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Currently, it is common practice to use three-dimensional (3D) printers not only for rapid prototyping in the industry, but also in the medical area to create medical applications for training inexperienced surgeons. In a clinical training simulator for minimally invasive bone drilling to fix hand fractures with Kirschner-wires (K-wires), a 3D printed hand phantom must not only be geometrically but also haptically correct. Due to a limited view during an operation, surgeons need to perfectly localize underlying risk structures only by feeling of specific bony protrusions of the human hand.
Aims:
The delineation of outer margins of early Barrett's cancer can be challenging even for experienced endoscopists. Artificial intelligence (AI) could assist endoscopists faced with this task. As of date, there is very limited experience in this domain. In this study, we demonstrate the measure of overlap (Dice coefficient = D) between highly experienced Barrett endoscopists and an AI system in the delineation of cancer margins (segmentation task).
Methods:
An AI system with a deep convolutional neural network (CNN) was trained and tested on high-definition endoscopic images of early Barrett's cancer (n = 33) and normal Barrett's mucosa (n = 41). The reference standard for the segmentation task were the manual delineations of tumor margins by three highly experienced Barrett endoscopists. Training of the AI system included patch generation, patch augmentation and adjustment of the CNN weights. Then, the segmentation results from patch classification and thresholding of the class probabilities. Segmentation results were evaluated using the Dice coefficient (D).
Results:
The Dice coefficient (D) which can range between 0 (no overlap) and 1 (complete overlap) was computed only for images correctly classified by the AI-system as cancerous. At a threshold of t = 0.5, a mean value of D = 0.72 was computed.
Conclusions:
AI with CNN performed reasonably well in the segmentation of the tumor region in Barrett's cancer, at least when compared with expert Barrett's endoscopists. AI holds a lot of promise as a tool for better visualization of tumor margins but may need further improvement and enhancement especially in real-time settings.
Objectives: C-11-methionine (MET) is particularly useful in brain tumor diagnosis but unspecific uptake e.g. in cerebral ischemia has been reported (1). The F-18-labeled amino acid O-(2-[F-18]fluoroethyl)-L-tyrosine (FET) shows a similar clinical potential as MET in brain tumor diagnosis but is applicable on a wider clinical scale. The aim of this study was to evaluate the uptake of FET and H-3-MET in focal cortical ischemia in rats by dual tracer autoradiography.
Methods: Focal cortical ischemia was induced in 12 Fisher CDF rats using the photothrombosis model (PT). One day (n=3) , two days (n=5) and 7 days (n=4) after induction of the lesion FET and H-3-MET were injected intravenously. One hour after tracer injection animals were killed, the brains were removed immediately and frozen in 2-methylbutane at -50°C. Brains were cut in coronal sections (thickness: 20 µm) and exposed first to H-3 insensitive photoimager plates to measure FET distribution. After decay of F-18 the distribution of H-3-MET was determined. The autoradiograms were evaluated by regions of interest (ROIs) placed on areas with increased tracer uptake in the PT and the contralateral brain. Lesion to brain ratios (L/B) were calculated by dividing the mean uptake in the lesion and the brain. Based on previous studies in gliomas a L/B ratio > 1.6 was considered as pathological for FET.
Results: Variable increased uptake of both tracers was observed in the PT and its demarcation zone at all stages after PT. The cut-off level of 1.6 for FET was exceeded in 9/12 animals. One day after PT the L/B ratios were 2.0 ± 0.6 for FET vs. 2.1 ± 1.0 for MET (mean ± SD); two days after lesion 2.2 ± 0.7 for FET vs. 2.7 ± 1.0 for MET and 7 days after lesion 2.4 ± 0.4 for FET vs. 2.4 ± 0.1 for MET. In single cases discrepancies in the uptake pattern of FET and MET were observed.
Conclusions: FET like MET may exhibit significant uptake in infarcted areas or the immediate vincinity which has to be considered in the differential diagnosis of unkown brain lesions. The discrepancies in the uptake pattern of FET and MET in some cases indicates either differences in the transport mechanisms of both amino acids or a different affinity for certain cellular components.
Purpose
In 1969, Germany founded a new type of tertiary education institution, the so-called “Universities of Applied Sciences” (UAS). In contrast to traditional universities, UAS are supposed to educate their students based on scientific methods but with a high degree of application orientation (Wissenschaftsrat, 2010). The goal was to generate highly employable graduates. Since then the number of UAS in Germany has risen to 216 in 2018/2019 (Statistisches Bundesamt, 2019). ~45% of all German students start their tertiary education at a UAS (Autorengruppe Bildungsberichterstattung, 2018). UAS graduates are well perceived by domestic employers, enjoy high recruiting rates and attractive salary levels.
The educational model has proven so successful that its approach and underlying philosophy has been replicated under terms such as “cooperative education” or “applied learning” in a vast number of different countries and educational systems around the globe (Altbach, Reisberg, & Rumbley, 2011).
This talk critically describes the key aspects that constitute German UAS’ approaches to industry-oriented applied learning. The findings are relevant for academics, policy makers, and industry representatives to generate ideas on how to improve study curricula, policies, or collaboration between academia and industry.
Method
The approach taken consists of a descriptive and structured account of the key aspects that constitute the study curricula of a UAS from an applied learning perspective. By building on their own experiences as teaching professors and part of a German UAS’ managerial team, the research method taken resembles an action research-oriented approach.
Key Findings
German UAS have numerous application-oriented learning elements in their curricula. These elements are performed inside the university like lab courses but many of these learning elements are carried out in cooperation with industry.
Bachelor programs span over seven semesters. Fundamentals are taught in the first two semesters and from the third semester on, more and more application-oriented lectures and labs become part of the curricula. In the fifth semester, a mandatory internship is integrated in the study program. This internship is carried out either at companies in Germany or abroad. It is the goal of the internship that the students gain first practical experience in a real work environment. The work tasks in internship should be similar to the later professional demands and should contain a project. The students themselves are responsible for finding an appropriate job and organize the administrative aspects around the internship, thus their self-organization skills are advanced. The UAS teaching staff supervises the internships from an academic perspective. This mandatory internship has numerous advantages: students experience real industry environment and they build contacts to later employers thus forming a potential pathway to future employment.
Bachelor and master courses each finish with thesis work. The majority of theses is carried out in companies under university supervision. This is a second chance for the students to accomplish a company project, to gain practical experience and to get in touch with potential employers.
In addition to undergraduate and postgraduate education, German UAS do a lot of applied research together with companies. This applied research can also be the basis for the work of Ph.D students.
Industry representatives are also involved when designing new study programs as consultants and give advice for accreditation and reaccreditation of programs.
All these activities of German universities of applied sciences lead to a high practical relevance of education programs and to a high degree of employability of UAS graduates.
A simulation analysis of Independent Requirements Consumption in Master Production Scheduling
(2012)
This poster presents purpose and function of the Independent Requirements Consumption in Master Production Scheduling and gives recommendations for its application. The approach of hierarchical production planning and its planning problems are explained. The problem of new customer requirements information between planning periods and solving options are shown. The solving option of Independent Requirements Consumption is focus of this poster. The algorithm of the Independent Requirements Consumption that is implemented in commercial Enterprise Resource Planning (ERP) systems like the SAP system is analyzed. The methods for analyzing the effects of the Independent Requirements Consumption are outlined. The scenarios for simulation studies are stated and compared to similar investigations. The simulation studies were performed on a simulation system at IPF that contains both a production planning and control system and a production. The extent of simulation analyses outreaches similar investigations, especially because of the variety of scenarios. For scenarios in which capacity is available to a sufficient extent, advice for setting the Independent Requirements Consumption parameters is given. It is pointed out that with production constrained scenarios, the necessity to level out production leads to problems. An algorithm to determine necessary inventory levels is presented. It is stated that straight advice for Independent Requirements Consumption parameter settings might not be possible with production constrained scenarios. Further analyses with production constrained scenarios as well as investigations concerning safety stocks in combination with Independent Requirements Consumption are current and future research topics at the Innovation Center for Production Logistics and Factory Planning.
Der Freistaat Bayern finanziert seit einigen Jahren ein Hochschulprogramm zur Förderung von internationalen Gastprofessorinnen und Gastprofessoren an seinen Hochschulen. Mit diesen Finanzmitteln fördert die OTH Regensburg unter anderem internationale Gastvorlesungen. In der Fakultät Informatik und Mathematik wurde seit 2015 eine Zusammenstellung internationaler Gastvorlesungen entwickelt, die als Wahlpflichtfächer systematisch in ein bestehendes Curriculum integriert sind. So werden den heimischen Studierenden internationale Erfahrungen ermöglicht ("internationalization at home"), die fachliche Breite des Curriculums wird erhöht und es können auf Basis persönlicher Kontakte internationale Hochschulpartnerschaften neu geknüpft und weiter entwickelt werden. Jede Vorlesung in diesem Programm besteht aus mehreren Teilen. Zum Vorlesungsbeginn werden die geplanten Inhalte und Anforderung den Studierenden in einer Videokonferenz erläutert. Die Studierenden erhalten Unterlagen, um sich in Selbstlerneinheiten auf die Präsenzvorlesungen des Gastes vorzubereiten. Im Präsenzteil verbringt die/der Gastdozierende ca. 2 bis 3 Wochen in Regensburg und hält an der Hochschule Blockvorlesungen. So ist es möglich, Veranstaltungen mit 5 ECTS Credits in einem "blended learning" Lehr-/Lernformat durchzuführen. Studierende schätzen das Programm sehr und äußern sich in Evaluationen äußerst positiv über die fachliche und didaktische Erweiterung des Fächerspektrums. Dieses Programm wird als "good practice" innerhalb der Hochschule angesehen und soll in anderen technischen Fakultäten verbreitet werden, u.a. wurde ein "Prozesshandbuch" mit konkreten Beispielen und Handreichungen erstellt. Der Vortrag geht auf diese und weitere Umsetzungsaspekte sowie zugehörige Herausforderungen ein.