F. Bégin | ||
2021-2 | Cheng-Yu Sun | PhD | B. Tang | ||
2021-2 | Xuefei (Gloria) Yang | MSc | B. McNeney | ||
2021-2 | Charith Karunarathna | PhD | J. Graham | ||
2021-1 | Lisa McQuarrie | MSc | R.Altman | ||
2021-1 | Yunwei Tu | MSc | R.Lockhart | ||
2021-1 | Nikola Surjanovic | MSc | T. Loughin | ||
2020-3 | Renny Doig | MSc | L.Wang | ||
2020-3 | Dylan Maciel | MSc | D.Bingham | ||
2020-3 | Cherie Ng | MSc | J.F. Bégin | ||
2020-3 | James Thomson | MSc | G.Perera | ||
2020-2 | Gabriel Phelan | MSc | | D. Campbell | |
2020-2 | Jacob Mortensen | PhD | L. Bornn | ||
2020-2 | Yi Xiong | PhD | J. Hu | ||
2020-2 | Shufei Ge | PhD | L. Wang | ||
2020-2 | Fei Mo | MSc | J.F. Bégin | ||
2020-2 | Tainyu Guan | PhD | J. Cao | ||
2020-2 | Haiyang (Jason) Jiang | MSc | T. Loughin | ||
2020-2 | Nathan Sandholtz | PhD | L. Bornn | ||
2020-2 | Zhiyang (Gee) Zhou | PhD | R. Lockhart | ||
2020-2 | Matthew Reyers | MSc | T. Swartz | ||
2020-2 | Jie (John) Wang | MSc | L. Wang | ||
2020-1 | Matt Berkowitz | MSc | R. Altman | ||
2020-1 | Megan Kurz | MSc | J. Hu | ||
2020-1 | Siyuan Chen | MSc | B. McNeney | ||
2020-1 | Sihan (Echo) Cheng | MSc | C. Tsai | ||
2020-1 | Barinder Thind | MSc | J. Cao | ||
2020-1 | Neil Faught | MSc | S. Thompson | ||
2020-1 | Kanav Gupta | MSc | J.F. Bégin | ||
2020-1 | Dani Chu | MSc | T. Swartz |
2015 - 2019 2010 - 2014 2005 - 2009 2000 - 2004 1990's 1980's and prior
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Published on November 11, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.
Choosing your dissertation topic is the first step in making sure your research goes as smoothly as possible. When choosing a topic, it’s important to consider:
You can follow these steps to begin narrowing down your ideas.
Step 1: check the requirements, step 2: choose a broad field of research, step 3: look for books and articles, step 4: find a niche, step 5: consider the type of research, step 6: determine the relevance, step 7: make sure it’s plausible, step 8: get your topic approved, other interesting articles, frequently asked questions about dissertation topics.
The very first step is to check your program’s requirements. This determines the scope of what it is possible for you to research.
Some programs have stricter requirements than others. You might be given nothing more than a word count and a deadline, or you might have a restricted list of topics and approaches to choose from. If in doubt about what is expected of you, always ask your supervisor or department coordinator.
Start by thinking about your areas of interest within the subject you’re studying. Examples of broad ideas include:
To get a more specific sense of the current state of research on your potential topic, skim through a few recent issues of the top journals in your field. Be sure to check out their most-cited articles in particular. For inspiration, you can also search Google Scholar , subject-specific databases , and your university library’s resources.
As you read, note down any specific ideas that interest you and make a shortlist of possible topics. If you’ve written other papers, such as a 3rd-year paper or a conference paper, consider how those topics can be broadened into a dissertation.
After doing some initial reading, it’s time to start narrowing down options for your potential topic. This can be a gradual process, and should get more and more specific as you go. For example, from the ideas above, you might narrow it down like this:
All of these topics are still broad enough that you’ll find a huge amount of books and articles about them. Try to find a specific niche where you can make your mark, such as: something not many people have researched yet, a question that’s still being debated, or a very current practical issue.
At this stage, make sure you have a few backup ideas — there’s still time to change your focus. If your topic doesn’t make it through the next few steps, you can try a different one. Later, you will narrow your focus down even more in your problem statement and research questions .
There are many different types of research , so at this stage, it’s a good idea to start thinking about what kind of approach you’ll take to your topic. Will you mainly focus on:
Many dissertations will combine more than one of these. Sometimes the type of research is obvious: if your topic is post-war Irish poetry, you will probably mainly be interpreting poems. But in other cases, there are several possible approaches. If your topic is reproductive rights in South America, you could analyze public policy documents and media coverage, or you could gather original data through interviews and surveys .
You don’t have to finalize your research design and methods yet, but the type of research will influence which aspects of the topic it’s possible to address, so it’s wise to consider this as you narrow down your ideas.
It’s important that your topic is interesting to you, but you’ll also have to make sure it’s academically, socially or practically relevant to your field.
The easiest way to make sure your research is relevant is to choose a topic that is clearly connected to current issues or debates, either in society at large or in your academic discipline. The relevance must be clearly stated when you define your research problem .
Before you make a final decision on your topic, consider again the length of your dissertation, the timeframe in which you have to complete it, and the practicalities of conducting the research.
Will you have enough time to read all the most important academic literature on this topic? If there’s too much information to tackle, consider narrowing your focus even more.
Will you be able to find enough sources or gather enough data to fulfil the requirements of the dissertation? If you think you might struggle to find information, consider broadening or shifting your focus.
Do you have to go to a specific location to gather data on the topic? Make sure that you have enough funding and practical access.
Last but not least, will the topic hold your interest for the length of the research process? To stay motivated, it’s important to choose something you’re enthusiastic about!
Most programmes will require you to submit a brief description of your topic, called a research prospectus or proposal .
Remember, if you discover that your topic is not as strong as you thought it was, it’s usually acceptable to change your mind and switch focus early in the dissertation process. Just make sure you have enough time to start on a new topic, and always check with your supervisor or department.
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Statistics
Research bias
Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .
However, it should also fulfill criteria in three main areas:
All research questions should be:
You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.
Ask questions such as:
A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.
It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.
Note that some departments require a defense component, where you present your prospectus to your committee orally.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. & George, T. (2023, November 20). How to Choose a Dissertation Topic | 8 Steps to Follow. Scribbr. Retrieved June 28, 2024, from https://www.scribbr.com/research-process/dissertation-topic/
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Thesis life: 7 ways to tackle statistics in your thesis.
Thesis is an integral part of your Masters’ study in Wageningen University and Research. It is the most exciting, independent and technical part of the study. More often than not, most departments in WU expect students to complete a short term independent project or a part of big on-going project for their thesis assignment.
Source : www.coursera.org
This assignment involves proposing a research question, tackling it with help of some observations or experiments, analyzing these observations or results and then stating them by drawing some conclusions.
Since it is an immitigable part of your thesis, you can neither run from statistics nor cry for help.
The penultimate part of this process involves analysis of results which is very crucial for coherence of your thesis assignment.This analysis usually involve use of statistical tools to help draw inferences. Most students who don’t pursue statistics in their curriculum are scared by this prospect. Since it is an immitigable part of your thesis, you can neither run from statistics nor cry for help. But in order to not get intimidated by statistics and its “greco-latin” language, there are a few ways in which you can make your journey through thesis life a pleasant experience.
The best way to end your fear of statistics and all its paraphernalia is to befriend it. Try to learn all that you can about the techniques that you will be using, why they were invented, how they were invented and who did this deed. Personifying the story of statistical techniques makes them digestible and easy to use. Each new method in statistics comes with a unique story and loads of nerdy anecdotes.
If you cannot still bring yourself about to be interested in the life and times of statistics, the best way to not hate statistics is to make an agreement with yourself. You must realise that although important, this is only part of your thesis. The better part of your thesis is something you trained for and learned. So, don’t bother to fuss about statistics and make you all nervous. Do your job, enjoy thesis to the fullest and complete the statistical section as soon as possible. At the end, you would have forgotten all about your worries and fears of statistics.
The best way to understand the results and observations from your study/ experiments, is to visualize your data. See different trends, patterns, or lack thereof to understand what you are supposed to do. Moreover, graphics and illustrations can be used directly in your report. These techniques will also help you decide on which statistical analyses you must perform to answer your research question. Blind decisions about statistics can often influence your study and make it very confusing or worse, make it completely wrong!
Similar to graphical visualizations, making flowcharts and planning various steps of your study can prove beneficial to make statistical decisions. Human brain can analyse pictorial information faster than literal information. So, it is always easier to understand your exact goal when you can make decisions based on flowchart or any logical flow-plans.
Source: www.imindq.com
Although statistics is a giant maze of complicated terminologies, the internet holds the key to this particular maze. You can find tons of examples on the web. These may be similar to what you intend to do or be different applications of the similar tools that you wish to engage. Especially, in case of Statistical programming languages like R, SAS, Python, PERL, VBA, etc. there is a vast database of example codes, clarifications and direct training examples available on the internet. Various forums are also available for specialized statistical methodologies where different experts and students discuss the issues regarding their own projects.
Much unlike blindly searching the internet for examples and taking word of advice from online faceless people, you can systematically learn which quantitative tests to perform by rigorously studying literature of relevant research. Since you came up with a certain problem to tackle in your field of study, chances are, someone else also came up with this issue or something quite similar. You can find solutions to many such problems by scouring the internet for research papers which address the issue. Nevertheless, you should be cautious. It is easy to get lost and disheartened when you find many heavy statistical studies with lots of maths and derivations with huge cryptic symbolical text.
All the steps above are meant to help you independently tackle whatever hurdles you encounter over the course of your thesis. But, when you cannot tackle them yourself it is always prudent and most efficient to ask for help. Talking to students from your thesis ring who have done something similar is one way of help. Another is to make an appointment with your supervisor and take specific questions to him/ her. If that is not possible, you can contact some other teaching staff or researchers from your research group. Try not to waste their as well as you time by making a list of specific problems that you will like to discuss. I think most are happy to help in any way possible.
Talking to students from your thesis ring who have done something similar is one way of help.
Sometimes, with the help of your supervisor, you can make an appointment with someone from the “Biometris” which is the WU’s statistics department. These people are the real deal; chances are, these people can solve all your problems without any difficulty. Always remember, you are in the process of learning, nobody expects you to be an expert in everything. Ask for help when there seems to be no hope.
Apart from these seven ways to make your statistical journey pleasant, you should always engage in reading, watching, listening to stuff relevant to your thesis topic and talking about it to those who are interested. Most questions have solutions in the ether realm of communication. So, best of luck and break a leg!!!
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A perfect approach in a very crisp and clear manner! The sequence suggested is absolutely perfect and will help the students very much. I particularly liked the idea of visualisation!
You are write! I get totally stuck with learning and understanding statistics for my Dissertation!
Statistics is a technical subject that requires extra effort. With the highlighted tips you already highlighted i expect it will offer the much needed help with statistics analysis in my course.
this is so much relevant to me! Don’t forget one more point: try to enrol specific online statistics course (in my case, I’m too late to join any statistic course). The hardest part for me actually to choose what type of statistical test to choose among many options
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Home > Statistics > Dissertations, Theses, and Student Work
Department of statistics: dissertations, theses, and student work.
Examining the Effect of Word Embeddings and Preprocessing Methods on Fake News Detection , Jessica Hauschild
Exploring Experimental Design and Multivariate Analysis Techniques for Evaluating Community Structure of Bacteria in Microbiome Data , Kelsey Karnik
Human Perception of Exponentially Increasing Data Displayed on a Log Scale Evaluated Through Experimental Graphics Tasks , Emily Robinson
Factors Influencing Student Outcomes in a Large, Online Simulation-Based Introductory Statistics Course , Ella M. Burnham
Comparing Machine Learning Techniques with State-of-the-Art Parametric Prediction Models for Predicting Soybean Traits , Susweta Ray
Using Stability to Select a Shrinkage Method , Dean Dustin
Statistical Methodology to Establish a Benchmark for Evaluating Antimicrobial Resistance Genes through Real Time PCR assay , Enakshy Dutta
Group Testing Identification: Objective Functions, Implementation, and Multiplex Assays , Brianna D. Hitt
Community Impact on the Home Advantage within NCAA Men's Basketball , Erin O'Donnell
Optimal Design for a Causal Structure , Zaher Kmail
Role of Misclassification Estimates in Estimating Disease Prevalence and a Non-Linear Approach to Study Synchrony Using Heart Rate Variability in Chickens , Dola Pathak
A Characterization of a Value Added Model and a New Multi-Stage Model For Estimating Teacher Effects Within Small School Systems , Julie M. Garai
Methods to Account for Breed Composition in a Bayesian GWAS Method which Utilizes Haplotype Clusters , Danielle F. Wilson-Wells
Beta-Binomial Kriging: A New Approach to Modeling Spatially Correlated Proportions , Aimee Schwab
Simulations of a New Response-Adaptive Biased Coin Design , Aleksandra Stein
MODELING THE DYNAMIC PROCESSES OF CHALLENGE AND RECOVERY (STRESS AND STRAIN) OVER TIME , Fan Yang
A New Approach to Modeling Multivariate Time Series on Multiple Temporal Scales , Tucker Zeleny
A Reduced Bias Method of Estimating Variance Components in Generalized Linear Mixed Models , Elizabeth A. Claassen
NEW STATISTICAL METHODS FOR ANALYSIS OF HISTORICAL DATA FROM WILDLIFE POPULATIONS , Trevor Hefley
Informative Retesting for Hierarchical Group Testing , Michael S. Black
A Test for Detecting Changes in Closed Networks Based on the Number of Communications Between Nodes , Christopher S. Wichman
GROUP TESTING REGRESSION MODELS , Boan Zhang
A Comparison of Spatial Prediction Techniques Using Both Hard and Soft Data , Megan L. Liedtke Tesar
STUDYING THE HANDLING OF HEAT STRESSED CATTLE USING THE ADDITIVE BI-LOGISTIC MODEL TO FIT BODY TEMPERATURE , Fan Yang
Estimating Teacher Effects Using Value-Added Models , Jennifer L. Green
SEQUENCE COMPARISON AND STOCHASTIC MODEL BASED ON MULTI-ORDER MARKOV MODELS , Xiang Fang
DETECTING DIFFERENTIALLY EXPRESSED GENES WHILE CONTROLLING THE FALSE DISCOVERY RATE FOR MICROARRAY DATA , SHUO JIAO
Spatial Clustering Using the Likelihood Function , April Kerby
FULLY EXPONENTIAL LAPLACE APPROXIMATION EM ALGORITHM FOR NONLINEAR MIXED EFFECTS MODELS , Meijian Zhou
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Possible Topics:
• The evolution of ethnic wage inequality in Germany ( Hase )
• Do unions reduce the ethnic wage gap? ( Hase )
• Does the minimum wage reduce the ethnic wage gap? ( Hase )
• The trade-off effect of family-friendly policy on women’s wage ( Liang )
• The homeownership gap between immigrants and natives and heterogeneous impacts of homeownership on life satisfaction (Liang)
• COVID-19, working from home and wage inequality (Liang)
• Do household income shocks lead to divorces and unstable families? (Moog)
• The effect of increased gas prices on working hours (Moog/Schank )
• The effect of having internet at home on the probability to move to another location ( Schank )
• The effect of having internet at home on people’s social behavior ( Schank )
• The effect of the public smoking ban in Germany on people’s propensity to go out ( Schank )
• Is the public smoking ban in Germany good or bad for pubs and restaurants? ( Schank )
• The effect of public holidays on worker productivity ( Schank )
• The effect of team diversity (in respect of e.g. age, nationality, experience) on team performance in the German soccer/ volleyball league ( Voigt )
• Value inheritance: The effect of parents' academic values on children's ambitions ( Voigt )
• Does the presence of children reduce the amount of training on the job and what is the associated wage penalty? ( Carow )
• Determinants of the duration of parental leaves of fathers ( Carow )
For further information, you can contact the person mentioned in brackets. You can also contact us with your own suggestion.
Thesis currently in process:
• Employment responses to changing gas prices (Jan Lucas Wilhelm)
Completed dissertations:
• Evaluating potentials of synthetic dataset provision for research and statistical offices in Germany (Yannik Garcia Ritz)
• Trends in immigrant-native wage inequality in Germany (Thorsten Aron)
• Der Einfluss des gesetzlichen Mindestlohnes in Deutschland auf Stundenlöhne und Monatseinkommen (Lars Chittka)
• Does the minimum wage reduce the ethnic wage gap? (Hira Kücük)
• Internet access and school performance: evidence from the German SOEP (Joao Felipe Mayer Saucedo)
• The effect of gender diverse supervisory boards on the gender remuneration gap at executive boards: An empirical analysis for Germany (Benedikt Brand)
• Determinants of paid and unpaid overtime: an international comparison of Germany and the UK (Julia Hörsch)
• Determinants and dynamics in multiple job holding - evidence from the German Socio-Economic Panel (Alexander Moog)
• The effect of low-emission zones on air quality in German cities (Sebastian Gradel)
• The impact of German minimum wage policy on workers subjective well-being (Maria del Pilar Triana Torres)
• The impact of German minimum wage policy on the gender wage gap (Laura Fleckenstein)
• The effect of working hours mismatch on job satisfaction: evidence for workers with children (Daniela Maier)
• Determinants of success in sports -the influence of visitors on the results of professional soccer matches (Christian Orthey)
• Out of sight out of mind - the effects of former loan agreements on future transfer fees within European Football (Tiago Pereira)
• The effect of team diversity on team performance in the German soccer league (Vasil Yordanov)
• The effect of the Volkswagen emission scandal on the sales of different automobile brands (Jonas Jähnke)
• The effect of women on supervisory boards on the employees' gender wage gap. Evidence from German linked employee-plant-firm data (Johannes Carow)
• Determinants of flight irregularities: an empirical analysis for Lufthansa Technik (Tobias Hausmann)
• Using Monte Carlo simulations to compare OLS and Matching estimators (Maximilian Lüke)
• The development of wage inequality in Germany from 2006 to 2016 - comparison of results based on the GSOEP and the GSES (Rebekka Schnitzler)
• The effect of gender diverse supervisory boards on top executive's compensation in Germany: An empirical analysis (Laura Bilavski)
• Labour market returns to physical exercise in Germany. An empirical analysis (Matthias Dincher)
• The effects of regional allocation of refugees on local voting outcomes - empirical evidence from the 2016 regional elections in Hesse (Germany) (Mathias Lück)
• Do women participate less in further education? (Linh Hoang)
• Determinants of internal and external job promotion - an empirical analysis with German SOEP data (Nicole Nelling)
• The effect of parental age at birth on educational outcomes and wages: an empirical analysis with the German SOEP (Marc Diederichs)
• The relationship of board gender diversity and stock price informativeness: an empirical analysis of the DAX 160 companies (Stephan Eck)
• Does the German statutory minimum wage affect working hours? An empirical investigation (Christian Düben)
• Are employees with fixed-term contracts less absent from work than employees with permanent contracts? An empirical analysis using the German Socio-Economic Panel (Hannah Schwabl)
• The role of aid to the health sector in attracting FDI: empirical evidence from Africa (Franziska Ulrich)
• Using simulations to evaluate different econometric methods to estimate dynamic non-linear models (Alexander Basan)
• Gender diversity, critical mass and firm performance: new evidence from German boardrooms (Vera Steitz)
• Job search behavior of unemployment-benefit-II recipients. An empirical analysis using PASS (Lenin Castillo)
• Has internet increased the job finding rate? An empirical analysis (Manuel Denzer)
• Using simulations to evaluate different methods to estimate binary response models with a binary endogenous explanatory variable (Annelen Carow)
• Do wages rise more in large firms? Evidence for Germany (Ying Liang)
• The effect of smoking behavior on labor market and health outcomes (Yingjie Huang)
• Strategic alliances among venture backed companies - empirical evidence from biotechs (Leonhard Brinster)
• Persistence in welfare-receipt. An empirical analysis using the panel study "Labour Market and Social Security" (PASS) (Stefan Schwarz)
• What are the determinants of rent prices in Germany? An empirical analysis (Sarim Khalid)
• Job mobility and risk aversion. An empirical analysis using the German Socio-Economic Panel (Sandra Achten)
• The impact of natural resources on economic growth using simulated maximum likelihood methods to estimate country-specific coefficients (Giacomo Benini)
• Institutional change, openness and development: evidence from Africa (Felix Giorgio Amato)
• Trade liberalization and price pass-through: evidence from the world coffee market (Victor Gimenez Perales)
• Analysis of the impact of health facility condition on educational outcomes of elementary school students: evidence from Uganda (Jan-Stephen Welsch)
• An analysis of forecasting methods with the example of the German GDP forecasting (Christian Endres)
• Does winning today increase the chances of winning tomorrow? An empirical analysis of football data (Julius Nick)
• Determinanten der CDS-Spreads - eine dynamische Paneldatenanalyse - (Jörg Geier)
• Women labor force participation and economic development: evidence from developing countries (Farhan Azmat)
• Die Determinanten nationaler Migration (Samir Ben Naceur, Diplom)
• Human capital and its impact - income differentials between Bachelor, Master and Diploma graduates (Nora Nickig)
• Children and their parents labor supply: evidence from Germany (Eni Bilbili)
• The determinants of China's urban house price: evidence from provincial panel data in mainland China (Fan Yang)
• The construction of a regional price index for the German federal state of Hesse (Stefanie Käuser und Mathias Bieg)
• To move or not to move: the effects of wage, unemployment and house price differentials on the interregional migration decision in Germany (Lorna Syme)
• Wage and employment effects of immigration to Russia (Evgenia Poliakova)
• Theory and empirical applications of the European airline market (Chunxiao Ma)
• An analysis of the economic transition and income inequality in China (Xiaoli Jiang)
• Horizontale Unternehmenszusammenschlüsse: Motive und Wohlfahrtseffekte (Atahar Ahmad, Diplom)
• Auswirkungen von aktivierender Arbeitsmarktpolitik im Rahmen von Such- und Matchingmodellen (Patrick Könsgen, Diplom)
• Labour market dynamics of couples receiving welfare. An empirical analysis using PASS (Lisa Leschnig)
• Die Lohnkurve: eine empirische Schätzung mit Daten der Verdienststrukturerhebung 2006 (Thorsten Ritter, Diplom)
• Studentische Preisdiskriminierung am Mainzer Staatstheater (Sarah Anna Mediouni, Diplom)
• Eine Analyse der Reaktion des deutschen Arbeitsmarktes auf die Finanzkrise (Daniel Vorreiter, Diplom)
• Preisdiskriminierung im Schienenpersonenfernverkehr: Eine ökonomische Analyse in Theorie und Praxis – unter besonderer Berücksichtigung des InterConnex“ (Vera Plachetka, Diplom)
As part of his or her master's study, a student should write a thesis. There are two options for the thesis: a long thesis corresponding to one year full time work, and a short thesis corresponding to one semester's full time work. The work on a long thesis typically starts in the second semester of the master's study (as described here ), while the work on a short thesis should be done during the last semester of the master's study. Below we give an overview of possible supervisors and topic for the master's thesis.
My main field of research is statistical learning ( STK-IN4300 ), with focus on methodological issues related to high-dimensional data. In particular, I am strongly interested in the statistical boosting, a method which combines the powerfulness of a machine-learning approach and the interpretability of a statistical model. In the same context of computational approaches, I am also interested in resampling-based methods for variable selection, data analysis and model averaging. In addition, I have also more theoretical interests, mainly in the field of asymptotic theory, where I am focusing on methods for the treatment of nuisance parameters.
Examples of master's theses that I have supervised:
Vegard Stikbakke. A boosting algorithm to extend first-hitting-time models to a high-dimensional survival setting , Long thesis, 2019.
Jonas Gjesvik. Statistical modelling of Goalkeepers in the Norwegian Tippeliga ,Long thesis, 2019.
Over several years, my main research interest has been in developing methodology tailored for the analysis of high dimensional data, with links to topics in f.ex. STK-IN4300 .
I am heavily involved in the research for innovation center for big and complex data problems, BigInsight , as researcher and co-director. BigInsight would like to offer master projects within most BigInsight topics. For me it is most actual to supervise master projects related to high dimensional, high frequency sensor data, mainly from the maritime sector, see the BigInsight web pages (Innovation Objective Sensor Systems).
I have also been working for several years with high dimensional genomic data connected to cancer research. I can offer master projects related to statistical analysis of genomic and/or epigenetic data, where the high dimensionality of the data (especially p>n) leads to interesting methodological challenges.
Martin Tveten: Multi-Stream Sequential Change Detection Using Sparsity and Dimension Reduction , long thesis, 2017
Camilla Lingjærde: Tailored Graphical Lasso for Data Integration in Gene Network Reconstruction , long thesis, 2019
My main field of research over the past years has been multivariate modelling, in particular copulas, with applications within for instance finance, insurance and climate. I am also involved in BigInsight , as a researcher and co-director, and also supervise master’s theses with topics from this centre. More specifically I work on problems related to personalised fraud detection, i.e. constructing systems for uncovering tax fraud, insurance fraud and money laundering, which involves high-dimensional, imbalanced data. Further, I am engaged in the new convergence environment ImmunoLingo , a transdisciplinarily project, whose aim is to decipher the molecular language of adaptive immunity. I will also propose master thesis topics from this project.
Daniel Piacek: Detecting fraud using information from social networks . Long thesis, 2017
Eirik Lødøen Halsteinlid: Addressing collinearity and class imbalance in logistic regression for statistical fraud detection . Long thesis, 2019.
I work in several areas of theoretical and applied statistics, with some key words being model building, model selection and model averaging, confidence distributions, estimation theory, survival analysis, Bayesian nonparametrics, stability and change. I led the research project group FocuStat with several PostDocs, PhDs, and Master level students , from 2014 to 2018, and several of our themes are continued, in partly new directions. Two projects, flowing from FocuStat themes, are From Processes to Models (ways of constructing better models for data) and Stability and Change (theory for finding changes, and conditions for stability, with application to war-and-peace data).
You may check the FocuStat webpage, including blog posts, with various themes that may also lead to Master thesis projects.
The majority of my students are working on the theoretical side of the spectrum, but from time to time I also supervise more applied projects (examples being recommender systems for finn.no; analysis of track and field data; examination of the forensic information used to convict Fredrik Fasting Torgersen for murder in 1958; the keeper's role in football matches; Markov chains for modelling escalation in armed conflicts).
If interested, check the list of Master- and PhD-students at the FocuStat website , which includes brief descriptions of and links to their projects and theses.
My field is event history analysis (cf. STK4080 ) and in particular I have been interested in theoretical developments and applications in epidemiology. Some of the master’s theses I have supervised have had a focus on developments of case-control studies and similar epidemiological designs with a time to event perspective. Others master’s theses have been more directly connected to analyses of specific epidemiological data sets. The problems and data sets for the master’s theses often turn up in connection with collaborations with researchers at the Norwegian Institute of Public Health where I work part time. I am also involved in the strategic research initiative Pharmatox at the University of Oslo where we will study possible effects of medicines taken during pregnancy on neurodevelopment in childhood.
Morten Madshus: A Match Too Much? - A simulation study on overmatching in nested case-control studies. Long thesis 2019
Lena Johansen: Metoder og metodiske utfordringer for matchede kohortstudier. Long thesis 2018
Simon Lergenmuller: Two-stage predictor substitution for time-to-event data . Long thesis, 2017.
My research themes are often connected to Bayesian modelling and analysis, for example some type of space-time modelling or model diagnostics. I am a participant in the Research-based Innovation (SFI) BigInsight . Projects that are motivated by applications include one where we model the viral spread of products on social networks, a project which is in collaboration with Telenor. Another concerns a new Bayesian recommender system for clicking data. ‘Clicking data’, the history that consumers have of clicking on webpages, reveal their preferences. Such data arise in very many areas in the digital world, including business (e.g. a company selling products online) and entertainment (e.g. Spotify, Netflix, NRK). A recommender system aims at personalised recommendations based on the history of the consumer and other consumers. For this project we collaborate both with NRK and finn.no. More theoretically motivated is my interest in model diagnostics, mainly concerning checking for possible modelling conflicts at the node-level of (Bayesian) hierarchical models. A possible master project could be connected to this field.
Examples of master’s theses that I have supervised:
Jonas Fredrik Schenkel: Collaborative Filtering for Implicit Feedba ck: Investigating how to improve NRK TV's recommender system by including context . Long thesis, 2017.
Jenine Gaspar Corrales: Analyzing and Predicting Demographics of NRK's Digital Users . Long thesis, 2019.
My main fields of research are (Bayesian) computational statistics and Monte Carlo methods. In particular, analysis of data that have a dependence structure in time and/or space is central in many of my projects. Such problems impose challenges both at the modelling stage and with respect to computation. I am involved in CELS , a multidisciplinary center for computational inference in evolutionary life science at the University of Oslo. Problems considered are within ecology, evolution but also forensic science. Analysis of big data is also possible through my engagement in BigInsight , a new center for Research-based Innovation (SFI), where huge amounts of multivariate sensor data needs to be analysed. I also have a part time position at Norwegian Computing Center (Norsk Regnesentral) where I currently am involved in projects concerning marine resources (estimation of abundance etc).
Possible master-project
Martin Gjesdal Bjørndal: Distance Metrics in Variant Graphs , Long thesis, 2017
Kjersti Moss: The Poisson-Binomial Model for Fish Abundance Estimation: With Applications to Northeast Arctic cod . Long thesis, 2015
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Saint Louis University’s Department of Mathematics and Statistics offers undergraduate and graduate students a wide variety of courses on a diverse range of topics.
Be sure to check out the College of Arts and Sciences Academic Catalog for official course listings.
MATH 0225: Basic Mathematics Prep course designed to expose students to signed Numbers: common fractions, decimals and percentages; ratio and proportion; area and volume; powers and roots; algebraic expressions and operations; linear equations; basic trigonometric functions; factoring polynomials. Three credit hours.
MATH 0235: Introduction Elementary Algebra Three credit hours. Mathematics (Ps) Department
MATH 0240: Introduction to Elementary Algebra I MATH 0240 and MATH 0250 together cover the same material as MATH 0260, but in two semesters. Credit not given for both MATH 0240 and MATH 0260. Fall semester. Two credit hours.
MATH 0250: Elementary Algebra II MATH 0240 and MATH 0250 together cover the same material as MATH 0260, but in two semesters. Credit not given for both MATH 0250 and MATH 0260. Fall and spring semesters. Prerequisite: Grade of “C−” or better in Math 0240. Two credit hours.
MATH 0260: Intermediate Algebra Radicals, exponents, first degree equations, simultaneous equations, quadratic equations, functions, graphs, logarithms, polynomials. Credit not given for both MATH 0260 and any of the following: MATH 0240, MATH 0250. Fall and spring semesters. Prerequisite: Math Index at least 700. Three credit hours.
MATH 1200: College Algebra Polynomials; rational functions; exponential and logarithmic functions; conic sections; systems of equations; and inequalities. Intended for students needing more preparation before taking MATH 1320: Survey of Calculus, MATH 1400: Pre-calculus. Fall, spring, and summer. Prerequisite: Math Index at least 800, or a grade of “C−” or better in MATH 0260: Intermediate Algebra. Three credit hours.
MATH 1220: Finite Mathematics Linear equations and straight lines, matrices, sets and counting, probability and statistics, the mathematics of finance, and logic. Fall and spring semesters. Prerequisite: Math-Index at least 750 or grade of “C−” or better in MATH 0260: Intermediate Algebra. Three credit hours.
MATH 1240:Mathematics and the Art of M.C. Escher An inquiry course open to all undergraduates. In this course we will discover how M.C. Escher created some of his artwork. The art of M.C. Escher will be used to explore such topics as: polygons, transformations, tessellations, and wallpaper patterns. Taught in a computer classroom. Prerequisite: Math-Index at least 750 or grade of “C−” or better in MATH 1200: College Algebra or equivalent. (An understanding beyond MATH 0260 is needed.) Thee credit hours.
MATH 1240: Mathematics and the Art of M.C. Escher A SLU Inquiry Seminar. The art of M.C. Escher is used to explore topics in geometry such as symmetry, tessellations, wallpaper patterns, the geometry of the sphere and hyperbolic geometry. Taught in a computer classroom. Fall and spring. Prerequisites: 3.5 years of high school mathematics or a grade of C- or better in MATH 1200. Three credit hours.
MATH 1250: Mathematical Thinking in Real World An inquiry course open to all undergraduates. In this course, aimed at students in the humanities and social sciences, we study some of the greatest ideas of mathematics that are often hidden from view in lower division courses. Topics selected from number theory, the infinite, geometry, topology, chaos and fractals, and probability. Taught in a computer classroom. Prerequisite: Math-Index at least 750 or a grade of “C−” or better in MATH 1200: College Algebra or equivalent. (An understanding beyond MATH 0260 is needed.) Three credit hours.
MATH/STAT 1260: Statistics Including Sports and Politics An inquiry course open to all undergraduates. Producing data through the use of samples and experiments; organizing data through graphs and numbers that describe the distribution of the data of one variable or the relationship between two variables; probability; statistical inference including confidence intervals and tests of significance. Prerequisite: Math Index at least 750 or a grade of “C−” or better in MATH 1200. Three credit hours.
MATH/STAT 1300: Elementary Statistics with Computers Data production and analysis; probability basics, distributions; sampling, estimation with confidence intervals, hypothesis testing, t-test; correlation and regression; crosstabulations and chi-square. Students learn to use a statistical package such as SPSS. Prerequisite: Math Index at least 900 or a grade of "C−” or better in MATH 1200: College Algebra or equivalent. Three credit hours.
MATH 1320: Survey of Calculus Introductory differential and integral calculus, optimization and rate problems, calculus of rational, exponential and logarithmic functions, partial derivatives and applications. Fall, spring and summer. Math Index at least 900 or a grade of “C−” or better in MATH 1200: College Algebra. Three credit hours.
MATH 1400: Pre-calculus Trigonometric functions, graphing, identities, solving triangles, inverse trigonometric functions, polar coordinates, complex numbers, and analytic geometry. Fall and spring semesters. Prerequisite: Math Index at least 950 or a grade of “C−” or better in MATH 1200: College Algebra. Three credit hours.
MATH 1510: Calculus I Elementary functions; differentiation and integration from geometric and symbolic viewpoints; limits, continuity; applications. Fall and spring semesters. Prerequisite: Math Index at least 1020 or a grade of “C−” or better in MATH 1400: Pre-calculus. Four credit hours. 1818 Advanced College Credit
MATH 1520: Calculus II Symbolic and numerical techniques of integration, indeterminate forms, infinite series, power series, Taylor series, differential equations; polar coordinates, applications. Prerequisite: Score at least 4 on the Calculus AP Test (AB), Math-Index at least 1050, or a grade of “C−” or better in MATH 1510: Calculus I. 4 Credit Hours. 1818 Advanced College Credit
MATH 1650: Cryptology An inquiry course open to all undergraduates. Aimed at students who require a course at the level of calculus or higher and who are interested in the mathematical basis for cryptology systems. Topics include permutation based codes, block cipher schemes and public key encryption. Prerequisite: Four years of high school mathematics. Three credit hours.
MATH 1660: Discrete Mathematics Concepts of discrete mathematics used in computer science; sets, sequences, strings, symbolic logic, proofs, mathematical induction, sums and products, number systems, algorithms, complexity, graph theory, finite state machines. Prerequisite: A grade of “C−” or better in MATH 1200: College Algebra or equivalent. Three credit hours.
MATH 1990: Honors Course in Mathematics Offered occasionally. One to three credit hours.
MATH 2150: Computational Linear Algebra Vectors, matrices and matrix operations, determinants, systems of linear equations, Gaussian elimination, direct factorization, finite-precision arithmetic and round-off, condition number, iterative methods, vector and matrix norms, eigenvalues and eigenvectors, CAS package. Three credit hours.
MATH 2530: Calculus III Three-dimensional analytic geometry, vector-valued functions, partial differentiation, multiple integration, and line integrals. Fall and spring semesters. Prerequisite: A grade of “C−” or better in MATH 2530: Calculus III. Four credit hours.
MATH 2660: Principles of Mathematics Introduction to the basic techniques of writing proofs and to fundamental ideas used throughout mathematics. Topics covered include formal logic, proof by contradiction, set theory, mathematical induction and recursion, relations and congruence, functions. Fall and spring semesters. Prerequisite: A grade of “C−” or better in MATH 1510: Calculus I. Three credit hours.
MATH 2690: Mathematical Problem Solving Intended primarily to train students for the William Lowell Putnam Mathematical Competition, this course covers a mélange of ingenious techniques for solving mathematics problems cutting across the entire undergraduate spectrum, including precalculus, calculus, combinatorics, probability, inequalities. Coverage tailored to students’ interests. May be repeated for credit. Fall semester. Prerequisite: None. One credit hour.
MATH 2930: Special Topics One to four credit hours.
MATH 2980: Independent Study Prior approval of sponsoring professor and chair required. Zero to three credit hours. Independent study
MATH 2990: Honors Course in Mathematics One to three credit hours.
MATH 3110: Linear Algebra for Engineers Systems of linear equations, matrices, linear programming, determinants, vector spaces, inner product spaces, eigenvalues and eigenvectors, linear transformations, and numerical methods. Credit not given for both MATH 3110 and MATH 3120. Spring semester. Prerequisite: A grade of “C−” or better in MATH 1520: Calculus II and a knowledge of vectors. Three credit hours.
MATH 3120: Introduction to Linear Algebra Matrices, row operations with matrices, determinants, systems of linear equations, vector spaces, linear transformations, inner products, eigenvalues and eigenvectors. Credit not given for both MATH 3120 and MATH 3110. Fall and spring semesters. Prerequisite: MATH 2530: Calculus III and MATH 2660: Principles of Math. Three credit hours.
MATH 3230: Vector Analysis Vector algebra, differential and integral calculus of vector functions, linear vector functions and dyadics, applications to geometry, particle and fluid mechanics, theory of vector fields. Offered occasionally. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3240: Numerical Analysis Review of calculus; root finding, nonlinear systems, interpolation and approximation; numerical differentiation and integration. Alternate spring semesters. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3270: Advanced Mathematics for Engineers Vector algebra; matrix algebra; systems of linear equations; eigenvalues and eigenvectors; systems of differential equations; vector differential calculus; divergence, gradient and curl; vector integral calculus; integral theorems; Fourier series with applications to partial differential equations. Fall and spring semesters. Prerequisite: MATH 3550: Differential Equations. Three credit hours.
MATH 3550: Differential Equations Solution of ordinary differential equations, higher order linear equations, constant coefficient equations, systems of first order equations, linear systems, equilibrium of nonlinear systems, Laplace transformations. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3600: Combinatorics Advanced counting methods: permutations and combinations, generalized permutations and combinations, recurrance relations, generating functions; algorithms: graphs and digraphs, graph algorithms: minimum-cost spanning trees, shortest path, network flows; depth first and breadth-first searches; combinatorial algorithms: resource scheduling, bin-packing: algorithmic analysis and NP completeness. Three credit hours.
MATH 3760: Financial Mathematics Theory of interest material for the Financial Mathematics exam of the Society of Actuaries. Time permitting, supplemental material covering financial derivatives will be discussed. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3800: Elementary Theory of Probability Counting theory; axiomatic probability, random variables, expectation, limit theorems. Applications of the theory of probability to a variety of practical problems. Credit not given for both MATH 3800 and either MATH 3810 or MATH 4800. Fall semester. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3810: Probability and Statistics for Engineers Analyzing and producing data; probability; random variables; probability distributions; expectation; sampling distributions; confidence intervals; hypothesis testing; experimental design; regression and correlation analysis. Credit not given for both MATH 4880 and either MATH 4810 or MATH 4820. Fall and spring semesters. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 3850: Foundations of Statistical Analysis Descriptive statistics, probability distributions, random variables, expectation, independence, hypothesis testing, confidence intervals, regression and ANOVA. Applications and theory. Taught using statistical software. Credit not given for both MATH/STAT 3810 and MATH/STAT 3850. Fall and Spring semesters. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 4050: History of Mathematics The development of several important branches of mathematics, including numeration and computation, algebra, non-Euclidean geometry, and calculus. Offered every other spring (even years). Prerequisite: MATH 1520: Calculus II. Three credit hours.
MATH 4110: Introduction to Abstract Algebra Elementary properties of the integers, sets and mappings, groups, rings, integral domains, division rings and fields. Fall semester. Prerequisite: MATH 3120: Intro to Linear Algebra. Three credit hours.
MATH 4120: Linear Algebra Advanced linear algebra, including linear transformations and duality, elementary canonical forms, rational and Jordan forms, inner product spaces, unitary operators, normal operators and spectral theory. Alternate spring semesters. Prerequisite: MATH 4110. Three credit hours.
MATH 4150: Number Theory Introduction to algebraic number theory. Topics will include primes, Chinese remainder theorem, Diophantine equations, algebraic numbers and quadratic residues. Additional topics will vary from year to year. Alternate spring semesters. Prerequisite: MATH 4110. Three credit hours.
MATH 4210: Introduction to Analysis Real number system, functions, sequences, limits, continuity, differentiation, integration and series. Fall semester. Prerequisite: MATH 2530 and MATH 3120. Three credit hours.
MATH 4220: Metric Spaces Set theory, metric spaces, completeness, compactness, connected sets, category. Spring semester. Prerequisite: MATH 4210. Three credit hours.
MATH 4230: Multivariable Analysis Introduction to analysis in multidimensional Euclidean space. Sequences and Series of functions, Differentiability, Integrability, Inverse and Implicit function theorems, Fundamental Theorems of Multivariable Calculus (Green's Theorem, Stokes Theorem, Divergence Theorem). Spring semester. Prerequisite: MATH 4210. Three credit hours.
MATH 4310: Introduction to Complex Variables Complex number system and its operations, limits and sequences, continuous functions and their properties, derivatives, conformal representation, curvilinear and complex integration, Cauchy integral theorems, power series and singularities. Fall semester. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 4320: Complex Variables II This course is a continuation of MATH 4310. Topics covered include series, residues and poles, conformal mapping, integral formulas, analytic continuation, and Riemann surfaces. Spring semester. Prerequisite: MATH 4310. Three credit hours.
MATH 4360: Geometric Topology An introduction to the geometry and topology of surfaces and three dimensional spaces. Topics covered Include Euclidean, spherical and hyperbolic geometry, topology of surfaces, knot theory, and the fundamental group. Prerequisite: MATH 4310. Three credit hours.
MATH 4410: Foundations of Geometry Historical background of the study of Euclidean geometry; development of two-dimensional Euclidean geometry from a selected set of postulates. Offered occasionally. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 4430: Non-Euclidean Geometry The rise and development of the non-Euclidean geometries with intensive study of plane hyperbolic geometry. Offered occasionally. Prerequisite: MATH 1510: Calculus I. Three credit hours.
MATH 4480: Differential Geometry Classical theory of smooth curves and surfaces in 3-space. Curvature and torsion of space curves, Gaussian curvature of surfaces, the Theorema Egregium of Gauss. Offered occasionally. Three credit hours. MATH 4550: Nonlinear Dynamics and Chaos Bifurcation in one-dimensional flows. Two-dimensional flows, fixed points and linearization, conservative systems, index theory, limit cycles. Poincaré-Bendixson theory, bifurcations. Chaos, the Lorenz equation, discrete maps, fractals, and strange attractors. Prerequisite: MATH 3550: Differential Equations. Three credit hours.
MATH 4570: Partial Differential Equations Fourier series, Fourier Integrals, the heat equation, Staum-Liouville problems, the wave equation, the potential equation, problems in several dimensions, Laplace transforms numerical methods. Prerequisite: MATH 3550: Differential Equations. Three credit hours.
MATH 4630: Graph Theory Basic definitions and concepts, undirected graphs (trees and graphs with cycles), directed graphs, and operation on graphs, Euler's formula, and surfaces. Offered occasionally. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 4650: Cryptography Classical cryptographic systems, public key cryptography, symmetric block ciphers, implementation issues. Related and supporting mathematical concepts and structures. Prerequisite: MATH 2530: Calculus III. Three credit hours.
MATH 4800: Probability Theory Axioms of probability, conditional probability. Discrete and continuous random variables, expectation, jointly defined random variables. Transformations of random variables and limit theorems. Theory and applications, taught using statistical software. Credit not given for any two of MATH 3800, MATH 4800 and MATH 4810. Prerequisites: MATH/STAT 3850, MATH 2530 and MATH 1660 or MATH 2660. Three credit hours.
MATH 4840: Time Series Applied time series. Topics include exploratory data analysis, regression, ARIMA. Spectral analysis, state- space models. Theory and applications, taught using statistical software. Prerequisite: MATH/STAT 3850. Three credit hours.
MATH 4850: Mathematical Statistics Theory of estimators, sampling distributions, hypothesis testing, confidence intervals, regression, bootstrapping, and resampling. Theory and applications, taught using statistical software. Credit not given for both MATH/STAT 3810 and MATH/STAT 3850. Prerequisite: MATH 4800. Three credit hours.
MATH 4860: Statistical Models Poisson processes, Markov chains, hidden Markov models, continuous time Markov chains, queuing theory. Theory and applications, taught with statistical software. Prerequisite: MATH 4800 . Three credit hours.
MATH 4870: Applied Regression Linear regression, model selection, nonparametric regression, classification and graphical models. Theory and applications using statistical software. Prerequisites: MATH/STAT 3850 and MATH 3110 or MATH 3120. Three credit hours.
MATH 4950: Senior Residency Required for graduating seniors. 0 Credit Hours. Senior Residency
MATH 4980: Advanced Independent Study Prior permission of sponsoring professor and chair required. Zero to six credit hours. Independent Study.
MATH 4WUI - Washington University Inter-U 0 to 3 Credit Hours. Inter-University College
MATH 5102: Linear Algebra Advanced linear algebra including linear transformations and duality, elementary canonical forms, rational and Jordan forms, inner product spaces, unitary operators, normal operators, and spectral theory. Offered every other spring semester. Prerequisite: MATH 4110. Three credit hours. (Cross-listed as MATH 4120)
MATH 5202: Metric Spaces Set theory, real line, separation properties, compactness, metric spaces, metrization. Offered every other spring semester. Prerequisite: MATH 4210. Three credit hours. (Cross-listed as MATH 4220)
MATH 5105: Number Theory Introduction to algebraic number theory. Topics will include primes, Chinese remainder theorem, Diophantine equations, algebraic numbers and quadratic residues. Additional topics will vary from year to year. Offered every other year. Prerequisite: MATH 4110. Three credit hours. (Cross-listed as MATH 4150)
MATH 5203: Multivariable Analysis Sequences and Series of functions, Differentiability, Integrability, Inverse and Implicit function theorems, Fundamental Theorems of Multi-variable Calculus (Green’s Theorem, Stokes Theorem, Divergence Theorem). Prerequisite: MATH 4210. Three credit hours. (Cross-listed as MATH 4230)
MATH 5060: Math Methods Engineering I Review of vector analysis, curvilinear coordinates, introduction to partial differential equations, Cartesian tensors, matrices, similarity transformations, variational methods, Lagrange multipliers, Cauchy-Riemann conditions, geometry of a complex plane, conformal mapping, and engineering applications. Only offered occasionally. Prerequisite: Permission of Instructor. Three credit hours.
MATH 5070: Math Methods Engineering II Calculus of residues, contour integration, multi-valued functions, series solutions of differential equations, Sturm-Liouville theory, special functions, integral transforms, discrete Laplace and Fourier transforms, basic numerical methods, finite difference methods, and their applications to partial differential equations. Only offered occasionally. Prerequisite: Permission of Instructor. Three credit hours.
MATH 5110: Algebra Simple properties of groups, groups of transformations,subgroups, homomorphisms and isomorphisms, theorems of Schreier and Jordan-Hölder, mappings into a group, rings, integral domains, fields, polynomials, direct sums and modules. Fall semester. Three credit hours.
MATH 5120: Algebra II Rings, fields, bases and degrees of extension fields, transcendental elements, normal fields and their structures. Galois theory, finite fields; solutions of equations by radicals, general equations of degree n. Offered every spring semester. Prerequisite: MATH 5110. 3 Credit Hours.
MATH 5210: Real Analysis I The topology of the reals, Lebesque and Borel measurable functions, properties of the Lebesque integral, differential of the integral. Fall semester. Three credit hours.
MATH 5220: Complex Analysis Holomorphic and Harmonic functions and power series expansions. Complex integration. Cauchy’s theorem and applications. Laurent series, singularities, Runge’s theorem, and the calculus of residues. Additional topics may include Analytic continuation, Riemann surfaces, and conformal mapping. Prerequisite: MATH 5210 and MATH 5310. Three credit hours. Offered occasionally.
MATH 5230: Functional Analysis Banach and Hilbert spaces. Linear functionals and linear operators. Dual spaces, weak and weak-* topologies. Hahn-Banach, Closed Graph and Open Mapping Theorems. Topological Vector spaces. Prerequisite: MATH 5210 and MATH 5310. Three credit hours. Offered occasionally.
MATH 5240: Harmonic Analysis Fourier Series on the circle, Convergence of Fourier series, Conjugate and maximal functions, Interpolation of Linear Operators, Lacunary Sequences, Fourier Transform on the line, Fourier transform on locally compact Abelian groups. Prerequisite: MATH 5210. Three credit hours. Offered occasionally.
MATH 5310: Topology I Topological spaces, convergence, nets, product spaces, metrization, compact spaces, connected spaces. Fall semester. Three credit hours.
MATH 5320: Topology II Compact surfaces, fundamental groups, force groups and free products, Seifert-van Kampen theorem, covering spaces. Offered every spring semester. Prerequisite: MATH 5310. Three credit hours.
MATH 5930: Special Topics in Mathematics One to three credit hours. Graduate.
MATH 5950: Special Study for Examinations Zero Credit Hours. Graduate Special Study Exams.
MATH 5980: Graduate Reading Course Prior permission of instructor and chairperson required. One to three credit hours. Graduate independent study
MATH 5990: Thesis Research Zero to six credit hours. Graduate research.
MATH 5CR: Master’s Degree Study Zero credit hours. Graduate research.
MATH 5WUI: Washington University Inter-University Course Zero to three credit hours. Graduate.
MATH 6110: Algebra III Categories and functors, properties of hom and tensor, projective and injective modules, chain conditions, decomposition and cancellation of modules, theorems of Maschke, Wedderburn, and Artin-Wedderburn, tensor algebras. Offered occasionally. Three credit hours.
MATH 6180: Topics in Algebra Various topics are discussed to bring graduate students to the forefront of a research area in algebra. Times of offering in accordance with research interests of faculty. Offered occasionally. Three credit hours.
MATH 6210: Lie Groups and Lie Algebras Lie groups and Lie algebras, matrix groups, the Lie algebra of a Lie group, homogeneous spaces, solvable and nilpotent groups, semisimple Lie groups. Offered every other year. Three credit hours.
MATH 6220: Representation Theory of Lie Groups Representation theory of Lie groups, irreducibility and complete reducibility, Cartan subalgebra and root space decomposition, root system and classification, coadjoint orbits, harmonic analysis on homogeneous spaces. Offered every other year. Three credit hours.
MATH 6280: Topics in Analysis Various topics are offered to bring graduate students to the forefront of a research area in analysis. Times of offering in accordance with research interests of faculty. Offered occasionally. Three credit hours.
MATH 6310: Algebraic Topology Homotopy theory, homology theory, exact sequences, Mayer-Victoris sequences, degrees of maps, cohomology, Kunneth formula, cup and cap products, applications to manifolds including Poincare-Lefshetz duality. Offered every other year. Three credit hours.
MATH 6320: Topology of Manifolds Examples of manifolds, the tangent bundle, maps between manifolds, embeddings, critical values, transversality, isotopies, vector bundles and bubular neighborhoods, cobordism, intersection numbers and Euler characteristics. May be taught in either the piecewise linear or differentiable categories. Offered every other year. Three credit hours.
MATH 6380: Topics in Topology Various topics are offered to bring graduate students to the forefront of a research area in topology. Times of offering in accordance with research interests of faculty. Offered occasionally. Three credit hours.
MATH 6410: Differential Geometry I The theory of differentiable manifolds, topological manifolds, differential calculus of several variables, smooth manifolds and submanifolds, vector fields and ordinary differential equations, tensor fields, integration and de Rham cohomology. Fall semester. Three credit hours.
MATH 6420: Differential Geometry II Continuation of MATH 641. Offered every spring semester. Three credit hours.
MATH 6480: Topics in Geometry Various topics are offered to bring graduate students to the forefront of a research area in geometry. Times of offering in accordance with research interests of faculty. Offered occasionally. Three credit hours.
MATH 6950: Special Study for Examinations Zero credit hours. Graduate special study exams.
MATH 6980: Graduate Reading Course Prior permission of instructor and chairperson required. One to three credit hours. Graduate Independent study.
MATH 6990: Dissertation Research Zero to six credit hours. Graduate Research.
MATH 6CR: Doctor of Philosophy Degree Study Zero credit hours. Graduate.
A clear path through murky waters: alum finds meaningful career studying water contamination ..
Beth Haley (SPH’24) during an early attempt at foraging for mushrooms in Oregon. During this trip, she learned these mushrooms were not edible, which she happily figured out before tasting them.
A Clear Path through Murky Waters: Alum Finds Meaningful Career Studying Water Contamination
Megan jones.
Upon finishing her PhD in environmental health at the School of Public Health, Beth Haley (SPH’24) moved to Oregon, drawn, she says, to the vast natural landscapes more commonly found out West. As a post-doctoral researcher with the Environmental Protection Agency (EPA), Haley aims to tackle threats to water quality specific to the Pacific Northwest.
“There are a lot of intact ecosystems here and the connection is, in some ways, even stronger between human communities and natural communities,” says Haley, whose dissertation work at SPH laid the foundation for her growing expertise at the intersection of water and public health. Haley and her advisor Wendy Heiger-Bernays , clinical professor of environmental health, recently published the results of a study Haley led linking overflows of sewage systems that combine wastewater and stormwater drainage with gastrointestinal illness in communities along the Merrimack River in Massachusetts.
Haley grew up on the North Shore of Massachusetts, earned her bachelor’s degree in conservation biology from Boston University, then lived in Colorado and New Mexico for eight years. She held several research positions that enabled her to explore her interest in ecology before she pivoted to working full-time for a TEDx program in Albuquerque, N.M. There, she found herself most inspired by the speakers whose work applied science in service of communities, she says.
“There are a lot of issues in ecology and conservation where there is an ethical gray area, where there are a lot of complicating factors and it can be difficult to discern right and wrong,” says Haley, who, in the years after college, found herself reevaluating her relationship with her field. For example, a traditional Western approach to conservation of endangered species often advocates for reducing the human footprint on an animal’s environment, such as by restricting hunting, she says. However, indigenous people have frequently coexisted with wildlife in these habits for generations, employing their own methods of land stewardship. Determined to serve both natural ecosystems and human communities in her career, Haley found that the sustainable management of water in support of human and non-human communities offered greater clarity.
“Water quality and access to water are issues where I feel there is no gray area,” she says. “It is very ethically black and white, and from an ecological standpoint, clean water used to be much more readily accessible before anthropogenic changes to land use and pollution. When an ecosystem has a lot of integrity, the water in rivers and lakes is generally quite clean.”
Bolstered by her belief that access to clean water is a human right, Haley sought a program of advanced study that would integrate her passions for ecology, human health, water quality, and climate change. “The Boston University URBAN program stood out,” she says.
In 2018, Haley joined the first cohort of students to embark on their PhD studies through Boston University’s Graduate Program in Urban Biogeoscience and Environmental Health (URBAN) . The interdisciplinary degree program aims to equip professionals with the science, management, policy, communication, and governance skills necessary for collaborating with governments, non-profits, and the private sector to address urban environmental challenges.
Haley discussed her experience participating in the BU URBAN program as an EH student, and how she is applying her education to her post-doctoral research in Oregon.
Did you go into the BU URBAN program knowing you were going to study combined sewage overflows (CSO)? How did you come up with that project?
I knew that I wanted to work with Dr. Heiger-Bernays because she studies a lot of different water-related issues, but [I] did not have a specific project in mind. I remember in my first year we were talking, and she said, ‘You know, there is something going on in the Merrimack,’ and we started talking about CSOs. [They are] interesting as a public health issue because we have known for a very long time that when people are exposed to sewage, they tend to get sick—that is a pretty straightforward relationship—but combined sewers still exist in our communities, especially because they are such large systems that are so expensive to change, and have not actually been studied that much in terms of their relationship with health. A lot of these [combined] sewers were built when sewer systems were new in this country in the first place, and the design is no longer used for new systems. When some of them were built, germ theory was not even widely accepted. There were bigger perhaps or more visible issues at the time than whether there was pollution in the river. We have so many issues with water infrastructure in this country—it seemed like contributing to that literature could be beneficial to decisionmakers.
Could you provide an example of a place where these systems have been retrofitted?
Boston is a good example. One of the ways to reduce the number of overflow events is to introduce a lot of storage into the system. The pipes just receive a ton of volume of water during heavy rain events, so if you can take a bunch of that water and just store it until it stops raining, then later on you can slowly send that to the wastewater treatment plant to be treated. One of the things Boston has done is put a very large storage facility in South Boston, below ground, that has reduced a lot of the overflow events that used to happen in those South Boston and Dorchester beaches. That has cleaned up the water quite a bit.
Another way people have managed [CSOs] is to introduce more green stormwater infrastructure into cities. Putting in things like rain gardens that collect rainfall and allow it to infiltrate into the soil, mimicking natural processes, can help reduce some of that stormwater runoff volume in the first place.
Before you took your current position with EPA, you worked as an ORISE postdoctoral fellow with the U.S. Forest Service . Could you share what your research there entailed?
During my ORISE postdoc with the Forest Service, I was part of an interdisciplinary project focused on wildfire and water security project. [After wildfires,] there is often a lot of erosion and runoff from burned landscapes that complicates drinking water treatment processes. We are in the early stages of understanding on how wildfires impact water quality and drinking water treatment and how that varies over different landscapes, different burn severities, things like that. When wildfires impact distribution systems or other built infrastructure directly, you can also get a lot of chemicals that hang around in the water system at that point. The team is very interdisciplinary with hydrologist, watershed modelers, biologists, and environmental economists who are thinking about this issue of wildfire and water security from the perspective of communities and ecosystems. I contributed specifically to projects looking at the human dimensions of wildfire and water issues that are especially relevant for communities and drinking water utilities.
This project was motivated by the 2020 fires in Oregon. Around Labor Day in 2020, there were a number of very intense and large fires in western Oregon, which is where most of the population in Oregon lives, that impacted some watersheds that provide drinking water for some of the cities in that area. It drew a lot of attention to this issue, especially in Oregon and in the Pacific Northwest. Much of the research that has been done on drinking water impacts from wildfire had been done in more of the Intermountain West , like Colorado, as well as California, so there was a gap in the Pacific Northwest, and it is looking like those Pacific Northwest watersheds vary in how they behave compared to the Intermountain West systems.
And what is the focus of your new role with EPA?
Every five years or so, the EPA will offer these federal post docs where you are actually a federal employee for your term. They can be a little bit longer than ORISE positions, and you can invest more as an employee. I began on June 2 and will be in this position for three years. I am in the Pacific Coastal Ecology Branch (PCEB) and so my focus is to connect some of the coastal, marine, and estuarine ecology research that has been done here with human with human health and wellbeing outcomes. We are thinking about things like contaminants in water and shellfish, harmful agal blooms—we are talking about a lot of ideas right now. The work we do will fit within the overall priorities of the [EPA] Office of Research and Development and bring in more of that connection between ecosystem health and human health.
I am also going to carry over some of the projects I was working on with the Forest Service and continue contributing to those. My time with the Forest Service was really wonderful. I would not have necessarily made this jump to EPA had this opportunity not been so in line with my research interests. The federal agency postdoc world is a very specific set of opportunities, so it has also been interesting to learn about that and experience the differences between different kinds of positions.
[Wendy Heiger-Bernays and I] are still working on some projects too. We have one dissertation paper that still needs to be published, hopefully. Then, we have two side projects that I did not get to as part of my dissertation, but other BUSPH students have contributed to those efforts and we are working towards finishing those as well. One of them is a modeling project, led by Talia Feldscher (SPH’23), a research data analyst with the Center for Climate and Health, working on developing a model that will predict E. coli concentrations in the Merrimack [River]. The other uses a risk assessment approach to understand the risk of gastrointestinal illness for people who are recreating in the Merrimack, and recent MPH graduate Emily Gant (SPH’24) has been working with us on that project. The nature of a post doc is you have some unfinished projects from previous experiences.
Megan Jones is the writer and editor focusing on school news at the School of Public Health. Profile
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Please join us June 26 th at 2:00 pm to support Sally Martinez as she defends her thesis Using Bayesian Occupancy Modeling to Inform Bat Conservation in Indiana. We hope to see you there in FORS 208 or online on Zoom .
Faculty Advisor: Dr. Patrick Zollner
Roeterseilandcampus - Gebouw G, Straat: Nieuwe Achtergracht 129-B, Ruimte: GS.05
This thesis investigates the role of age in the relationship between social attunement, social drinking motives and (problematic) alcohol use. Using the Social Attunement Questionnaire (SAQ), the study examines how individuals adjust their behavior and thoughts to align with social expectations, exploring its impact on social drinking motives and (problematic) alcohol use.
A diverse sample of 502 participants aged 16 to 60 from the Netherlands was recruited through social media and university networks. Participants completed comprehensive questionnaires assessing their social attunement levels, social drinking motives (measured by the DMQ-R), and alcohol use patterns (evaluated using the TLFB and AUDIT). This study aims to deepen understanding of the mechanisms through which social attunement may lead to problematic alcohol use, providing insights that could inform targeted interventions.
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Theses/Dissertations from 2016 PDF. A Statistical Analysis of Hurricanes in the Atlantic Basin and Sinkholes in Florida, Joy Marie D'andrea. PDF. Statistical Analysis of a Risk Factor in Finance and Environmental Models for Belize, Sherlene Enriquez-Savery. PDF
Updated: April 2024 Math/Stats Thesis and Colloquium Topics 2024- 2025 The degree with honors in Mathematics or Statistics is awarded to the student who has demonstrated outstanding intellectual achievement in a program of study which extends beyond the requirements of the major. The principal considerations for recommending a student for the degree with honors will be: Mastery of core ...
2015. 2014. 2013. 2012. 2011. 2010. 2009. 2008. This list of recent dissertation topics shows the range of research areas that our students are working on.
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Supervisor. "Investigating effects of the choice of latent variable distribution for the two parameter logistic response model". David Edward Haldors Dailey. Elena A. Erosheva, Thomas S Richardson. "Analysis of Haplotype Structure: Application to the DARC Gene Region". Ting-Yuan Liu. Elizabeth Thompson. 2004. Title.
Secondary Master's Degree; PhD Program >> PhD Program Guidelines; Detailed Program Information >> ... Thesis and Dissertations >> MS Thesis; PhD Dissertation; Statistics Club; Slideshow. MS Theses. ... Students? misconceptions about introductory statistics topics: assessing STAT 2000 outcomes using CAOS | M.S. | 05/2013.
MSc thesis (Biostatistics, University of Zurich, 2013): Disease mapping with the Besag-York-Mollié model applied to a cancer and a worm infections dataset. 2013, Master's thesis in Biostatistics. Stefan Purtschert. Construction of bathymetric charts using spatial statistics. 2012, Master's thesis in Mathematics.
Senior theses in Statistics cover a wide range of topics, across the spectrum from applied to theoretical. Typically, senior theses are expected to have one of the following three flavors: 1. Novel statistical theory or methodology, supported by extensive mathematical and/or simulation results, along with a clear account of how the research ...
Master's Thesis. As an integral component of the Master of Science in Statistical Science program, you can submit and defend a Master's Thesis. Your Master's Committee administers this oral examination. If you choose to defend a thesis, it is advisable to commence your research early, ideally during your second semester or the summer following ...
content of a master's thesis are given. Section 2 describes a typical outline for a master's thesis and Section 3 gives recommendations about language, formatting, mathematical notation and tables and figures. In Section 4, some notes about the rules of conduct when writing a master's thesis are provided. 2 The Structure of a Master's ...
Healthy And Unhealthy Statistics: Examining The Impact Of Erroneous Statistical Analyses In Health-Related Research, Britney Allen. PDF. Recent Advances in Accumulating Priority Queues, Na Li. PDF. Quantitative Techniques for Spread Trading in Commodity Markets, Mir Hashem Moosavi Avonleghi. PDF
PhD Theses. 2023. Title. Author. Supervisor. Statistical Methods for the Analysis and Prediction of Hierarchical Time Series Data with Applications to Demography. Daphne Liu. Adrian E Raftery. Statistical methods for genomic sequencing data.
Statistics thesis topics. Below are sample topics available for prospective postgraduate research students. These sample topics do not contain every possible project; they are aim
The following is a list of recent statistics and biostatistics PhD Dissertations and Masters Theses. Jeffrey Gory (2017) PhD Dissertation (Statistics): Marginally Interpretable Generalized Linear Mixed Models Advisors: Peter Craigmile & Steven MacEachern Yi Lu (2017) PhD Dissertation (Statistics): Function Registration from a Bayesian Perspective Advisors: Radu Herbei & Sebastian Kurtek
Statistics is an indispensable tool for Master's students, playing a crucial role in their academic journey. With the advent of custom dissertation writing services, it's become even more imperative for students to grasp the fundamentals of statistics. A solid foundation in statistics empowers students to critically evaluate the quality of ...
Department of Statistics - Academic Commons Link to Recent Ph.D. Dissertations (2011 - present) ... Dissertation TBA. Sponsor: Philip Protter. ... DEPARTMENT OF STATISTICS Columbia University Room 1005 SSW, MC 4690 1255 Amsterdam Avenue New York, NY 10027 Phone: 212.851.2132 Fax: ...
Below is a list of the theses produced by graduate students in the Department of Statistics and Actuarial Science. Semester Student Degree Thesis Supervisor; 2023-3: ... New Perspectives on Non-negative Matrix Factorization for Grouped Topic Models: D. Campbell: 2020-2: Jacob Mortensen: PhD: Statistical Methods for Tracking Data in Sports:
Step 1: Check the requirements. Step 2: Choose a broad field of research. Step 3: Look for books and articles. Step 4: Find a niche. Step 5: Consider the type of research. Step 6: Determine the relevance. Step 7: Make sure it's plausible. Step 8: Get your topic approved. Other interesting articles.
Thesis Life: 7 ways to tackle statistics in your thesis. Thesis is an integral part of your Masters' study in Wageningen University and Research. It is the most exciting, independent and technical part of the study. More often than not, most departments in WU expect students to complete a short term independent project or a part of big on ...
AUTHOR: In each respective box, enter your names (and/or initials) as they appear on the title page of your dissertation or thesis. You are the sole author; your advisor is not considered a co-author. Institution is University of Nebraska-Lincoln (not "at Lincoln" or ", Lincoln"). Do not leave this field blank. FIRST ADVISOR: Enter your advisor ...
Master Thesis. Possible Topics: • The evolution of ethnic wage inequality in Germany ( Hase) • Do unions reduce the ethnic wage gap? ( Hase) • Does the minimum wage reduce the ethnic wage gap? ( Hase) • The trade-off effect of family-friendly policy on women's wage ( Liang) • The homeownership gap between immigrants and natives and ...
Supervisors and topics for master's theses in statistics. As part of his or her master's study, a student should write a thesis. There are two options for the thesis: a long thesis corresponding to one year full time work, and a short thesis corresponding to one semester's full time work. The work on a long thesis typically starts in the second ...
I have a solid background in statistics, econometrics and economics from my bachelor studies, and I will be focusing on my master's thesis in the following year. I am also working as data analyst at one company that provides financial services, where I work with data and use R on a daily basis.
Hire me as a consultant to work on the data analysis (statistical analysis) portion of your dissertation or thesis. Text me on my Discord CWCO#8243 & Click here to view Completed Projects I'm great with STATA, SPSS, R (I love the R Studio IDE btw), Jamovi, EViews & Minitab. If you prefer email, shoot a quick DM.
MATH 5930: Special Topics in Mathematics One to three credit hours. Graduate. MATH 5950: Special Study for Examinations Zero Credit Hours. Graduate Special Study Exams. MATH 5980: Graduate Reading Course Prior permission of instructor and chairperson required. One to three credit hours. Graduate independent study. MATH 5990: Thesis Research
water pollutants A Clear Path through Murky Waters: Alum Finds Meaningful Career Studying Water Contamination Beth Haley's PhD dissertation in environmental health linked sewage overflows with illness in Massachusetts and now her current post-doctoral research with the Environmental Protection Agency aims to tackle water quality in Pacific coastal areas.
Using Bayesian Occupancy Modeling to Inform Bat Conservation in Indiana, Sally Martinez Master's Thesis Defense. Please join us June 26 th at 2:00 pm to support Sally Martinez as she defends her thesis Using Bayesian Occupancy Modeling to Inform Bat Conservation in Indiana. We hope to see you there in FORS 208 or online on Zoom.. Faculty Advisor: Dr. Patrick Zollner
This thesis aimed to investigate how the social environment influences the risk and resilience factors associated with heavy alcohol use. In particular, the study examined how individual sensitivity to rewards, mediated by social reward sensitivity, and moderated by age, contributes to alcohol use.
This thesis investigates the role of age in the relationship between social attunement, social drinking motives and (problematic) alcohol use. Using the Social Attunement Questionnaire (SAQ), the study examines how individuals adjust their behavior and thoughts to align with social expectations, exploring its impact on social drinking motives ...