title: Surgical tool datasets for machine learning research: A survey

authors: Rodrigues, Mark William

subjects: Science & Technology

abstract: This paper is a comprehensive survey of datasets for surgical tool detection and related surgical data science and machine learning techniques and algorithms. The survey offers a high level perspective of current research in this area, analyses the taxonomy of approaches adopted by researchers using surgical tool datasets, and addresses key areas of research, such as the datasets used, evaluation metrics applied and deep learning techniques utilised. Our presentation and taxonomy provides a framework that facilitates greater understanding of current work, and highlights the challenges and opportunities for further innovative and useful research.

text: Surgical tool datasets for machine learning research: A survey This paper is a comprehensive survey of datasets for surgical tool detection and related surgical data science and machine learning techniques and algorithms. The survey offers a high level perspective of current research in this area, analyses the taxonomy of approaches adopted by researchers using surgical tool datasets, and addresses key areas of research, such as the datasets used, evaluation metrics applied and deep learning techniques utilised. Our presentation and taxonomy provides a framework that facilitates greater understanding of current work, and highlights the challenges and opportunities for further innovative and useful research.

year: 2022

title: Embodied ways of knowing: women’s solo contemporary dance in Aotearoa, New Zealand

authors: Barbour, Karen

abstract: Feminists have offered critiques of dominant dualist Western ‘knowledge’ and epistemology, arguing that such knowledge is oppressive to women. Acceptance of reasoning as the only way to ‘knowledge’, ‘somatophobic’ privileging of mind and exclusion of body, and the stereotypical and oppressive construction of women/femininity are particularly problematic aspects for feminists. Consequently, feminists have deconstructed Western ‘knowledge’ and developed multiple, alternative ‘knowledges’. Feminist research is able to offer alternative ways of knowing, understandings of embodiment and recreations of femininity. Developing the work of feminists Mary Belenky et al. (1986), Iris Young (1989, 1998) and Maxine Sheets-Johnstone (1999), I offer an alternative epistemological strategy – an embodied way of knowing.

Alternative ways of knowing that may contribute to new knowledges arise in the lived experiences of individual women, within specific contexts and communities. This feminist research project explores individual women’s lived experiences, particularly focussing on embodied ways of knowing, and recreation of femininity, within the context of solo contemporary dance.
Much feminist research in contemporary dance has focussed on deconstructing dance and dancing bodies as ‘texts’, rather than investigating the dance maker’s lived experience. Therefore, my feminist research offers an alternative perspective on women’s solo contemporary dance.

My feminist and phenomenological perspective provides a methodology for investigating the lived experiences of individual women, using the specific methods of dance making, creative journalling and interviewing. In this research I undertook solo dance making myself, reflecting on my lived experiences and embodied ways of knowing through creative journalling. I also interviewed five women contemporary dancers about their solo dance work, and discussed the influence of feminism and stereotypical femininity on their dance making. We found that solo dance making was an opportunity for recreating femininity, and we developed understandings of our dance making as embodied ways of knowing. I represent and discuss my findings through a personal experience narrative and interactive CD-Rom of my solo dance, and a group narrative about our solo dance making. 
My research thus offers an understanding of women’s solo contemporary dance making as an embodied way of knowing - an alternative feminist epistemological strategy.

text: Embodied ways of knowing: women’s solo contemporary dance in Aotearoa, New Zealand Feminists have offered critiques of dominant dualist Western ‘knowledge’ and epistemology, arguing that such knowledge is oppressive to women. Acceptance of reasoning as the only way to ‘knowledge’, ‘somatophobic’ privileging of mind and exclusion of body, and the stereotypical and oppressive construction of women/femininity are particularly problematic aspects for feminists. Consequently, feminists have deconstructed Western ‘knowledge’ and developed multiple, alternative ‘knowledges’. Feminist research is able to offer alternative ways of knowing, understandings of embodiment and recreations of femininity. Developing the work of feminists Mary Belenky et al. (1986), Iris Young (1989, 1998) and Maxine Sheets-Johnstone (1999), I offer an alternative epistemological strategy – an embodied way of knowing.

Alternative ways of knowing that may contribute to new knowledges arise in the lived experiences of individual women, within specific contexts and communities. This feminist research project explores individual women’s lived experiences, particularly focussing on embodied ways of knowing, and recreation of femininity, within the context of solo contemporary dance.
Much feminist research in contemporary dance has focussed on deconstructing dance and dancing bodies as ‘texts’, rather than investigating the dance maker’s lived experience. Therefore, my feminist research offers an alternative perspective on women’s solo contemporary dance.

My feminist and phenomenological perspective provides a methodology for investigating the lived experiences of individual women, using the specific methods of dance making, creative journalling and interviewing. In this research I undertook solo dance making myself, reflecting on my lived experiences and embodied ways of knowing through creative journalling. I also interviewed five women contemporary dancers about their solo dance work, and discussed the influence of feminism and stereotypical femininity on their dance making. We found that solo dance making was an opportunity for recreating femininity, and we developed understandings of our dance making as embodied ways of knowing. I represent and discuss my findings through a personal experience narrative and interactive CD-Rom of my solo dance, and a group narrative about our solo dance making. 
My research thus offers an understanding of women’s solo contemporary dance making as an embodied way of knowing - an alternative feminist epistemological strategy.

year: 2002

title: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education

authors: Barnes, Alexander Louis

subjects: Kaupapa Maori

abstract: Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

text: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

year: 2006