Open Access. Powered by Scholars. Published by Universities.®
- Keyword
Articles 1 - 3 of 3
Full-Text Articles in Chemistry
K-Means And Hierarchical Cluster Analysis As Segmentation Algorithms Of Ftir Hyperspectral Images Collected From Cutaneous Tissue, Cassio Lima, Luciana Correa, Hugh Byrne, Denise Zezell
K-Means And Hierarchical Cluster Analysis As Segmentation Algorithms Of Ftir Hyperspectral Images Collected From Cutaneous Tissue, Cassio Lima, Luciana Correa, Hugh Byrne, Denise Zezell
Conference papers
Fourier Transform Infrared (FTIR) spectroscopy is a rapid and label-free analytical technique whose potential as a diagnostic tool has been well demonstrated. The combination of spectroscopy and microscopy technologies enable wide-field scanning of a sample, providing a hyperspectral image with tens of thousands of spectra in a few minutes. In order to increase the information content of FTIR images, different clustering algorithms have been proposed as segmentation methods. However, systematic comparative tests of these techniques are still missing. Thus, the present paper aims to compare the ability of K-means Cluster Analysis (KMCA) and Hierarchical Cluster Analysis (HCA) as clustering algorithms …
Enhancing The Learning Experience: Learning For The Unknown Future, Barry Ryan
Enhancing The Learning Experience: Learning For The Unknown Future, Barry Ryan
Conference papers
In this presentation the effects of an altered teaching methodology, in which the "student as producer" approach was adopted, are outlined. Currently, many students exist as knowledge consumers; however, Neary and Winn (2009) have suggested the positive effect on students learning through the inclusion of research-like activities at the core of the undergraduate curriculum; the students act as "producers" of knowledge.
Integrating Formative Feedback Into Individual And Group Assessments In A First Year Organic Chemistry Module, Barry Ryan, Julie Dunne
Integrating Formative Feedback Into Individual And Group Assessments In A First Year Organic Chemistry Module, Barry Ryan, Julie Dunne
Conference papers
It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback …