title: Comparison of Personal Video Technology for Teaching and Assessment of Surgical Skills.

authors: Sheahan, Guy

subjects: Clinical Competence

abstract: BACKGROUND: Improvements in personal technology have made video recording for teaching and assessment of surgical skills possible. 
OBJECTIVE: This study compared 5 personal video-recording devices based on their utility (image quality, hardware, mounting options, and accessibility) in recording open surgical procedures. 
METHODS: Open procedures in a simulated setting were recorded using smartphones and tablets (MOB), laptops (LAP), sports cameras such as GoPro (SC), single-lens reflex cameras (DSLR), and spy camera glasses (SPY). Utility was rated by consensus between 2 investigators trained in observation of technology using a 5-point Likert scale (1, poor, to 5, excellent). 
RESULTS: A total of 150 hours of muted video were reviewed with a minimum 1 hour for each device. Image quality was good (3.8) across all devices, although this was influenced by the device-mounting requirements (4.2) and its proximity to the area of interest. Device hardware (battery life and storage capacity) was problematic for long procedures (3.8). Availability of devices was high (4.2). 
CONCLUSIONS: Personal video-recording technology can be used for assessment and teaching of open surgical skills. DSLR and SC provide the best images. DSLR provides the best zoom capability from an offset position, while SC can be placed closer to the operative field without impairing sterility. Laptops provide best overall utility for long procedures due to video file size. All devices require stable recording platforms (eg, bench space, dedicated mounting accessories). Head harnesses (SC, SPY) provide opportunities for "point-of-view" recordings. MOB and LAP can be used for multiple concurrent recordings.

text: Comparison of Personal Video Technology for Teaching and Assessment of Surgical Skills. BACKGROUND: Improvements in personal technology have made video recording for teaching and assessment of surgical skills possible. 
OBJECTIVE: This study compared 5 personal video-recording devices based on their utility (image quality, hardware, mounting options, and accessibility) in recording open surgical procedures. 
METHODS: Open procedures in a simulated setting were recorded using smartphones and tablets (MOB), laptops (LAP), sports cameras such as GoPro (SC), single-lens reflex cameras (DSLR), and spy camera glasses (SPY). Utility was rated by consensus between 2 investigators trained in observation of technology using a 5-point Likert scale (1, poor, to 5, excellent). 
RESULTS: A total of 150 hours of muted video were reviewed with a minimum 1 hour for each device. Image quality was good (3.8) across all devices, although this was influenced by the device-mounting requirements (4.2) and its proximity to the area of interest. Device hardware (battery life and storage capacity) was problematic for long procedures (3.8). Availability of devices was high (4.2). 
CONCLUSIONS: Personal video-recording technology can be used for assessment and teaching of open surgical skills. DSLR and SC provide the best images. DSLR provides the best zoom capability from an offset position, while SC can be placed closer to the operative field without impairing sterility. Laptops provide best overall utility for long procedures due to video file size. All devices require stable recording platforms (eg, bench space, dedicated mounting accessories). Head harnesses (SC, SPY) provide opportunities for "point-of-view" recordings. MOB and LAP can be used for multiple concurrent recordings.

year: 2019-06

title: Human-AI friendship: Rejecting the appropriate sentimentality criterion

authors: Weijers, Dan M.

subjects: AI

abstract: Most traditional philosophical views of friendship deny the possibility of human-AI friendship because they consider feeling love or something similar towards the other to be a requirement for genuine friendship. We call this the appropriate sentimentality criterion for friendship. Coupled with the claim that AI cannot and will not ever be able to feel what a friend should feel, the appropriate sentimentality criterion is the key to an argument that genuine human-AI friendship will never be possible. We argue against the requirement of appropriate sentimentality for friendship, suggesting that the feelings commonly associated with friendship are only a proxy for what really matters. We go on to present an inclusive account of friendship that requires only mutual positive intentions and a preponderance of rewarding interactions. We conclude that the appropriate sentimentality criterion for friendship should be rejected and that real human-AI friendships are currently possible.

text: Human-AI friendship: Rejecting the appropriate sentimentality criterion Most traditional philosophical views of friendship deny the possibility of human-AI friendship because they consider feeling love or something similar towards the other to be a requirement for genuine friendship. We call this the appropriate sentimentality criterion for friendship. Coupled with the claim that AI cannot and will not ever be able to feel what a friend should feel, the appropriate sentimentality criterion is the key to an argument that genuine human-AI friendship will never be possible. We argue against the requirement of appropriate sentimentality for friendship, suggesting that the feelings commonly associated with friendship are only a proxy for what really matters. We go on to present an inclusive account of friendship that requires only mutual positive intentions and a preponderance of rewarding interactions. We conclude that the appropriate sentimentality criterion for friendship should be rejected and that real human-AI friendships are currently possible.

year: 2022

title: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme

authors: Yensen, Helen

subjects: Maori

abstract: We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

text: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

year: 1993