title: Perceptual improvements for Super-Resolution of Satellite Imagery

authors: Bull, Dainel

subjects: computer science

abstract: Super-resolution of satellite imagery poses unique challenges. We propose a hybrid method comprising two existing deep network super-resolution approaches, namely a feedforward network called DeepSUM, and ESRGAN, a GAN-based approach, to super-resolve multiple low-resolution images by a factor of four to obtain a single high-resolution image. We also introduce a novel loss function, called variation loss, to better define edges and textures to create a sharper, perceptually better output. Using our hybrid, we inherit some of the advantages of both deep learning approaches, resulting in super-resolved images that better show boundaries, textures, and details.

text: Perceptual improvements for Super-Resolution of Satellite Imagery Super-resolution of satellite imagery poses unique challenges. We propose a hybrid method comprising two existing deep network super-resolution approaches, namely a feedforward network called DeepSUM, and ESRGAN, a GAN-based approach, to super-resolve multiple low-resolution images by a factor of four to obtain a single high-resolution image. We also introduce a novel loss function, called variation loss, to better define edges and textures to create a sharper, perceptually better output. Using our hybrid, we inherit some of the advantages of both deep learning approaches, resulting in super-resolved images that better show boundaries, textures, and details.

year: 2021

title: Spanning [Pt₂(μ-S)₂(PPh₃)₄] metalloligands with 1,4-dimercurated durene

authors: Cameron, Nicola E.

subjects: Platinum complexes

abstract: Reaction of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with 0.5 mole equivalents of durene-1,4-bis(mercuric acetate) [AcOHgC₆Me₄HgOAc] in methanol gives the polynuclear complex [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)]²⁺, isolated as its PF₆⁻ and BPh₄⁻ salts. Positive-ion ESI mass spectra indicate that [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)]²⁺ undergoes fragmentation by successive loss of PPh₃ ligands, while the ESI mass spectrum of the BPh₄⁻ salt showed additional ions [Pt₂(μ-S)₂(PPh₃)₄(HgC₆Me₄HgPh)]⁺ and [Pt₂(μ-S)₂(PPh₃)₄HgPh]⁺as a result of phenyl transfer from BPh₄⁻ to Hg. A single-crystal X-ray structure determination on [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)](BPh₄)₂shows that the cation crystallises on a centre of symmetry, with structural features that are comparable to those of the previously characterised complex [Pt₂(μ-S)₂(PPh₃)₄HgPh]BPh₄.

text: Spanning [Pt₂(μ-S)₂(PPh₃)₄] metalloligands with 1,4-dimercurated durene Reaction of the metalloligand [Pt₂(μ-S)₂(PPh₃)₄] with 0.5 mole equivalents of durene-1,4-bis(mercuric acetate) [AcOHgC₆Me₄HgOAc] in methanol gives the polynuclear complex [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)]²⁺, isolated as its PF₆⁻ and BPh₄⁻ salts. Positive-ion ESI mass spectra indicate that [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)]²⁺ undergoes fragmentation by successive loss of PPh₃ ligands, while the ESI mass spectrum of the BPh₄⁻ salt showed additional ions [Pt₂(μ-S)₂(PPh₃)₄(HgC₆Me₄HgPh)]⁺ and [Pt₂(μ-S)₂(PPh₃)₄HgPh]⁺as a result of phenyl transfer from BPh₄⁻ to Hg. A single-crystal X-ray structure determination on [{Pt₂(μ-S)₂(PPh₃)₄}₂(μ-1,4-C₆Me₄Hg₂)](BPh₄)₂shows that the cation crystallises on a centre of symmetry, with structural features that are comparable to those of the previously characterised complex [Pt₂(μ-S)₂(PPh₃)₄HgPh]BPh₄.

year: 2008

title: Mentoring and teaching in academic settings:  Professional and cultural identities from one Pākehā’s perspective

authors: Middleton, Sue

subjects: biculturalism

abstract: When invited to respond to the paper on “Mentoring Māori in a Pākehā framework” by Hook, Waaka and Raumati (2007), I hesitated. Mentoring was not a term I had previously used in my professional thinking or academic writing: unlike Barbara Grant (Ratima & Grant, 2007), I had not been involved in formal mentoring programmes or immersed myself in the mentoring literature. As a Pākehā, I was not qualified to evaluate the authors’ definition of a Māori framework. At first glance, the target paper’s focus seemed to be on mentoring in commercial, rather than academic workplaces. My experience had been as a teacher, the last 30 years having been in a university School of Education. I was persuaded to undertake this commentary on the grounds that academic work involves nurturing, advising and supporting younger or less experienced colleagues, as well as students – tasks identified as mentoring in the Hook et al. paper. The following comments are informed by my everyday practices as teacher, thesis supervisor and researcher, and by my former management roles as an assistant dean of graduate studies and head of department. My angle of vision and conceptual resources are those of a (Pākehā and feminist) sociologist of education.

text: Mentoring and teaching in academic settings:  Professional and cultural identities from one Pākehā’s perspective When invited to respond to the paper on “Mentoring Māori in a Pākehā framework” by Hook, Waaka and Raumati (2007), I hesitated. Mentoring was not a term I had previously used in my professional thinking or academic writing: unlike Barbara Grant (Ratima & Grant, 2007), I had not been involved in formal mentoring programmes or immersed myself in the mentoring literature. As a Pākehā, I was not qualified to evaluate the authors’ definition of a Māori framework. At first glance, the target paper’s focus seemed to be on mentoring in commercial, rather than academic workplaces. My experience had been as a teacher, the last 30 years having been in a university School of Education. I was persuaded to undertake this commentary on the grounds that academic work involves nurturing, advising and supporting younger or less experienced colleagues, as well as students – tasks identified as mentoring in the Hook et al. paper. The following comments are informed by my everyday practices as teacher, thesis supervisor and researcher, and by my former management roles as an assistant dean of graduate studies and head of department. My angle of vision and conceptual resources are those of a (Pākehā and feminist) sociologist of education.

year: 2007-12