Knowledge organization scheme for cross-cultural and cross-language information systems. A discussion of issues and challenges.

The purpose of our presentation is two-fold:First, to describe the significant challenges that have been encountered in a project to form a general conceptual framework to cover concepts and terminology used for information retrieval in the field of complementary and alternative medicine (CAM). Second, to initiate a discussion and seek advice regarding developing a knowledge organization schema for cross-culture information systems

Incorporating 3D virtual anatomy into the medical curriculum

The introduction of the Visible Human Project by Ackerman in 1995, described in the seminal paper in 1996, brought a promise to anatomists that these two frozen, milled, and digitized cadavers--the Visible Male and Female--would revolutionize anatomy teaching by providing the most complete and detailed anatomical images ever. This vision could be compared to the proverbial "man on the moon" program for medical education and has proven to be much more challenging than expected. Although the ramifications of this project are not of the same scale as the shock created five centuries ago by the Padua physician Andreas Vesalius when he challenged the ancient Greek physician Galen's description of the human body, the original interest created by the availability of the Visible Human data was enormous

Accessing and browsing 3D anatomical images with a navigational ontology.

The problem that our research addresses is the lack of a comprehensive, universally useful system for navigating 3D images ofanatomical structures. In this paper we discuss the organization of anatomical information in a navigational ontology, a knowledge representation formalism that supports intelligent browsing of 3D anatomical images. For the purposes ofthis project, 'intelligent' means that the computer system behaves as if it had accurate knowledge of human anatomy consistent with that of a trained anatomist (though not necessarily as complete). To give a simple example, if the user asks to see the component structures of the urinary system, the system will return to the user either a list of structures and/or a model of them, just as an anatomy instructor might do. The Vesalius Anatomy Browser provides an interface for navigating 3D anatomical images in which anatomical images are linked to a hierarchical representation of conceptual information that corresponds directly to the images displayed on the screen. The association of the concepts with images makes possible simultaneous visual exploration of anatomical information via word and image

The Libraries at Rensselaer Implement Access to Information Beyond Their Walls

Rensselaer Polytechnic Institute began automating its libraries some ten years ago. The choice of SPIRES was driven both by its functionality and its cost. With no increased funding available for automation, the library administration sought a tool that afforded maximum control over the development of systems while, at the same time, had a manageable price tag. Currently, our system, which has the trademarked name "InfoTrax," has nine sub-systems. SPIRES has successfully handling every challenge we have put to it in this complex system development effort. These accomplishments were shepherded through the design, implementation, and evaluation processes by a design team of four librarians and a programmer/analyst. One programmer/analyst has been entirely responsible for the programming and maintenance of our system. Three individuals have held that position over the years with no loss to our progress in the transitions

New views of male pelvic anatomy: Role of computer-generated 3D images

There is considerable controversy concerning the role of cadaveric dissection in teaching gross anatomy and the potential of using 3D computer-generated images to substitute for actual laboratory dissections. There are currently few high-quality 3D virtual models of anatomy available to evaluate the utility of computer-generated images. Existing 3D models are frequently of structures that are easily examined in three dimensions by removal from the cadaver, i.e., the heart, skull, and brain. We have focused on developing a 3D model of the pelvis, a region that is conceptually difficult and relatively inaccessible for student dissection. We feel students will benefit tremendously from 3D views of the pelvic anatomy. We generated 3D models of the male pelvic anatomy from hand-segmented color Visible Human Male cryosection data, reconstructed and visualized by Columbia University's in-house 3D Vesalius Visualizer.1 These 3D models depict the anatomy of the region in a realistic true-to-life color and texture. They can be used to create 3D anatomical scenes, with arbitrary complexity, where the component anatomical structures are displayed in correct 3D anatomical relationships. Moreover, a sequence of 3D scenes can be defined to simulate actual dissection. Structures can be added in a layered sequence from the bony framework to build from the "inside-out" or disassembled much like a true laboratory dissection from the "outside-in." These 3D reconstructed anatomical models can provide views of the structures from new perspectives and have the potential to improve understanding of the anatomical relationships of the pelvic region (http://www.cellbiology.lsuhsc.edu/People/Faculty/Venuti_Figures/movie_index.html)

Semantic Relations in a Medical Digital Library

In this paper, we describe the VesaliusTM Project, a multi-modal collection of anatomical resources under development at Columbia University. 1 Our focus is on the need for navigational tools to effectively access the wealth of electronic information on anatomy, including life-like 3D images of anatomical entities that can be interactively viewed and browsed. We describe a key component which must be in place in order to develop a flexible and reusable digital library system, namely an anatomical knowledge base containing a `nucleus' of anatomical information specifically designed to make it possible to develop a wide spectrum of curriculum applications that use and extend the information in the knowledge base. The unique contribution of our research lies in the dual focus on user needs and on effective use of knowledge representation theory in order to develop a system that makes it possible to take advantage of interactive 3D models and the wealth of other anatomical data now available

ENSEÑANZA Y APRENDIZAJE DE LA PRONUNCIACIÓN DE UNA LENGUA EXTRANJERA EN LA WEB 2.0

[EN] This study focuses on learning pronunciation within the study of French as a foreign language (FLE) with the help of resources and tools of the web 2.0. The investigation was carried out both in the classroom and online (Campus Virtuel FLE, Universidad de León) and 178 students (mainly beginner level) have participated in it between 2005 and 2009. Firstly, we wanted to analyze the characteristics and modalities of different oral productions from students, as well as ICT tools and teaching tasks which have encouraged the creation of audiovisual recordings published in several educational web environments (weblogs, podcasts, social networking, education platform).We have also attempted to assess the reactions of students to the application of these tools, learning environments and pronunciation tasks, by carrying out three surveys which focus on their ICT skills and pronunciation within FLE. Finally we asked about the role which students, tutors and teachers play in the correction of pronunciation, taking into consideration the feedback strategies that have been observed in their interaction, with special emphasis on autocorrective feedback such as in collaborative pronunciation tasks corrected by the students.[ES] Este estudio se centra en el aprendizaje de la pronunciación del francés lengua extranjera (FLE) con la utilización de los recursos y herramientas de la web 2.0. La investigación se ha llevado a cabo dentro de un dispositivo de enseñanza presencial y a distancia (Campus Virtuel FLE, Universidad de León), en el que han participado 178 alumnos (principalmente de nivel débutant) entre los cursos 2005 y 2009. Se han seleccionado los entornos web y las tareas pedagógicas que han resultado más efi caces para el desarrollo de las competencias orales de los alumnos de FLE. Nuestra experimentación se ha centrado especialmente en sus producciones orales que han sido grabadas en distintos suportes digitales audio y video. Las estrategias de feedback para la corrección de la pronunciación constituyen un factor fundamental y de modo particular las prácticas colaborativas entre los alumnos. Los resultados obtenidos ponen de relieve aspectos cuantitativos (incremento de las producciones orales en el espacio de la clase y en los distintos entornos web: weblogs, podcast, redes sociales, plataforma de enseñanza), así como cualitativos, relacionados la implicación de los alumnos en los distintos contextos de aprendizaje de la pronunciación (autocorrecciones y correcciones colaborativas).Tomé, M. (2010). ENSEÑANZA Y APRENDIZAJE DE LA PRONUNCIACIÓN DE UNA LENGUA EXTRANJERA EN LA WEB 2.0. Revista de Lingüística y Lenguas Aplicadas. 5:221-239. doi:10.4995/rlyla.2010.771SWORD221239

A Methodology for Evaluating Image Segmentation Algorithms

The purpose of this paper is to describe a framework for evaluating image segmentation algorithms. Image segmentation consists of object recognition and delineation. For evaluating segmentation methods, three factors - precision (reproducibility), accuracy (agreement with truth), and efficiency (time taken) – need to be considered for both recognition and delineation. To assess precision, we need to choose a figure of merit (FOM), repeat segmentation considering all sources of variation, and determine variations in FOM via statistical analysis. It is impossible usually to establish true segmentation. Hence, to assess accuracy, we need to choose a surrogate of true segmentation and proceed as for precision. To assess efficiency, both the computational and the user time required for algorithm and operator training and for algorithm execution should be measured and analyzed. Precision, accuracy, and efficiency are interdependent. It is difficult to improve one factor without affecting others. Segmentation methods must be compared based on all three factors. The weight given to each factor depends on application

Phonetic Notation in Foreign Language Teaching and Learning: Potential Advantages and Learners’ Views

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation