title: Evaluation of deep learning techniques on a novel hierarchical surgical tool dataset

authors: Rodrigues, Mark William

subjects: Science & Technology

abstract: A new hierarchically organised dataset for artificial intelligence and machine learning research is presented, focusing on intelligent management of surgical tools. In addition to 360 surgical tool classes, we create a four level hierarchical structure for our dataset defined by 2 specialities, 12 packs and 35 sets. We employ different convolutional neural network training strategies to evaluate image classification and retrieval performance on this dataset, including the utilisation of prior information in the form of a taxonomic hierarchy tree structure. We evaluate the effects of image size and the number of images per class on model predictive performance. Experiments with the mapping of image features and class embeddings in semantic space using measures of semantic similarity between classes show that providing prior information results in a significant improvement in image retrieval performance on our dataset.

text: Evaluation of deep learning techniques on a novel hierarchical surgical tool dataset A new hierarchically organised dataset for artificial intelligence and machine learning research is presented, focusing on intelligent management of surgical tools. In addition to 360 surgical tool classes, we create a four level hierarchical structure for our dataset defined by 2 specialities, 12 packs and 35 sets. We employ different convolutional neural network training strategies to evaluate image classification and retrieval performance on this dataset, including the utilisation of prior information in the form of a taxonomic hierarchy tree structure. We evaluate the effects of image size and the number of images per class on model predictive performance. Experiments with the mapping of image features and class embeddings in semantic space using measures of semantic similarity between classes show that providing prior information results in a significant improvement in image retrieval performance on our dataset.

year: 2022

title: Mass-loading and parallel magnetized shocks

authors: Zank, Gary P.

subjects: MHD

abstract: Recent observations at comets Giacobini-Zinner and Halley suggest that simple non-reacting gas dynamics or MHD is an inappropriate description for the bow shock. The thickness of the observed (sub)shock implies that mass-loading is an important dynamical process within the shock itself, thereby requiring that the Rankine-Hugoniot conditions possess source terms. This leads to shocks with properties similar to those of combustion shocks. We consider parallel magnetized shocks subjected to mass-loading, describe some properties which distinguish them from classical MHD parallel shocks, and establish the existence of a new kind of MHD compound shock. These results will be of importance both to observations and numerical simulations of the comet-solar wind interaction.

text: Mass-loading and parallel magnetized shocks Recent observations at comets Giacobini-Zinner and Halley suggest that simple non-reacting gas dynamics or MHD is an inappropriate description for the bow shock. The thickness of the observed (sub)shock implies that mass-loading is an important dynamical process within the shock itself, thereby requiring that the Rankine-Hugoniot conditions possess source terms. This leads to shocks with properties similar to those of combustion shocks. We consider parallel magnetized shocks subjected to mass-loading, describe some properties which distinguish them from classical MHD parallel shocks, and establish the existence of a new kind of MHD compound shock. These results will be of importance both to observations and numerical simulations of the comet-solar wind interaction.

year: 1991

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29