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A Numerical Study of the Stochastic Reaction-Diffusion Master Equation Using Tensors and Parallelism with Application to Biological Models.
(University of Alabama Libraries, 2025) Rahman, Md Mustafijur; Sidje, Roger B.
Biological systems often exhibit both stochasticity in chemical reactions and spatial diffusion of molecules, making their modeling inherently complex. The Reaction-Diffusion Master Equation (RDME) provides a stochastic framework to describe such systems by partitioning space into compartments and considering well-mixed species within each. Compared to the Chemical Master Equation (CME), the RDME introduces a significantly larger state space due to the inclusion of jump processes between compartments. The Stochastic Simulation Algorithm (SSA) is commonly used for CME analysis, but is computationally intensive for large-scale systems, which grow worse in RDME problems. Given this complexity, efficient numerical methods are crucial for analyzing and predicting the dynamics of the systems. In this dissertation, we explore biological models using the RDME formulation and leverage tensor-based techniques to manage the large state space efficiently. Tensors, as multidimensional arrays, offer powerful mechanisms for processing and analyzing data in complex biological systems, making them well-suited for RDME applications. To address the computational challenges associated with simulating RDME trajectories over time with the SSA, we implement a parallelized approach using OpenMP with FORTRAN, distributing computations across multiple processors to enhance efficiency. Building on tensor-based methods and high-performance computing, our study aims to significantly accelerate RDME simulations while maintaining accuracy. Advanced numerical techniques enable more effective modeling of stochastic reaction-diffusion systems, providing deeper insights into the dynamics of biological processes.
Shelley the Tragedian: Differing Modes of Catharsis in Prometheus Unbound and the Cenci
(University of Alabama Libraries, 2025) Self, Jenni Raelyn; Tedeschi, Steve
The primary purpose of this paper is to reflect on Percy B. Shelley’s understanding of catharsis, the most beneficial and sought after purpose of tragedies. Much of this thesis will also consider Shelley as a translator, to help better understand how Shelley viewed and understood the Greek texts. The first chapter will compare the many definitions or "modes" of catharsis, including those outlined by Plato and Aristotle, and how they manifest in Shelley's dramas. Chapters 1 and 3 will examine how Shelley's two plays compare to a conventional understanding of tragic structure, drawing on Aristotle's Poetics. Chapters 1 and 3 will also consider Shelley’s Platonism and how they might have influenced Shelley’s understanding of poetry, and catharsis itself. Using Shelley’s Defence of Poetry, Chapters 2 and 4 will examine Shelley's views on the moral and affective purposes of poetry. It will also examine Shelley's concept of divine inspiration, as it relates to "Apollonian" and "Dionysian" catharsis.
Exploring Health Disparities Among Black American Women of Reproductive Age
(University of Alabama Libraries, 2025) MacAnder, Casey; Higginbotham, John C.
Black American women are at a unique and complex intersection in that they make up a racial and gender minority demographic in the United States. Within the literature, there is some evidence of health disparities among Black American women of reproductive age, suggesting greater risk for cancer, chronic conditions, health risk behaviors, and mental health. However, most of the literature surrounding this population focuses on maternal health outcomes such as maternal mortality and morbidity, leaving a gap in the literature regarding other health disparities that affect this population. Using secondary data analysis of cross-sectional public health surveys, this work found significant evidence of health disparities faced by Black American women of reproductive age. These findings add to the current literature which lacks emphasis on areas outside of maternal health among this population and inform future directions for public health research, clinical practice, and health policy. Guided by the NIMHD Research Framework, this work established that individual, interpersonal, community, and societal-level factors significantly influence health outcomes and perpetuate disparities among Black American women of reproductive age.
Translingual Practices of Multilingual International Student Writers in the U.S. Academic Context
(University of Alabama Libraries, 2025) Isaac, Damilola Ademola; Poole, Robert
Communication and academic interactions in U.S. higher institutions of learning have traditionally adhered to monolingual ideologies. Examining the role of multimodality and translingual practices within its sociolinguistic and discursive context is increasingly becoming essential. While previous studies have explored the flow of non-mainstream languages for literacy and communicative purposes, there is a need for more research on how multilingual international student writers navigate challenges within the U.S. academic landscape and engage with dominant discourses and audiences. The study examines the translingual practices of multilingual international student writers in a southeastern university in the U.S. and the discursive strategies they employ for sense-making practice for their audience. The data for this study were gathered from in-depth, semi-structured interviews with four multilingual international student writers from different disciplines—three participants in language-related academic domains, including composition studies, creative writing, and literature, and one from an educational research field at a southeastern U.S. university and analyzed within the purview of translingual orientation to literacy, language, and communication (Canagarajah, 2013a; Horner et al., 2011). The findings in this study reveal that the major challenge of multilingual international student writers in the U.S. academic context is tied to the resistance of the dominant discourse to the expression of their autobiographical selfhood (the part of their identity as writers that is bound up with their prior ecological and literacy experiences). However, through code-meshing, defamiliarization, and negotiation strategies (such as providing contextualization cues in their textual products), they explore hybridization in their textual products while reshaping essentialized notions to literacy practices and events. Further, the study found that multilingual international student writers treat literacy, the U.S. academic context, and their linguistic resources as evolutionary and emergent. The findings suggest increased awareness of the evolving sociolinguistic landscape against which literacy practices are performed, which accounts for the inevitability of translingual practices in the U.S. mainstream discursive practices. Further, it advocates for gatekeepers of academic writing and disciplinary conventions to trust the emergent and evolutionary nature of language as well as the values of translingual literacy in every form of communicative practice.
Embracing a Broader Conception of Poverty: Strategies for School-Level Leaders
(University of Alabama Libraries, 2025) Moody, Addam; Johnson, Bob
While poverty is widely recognized as a significant challenge in education, research on the preparedness of school leaders to support impoverished students remains limited. Educators who lack a comprehensive understanding of the multidimensional nature of poverty may struggle to effectively address the diverse needs of these students. This study explored school leaders' conceptions of poverty, examined how their perspectives aligned with existing literature, and raised awareness of the academic, social, emotional, and physical challenges students face. Using a qualitative research approach, this study included a comprehensive literature review and interviews with school administrators. The literature review defined poverty and analyzed its impact on student learning, highlighting effective strategies used in high-poverty, high-achieving schools. Administrator interviews provided insight into how school leaders conceptualized poverty and the strategies they employed to mitigate its effects. This research aimed to bridge gaps in awareness by equipping school leaders with practical, evidence-based strategies to improve school climate, instruction, curriculum, social-emotional well-being, and support services. By fostering a deeper understanding of poverty's impact on education, this study contributed to ongoing efforts to create more equitable learning environments that empower all students to succeed.