title: Accelerating Monte Carlo simulations with an NVIDIA® graphics processor

authors: Martinsen, Paul

subjects: Monte Carlo photon transport

abstract: Modern graphics cards, commonly used in desktop computers, have evolved beyond a simple interface between processor and display to incorporate sophisticated calculation engines that can be applied to general purpose computing. The Monte Carlo algorithm for modelling photon transport in turbid media has been implemented on an NVIDIA® 8800gt graphics card using the CUDA toolkit. The Monte Carlo method relies on following the trajectory of millions of photons through the sample, often taking hours or days to complete. The graphics-processor implementation, processing roughly 110 million scattering events per second, was found to run more than 70 times faster than a similar, single-threaded implementation on a 2.67 GHz desktop computer.

text: Accelerating Monte Carlo simulations with an NVIDIA® graphics processor Modern graphics cards, commonly used in desktop computers, have evolved beyond a simple interface between processor and display to incorporate sophisticated calculation engines that can be applied to general purpose computing. The Monte Carlo algorithm for modelling photon transport in turbid media has been implemented on an NVIDIA® 8800gt graphics card using the CUDA toolkit. The Monte Carlo method relies on following the trajectory of millions of photons through the sample, often taking hours or days to complete. The graphics-processor implementation, processing roughly 110 million scattering events per second, was found to run more than 70 times faster than a similar, single-threaded implementation on a 2.67 GHz desktop computer.

year: 2009

title: Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes

authors: Langdon, Frances June

subjects: teachers

abstract: The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching.
Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested,  exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice.
The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation.
i
Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools.
Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.

text: Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching.
Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested,  exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice.
The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation.
i
Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools.
Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.

year: 2007

title: 'The voices caused him to become porangi': Maori Patients in the Auckland Lunatic Asylum, 1860-1900

authors: Burke, Lorelle J.

abstract: Histories of the asylum have raised a number of important questions about the way 'race' intersects along colonial, medical and legal boundaries. The experience of Maori patients at the Auckland Lunatic Asylum was a site where colonial attitudes towards 'race' were played out along such lines. By employing 'race' as a category of historical analysis, one can attempt to investigate how the asylum processes in Aotearoa/New Zealand exemplified the question of 'race' in an effort to make more visible the experiences, attitudes and responses of Maori asylum patients. 
This thesis examines colonial 'madness' by investigating the experiences of Maori patients at the Auckland Lunatic Asylum from 1860-1900. Using patient case records from this period this thesis interrogates the experiences of Maori patients in a colonial asylum, away from their whanau, communities, and tribal networks; what factors contributed to this, and how colonial attitudes towards these patients were acted out. The first chapter therefore, explores the 'medico-legal' management of these Maori patients, followed in Chapter Two by a broad overview of the Maori patients themselves. Chapter Three analyses the case records in more depth illustrating the complex interplay between 'race', gender, 'whiteness' and culture. Chapter Four looks at the way Maori dealt with the insane away from European institutions such as the asylum, emphasising how colonial histories of medicine now paying attention to Indigenous peoples in their context, and to medical pluralism, which reflects European models on one hand and on the other, Maori modes. 
In considering Maori patients, this thesis reflects on the very 'human experience' that can be revealed by using asylum case files, and what such sources may suggest about 'race' as an implicit part of colonial asylum administration. More widely, the paper also reflects on colonisation, Maori and the asylum, and the ways in which Maori used the asylum.

text: 'The voices caused him to become porangi': Maori Patients in the Auckland Lunatic Asylum, 1860-1900 Histories of the asylum have raised a number of important questions about the way 'race' intersects along colonial, medical and legal boundaries. The experience of Maori patients at the Auckland Lunatic Asylum was a site where colonial attitudes towards 'race' were played out along such lines. By employing 'race' as a category of historical analysis, one can attempt to investigate how the asylum processes in Aotearoa/New Zealand exemplified the question of 'race' in an effort to make more visible the experiences, attitudes and responses of Maori asylum patients. 
This thesis examines colonial 'madness' by investigating the experiences of Maori patients at the Auckland Lunatic Asylum from 1860-1900. Using patient case records from this period this thesis interrogates the experiences of Maori patients in a colonial asylum, away from their whanau, communities, and tribal networks; what factors contributed to this, and how colonial attitudes towards these patients were acted out. The first chapter therefore, explores the 'medico-legal' management of these Maori patients, followed in Chapter Two by a broad overview of the Maori patients themselves. Chapter Three analyses the case records in more depth illustrating the complex interplay between 'race', gender, 'whiteness' and culture. Chapter Four looks at the way Maori dealt with the insane away from European institutions such as the asylum, emphasising how colonial histories of medicine now paying attention to Indigenous peoples in their context, and to medical pluralism, which reflects European models on one hand and on the other, Maori modes. 
In considering Maori patients, this thesis reflects on the very 'human experience' that can be revealed by using asylum case files, and what such sources may suggest about 'race' as an implicit part of colonial asylum administration. More widely, the paper also reflects on colonisation, Maori and the asylum, and the ways in which Maori used the asylum.

year: 2006