Library Of Clips Research Articles

Application of a novel surgical difficulty grading system during laparoscopic cholecystectomy.

Prevention of bile duct injury and vasculo-biliary injury while performing laparoscopic cholecystectomy (LC) is an unsolved problem. Clarifying the surgical difficulty using intraoperative findings can greatly contribute to the pursuit of best practices for acute cholecystitis. In this study, multiple evaluators assessed surgical difficulty items in unedited videos and then constructed a proposed surgical difficulty grading. We previously assembled a library of typical video clips of the intraoperative findings for all LC surgical difficulty items in acute cholecystitis. Fifty-one experts on LC assessed unedited surgical videos. Inter-rater agreement was assessed by Fleiss's κ and Gwet's agreement coefficient (AC). Except for one item ("edematous change"), κ or AC exceeded 0.5, so the typical videos were judged to be applicable. The conceivable surgical difficulty gradings were analyzed. According to the assessment of difficulty factors, we created a surgical difficulty grading system (agreement probability=0.923, κ=0.712, 90% CI: 0.587-0.837; AC2 =0.870, 90% CI: 0.768-0.972). The previously published video clip library and our novel surgical difficulty grading system should serve as a universal objective tool to assess surgical difficulty in LC.

AutoClips: An Automatic Approach to Video Generation from Data Facts

AbstractData videos, a storytelling genre that visualizes data facts with motion graphics, are gaining increasing popularity among data journalists, non‐profits, and marketers to communicate data to broad audiences. However, crafting a data video is often time‐consuming and asks for various domain knowledge such as data visualization, animation design, and screenwriting. Existing authoring tools usually enable users to edit and compose a set of templates manually, which still cost a lot of human effort. To further lower the barrier of creating data videos, this work introduces a new approach, AutoClips, which can automatically generate data videos given the input of a sequence of data facts. We built AutoClips through two stages. First, we constructed a fact‐driven clip library where we mapped ten data facts to potential animated visualizations respectively by analyzing 230 online data videos and conducting interviews. Next, we constructed an algorithm that generates data videos from data facts through three steps: selecting and identifying the optimal clip for each of the data facts, arranging the clips into a coherent video, and optimizing the duration of the video. The results from two user studies indicated that the data videos generated by AutoClips are comprehensible, engaging, and have comparable quality with human‐made videos.

Assembling a library of typical surgery video clips to construct a system for assessing the surgical difficulty of laparoscopic cholecystectomy.

To explore best practices for acute cholecystitis, it is necessary to construct a system to assess the difficulty of laparoscopic cholecystectomy (LC) based on intraoperative findings. In this study, multiple evaluators assessed videos of LC to assemble a library of typical video clips for 25 intraoperative findings. We have previously identified 25 items that contribute to surgical difficulty in LC. For each item, roughly 30-second video clips were submitted from videos of LC performed at member institutions. We then selected one typical video from the collected clips based on simple tabulation of the instances of agreement. Inter-rater agreement was assessed with Fleiss's κ and Gwet's agreement coefficient (AC). Except in the case of two assessment items ("edematous change" and "easy bleeding"), κ or AC significantly exceeded 0.5 and the typical videos were judged to be applicable. For the two remaining items, the evaluation was repeated after clarifying the definitions of positive and negative findings. Eventually, they were recognized as typical. The completed video clip library contains 31 clips and is divided into five categories (http://www.jshbps.jp/modules/project/index.php?content_id=13). This clip library may be highly useful in clinical settings as a more objective standard for assessing surgical difficulty in LC.

Fast EUV Lithography Source Optimization Using Cascade Compressed Sensing

Source optimization (SO) is intensively used in extreme ultraviolet (EUV) lithography to improve the image fidelity of multiple mask clips on the integrated circuit chip. However, if new layout data is inserted to the mask clip library, the optimal source pattern needs to be recalculated. This paper proposes a fast SO method based on cascade compressed sensing (CCS-SO) to circumvent the redundant computation problem. First, the optimized source patterns for different mask clips are individually calculated using compressed sensing algorithm, where the robustness to defocus is considered. Then, the global optimal source is formulated as the superposition of these pre-optimized source patterns, where the weighting coefficients are solved by the gradient-based algorithm. When new data is included in the mask clip library, we can rapidly update the weighting coefficients instead of re-optimizing the source pattern over again. The proposed CCS-SO approach is shown to achieve superior imaging performance and computational efficiency over the traditional SO approach.

The Use of the Library of Video Excerpts (L.O.V.E.) in Personnel Preparation Programs

A three-year, grant-funded program to create an online video clip library for personnel programs preparing teachers of students with visual impairments in the United States and Canada was launched in September 2014. The first author was the developer of the Library of Video Excerpts (L.O.V.E.) and collected over 300 video clips that were 8 to 10 minutes in length and demonstrated exemplary teaching by teachers of students with visual impairments. Over 100 video clips were selected for inclusion in L.O.V.E. These are accessible with the options of closed captioning as well as voice-over audio descriptions. They represent teaching for various age ranges-- from early intervention programs through high school--and include such areas as literacy, braille reading and writing, mathematics, the Nemeth Braille Code for Mathematics and Science Notation, the abacus, technology, and science and social studies, as well as work with students who have severe and multiple disabilities. These topics were determined through a survey of personnel preparation programs in the field of visual impairment (Trief, Lengel, & Baecher, 2013). The initial 300 video clips were peer reviewed by a team of 15 experts from across the United States and Canada. This advisory panel included leaders from personnel preparation programs as well as three administrators from programs that serve children with blindness and low vision. Each clip was reviewed by three members of the advisory board using a structured online questionnaire to evaluate content and usefulness for those in personnel preparation. The clips were reviewed online using a structured online Likert-scale protocol through the web-based tool Survey Monkey. The questions reviewers answered for each clip included rating the appropriateness of the subject matter, whether exemplary teaching skills were demonstrated by the teacher, the use of appropriate assessment strategies, rapport with students of the teacher, use of appropriate adaptations and modifications, and, finally, whether the evaluator would use the clip in one of her courses. If the clip received average ratings of 3 or greater on all of the questions by at least two of the three evaluators, it was saved and uploaded to the library. Currently, the library has been accessed by 33 different universities, and one or more of the faculty at each university is using the video clips in courses for training teachers of students with visual impairments and in special education courses. The use of video clips in personnel preparation programs can help to facilitate bringing theory to practice for teacher candidates who are beginning to learn how to work with students who are visually impaired. Although several other educational fields have used videos to show exemplary models to preservice teachers, such material has rarely been produced in the field of visual impairment (Atkins, 1998; Baker, 2005; Driver, Pullen, Kennedy, Williams, & Ely, 2014; Ling Wong, Wai Yung, Cheng, Lam, & Hodson, 2006). The major reasons for using video clips are so prospective teachers can acquire pedagogical content knowledge and develop a deep understanding of specific kinds of learners. Most important is their exposure to many possible scenarios that can affect actual practice with learners (Eisenstein Ebsworth, Feknous, Loyet, & Zimmerman, 2004; Wang & Hartley, 2003). Another strong justification for the use of video clips for preservice training is that they offer instructors the ability to show their students many flexible teaching situations that can be presented during the face-to-face or online lectures in both methods and curriculum courses. The group analysis of expert teachers being viewed by prospective teachers provides a fertile ground for reflective discussion on best practices (Wang & Hartley, 2003). This Research Report presents the findings from an online survey administered through Qualtrics to 55 participants who requested a protected password for the use of L. …

A National Video Library for Teacher Preparation in Visual Impairments

The 44 institutions of higher education that prepare teachers of students with visual impairments in North America are deeply committed to providing the best possible education for their candidates. Whether undergraduate, graduate, or certificate programs, core courses for preparing teachers of students with visual impairments are similar among these institutions (Ambrose-Zaken & Bozeman, 2010). Each program offers educational foundations courses, methods courses, and student teaching or practicum seminars, along with courses about assistive technology, and mobility, assessment, and classroom management. Although preparation programs for teachers of students with visual impairments share common curricula and goals, these programs also share a common challenge--the lack of readily available models of exemplary teaching practice that can be readily viewed and linked to course curricula. In addition, because 42 of the 44 programs incorporate distance learning models, the majority must use multimedia, such as video cases, to communicate course content. To address this national challenge, good-quality videos of best teaching practices in the field are needed. This Research Report presents the findings of the first phase of a multiyear funded project whose ultimate purpose is to clearly define and then create a video clip library of 8- to 10-minute video clips that demonstrate exemplary teaching practices for working with students who are visually impaired (that is, those who are blind or have low vision). These videos would represent elementary to high school settings in the areas of literacy, braille reading and writing, mathematics, the Nemeth Code and abacus, technology, science, and social studies, as well as for working with students with severe and multiple disabilities. The research questions that guided this phase of the project included, What teaching practices are of greatest importance to personnel preparation programs for teachers of students with visual impairments to be included in this video clip library? and How do faculty plan to use these video clips in the preparation of teachers? VIDEO AS A TOOL IN A TEACHER'S DEVELOPMENT As digital video has become more portable, accessible, and affordable than ever, its application to teachers' learning has flourished over the past 10 years. Brouwer's (2011) review of video as a tool in a teacher's development organized its uses into three approaches: orientation, support, and assessment. Support and assessment involve teachers in viewing and reflecting upon their practice either through video records of their own teaching or by observing videos of others (Baecher & Connor, 2010; Gale, Trief, & Lengel, 2010; Sherin & van Es, 2005; Tripp & Rich, 2012). For this project, Brouwer's (2011) use of orientation is relevant because the video clips to be housed in the online library described in this report are intended to be used to illustrate techniques, methods, and practices as a component of a preservice course or an in-service training initiative. The use of video cases in addition to text has been shown to be an effective tool for teacher educators as an introduction to classroom practices that their candidates will later attempt (Copeland & Decker, 1996; Koc, Peker, & Osmanoglu, 2009; Sherin, 2004; Wang & Hartley, 2003; Welsch & Devlin, 2007). By studying specific dimensions of practice through specially designed video cases, teacher candidates gain an enhanced understanding of concepts that are presented in their courses (Skiera & Stirling, 2004). Masingila and Doerr (2002) reported that multimedia cases guide teacher candidates' instructional practices and help connect the candidates' practice with that of the teacher in the video case. METHOD To provide a rich array of video examples of best practices in teaching students who are visually impaired for teacher educators and candidates across the United States, the goal of the funded initiative described here is to provide all candidates who are studying to be teachers of students with visual impairments free access to the video clip library through a password-protected Internet-based site. …

Reuse of clips in cartoon animation based on language instructions

This paper describes a new framework for reusing hand-drawn cartoon clips based on language understanding approach. Our framework involves two stages: a preprocessing phase, in which a hand-drawn clip library with mixed architecture is constructed, and the on-line phase, in which the domain dependent language instructions parsing is carried out and clips in the clip library are matched by use of some matching values calculated from the information derived from instruction parsing. An important feature of our approach is its ability to preserve the artistic quality of clips in the produced cartoon animations.