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.

University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formac�o Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]