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Macula fovea detection is a crucial prerequisite towards screening and diagnosing macular diseases. Without early detection and proper treatment, any abnormality involving the macula may lead to blindness. However, with the ophthalmologist shortage and time-consuming artificial evaluation, neither accuracy nor effectiveness of the diagnose process could be guaranteed. In this project, we proposed a deep learning approach on ultra-widefield fundus (UWF) images for macula fovea detection. This study collected 2300 ultra-widefield fundus images from Shenzhen Aier Eye Hospital in China. Methods based on U-shape network (Unet) and Fully Convolutional Networks (FCN) are implemented on 1800 (before amplifying process) training fundus images, 400 (before amplifying process) validation images and 100 test images. Three professional ophthalmologists were invited to mark the fovea. A method from the anatomy perspective is investigated. This approach is derived from the spatial relationship between macula fovea and optic disc center in UWF. A set of parameters of this method is set based on the experience of ophthalmologists and verified to be effective. Results are measured by calculating the Euclidean distance between proposed approaches and the accurate grounded standard, which is detected by Ultra-widefield swept-source optical coherence tomograph (UWF-OCT) approach. Through a comparation of proposed methods, we conclude that, deep learning approach of Unet outperformed other methods on macula fovea detection tasks, by which outcomes obtained are comparable to grounded standard method.
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Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.
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