title: The structure characterization of cellulose xanthogenate derived from the straw of Eichhornia crassipes

authors: Zhou, Wenbing

subjects: eichhornia crassipes

abstract: Alkali-treated straw and cellulose xanthogenate were derived from shoot and root biomass of Eichhornia crassipes by treatment with NaOH and CS₂, respectively. The structures of the raw and modified plant materials were characterized by XRD, TGA/DTA, and FTIR. Alkali treatment increased the crystallinity of raw plant material, while the subsequent CS₂ treatment had the reverse effect. The thermal stability of the plant material was diminished by alkali treatment but was restored by subsequent CS₂ treatment. Alkali treatment removed most of the lignin and hemicellulose from the raw plant material, whereas the formation of cellulose xanthogenate introduced new C=S and O–CS–S functional groups.

text: The structure characterization of cellulose xanthogenate derived from the straw of Eichhornia crassipes Alkali-treated straw and cellulose xanthogenate were derived from shoot and root biomass of Eichhornia crassipes by treatment with NaOH and CS₂, respectively. The structures of the raw and modified plant materials were characterized by XRD, TGA/DTA, and FTIR. Alkali treatment increased the crystallinity of raw plant material, while the subsequent CS₂ treatment had the reverse effect. The thermal stability of the plant material was diminished by alkali treatment but was restored by subsequent CS₂ treatment. Alkali treatment removed most of the lignin and hemicellulose from the raw plant material, whereas the formation of cellulose xanthogenate introduced new C=S and O–CS–S functional groups.

year: 2009

title: The international context of education, training and certification for medical physicists in Europe, North America and Australasia

authors: Geoghegan, D. S.

subjects: certification

abstract: A common international education, training and certification framework for medical physicists is not available. Because of this an agreed uniform level of skills and knowledge, which is considered as a prerequisite for the free movement of professionals, does not exist. The aim of this study is to provide a description of the present status of the medical physicist education, training and certification framework in 25 European, 2 North American and 2 Australasian countries and compare this with an international certification model. We find that a common policy is generally followed on education, training and certification as well as on professional practice, notwithstanding a few national differences. Attempts to formulate general guidelines are already in progress based on common features and differences between countries which could be used to inform the development of a truly international certification process for medical physicists.

text: The international context of education, training and certification for medical physicists in Europe, North America and Australasia A common international education, training and certification framework for medical physicists is not available. Because of this an agreed uniform level of skills and knowledge, which is considered as a prerequisite for the free movement of professionals, does not exist. The aim of this study is to provide a description of the present status of the medical physicist education, training and certification framework in 25 European, 2 North American and 2 Australasian countries and compare this with an international certification model. We find that a common policy is generally followed on education, training and certification as well as on professional practice, notwithstanding a few national differences. Attempts to formulate general guidelines are already in progress based on common features and differences between countries which could be used to inform the development of a truly international certification process for medical physicists.

year: 2013

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