title: Maxwell's Equations on a 10-Dimensional Manifold with local Symmetry so(2,3)

authors: Crump, William Peter

subjects: so(2,3)

abstract: The Hawthorn model is built upon the idea that the Lie algebra so(2, 3) is a more natural description of the local structure of spacetime than the Poincar´e Lie algebra. This model uses a 10-dimensional spacetime referred to as an ADS manifold. We find the model to be inconsistent with Maxwell’s equations. We investigate why this is so and proceed to revise the model so as to restore consistency with electromagnetic theory. Consequently we find that the Faraday-Gauss equations (a subset of Maxwell’s equations) arise naturally from the geometry of an ADS manifold.

text: Maxwell's Equations on a 10-Dimensional Manifold with local Symmetry so(2,3) The Hawthorn model is built upon the idea that the Lie algebra so(2, 3) is a more natural description of the local structure of spacetime than the Poincar´e Lie algebra. This model uses a 10-dimensional spacetime referred to as an ADS manifold. We find the model to be inconsistent with Maxwell’s equations. We investigate why this is so and proceed to revise the model so as to restore consistency with electromagnetic theory. Consequently we find that the Faraday-Gauss equations (a subset of Maxwell’s equations) arise naturally from the geometry of an ADS manifold.

year: 2012

title: Lanthanide Luminescence and its Applications in Forensic Science

authors: Parnell, Antony Joseph

subjects: latent

abstract: Lanthanide compounds, specifically those containing europium and terbium can exhibit luminescent properties when combined with ligands that promote this characteristic. Lanthanide luminescence has proven to have an array of useful applications, one of which is the formation of luminescent powders for exposure of latent fingerprints. The aim of this study was to synthesise a novel ligand to support luminescent character in europium and terbium compounds, and then dope these compounds in to talcum powder. This resulting powder would ideally give exposure of latent fingerprints that can then be enhanced, through excitation of the luminescent compounds dispersed in the powder.
A novel (Me)₃CN(CH₂P(O)Ph₂)₂ ligand (p=o) was synthesised, and in turn was used to synthesis a range of Ln(β‐diketonate)₃(p=o) compounds. These compounds were assessed for potential luminescent activity, and doped into talcum powder. These powders were then appraised for their prospective use as latent fingerprint exposing agents. 
Through modification of a published procedure, the (Me)₃CN(CH₂P(O)Ph₂)₂ ligand was synthesised, and characterised by Electrospray Ionisation (ESI) Mass spectrometry, Nuclear Magnetic Resonance (NMR) spectroscopy, Infra‐red (IR) spectroscopy, melting point analysis and elemental analysis. With β‐diketonate ligands acetylacetone (acac) and thenoyltrifluoroacetone (tta), lanthanide metals lanthanum, europium and terbium and the (p=o) ligands a series of novel compounds were synthesised (Ln(β‐diketonate)₃(p=o)). These compounds were characterised by the methods listed above. 
Using the neutral ligands 1,10‐phenanthroline (phen) and 2,2‐bipyridine (bipy), a series of Eu/Tb(acac/tta)₃(phen/bipy) compounds were synthesised and doped into talcum powder, to investigate the effects on particle and structure character of the doped talcum powders. Talcum powder was also sonicated to investigate the effect of this on particle size, along with effect on use as a fingerprinting agent. Laser diffraction and Scanning Electron Microscopy studies informed of a notable decrease in particle size with sonication, and an increase in specific surface area. However the effect of this process on increasing exposure of latent fingerprints was deemed too insignificant to justify the procedure.
The compounds Eu/Tb(acac/tta)₃(phen/bipy), (Eu/Tb(β‐diketonate)₃(p=o) and [H₂NMe₂]₃[Eu/Tb(2,6‐dpa)₃].2H₂O were investigated for luminescent activity. Fluorescence spectroscopy determined the dominant emission wavelengths from 254 nm and 312 nm excitation were at 510 nm and 625 nm respectively. The talcum powders, doped with the luminescent compounds were analysed for luminescent activity. Direct screening with an ultra‐violet (UV) lamp with emission wavelengths of 254 nm and 312 nm informed of the powders with the most intensely observed luminescent emissions. From these results, Eu(tta)₃(p=o), H₂NMe₂]₃[Eu(2,6‐ dpa)₃].2H₂O, Tb(acac)₃(p=o) and H₂NMe₂]₃[Tb(2,6‐dpa)₃].2H₂O were chosen as the most promising candidates for more in‐depth investigation of latent fingerprint exposure potential. Furthermore, it was determined that the novel (Me)₃CN(CH₂P(O)Ph₂)₂ ligand was successful as a neutral ligand for supporting luminescence.
The powders were trialled by several variables, including surface, powder quantity, age of latent print, temperature, and the brush used to determine their effectiveness. Powders were compared to commercial Greenwop and Redwop fingerprint powders, as these were the most similar industrial samples in terms of use. Through trials in the laboratory and the police fingerprinting laboratory, it was determined that the doped talcum powders were inferior to the commercial “wop” samples in terms of latent print definition under UV conditions. However, the talcum powders had several useful applications, specifically the dual effect of exposing prints clearly under UV and non‐UV conditions. It was concluded the best application for the fingerprint powders was on smooth surfaces such as glass, with a gradual application of powder. Small amounts of powder gave more clarity under non‐UV print exposure, but higher quantities of powder were required to get ample luminescent intensity under UV conditions.

text: Lanthanide Luminescence and its Applications in Forensic Science Lanthanide compounds, specifically those containing europium and terbium can exhibit luminescent properties when combined with ligands that promote this characteristic. Lanthanide luminescence has proven to have an array of useful applications, one of which is the formation of luminescent powders for exposure of latent fingerprints. The aim of this study was to synthesise a novel ligand to support luminescent character in europium and terbium compounds, and then dope these compounds in to talcum powder. This resulting powder would ideally give exposure of latent fingerprints that can then be enhanced, through excitation of the luminescent compounds dispersed in the powder.
A novel (Me)₃CN(CH₂P(O)Ph₂)₂ ligand (p=o) was synthesised, and in turn was used to synthesis a range of Ln(β‐diketonate)₃(p=o) compounds. These compounds were assessed for potential luminescent activity, and doped into talcum powder. These powders were then appraised for their prospective use as latent fingerprint exposing agents. 
Through modification of a published procedure, the (Me)₃CN(CH₂P(O)Ph₂)₂ ligand was synthesised, and characterised by Electrospray Ionisation (ESI) Mass spectrometry, Nuclear Magnetic Resonance (NMR) spectroscopy, Infra‐red (IR) spectroscopy, melting point analysis and elemental analysis. With β‐diketonate ligands acetylacetone (acac) and thenoyltrifluoroacetone (tta), lanthanide metals lanthanum, europium and terbium and the (p=o) ligands a series of novel compounds were synthesised (Ln(β‐diketonate)₃(p=o)). These compounds were characterised by the methods listed above. 
Using the neutral ligands 1,10‐phenanthroline (phen) and 2,2‐bipyridine (bipy), a series of Eu/Tb(acac/tta)₃(phen/bipy) compounds were synthesised and doped into talcum powder, to investigate the effects on particle and structure character of the doped talcum powders. Talcum powder was also sonicated to investigate the effect of this on particle size, along with effect on use as a fingerprinting agent. Laser diffraction and Scanning Electron Microscopy studies informed of a notable decrease in particle size with sonication, and an increase in specific surface area. However the effect of this process on increasing exposure of latent fingerprints was deemed too insignificant to justify the procedure.
The compounds Eu/Tb(acac/tta)₃(phen/bipy), (Eu/Tb(β‐diketonate)₃(p=o) and [H₂NMe₂]₃[Eu/Tb(2,6‐dpa)₃].2H₂O were investigated for luminescent activity. Fluorescence spectroscopy determined the dominant emission wavelengths from 254 nm and 312 nm excitation were at 510 nm and 625 nm respectively. The talcum powders, doped with the luminescent compounds were analysed for luminescent activity. Direct screening with an ultra‐violet (UV) lamp with emission wavelengths of 254 nm and 312 nm informed of the powders with the most intensely observed luminescent emissions. From these results, Eu(tta)₃(p=o), H₂NMe₂]₃[Eu(2,6‐ dpa)₃].2H₂O, Tb(acac)₃(p=o) and H₂NMe₂]₃[Tb(2,6‐dpa)₃].2H₂O were chosen as the most promising candidates for more in‐depth investigation of latent fingerprint exposure potential. Furthermore, it was determined that the novel (Me)₃CN(CH₂P(O)Ph₂)₂ ligand was successful as a neutral ligand for supporting luminescence.
The powders were trialled by several variables, including surface, powder quantity, age of latent print, temperature, and the brush used to determine their effectiveness. Powders were compared to commercial Greenwop and Redwop fingerprint powders, as these were the most similar industrial samples in terms of use. Through trials in the laboratory and the police fingerprinting laboratory, it was determined that the doped talcum powders were inferior to the commercial “wop” samples in terms of latent print definition under UV conditions. However, the talcum powders had several useful applications, specifically the dual effect of exposing prints clearly under UV and non‐UV conditions. It was concluded the best application for the fingerprint powders was on smooth surfaces such as glass, with a gradual application of powder. Small amounts of powder gave more clarity under non‐UV print exposure, but higher quantities of powder were required to get ample luminescent intensity under UV conditions.

year: 2011

title: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand

authors: Tihema, Ngaire L. A.

subjects: tertiary educational institutions

abstract: Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

text: The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand Additional language teaching and learning is fraught with problems the world over and Aotearoa/New Zealand is not immune to these issues.  This doctoral research investigates current practices of teaching and learning te reo Māori (the Māori language) as an additional language in tertiary educational institutions and explores the appropriacy of measuring the language proficiency of speakers and learners of te reo Māori by using a variation of the C-test principle.  The first chapter (Chapter One) sets the context by providing an overview of post-colonial historical events in Aotearoa/New Zealand that led to a language shift which would result in many Māori learning te reo Māori as a second language.  The literature review (Chapter Two) provides an historical overview of additional language teaching methods and approaches since the 18th century and critiques some language teaching methods/approaches – found to be outdated, teacher-centred and/or too limited in scope – that are currently used to teach the Māori language in tertiary institutions.  The next two chapters report on responses from a questionnaire-based survey (Chapter Three) and semi-structured interviews (Chapter Four) with tertiary teachers of te reo Māori, which found that most teachers are largely untrained and unqualified in the area of additional language teaching and learning.  The chapter that follows (Chapter Five) provides an analysis of a textbook series – reported to be the most widely used Māori language resources in tertiary institutions – which was found to be largely influenced by an eclectic approach to textbook design that includes grammar translation and audiolingual methods.  For the next chapter (Chapter Six), the development of a particular type of Māori language proficiency test (variant C-test) is discussed, along with the findings and results of its trial, which was done, firstly, with a sample of highly proficient speakers of te reo and, secondly, with a small sample of second language learners of te reo, prior to a pilot of the test which was conducted with a second sample of tertiary learners of te reo Māori.  While analyses of test scores reveal that satisfactory reliability coefficients were obtained, more research is required, not only to investigate the validity of this particular C-test variant, but also to further explore the appropriacy of applying the (variant) C-test principle to measuring general Māori language proficiency.  This chapter (Chapter Six) concludes with a discussion of the questionnaire responses about the educational backgrounds, language backgrounds, motivations and attitudes of the samples of learners, approximately half of whom are additional language learners and the other half of whom have been raised with te reo Māori as (one of) their main language.  An overview of the research findings and its limitations is provided in the final chapter (Chapter Seven), along with potential contributions of the research and further recommendations for future research.  The challenge that each issue raised in this thesis places on teachers, students and the revitalisation movement of te reo Māori in tertiary institutions, is one which needs to be further explored and addressed.

year: 2018