xiv, 228 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (M.D. 1972) from the Dept. of Child Health, University of Adelaide

Lack of accurate data for epidemiological studies of low dose radiation effects necessitates development of dosimetric models allowing prediction of cancer risks for different organs. The objective of this work is to develop a model of the radiation response of human bronchiolar tissue with single cell resolution. The computer model describes epithelial tissue as an ensemble of individual cells, with the geometry of a human bronchiole and the properties of different cell types are taken into account. The model simulates the tissue kinetics and radiation exposure in four dimensions: three spatial dimensions and a temporal dimension. The bronchiole is modeled as a regular hollow cylinder with the epithelial cells of three different types (basal, secretory, and ciliated) lining its interior. For the purposes of assessment of radiation damage to the cells only the nuclei of the cells have been modeled. Subroutines describing cellular kinetics have been developed to simulate cell turnover in a normal epithelial tissue. Monte Carlo subroutines have been developed to simulate exposure to alpha particles; the GEANT4 toolkit has been used to simulate exposure to low LET radiation. Each hit cell is provided with a record of energy deposition, and this record is passed to the progeny if the cell survives. The model output provides data on the number of basal progenitor cells in different phases of a cell life-cycle and secretory to ciliated cell ratio after several generations of cell proliferation. The model calculates labeling and mitotic indices and estimates the average cell turnover time for the bronchiolar tissue. Microdosimetric calculations are performed for cells traversed by ionizing particles. The model will be used to assess the accumulation of damage in cells due to protracted low level radiation exposure. The model output may provide directions for the future experimental design.

Protracted refugee situations are a world-wide problem,yetlittle research isavailable. Despite obvious practical obstacles,it is the individual that must decide whether to return, which is why it is interesting to examine if the choice is deliberate or involuntary. This thesis aims to specifically study why Liberian refugees, who fled from the civil wars in the 1990’s, still livesin the refugee camp Buduburam in Ghana, where they have stayed for more than two decades even though their living conditions are continuing toworsen.To understand their choice of not repatriating, the Rational Choice Theory and Social Identity Theory,which separately describeshow and why individuals make decisions, are being compared. The former claims that people always make choices based on selfish and rational assumptions after considering both positive and negative consequences, and then choose the most profitable option. In contrast, the Social Identity Theory implies that an individual’s decision-making is based on group belonging, norms and surroundings.To further achieve the purpose of the study, the theories are appliedto the empirical materialgathered from semi-structured interviews made with eight refugees that stays in the camp, who individually describestheir situation and reason for not repatriating. Lastly, the analysis discusses whyneither of the theories has a complete explanation forthe problematic situation,although interesting approaches are acknowledged.

Despite its reputation for instability and weak states, the continent of Africa has seen very few attempts at secession. The 1960s saw the early attempts of Katanga and Biafra to split away from their host states, only for these attempts to be crushed in short order. Since then there have only been a handful of notable attempts at secession: the early attempts by the Southern Sudan to split from the North, the secessionist desires of Cabinda to separate from Angola, the Casamance separatists of Senegal, and finally the long and still unrecognized separation of Somaliland from the failed state of Somalia. What is notable is that none of these have borne permanent fruit despite the persistence of the separatist fronts (although the Southern Sudan may now finally be embarking on its own separate existence). In each case, from Katanga to Somaliland, the theoretical state has encountered resistance on the national, regional, and global scale to their existence and have never yet been recognized. However, despite these setbacks, there currently has been one successful secession in Africa: that of Eritrea. Eritrea faced the same political and military difficulties that all other secession attempts have faced in Africa. Their host state of Ethiopia was perhaps the most revered on the continent and throughout the thirty year conflict had the international support of alternatively the United States and the USSR. The Organization of African Unity and its members remained unrelentingly in favor of territorial integrity for all African States. The Eritreans could not even gain regional recognition for their struggle. Despite all of this, they prevailed in their thirty-year struggle for independence. Critical to their success were four interwoven factors that allowed them to overcome those barriers that had stopped their secessionist predecessors: the anomalous history of Eritrea and Ethiopia, the Eritreans' practice of the theories of protracted war, the simultaneous social revolution the Eritreans carried out, and finally the Eritreans' pragmatic relations with their surrounding dissident groups. This work argues that these four central factors were the keys to Eritrea's aberrant and so far unique victory in their struggle for secession. / text

<p>The refugee problem is a canker in contemporary human affairs without the ‘limboness’ that protractedness adds to it. Yet many refugee situations, especially in Africa, become forgotten emergencies as women assume new roles both at the family and community level, whilst children are born and bred in camps which were meant to be temporary in the first place.</p><p>This study explores the life situation of Liberian Refugee Women and Children at the Gomoa Budumburam Refugee Settlement in Ghana. It examines the livelihood means they employ as a means of coping, emphasisng their security and educational concerns. It touches on the challenges faced by the camp children or the youth a they strive to deal with their situation and assign meaning to their lives. Actor-oriented theories help conceptualise ways in which the refugees display agency in mediating the structures that enable them and/or constrain them in their protracted displacement. In view of the need to find solutions to the refugee problem, the three proposed solutions are examined in the light of the reasons informing refugees’ choice of one solution over the other. The concepts of Space and Place help analyse the realities of the solutions available vis-à-vis the preferred choice of the refugees. Highlighting the importance of hearing refugees’ voice on problems and solutions they consider viable in their situation, a qualitative methodological approach is employed. This is complemented by observations, focus group discussions, informal conversations as well as secondary data sources.</p><p>The analysis relates the data collected to the outlined objectives, research questions and theories. It brings to the fore the resourcefulness displayed by the refugees as they employ various strategies to cope on a short and long term basis. The study has also revealed the refugees’ ideas about “home” as where one makes it, rather than a nostalgic country of origin to which one must return for life to be complete. (S) GBV has been highlighted as an area needing more attention than that accorded it presently if the causes of women’s vulnerabilities are to be addressed in a wholesome way. Suggestions have been made based on refugees’ recommendation as well as that of the organizations in place and the researcher’s.</p>

The refugee problem is a canker in contemporary human affairs without the ‘limboness’ that protractedness adds to it. Yet many refugee situations, especially in Africa, become forgotten emergencies as women assume new roles both at the family and community level, whilst children are born and bred in camps which were meant to be temporary in the first place. This study explores the life situation of Liberian Refugee Women and Children at the Gomoa Budumburam Refugee Settlement in Ghana. It examines the livelihood means they employ as a means of coping, emphasisng their security and educational concerns. It touches on the challenges faced by the camp children or the youth a they strive to deal with their situation and assign meaning to their lives. Actor-oriented theories help conceptualise ways in which the refugees display agency in mediating the structures that enable them and/or constrain them in their protracted displacement. In view of the need to find solutions to the refugee problem, the three proposed solutions are examined in the light of the reasons informing refugees’ choice of one solution over the other. The concepts of Space and Place help analyse the realities of the solutions available vis-à-vis the preferred choice of the refugees. Highlighting the importance of hearing refugees’ voice on problems and solutions they consider viable in their situation, a qualitative methodological approach is employed. This is complemented by observations, focus group discussions, informal conversations as well as secondary data sources. The analysis relates the data collected to the outlined objectives, research questions and theories. It brings to the fore the resourcefulness displayed by the refugees as they employ various strategies to cope on a short and long term basis. The study has also revealed the refugees’ ideas about “home” as where one makes it, rather than a nostalgic country of origin to which one must return for life to be complete. (S) GBV has been highlighted as an area needing more attention than that accorded it presently if the causes of women’s vulnerabilities are to be addressed in a wholesome way. Suggestions have been made based on refugees’ recommendation as well as that of the organizations in place and the researcher’s.

The Casamance conflict for decades has been unable to produce a sustained peace settlement. This project utilised among others, the relative deprivation and basic human needs satisfaction theories respectively and concludes that the conflict is underpinned by relative deprivation, strongly felt and driven by the elite group. Both the current phase as well as in the past, the conflict has been driven and to an extent manipulated by these elite, motivated by self-empowerment. Masked under the struggle of a relatively deprived masses into collective violence, seeded in a classic social conflict of a type rooted in stereotyping, marginalisation and underdevelopment, primarily driven by basic human needs dissatisfaction expressed in terms of the levels of poverty.   These stemmed in part from the colonial pass which set into motion the continuous suppression and segregation of the Casamance region. In particular, of the Diola ethnic identity thus, the conflict’s ethno nationalists dimension. This research presents a deprivation approach strategy to peace making, which among other factors includes addressing the socioeconomic and political causes of the conflict and also one that underscores the relevance of a credible third party involvement to resolving the dispute between a fractured MFDC and a reluctant Government of Senegal.

While the role of the school principal has received much attention in stable environments, little research exists on principals working in conflict-affected countries. The purpose of this phenomenological study is to uncover perceptions of Somali principals in Mogadishu regarding their roles and lived experiences, as well as the challenges they face as they lead their schools amid ongoing conflict. In order to understand the different dimensions of the principal’s role and how this role is experienced in such a context, a descriptive phenomenology has been employed. A purposeful sample of eight primary school principals in Mogadishu, which has been the epicentre of the ongoing conflict, was indentified and the principals were interviewed. Through the six-step approach to phenomenological data analysis, as suggested by Creswell (2013), 11 themes were identified. Findings revealed that principals perceived their role as supporting teachers personally and professionally, supervising instruction, facilitating teacher professional development when the security situation permits, having good relationships with governing bodies, and building community collaboration. Findings also showed that, besides security concerns, student mobility, poor facilities, shortage of trained teachers and student discipline were the major challenges to principals. Findings further indicated that principals acted as boundary spanners using a variety of buffering and bridging strategies in an attempt to minimize uncertainty and security risks, as well as to adapt the school to the volatile environment. Furthermore, commitment to keep schools open, despite the huge challenges, a sense of responsibility for student safety, and calm and courageous actions in the face of danger were perceived as critical factors in sustaining principals in their positions. Four conclusions were drawn from the study, including principals’ lack of unity in the perception of their roles, principals’ lack of pre-service training, the possibility and essentiality of providing education during armed conflicts, and the importance of creating strong bonds through principals’ supportive roles. Recommendations were offered for primary principals, local educational umbrellas, NGOs, and UN agencies, as well as for further research possibilities.

abstract: Protracted Refugee Situations (PRS) are of serious concern due to their adverse impacts on human rights and stability in host countries. This thesis profiles three, so-called, durable solutions for refugees: local integration, third country resettlement, and voluntary repatriation. However, refugees living in PRS are not given any durable solutions, and they remain confined to refugee camps while the conflicts that forced them from their homelands continue. Refugees usually find themselves in PRS as a result of the restrictive policies of the country in which they have sought refuge. These conditions not only deprive refugees of basic human rights, but act as catalysts for political violence, insurgency, and radicalization. This thesis examines, in detail, one such case: Nahr al-Bared, a Palestinian refugee camp in Lebanon where refugees have been living in PRS for decades due to stringent refugee policies that contributed to violent clashes that took place in May 2007. The denial of human rights for Palestinians in Lebanon has effectively marginalized already disempowered refugee populations, thereby increasing the likelihood of instability and radicalization. The denial of rights, a lack of opportunities, and confinement to the poor conditions of the refugee camp, are driving forces of political violence and militant rhetoric. This situation can endanger the refugee host country as well as the refugees, who are civilians in need of international protection. Therefore, there is a strong connection between the inclusion of rights for refugee populations in a host country, and peace and security. The case of Palestinians in Lebanon is examined as a microcosm of the notion that human rights and state security are interdependent. Recognition of this interdependence necessitates a paradigm shift in perspectives and policies of international refugee protection and state security, from regarding PRS as an indefinite state of emergency to be contained, to acknowledgment that the indefinite duty to protect refugees in protracted situations simultaneously serves the host country's security concerns. / Dissertation/Thesis / M.A. Social Justice and Human Rights 2010

While the role of the school principal has received much attention in stable environments, little research exists on principals working in conflict-affected countries. The purpose of this phenomenological study is to uncover perceptions of Somali principals in Mogadishu regarding their roles and lived experiences, as well as the challenges they face as they lead their schools amid ongoing conflict. In order to understand the different dimensions of the principal’s role and how this role is experienced in such a context, a descriptive phenomenology has been employed. A purposeful sample of eight primary school principals in Mogadishu, which has been the epicentre of the ongoing conflict, was indentified and the principals were interviewed. Through the six-step approach to phenomenological data analysis, as suggested by Creswell (2013), 11 themes were identified. Findings revealed that principals perceived their role as supporting teachers personally and professionally, supervising instruction, facilitating teacher professional development when the security situation permits, having good relationships with governing bodies, and building community collaboration. Findings also showed that, besides security concerns, student mobility, poor facilities, shortage of trained teachers and student discipline were the major challenges to principals. Findings further indicated that principals acted as boundary spanners using a variety of buffering and bridging strategies in an attempt to minimize uncertainty and security risks, as well as to adapt the school to the volatile environment. Furthermore, commitment to keep schools open, despite the huge challenges, a sense of responsibility for student safety, and calm and courageous actions in the face of danger were perceived as critical factors in sustaining principals in their positions. Four conclusions were drawn from the study, including principals’ lack of unity in the perception of their roles, principals’ lack of pre-service training, the possibility and essentiality of providing education during armed conflicts, and the importance of creating strong bonds through principals’ supportive roles. Recommendations were offered for primary principals, local educational umbrellas, NGOs, and UN agencies, as well as for further research possibilities.