Towards An Acoustic Model-Based Poroelastic Imaging Method: I. Theoretical Foundation

The ultrasonic measurement and imaging of tissue elasticity is currently under wide investigation and development as a clinical tool for the assessment of a broad range of diseases, but little account in this field has yet been taken of the fact that soft tissue is porous and contains mobile fluid. The ability to squeeze fluid out of tissue may have implications for conventional elasticity imaging, and may present opportunities for new investigative tools. When a homogeneous, isotropic, fluid-saturated poroelastic material with a linearly elastic solid phase and incompressible solid and fluid constituents is subjected to stress, the behaviour of the induced internal strain field is influenced by three material constants: the Young's modulus (E(s)) and Poisson's ratio (nu(s)) of the solid matrix and the permeability (k) of the solid matrix to the pore fluid. New analytical expressions were derived and used to model the time-dependent behaviour of the strain field inside simulated homogeneous cylindrical samples of such a poroelastic material undergoing sustained unconfined compression. A model-based reconstruction technique was developed to produce images of parameters related to the poroelastic material constants (E(s), nu(s), k) from a comparison of the measured and predicted time-dependent spatially varying radial strain. Tests of the method using simulated noisy strain data showed that it is capable of producing three unique parametric images: an image of the Poisson's ratio of the solid matrix, an image of the axial strain (which was not time-dependent subsequent to the application of the compression) and an image representing the product of the aggregate modulus E(s)(1-nu(s))/(1+nu(s))(1-2nu(s)) of the solid matrix and the permeability of the solid matrix to the pore fluid. The analytical expressions were further used to numerically validate a finite element model and to clarify previous work on poroelastography.

Dispossessing bare life: Towards a theoretical framework for examining power relations through economic development at the 2010 FIFA World Cup in South Africa

In the past twenty years an increasing number of Global South nations have vied for the rights to host prestigious and expensive sport mega events. This trend requires significant reflection given the enormous economic costs of these events, which often produce little capital gain for the host nation (Whitson & Horne, 2006). Furthermore, sport mega events are often utilized for their symbolic capital (Belanger, 2009), which sometimes manifests through forcing people from their land for the sake of “beautification” (Davis, 2006). In this project, then, I asked how technologies of power were utilized by FIFA, corporate stakeholders, and the South African government to control people who were marginal to, or impeded the success of, the World Cup in Nelspruit, South Africa. This project consisted of two parts: the first involved constructing a theoretical framework for better understanding power as it operates through sport mega events in general. To this end I employed Marxian notions of the ordering of physical space, Foucauldian conceptions of sovereignty and governmentality, and Agamben’s (1998) state of exception to determine how particular bodies are constituted and controlled through sport mega events. In the second part, I applied this theoretical framework to the events in South Africa to better elucidate how people became displaced and killed because of the 2010 FIFA World Cup. I used South African popular news and documentaries as empirical evidence and conducted a discursive analysis of said news media. Through this coverage it became apparent that the mega event created the conditions in which new forms of rogue sovereign partnerships could arise through a historically and spatially contingent process of capitalism. The rogue sovereigns’ para-juridico-political orders, the discourses and practices of accumulation by dispossession as a tactic and effect of govermentality, and other historical non-capital subjectivities such as racial identity, all contributed to constituting Agamben’s state of exception in which people could be displaced, killed or left to die in the events surrounding the World Cup.

Math-Towers: Online Interactive Collaborative Mathematics Explorations & Problem-Solving for Students Ages 11 to 15 years (Grades 6 to 10)

Math-Towers (www.math-towers.ca) is an online resource for students in grades 6 to 10 that supports collaborative problem-solving and investigations. This paper presents the philosophical position motivating the development of Math-Towers and describes how the site presents and motivates the mathematical challenges and supports participants' exploration and collaboration.

Preservice Elementary Teachers’ Beliefs toward Mathematics and Mathematics Teaching

As they began their one-year teacher education program 138 elementary school teacher candidates completed a questionnaire designed to measure their beliefs concerning the nature of mathematics, measured on a scale from absolutist to fallibilist, and their beliefs concerning effective mathematics instruction, measured on a scale from traditional to constructivist. Interviews were conducted with volunteer questionnaire participants, with selection based on the questionnaire results and using two sets of criteria. Study 1. involved 8 teacher candidates showing distinct absolutist or fallibilist views of mathematics and individual interviews explored participants' beliefs concerning the use of information and communication technology, particularly interactive whiteboards (IWB), in the teaching and learning of mathematics. Participants with absolutist beliefs about the nature of mathematics tended to focus on the IWB as a presentation tool, while those with fallibilist beliefs appreciated the use of the IWB to support student exploration. Study 2. involved 8 teacher candidates with apparently misaligning absolutist beliefs concerning the nature of mathematics and constructivist beliefs concerning teaching. Interviews exploring participants' favoured instructional approaches, particularly those involving the use of manipulatives, showed that constructivist views involved essentially surface beliefs and that in fact manipulatives would be employed to support traditional direct instruction.