scholarly journals Automatic Ultrasound Vessel Segmentation with Deep Spatiotemporal Context Learning

2021 ◽  
pp. 3-13
Author(s):  
Baichuan Jiang ◽  
Alvin Chen ◽  
Shyam Bharat ◽  
Mingxin Zheng
2006 ◽  
Author(s):  
Nobutaka Endo ◽  
Walter R. Boot ◽  
Arthur F. Kramer ◽  
Alejandro Lleras ◽  
Takatsune Kumada

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Yuliang Ma ◽  
Xue Li ◽  
Xiaopeng Duan ◽  
Yun Peng ◽  
Yingchun Zhang

Purpose. Retinal blood vessel image segmentation is an important step in ophthalmological analysis. However, it is difficult to segment small vessels accurately because of low contrast and complex feature information of blood vessels. The objective of this study is to develop an improved retinal blood vessel segmentation structure (WA-Net) to overcome these challenges. Methods. This paper mainly focuses on the width of deep learning. The channels of the ResNet block were broadened to propagate more low-level features, and the identity mapping pathway was slimmed to maintain parameter complexity. A residual atrous spatial pyramid module was used to capture the retinal vessels at various scales. We applied weight normalization to eliminate the impacts of the mini-batch and improve segmentation accuracy. The experiments were performed on the DRIVE and STARE datasets. To show the generalizability of WA-Net, we performed cross-training between datasets. Results. The global accuracy and specificity within datasets were 95.66% and 96.45% and 98.13% and 98.71%, respectively. The accuracy and area under the curve of the interdataset diverged only by 1%∼2% compared with the performance of the corresponding intradataset. Conclusion. All the results show that WA-Net extracts more detailed blood vessels and shows superior performance on retinal blood vessel segmentation tasks.


2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.


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