title: Supercapacitor-based pulse generator with waveform adjustment capability for small animal transcranial magnetic stimulation

authors: Raju, Soniya

subjects: Pulse circuits

abstract: In transcranial magnetic stimulation (TMS), pulsed magnetic fields are applied to the brain, typically requiring high-power stimulators with high voltages and low series impedance. TMS pulse generators for small animal coils, are underexplored, with limited dedicated circuits and simulation models. Here, we present a new design for a high-power TMS pulse generator for small animals, utilizing a pre-charged supercapacitor that is sufficient to produce repeated pulses for TMS applications without the need for recharging. This approach eliminates the need for expensive high-voltage components and a high-voltage power supply. In this paper, we detail the design approach and basic block diagrams of a supercapacitor (SC) based TMS pulse generator, along with its experimental results. The findings indicate that the new circuit enables a complete test using just a single charge of an SC module. The proposed circuit functions as a versatile pulse-shaping device, where the MOSFET is treated as a dynamically varying resistor element rather than a traditional switch; allowing pulse parameter variations. We analyze a novel circuit for generating and controlling TMS pulses in small animal coils, and demonstrate its effectiveness through experimental results.

text: Supercapacitor-based pulse generator with waveform adjustment capability for small animal transcranial magnetic stimulation In transcranial magnetic stimulation (TMS), pulsed magnetic fields are applied to the brain, typically requiring high-power stimulators with high voltages and low series impedance. TMS pulse generators for small animal coils, are underexplored, with limited dedicated circuits and simulation models. Here, we present a new design for a high-power TMS pulse generator for small animals, utilizing a pre-charged supercapacitor that is sufficient to produce repeated pulses for TMS applications without the need for recharging. This approach eliminates the need for expensive high-voltage components and a high-voltage power supply. In this paper, we detail the design approach and basic block diagrams of a supercapacitor (SC) based TMS pulse generator, along with its experimental results. The findings indicate that the new circuit enables a complete test using just a single charge of an SC module. The proposed circuit functions as a versatile pulse-shaping device, where the MOSFET is treated as a dynamically varying resistor element rather than a traditional switch; allowing pulse parameter variations. We analyze a novel circuit for generating and controlling TMS pulses in small animal coils, and demonstrate its effectiveness through experimental results.

year: 2024

title: The Importance of Empowerment: New Parents' Experiences of Community Support Services, and the Impact that these Services have on Communities.

authors: Milligan (nee Marshall), Briar

subjects: Community Psychology

abstract: This thesis has focused on exploring the experiences of families with young children (aged three or under) and the role that community support services play in supporting these families. Previous researchers have found that support provided through community organisations could play a key role in increasing the wellbeing of parents and families. This study has investigated these findings, with the reference to the experiences of New Zealand families, a subject that has not yet been fully explored. The findings from this study demonstrated that community support services were able to increase parents' knowledge and skills; they assisted them in developing social networks and friendships and provided a range of resources for their children. However, when the services provided were not appropriate to the needs of the family, or the participants experienced discrimination and social judgement when accessing services, this lead to the families experiencing increasing levels of stress. The findings of this study mirrored the key ideas which had already been developed from previous research. However, this study also revealed some new theories and conceptions of support which have not been discussed. These included the impact support services can have on families' experiences of stress and the lowered social position which mothers can experience when accessing support. Further research is needed in order to fully explore these issues. In conclusion, this study has reinforced the significant role that community support services can play, in the empowerment of New Zealand families and the successful functioning of communities.

text: The Importance of Empowerment: New Parents' Experiences of Community Support Services, and the Impact that these Services have on Communities. This thesis has focused on exploring the experiences of families with young children (aged three or under) and the role that community support services play in supporting these families. Previous researchers have found that support provided through community organisations could play a key role in increasing the wellbeing of parents and families. This study has investigated these findings, with the reference to the experiences of New Zealand families, a subject that has not yet been fully explored. The findings from this study demonstrated that community support services were able to increase parents' knowledge and skills; they assisted them in developing social networks and friendships and provided a range of resources for their children. However, when the services provided were not appropriate to the needs of the family, or the participants experienced discrimination and social judgement when accessing services, this lead to the families experiencing increasing levels of stress. The findings of this study mirrored the key ideas which had already been developed from previous research. However, this study also revealed some new theories and conceptions of support which have not been discussed. These included the impact support services can have on families' experiences of stress and the lowered social position which mothers can experience when accessing support. Further research is needed in order to fully explore these issues. In conclusion, this study has reinforced the significant role that community support services can play, in the empowerment of New Zealand families and the successful functioning of communities.

year: 2010

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009