title: New MRI-safe Implant Electrode Design

authors: McCabe, Steven Owen

subjects: Science & Technology

abstract: Medical implants often prevent patients having Magnetic Resonance Imaging (MRI) scans because the leads behave as antennas with respect to the RF excitation and cause hazardous heating in neural tissue. This manuscript describes an approach that virtually eliminates the risk of RF heating by means of easily-incorporated, mutually-coupled filars. The resulting leads need be neither physically larger nor significantly more costly than existing designs. Combined with thin insulation and surface roughening techniques, this manuscript represents the first complete release of recently-patented technologies. Both simulations and measurements at 128MHz are presented to confirm performance in 3-Tesla MRI machines.

text: New MRI-safe Implant Electrode Design Medical implants often prevent patients having Magnetic Resonance Imaging (MRI) scans because the leads behave as antennas with respect to the RF excitation and cause hazardous heating in neural tissue. This manuscript describes an approach that virtually eliminates the risk of RF heating by means of easily-incorporated, mutually-coupled filars. The resulting leads need be neither physically larger nor significantly more costly than existing designs. Combined with thin insulation and surface roughening techniques, this manuscript represents the first complete release of recently-patented technologies. Both simulations and measurements at 128MHz are presented to confirm performance in 3-Tesla MRI machines.

year: 2016-01-01

title: Professional development needs of the international work-integrated learning community

authors: Zegwaard, Karsten E.

subjects: professional development

abstract: Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

text: Professional development needs of the international work-integrated learning community Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

year: 2019

title: Self-decolonisation in Aotearoa: Pushing through programmatic Pākehā paralysis

authors: Weijers, Dan M.

abstract: Te reo, tīkanga, mātauranga, te Ao, and kaupapa Māori are finally seeing a resurgence in Aotearoa. This revitalisation is occurring in the tertiary education sector, but staff and skill deficits are holding back many academic disciplines. This chapter documents the challenges facing a traditionally colonial tertiary programme—philosophy— attempting to de-colonise itself. The overlapping nature of the challenges can make decolonising appear to be so difficult that some programmes may feel paralysed. This chapter argues that the importance of decolonisation requires that programmes push through any paralysis they may be experiencing by prioritising decolonisation above other goals.

text: Self-decolonisation in Aotearoa: Pushing through programmatic Pākehā paralysis Te reo, tīkanga, mātauranga, te Ao, and kaupapa Māori are finally seeing a resurgence in Aotearoa. This revitalisation is occurring in the tertiary education sector, but staff and skill deficits are holding back many academic disciplines. This chapter documents the challenges facing a traditionally colonial tertiary programme—philosophy— attempting to de-colonise itself. The overlapping nature of the challenges can make decolonising appear to be so difficult that some programmes may feel paralysed. This chapter argues that the importance of decolonisation requires that programmes push through any paralysis they may be experiencing by prioritising decolonisation above other goals.

year: 2024