title: A Monte Carlo study of two Compton camera’s first plane detectors

authors: Uche, Chibueze Zimuzo

abstract: Purpose: The suitability of two possible detectors, silicon and germanium as the Compton camera’s first plane detector has been investigated using a robust Monte Carlo approach.
Methods: The GEANT4 simulation software was used to simulate the radiation transport and interactions with matter. Investigations were first done by relating the impact of Doppler broadening on the Compton camera angular uncertainty, energy spectra and reconstructed source image. Then, the impact of geometry and interaction type on the Compton camera performance was evaluated as well.  
Results: Analyses suggest that silicon of about 1 cm thickness would be suitable as the Compton camera first plane detector. The choice of silicon is however not completely flawless, Doppler broadening for this detector material contributes as much as 7.3 mm and 2.4 mm to full-width-half-maximum image resolution at 140.5 keV and 511 keV respectively. 
Conclusions: It is envisioned that with improved reconstruction technique, silicon would be the best first plane detector for the Compton camera.

text: A Monte Carlo study of two Compton camera’s first plane detectors Purpose: The suitability of two possible detectors, silicon and germanium as the Compton camera’s first plane detector has been investigated using a robust Monte Carlo approach.
Methods: The GEANT4 simulation software was used to simulate the radiation transport and interactions with matter. Investigations were first done by relating the impact of Doppler broadening on the Compton camera angular uncertainty, energy spectra and reconstructed source image. Then, the impact of geometry and interaction type on the Compton camera performance was evaluated as well.  
Results: Analyses suggest that silicon of about 1 cm thickness would be suitable as the Compton camera first plane detector. The choice of silicon is however not completely flawless, Doppler broadening for this detector material contributes as much as 7.3 mm and 2.4 mm to full-width-half-maximum image resolution at 140.5 keV and 511 keV respectively. 
Conclusions: It is envisioned that with improved reconstruction technique, silicon would be the best first plane detector for the Compton camera.

year: 2011

title: The Principal source for Grabbe's historical tragedy "Hannibal"

authors: Forsyth, Christine Lynette

abstract: It is a recognized fact , despite the contention of one literary critic , that before and during the writing of his historical tragedy, Hannibal, in the years 1834 and 1835, Grabbe consulted several of the most significant German, French and English historical works of the eighteenth and early nineteenth centuries, as well as the ancient accounts of Roman history, in his attempt to gain and present in dramatic form an accurate , yet comprehensive view of the history of Hannibal and the Carthaginians from around the time of the Second and Third Punic Wars.
In the following investigation, it is my intention to show that the Acciajouli biography of Hannibal, included as a supplement in Plutarch's Lives, in fact became the dramatist's principal source for his tragedy. In the process of my inquiry, I intend to reveal on the one hand what Grabbe owed to his source by way of historical events and historical atmosphere, and, on the other hand, what information he employed in his presentation of historical characters . Finally, I shall consider the question of why the dramatist might have diverged from history and what effects such changes have produced.

text: The Principal source for Grabbe's historical tragedy "Hannibal" It is a recognized fact , despite the contention of one literary critic , that before and during the writing of his historical tragedy, Hannibal, in the years 1834 and 1835, Grabbe consulted several of the most significant German, French and English historical works of the eighteenth and early nineteenth centuries, as well as the ancient accounts of Roman history, in his attempt to gain and present in dramatic form an accurate , yet comprehensive view of the history of Hannibal and the Carthaginians from around the time of the Second and Third Punic Wars.
In the following investigation, it is my intention to show that the Acciajouli biography of Hannibal, included as a supplement in Plutarch's Lives, in fact became the dramatist's principal source for his tragedy. In the process of my inquiry, I intend to reveal on the one hand what Grabbe owed to his source by way of historical events and historical atmosphere, and, on the other hand, what information he employed in his presentation of historical characters . Finally, I shall consider the question of why the dramatist might have diverged from history and what effects such changes have produced.

year: 1972

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019