Graduate Recital: Jordan Harvey

Kemp Recital HallOctober 17, 2015Saturday Afternoon1:00 p.m

Graduate Recital: Jordan Harvey, Trombone

Kemp Recital Hall April 22, 2018 Sunday Afternoon 1:30p.m

Senior Recital: Jordan Harvey

Kemp Recital HallApril 23, 2016Saturday Evening 8:30 p.m

How do people with brain injury understand the interaction between mind, brain, self and injury?

This thesis explores the conceptual models adults with acquired brain injury (ABI) use to understand changes following injury, particularly those reflecting the relationships between mind, brain and self. Part one is a conceptual introduction on how philosophical perspectives impact clinical models and clinicians’ understandings in this area. Research into the self was also outlined indicating how adults with ABI understand changes. Biopsychosocial models were presented to demonstrate holistic understandings before an argument for the inclusion of service user accounts in our understandings. This paper concludes that there is a dearth of research exploring the conceptualisations adults with ABI use to understand changes, particularly regarding relationships between mind, brain and self. Part two is a qualitative empirical paper exploring the conceptual models adults with ABI use to understand changes following injury. This was conducted jointly with Alice Chesterfield, although we have separate thesis with separate populations. Semi-structured interviews were conducted with 15 participants with ABI. Grounded theory guided the analysis. Results indicated that participants generally centred their brain injury, within a more holistic understanding, to understand changes. Changes in the self and the mind were indicated following brain injury and were generally attributed to ABI. Furthermore, these understandings were sometimes incomplete or indescribable. The clinical implications are outlined regarding how we should speak with adults with ABI about changes. Part three is a reflective paper which critically appraises the process of conducting the research with regards to my assumptions, considerations of conducting research with adults with ABI and outsider research

Probing Light Atoms at Sub-nanometer Resolution: Realization of Scanning Transmission Electron Microscope Holography

Atomic resolution imaging in transmission electron microscopy (TEM) and scanning TEM (STEM) of light elements in electron-transparent materials has long been a challenge. Biomolecular materials, for example, are rapidly altered when illuminated with electrons. These issues have driven the development of TEM and STEM techniques that enable the structural analysis of electron beam-sensitive and weakly scattering nano-materials. Here, we demonstrate such a technique, STEM holography, capable of absolute phase and amplitude object wave measurement with respect to a vacuum reference wave. We use an amplitude-dividing nanofabricated grating to prepare multiple spatially separated electron diffraction probe beams focused at the sample plane, such that one beam transmits through the specimen while the others pass through vacuum. We raster-scan the diffracted probes over the region of interest. We configure the post specimen imaging system of the microscope to diffraction mode, overlapping the probes to form an interference pattern at the detector. Using a fast-readout, direct electron detector, we record and analyze the interference fringes at each position in a 2D raster scan to reconstruct the complex transfer function of the specimen, t(x). We apply this technique to image a standard target specimen consisting of gold nanoparticles on a thin amorphous carbon substrate, and demonstrate 2.4 angstrom resolution phase images. We find that STEM holography offers higher phase-contrast of the amorphous material while maintaining Au atomic lattice resolution when compared with high angle annular dark field STEM.Comment: 9 pages, 5 figures in main text, 1 supplemental figure in the appendi

Finding Octonionic Eigenvectors Using Mathematica

The eigenvalue problem for 3x3 octonionic Hermitian matrices contains some surprises, which we have reported elsewhere. In particular, the eigenvalues need not be real, there are 6 rather than 3 real eigenvalues, and the corresponding eigenvectors are not orthogonal in the usual sense. The nonassociativity of the octonions makes computations tricky, and all of these results were first obtained via brute force (but exact) Mathematica computations. Some of them, such as the computation of real eigenvalues, have subsequently been implemented more elegantly; others have not. We describe here the use of Mathematica in analyzing this problem, and in particular its use in proving a generalized orthogonality property for which no other proof is known.Comment: LaTeX2e, 22 pages, 8 PS figures (uses included PS prolog; needs elsart.cls and one of epsffig, epsf, graphicx

Differential Test Performance in the American Educational System: The Impact of Race and Gender

Contrary to Herrnstein and Murray (1994) who claim that racial groups have different cognitive endowments and that these best explain differential test score achievements, our regression analyses document that there is less improvement in test scores per year of education for African-Americans and women. That is, the observed group test score differences do not appear to be due to racial cognitive differences but rather to other factors associated with group-linked experiences in the educational system. We found that 666 of the subjects in the Herrnstein-Murray database had actual IQ scores derived from school records. Using these as independent controls for IQ, we document that each of the test components that were the basis of the Herrnstein-Murray IQ scores was significantly associated with education level (p\u3c .001). Consequently, their IQ score appears to be an education-related measure rather than an IQ test, and thus challenges the validity of their analysis