Sparse Signal Representation in Digital and Biological Systems

Theories of sparse signal representation, wherein a signal is decomposed as the sum of a small number of constituent elements, play increasing roles in both mathematical signal processing and neuroscience. This happens despite the differences between signal models in the two domains. After reviewing preliminary material on sparse signal models, I use work on compressed sensing for the electron tomography of biological structures as a target for exploring the efficacy of sparse signal reconstruction in a challenging application domain. My research in this area addresses a topic of keen interest to the biological microscopy community, and has resulted in the development of tomographic reconstruction software which is competitive with the state of the art in its field. Moving from the linear signal domain into the nonlinear dynamics of neural encoding, I explain the sparse coding hypothesis in neuroscience and its relationship with olfaction in locusts. I implement a numerical ODE model of the activity of neural populations responsible for sparse odor coding in locusts as part of a project involving offset spiking in the Kenyon cells. I also explain the validation procedures we have devised to help assess the model's similarity to the biology. The thesis concludes with the development of a new, simplified model of locust olfactory network activity, which seeks with some success to explain statistical properties of the sparse coding processes carried out in the network.

Existence and weak-strong uniqueness for the Navier-Stokes-Smoluchowski system over moving domains

This dissertation concerns the well-posedness of the Navier-Stokes-Smoluchowski system. The system models a mixture of fluid and particles in the so-called bubbling regime. The compressible Navier-Stokes equations governing the evolution of the fluid are coupled to the Smoluchowski equation for the particle density at a continuum level. First, working on fixed domains, the existence of weak solutions is established using a three-level approximation scheme and based largely on the Lions-Feireisl theory of compressible fluids. The system is then posed over a moving domain. By utilizing a Brinkman-type penalization as well as penalization of the viscosity, the existence of weak solutions of the Navier-Stokes-Smoluchowski system is proved over moving domains. As a corollary the convergence of the Brinkman penalization is proved. Finally, a suitable relative entropy is defined. This relative entropy is used to establish a weak-strong uniqueness result for the Navier-Stokes-Smoluchowski system over moving domains, ensuring that strong solutions are unique in the class of weak solutions.

Spectral Frame Analysis and Learning through Graph Structure

This dissertation investigates the connection between spectral analysis and frame theory. When considering the spectral properties of a frame, we present a few novel results relating to the spectral decomposition. We first show that scalable frames have the property that the inner product of the scaling coefficients and the eigenvectors must equal the inverse eigenvalues. From this, we prove a similar result when an approximate scaling is obtained. We then focus on the optimization problems inherent to the scalable frames by first showing that there is an equivalence between scaling a frame and optimization problems with a non-restrictive objective function. Various objective functions are considered, and an analysis of the solution type is presented. For linear objectives, we can encourage sparse scalings, and with barrier objective functions, we force dense solutions. We further consider frames in high dimensions, and derive various solution techniques. From here, we restrict ourselves to various frame classes, to add more specificity to the results. Using frames generated from distributions allows for the placement of probabilistic bounds on scalability. For discrete distributions (Bernoulli and Rademacher), we bound the probability of encountering an ONB, and for continuous symmetric distributions (Uniform and Gaussian), we show that symmetry is retained in the transformed domain. We also prove several hyperplane-separation results. With the theory developed, we discuss graph applications of the scalability framework. We make a connection with graph conditioning, and show the in-feasibility of the problem in the general case. After a modification, we show that any complete graph can be conditioned. We then present a modification of standard PCA (robust PCA) developed by Cand\`es, and give some background into Electron Energy-Loss Spectroscopy (EELS). We design a novel scheme for the processing of EELS through robust PCA and least-squares regression, and test this scheme on biological samples. Finally, we take the idea of robust PCA and apply the technique of kernel PCA to perform robust manifold learning. We derive the problem and present an algorithm for its solution. There is also discussion of the differences with RPCA that make theoretical guarantees difficult.

THE EFFECT OF SCHOOL CLIMATE (STUDENT AND TEACHER ENGAGEMENT) ON STUDENT PERFORMANCE

Title of Dissertation: THE EFFECT OF SCHOOL CLIMATE (STUDENT AND TEACHER ENGAGEMENT) ON STUDENT PERFORMANCE Kenneth L. Marcus, Doctor of Education, 2016 Directed By: Dr. Thomas Davis, Assistant Professor, Education Policy and Leadership, Department of Teaching and Learning, Policy and Leadership This quantitative research study was designed to compute correlations/relationships of student engagement and student achievement of fifth grade students. Secondary information was collected on the relationship of FARMS, type of school, hope, and well-being on student achievement. School leaders are charged with ensuring that students achieve academically and demonstrate their ability by meeting identified targets on state and district mandated assessments. Due to increased pressure to meet targets, principals implement academic interventions to improve student learning and overlook the benefits of a positive school climate. This study has provided information on the impact of school climate on student achievement. To conduct this study, the researcher collected two sets of public fifth grade data (Gallup Survey student engagement scores and DSA reading, mathematics, and science scores) to determine the relationship of student performance and school climate. Secondary data were also collected on teacher engagement and the percentage of students receiving FARMS to determine the effect on students. The findings from this study reinforced the belief that school climate can have a positive effect on student achievement. This study contributed quantitative data about the relationship between school climate and school achievement.

Multiscale Modeling and Simulation of Stepped Crystal Surfaces

A primary goal of this dissertation is to understand the links between mathematical models that describe crystal surfaces at three fundamental length scales: The scale of individual atoms, the scale of collections of atoms forming crystal defects, and macroscopic scale. Characterizing connections between different classes of models is a critical task for gaining insight into the physics they describe, a long-standing objective in applied analysis, and also highly relevant in engineering applications. The key concept I use in each problem addressed in this thesis is coarse graining, which is a strategy for connecting fine representations or models with coarser representations. Often this idea is invoked to reduce a large discrete system to an appropriate continuum description, e.g. individual particles are represented by a continuous density. While there is no general theory of coarse graining, one closely related mathematical approach is asymptotic analysis, i.e. the description of limiting behavior as some parameter becomes very large or very small. In the case of crystalline solids, it is natural to consider cases where the number of particles is large or where the lattice spacing is small. Limits such as these often make explicit the nature of links between models capturing different scales, and, once established, provide a means of improving our understanding, or the models themselves. Finding appropriate variables whose limits illustrate the important connections between models is no easy task, however. This is one area where computer simulation is extremely helpful, as it allows us to see the results of complex dynamics and gather clues regarding the roles of different physical quantities. On the other hand, connections between models enable the development of novel multiscale computational schemes, so understanding can assist computation and vice versa. Some of these ideas are demonstrated in this thesis. The important outcomes of this thesis include: (1) a systematic derivation of the step-flow model of Burton, Cabrera, and Frank, with corrections, from an atomistic solid-on-solid-type models in 1+1 dimensions; (2) the inclusion of an atomistically motivated transport mechanism in an island dynamics model allowing for a more detailed account of mound evolution; and (3) the development of a hybrid discrete-continuum scheme for simulating the relaxation of a faceted crystal mound. Central to all of these modeling and simulation efforts is the presence of steps composed of individual layers of atoms on vicinal crystal surfaces. Consequently, a recurring theme in this research is the observation that mesoscale defects play a crucial role in crystal morphological evolution.

Straddling The Gap: A MIddle School Teacher's Journey Towards Good Geography

Research points to a gap between academic or disciplinary based geography and what is taught in secondary classes across the nation. This study documents a teacher’s journey and efforts to bring a more disciplinary approach to two suburban heterogeneous sixth grade geography classrooms. The researcher traces student perspectives on geography and facility with geographic reasoning as well as his own perspectives and pedagogy with respect to student data. The study attempts to map the space where school geography meets and interacts with disciplinary oriented geography based upon the Geography for Life National Geography Standards. Participants completed two sets of baseline assessments and two sets of end of year assessments as well as an initial intake survey. The seven primary participants were interviewed five times each throughout the academic school year and data were openly coded. The data suggest that students can learn geography and geographic reasoning from a disciplinary perspective. Students sharpened their geographic skills through deeper subject matter knowledge and developing spatial and ecological perspectives. The data also indicate that the teacher researcher faced considerable challenges in implementing a disciplinary approach to teaching geography. The coverage demands of a crowded history-centric curriculum together with ill-fitting resources required a labor-intensive effort to put together and execute this study. Study findings indicate that the path to good geography pedagogy can be impeded by a host of external and internal challenges. However, to forward thinking practitioners, the effort to straddle the gap between school geography and disciplinary-based geography may be well worth it.