title: Determining progression in glaucoma using visual fields

authors: Turpin, Andrew

subjects: computer science

abstract: The standardized visual field assessment, which measures visual function in 76 locations of the central visual area, is an important diagnostic tool in the treatment of the eye disease glaucoma. It helps determine whether the disease is stable or progressing towards blindness, with important implications for treatment. Automatic techniques to classify patients based on this assessment have had limited success, primarily due to the high variability of individual visual field measurements. 
The purpose of this paper is to describe the problem of visual field classification to the data mining community, and assess the success of data mining techniques on it. Preliminary results show that machine learning methods rival existing techniques for predicting whether glaucoma is progressing—though we have not yet been able to demonstrate improvements that are statistically significant. It is likely that further improvement is possible, and we encourage others to work on this important practical data mining problem.

text: Determining progression in glaucoma using visual fields The standardized visual field assessment, which measures visual function in 76 locations of the central visual area, is an important diagnostic tool in the treatment of the eye disease glaucoma. It helps determine whether the disease is stable or progressing towards blindness, with important implications for treatment. Automatic techniques to classify patients based on this assessment have had limited success, primarily due to the high variability of individual visual field measurements. 
The purpose of this paper is to describe the problem of visual field classification to the data mining community, and assess the success of data mining techniques on it. Preliminary results show that machine learning methods rival existing techniques for predicting whether glaucoma is progressing—though we have not yet been able to demonstrate improvements that are statistically significant. It is likely that further improvement is possible, and we encourage others to work on this important practical data mining problem.

year: 2001

title: Conceptions, language, culture and mathematics and the New Zealand curriculum.

authors: Bailey, Judy

subjects: conceptions of mathematics

abstract: In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

text: Conceptions, language, culture and mathematics and the New Zealand curriculum. In this paper we explore two conceptions of mathematics that are evident in literature. Mathematics as a static body of knowledge is one conception, and another is of mathematics being an endeavour that is constructive and creative. With the release of The New Zealand Curriculum (Ministry of Education, 2007), we formalised our ongoing debates about these conceptions by constructing and using metaphors to explore and refine our ideas. In some parts of the curriculum document, there is juxtaposition with a conception of mathematics being social, constructive and creative. However, other aspects of the document appear to reflect the conception of mathematics as a body of knowledge. We express a concern that this latter conception of mathematics may become privileged over other possibilities. We therefore explore what constructive, creative mathematics might look like in a classroom.

year: 2010

title: Early intervention services: Effectively supporting Maori children and their families

authors: Berryman, Mere

subjects: Early Childhood

abstract: This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

text: Early intervention services: Effectively supporting Maori children and their families This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-asconversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.

year: 2011