3,674 research outputs found
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
Interpretable and efficient contrast in scanning transmission electron microscopy with a diffraction grating beamsplitter
Efficient imaging of biomolecules, 2D materials and electromagnetic fields
depends on retrieval of the phase of transmitted electrons. We demonstrate a
method to measure phase in a scanning transmission electron microscope using a
nanofabricated diffraction grating to produce multiple probe beams. The
measured phase is more interpretable than phase-contrast scanning transmission
electron microscopy techniques without an off-axis reference wave, and the
resolution could surpass that of off-axis electron holography. We apply the
technique to image nanoparticles, carbon sub- strates and electric fields. The
contrast observed in experiments agrees well with contrast predicted in
simulations
Evaluating the outcomes of intergenerational shared experiences in learning environments: Perspectives from HE (Higher Education)Â students
This study evaluated the barriers, enablers, and outcomes of intergenerational activities, by interviewing students in higher education who engaged in intergenerational activities. This student-led and co-designed URB@N project focused on current HE students’ experience of activities involving older adults aged 65+ and younger adults, for those who had taken part in at least one intergenerational activity. This poster will illustrate how such research enabled an understanding of HE student involvement and experiences in these activities, including what activities are typically undertaken in HE settings; self-reported outcomes, barriers and facilitators for students and for the success of activity engagement, including how this impacts the student experience
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