Radiation Physics

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M. Saiful Huq - One of the best experts on this subject based on the ideXlab platform.

  • Therapeutic Radiation Physics primer
    Hematology oncology clinics of North America, 2006
    Co-Authors: Cheng B. Saw, Juan Carlos Celi, M. Saiful Huq
    Abstract:

    Therapeutic radiological Physics is the branch of Physics as applied to Radiation therapy. Therapeutic radiological Physics involves the understanding of the Radiation sources, types, and characteristics of Radiation, interaction of Radiation with matter, and thereafter the deposition of energy in matter. In clinical practice, therapeutic radiological Physics deals with the technical tasks of preparing a patient to undergo Radiation therapy. These tasks include simulation, patient data acquisition, individualized planning, verification, and dose delivery. The role of a therapeutic radiological physicist is to manage the technical aspects of patient care: providing technical expertise to the development of the institution, recommending and introducing new treatment techniques, and ensuring that all patients undergoing Radiation therapy receive the best standard of care.

Anatoly B. Rosenfeld - One of the best experts on this subject based on the ideXlab platform.

  • The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics
    Journal of university teaching and learning practice, 2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching Radiation Physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in Radiation Physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of Radiation Physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

  • the teaching research nexus and internationalisation an action research project in Radiation Physics
    Journal of university teaching and learning practice, 2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching Radiation Physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in Radiation Physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of Radiation Physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

  • Transferring advanced Physics research tools to education: how to teach simulation tools used in Radiation Physics research to university students
    2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    At the Centre of Medical Radiation Physics (CMRP), School of Engineering Physics, Faculty of Engineering, at the University of Wollongong (UOW), we are implementing a hands-on computing laboratory, commencing in autumn 2010, to teach scientific computing methods and modern, advanced research tools for Radiation Physics to postgraduate and undergraduate students. Engaging undergraduates and postgraduates together in work with a tool widely used in research laboratories is a unique development, and represents the articulation of the University’s commitment to the enhancement of the teaching/research nexus, and to the development of learning communities. The object of the laboratory is to teach students how to use Geant4 in the study of Radiation Physics related problems. Geant4 (www.cern.ch/geant4) is a Monte Carlo Simulation Toolkit, describing the interactions of particles with matter. It is widely used in research laboratories all over the world, from High Energy Physics to medical Physics and space science. While the Geant4 Collaboration organizes courses all around the world to familiarise researchers and postgraduates with the Toolkit, insufficient attention is paid to undergraduates. The objectives of our program are that, upon completion of the practical laboratory, the students will be familiar with Radiation Physics and its applications, software development methods, computing instruments for research, the Monte Carlo approach, and the C++ language. They will also have had a unique opportunity to improve their problem solving skills and research methodologies. The design of the Geant4 hands-on lab faces two important issues: the heterogeneous computing skills and differing knowledge of Radiation Physics amongst students. Independent of their education grade, students have different expertise with programming, and computing matters in general. This problem can easily be overcome as Geant4 is developed for use by those with minimal computing expertise. However, the correct use of Geant4 requires a deep knowledge of Radiation Physics; this poses the second issue faced. The higher levels of motivation of postgraduate students will be one factor supporting undergraduates, in that working with Geant4 should foster a learning community, with peer learning and teaching occurring, and also provide undergraduates with a sense of future. Furthermore, we think we can overcome the problem of lower levels of knowledge through designing a guided hands-on course, providing Geant4 simulation exercises for students, based on their level of preparation. This course has high potential to increase the commitment of students towards Radiation Physics.

Xiaoqian Zhu - One of the best experts on this subject based on the ideXlab platform.

  • cpu gpu computing for long wave Radiation Physics on large gpu clusters
    Computers & Geosciences, 2012
    Co-Authors: Junqiang Song, Xiaoqun Cao, Xiaoqian Zhu
    Abstract:

    Geoscience simulations rely heavily on high performance computing (HPC) systems. To date, many CPU/GPU heterogeneous HPC systems have been established on which many geoscience simulations have been performed. For most of these simulations on GPU clusters, it can be observed that only the GPU's computational capacity has been exploited to accomplish the arithmetic operations while that of the CPU is ignored, which results in an underutilization of the computing resources within the entire HPC system. In this paper, we perform a long-wave Radiation simulation by exploiting the computational capacities of both CPUs and GPUs in the Tianhe-1A supercomputer. First, the long-wave Radiation process is accelerated with a Tesla M2050GPU and achieves significant speedup over the baseline performance on a single Intel X5670 CPU core. Second, a workload distribution scheme based on the speedup feedback is proposed and validated with various workloads. Third, a parallel programming model (MPI+OpenMP/CUDA) is presented and utilized when simulating the Radiation Physics on large GPU clusters. Finally, we address the computational efficiency issue by exploiting the available computing resources within the Tianhe-1A supercomputer. Experimental results demonstrate that the hybrid version can be accomplished within much less time than that of the CPU counterpart; also, they show similar sensitivity to the temporal resolution of the Radiation process.

  • CPU/GPU computing for long-wave Radiation Physics on large GPU clusters
    Computers & Geosciences, 2012
    Co-Authors: Junqiang Song, Xiaoqun Cao, Xiaoqian Zhu
    Abstract:

    Geoscience simulations rely heavily on high performance computing (HPC) systems. To date, many CPU/GPU heterogeneous HPC systems have been established on which many geoscience simulations have been performed. For most of these simulations on GPU clusters, it can be observed that only the GPU's computational capacity has been exploited to accomplish the arithmetic operations while that of the CPU is ignored, which results in an underutilization of the computing resources within the entire HPC system. In this paper, we perform a long-wave Radiation simulation by exploiting the computational capacities of both CPUs and GPUs in the Tianhe-1A supercomputer. First, the long-wave Radiation process is accelerated with a Tesla M2050GPU and achieves significant speedup over the baseline performance on a single Intel X5670 CPU core. Second, a workload distribution scheme based on the speedup feedback is proposed and validated with various workloads. Third, a parallel programming model (MPI+OpenMP/CUDA) is presented and utilized when simulating the Radiation Physics on large GPU clusters. Finally, we address the computational efficiency issue by exploiting the available computing resources within the Tianhe-1A supercomputer. Experimental results demonstrate that the hybrid version can be accomplished within much less time than that of the CPU counterpart; also, they show similar sensitivity to the temporal resolution of the Radiation process.

Cheng B. Saw - One of the best experts on this subject based on the ideXlab platform.

  • Therapeutic Radiation Physics primer
    Hematology oncology clinics of North America, 2006
    Co-Authors: Cheng B. Saw, Juan Carlos Celi, M. Saiful Huq
    Abstract:

    Therapeutic radiological Physics is the branch of Physics as applied to Radiation therapy. Therapeutic radiological Physics involves the understanding of the Radiation sources, types, and characteristics of Radiation, interaction of Radiation with matter, and thereafter the deposition of energy in matter. In clinical practice, therapeutic radiological Physics deals with the technical tasks of preparing a patient to undergo Radiation therapy. These tasks include simulation, patient data acquisition, individualized planning, verification, and dose delivery. The role of a therapeutic radiological physicist is to manage the technical aspects of patient care: providing technical expertise to the development of the institution, recommending and introducing new treatment techniques, and ensuring that all patients undergoing Radiation therapy receive the best standard of care.

Susanna Guatelli - One of the best experts on this subject based on the ideXlab platform.

  • The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics
    Journal of university teaching and learning practice, 2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching Radiation Physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in Radiation Physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of Radiation Physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

  • the teaching research nexus and internationalisation an action research project in Radiation Physics
    Journal of university teaching and learning practice, 2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching Radiation Physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in Radiation Physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of Radiation Physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

  • Transferring advanced Physics research tools to education: how to teach simulation tools used in Radiation Physics research to university students
    2010
    Co-Authors: Susanna Guatelli, Catherine Layton, Dean L Cutajar, Anatoly B. Rosenfeld
    Abstract:

    At the Centre of Medical Radiation Physics (CMRP), School of Engineering Physics, Faculty of Engineering, at the University of Wollongong (UOW), we are implementing a hands-on computing laboratory, commencing in autumn 2010, to teach scientific computing methods and modern, advanced research tools for Radiation Physics to postgraduate and undergraduate students. Engaging undergraduates and postgraduates together in work with a tool widely used in research laboratories is a unique development, and represents the articulation of the University’s commitment to the enhancement of the teaching/research nexus, and to the development of learning communities. The object of the laboratory is to teach students how to use Geant4 in the study of Radiation Physics related problems. Geant4 (www.cern.ch/geant4) is a Monte Carlo Simulation Toolkit, describing the interactions of particles with matter. It is widely used in research laboratories all over the world, from High Energy Physics to medical Physics and space science. While the Geant4 Collaboration organizes courses all around the world to familiarise researchers and postgraduates with the Toolkit, insufficient attention is paid to undergraduates. The objectives of our program are that, upon completion of the practical laboratory, the students will be familiar with Radiation Physics and its applications, software development methods, computing instruments for research, the Monte Carlo approach, and the C++ language. They will also have had a unique opportunity to improve their problem solving skills and research methodologies. The design of the Geant4 hands-on lab faces two important issues: the heterogeneous computing skills and differing knowledge of Radiation Physics amongst students. Independent of their education grade, students have different expertise with programming, and computing matters in general. This problem can easily be overcome as Geant4 is developed for use by those with minimal computing expertise. However, the correct use of Geant4 requires a deep knowledge of Radiation Physics; this poses the second issue faced. The higher levels of motivation of postgraduate students will be one factor supporting undergraduates, in that working with Geant4 should foster a learning community, with peer learning and teaching occurring, and also provide undergraduates with a sense of future. Furthermore, we think we can overcome the problem of lower levels of knowledge through designing a guided hands-on course, providing Geant4 simulation exercises for students, based on their level of preparation. This course has high potential to increase the commitment of students towards Radiation Physics.