Results for “knowledge management” — Page 45

DOE OSTI2020

Performance Optimization for Relative-Error-Bounded Lossy Compression on Scientific Data

Scientific simulations in high-performance computing (HPC) environments generate vast volume of data, which may cause a severe I/O bottleneck at runtime and a huge burden on storage space for postanalysis. Unlike traditional data reduction schemes such as deduplication or lossless compression, not only can error-controlled lossy compression significantly reduce the data size but it also holds the promise to satisfy user demand on error control. Pointwise relative error bounds (i.e., compression errors depends on the data values) are widely used by many scientific applications with lossy compression since error control can adapt to the error bound in the dataset automatically. Pointwise relative-error-bounded compression is complicated and time consuming. In this article, we develop efficient precomputation-based mechanisms based on the SZ lossy compression framework. Our mechanisms can avoid costly logarithmic transformation and identify quantization factor values via a fast table lookup, greatly accelerating the relative-error-bounded compression with excellent compression ratios. In addition, we reduce traversing operations for Huffman decoding, significantly accelerating the decompression process in SZ. Experiments with eight well-known real-world scientific simulation datasets show that our solution can improve the compression and decompression rates (i.e., the speed) by about 40 and 80 p, respectively, in most of cases, making our designed lossy compression strategy the best-in-class solution in most cases.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2018

Quickest Detection for Changes in Maximal kNN Coherence of Random Matrices

This paper addresses the problem of quickest detection of a change in the maximal coherence between columns of a n p random matrix based on a sequence of matrix observations having a single unknown change point. The random matrix is assumed to have identically distributed rows and the maximal coherence is defined as the largest of the ( 2 p) correlation coefficients associated with any row. Likewise the κ nearest neighbor (kNN) coherence is defined as the κ-th largest of these correlation coefficients. The forms of the preand postchange distributions of the observed matrices are assumed to belong to the family of elliptically contoured densities with sparse dispersion matrices but are otherwise unknown. A nonparametric stopping rule is proposed that is based on the maximal kNN sample coherence between columns of each observed random matrix. This is a summary statistic that is related to a test of existence of a hub vertex in a sample correlation graph having degree at least κ. Performance bounds on the delay and false alarm performance of the proposed stopping rule are obtained in the purely high-dimensional regime where p → ∞ and n is fixed. When the prechange dispersion matrix is diagonal it is shown that, among all functions of the proposed summary statistic, the proposed stopping rule is asymptotically optimal under a minimax quickest change detection model as the stopping threshold approaches infinity. Furthermore, the theory developed also applies to sequential hypothesis testing and fixed sample size tests.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2017

A global Fine-Root Ecology Database to address below-ground challenges in plant ecology

Variation and tradeoffs within and among plant traits are increasingly being harnessed by empiricists and modelers to understand and predict ecosystem processes under changing environmental conditions. And while fine roots play an important role in ecosystem functioning, fine-root traits are underrepresented in global trait databases. This has hindered efforts to analyze fine-root trait variation and link it with plant function and environmental conditions at a global scale. This Viewpoint addresses the need for a centralized fine-root trait database, and introduces the Fine-Root Ecology Database (FRED, http://roots.ornl.gov) which so far includes > 70 000 observations encompassing a broad range of root traits and also includes associated environmental data. FRED represents a critical step toward improving our understanding of below-ground plant ecology. For example, FRED facilitates the quantification of variation in fine-root traits across root orders, species, biomes, and environmental gradients while also providing a platform for assessments of covariation among root, leaf, and wood traits, the role of fine roots in ecosystem functioning, and the representation of fine roots in terrestrial biosphere models. There has been a continued input of observations into FRED to fill gaps in trait coverage will improve our understanding of changes in fine-root traits across space and time.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2020

Role of consistent terminology in XPS reproducibility

The use of inconsistent and incorrect terminology in scientific publications contributes to misunderstanding, confusion, and erroneous results in the scientific literature. This issue is of particular importance in x-ray photoelectron spectroscopy (XPS) that is in widespread use for many different purposes by scientists with diverse backgrounds. A set of surface analysis terminology, approved through consensus by international experts, has been developed by International Organization for Standardization Technical Committee TC201 on Surface Chemical Analysis. To encourage wide use, the terminology is accessible at several web sites free of charge. This short overview provides examples to highlight the importance of agreed terminology in eliminating confusion between similar terms. Examples are provided of terms that are commonly misused or confused in the literature. Other examples highlight terminology that provides a common basis for comparing instrument parameters and performance. As science advances, it is important to clarify terminology for describing evolving concepts and developments important to XPS.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2014

SU-E-E-07: When the Old Ways Are the Best Ways: In Defense of Didactic Training

Purpose: Physics education for residents has taken on a more prominent role due to the new ABR examination format. We present a curriculum for a new radiology residency entering its second year. This curriculum favors an extensive traditional didactic teaching approach. The curriculum is designed to minimize the amount of independent learning that is necessary outside the classroom Methods and Materials: idactic training repeats yearly for all four years of residency and consists of two 1-hour lectures per week and several in-class tests. The impact of physics on clinical practice is introduced gradually throughout the residency using specific clinical cases. The extensive time spent with the residents allows lectures to be taught at a deep (almost physicist) level and reduces the necessity of learning base concepts outside of lecture. This frees the resident to use resources (e.g., AAPM/RSNA physics modules) to cement concepts through repetition or to learn a slightly confusing concept from a different teaching perspective. Consistent testing reduces the traditional resident studying technique of physics “cramming.” Results: On average, the first year residents scored in the 98th percentile on the American College of Radiology Diagnostic Radiology In-Service Training Exam (ACR DXIT). Feedback from the new first year residents was very positive and suggestions are constantly solicited and incorporated. For example, based on resident feedback, short-format quizzes each lecture were eliminated and replaced interactive questions during lecture. Residents felt they have advanced rapidly and have a better understanding of radiologic physics, though they have expressed concern that the 1-hour lecture block may not be optimal for learning physics. Conclusion: An extensive, physicist-led series of didactic lectures is effective in the teaching of physics to residents.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2014

MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader.The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly-effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators. Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2014

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2014

MO-F-16A-03: AAPM Online Learning Support of New ABR MOC Requirements

In 2002 the American Board of Radiology (ABR) discontinued issuing lifetime board certification. After that time diplomates received a timelimited certificate and must participate in the Maintenance of Certification (MOC) program in order to maintain their certification. Initially certificates were issued with a 10 year expiration period and the MOC had requirements to be met over that 10 year period. The goal was to demonstrate continuous maintenance of clinical competency, however some diplomates were attempting to fulfill most or all of the requirements near the end of the 10 year period. This failed to meet the continuous aspect of the goal and so the ABR changed to a sliding 3-year window. This was done to recognize that not every year would be the same, but that diplomates should be able to maintain a reasonable average over any 3 year period.A second significant change occurred in 2013. The initial requirements included 20 selfassessment modules (SAMs) over the original 10 year term. SAMs are a special type of continuing education (CE) credit that were an addition to the 250 standard CE credits required over the 10 year period. In 2013, however, the new requirement is 75 CE credits over the previous 3 years, of which 25 must include self-assessment. Effectively this raised the self-assessment requirement from 20 in 10 years to 25 in 3 years. Previously SAMs were an interactive presentation available in limited quantities at live meetings. However, the new requirement is not for SAMs but CE-SA which includes SAMs, but also includes the online quizzes provided at the AAPM online learning center. All credits earned at the AAPM online learning center fulfill the ABR SA requirement.This talk will be an interactive demonstration of the AAPM online learning center along with a discussion of the MOC requirements.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2015

WE-F-BRB-01: The Power of Ontologies and Standardized Terminologies for Capturing Clinical Knowledge

Advancements in informatics in radiotherapy are opening up opportunities to improve our ability to assess treatment plans. Models on individualizing patient dose constraints from prior patient data and shape relationships have been extensively researched and are now making their way into commercial products. New developments in knowledge based treatment planning involve understanding the impact of the radiation dosimetry on the patient. Akin to radiobiology models that have driven intensity modulated radiotherapy optimization, toxicity and outcome predictions based on treatment plans and prior patient experiences may be the next step in knowledge based planning. In order to realize these predictions, it is necessary to understand how the clinical information can be captured, structured and organized with ontologies and databases designed for recall. Large databases containing radiation dosimetry and outcomes present the opportunity to evaluate treatment plans against predictions of toxicity and disease response. Such evaluations can be based on dose volume histogram or even the full 3-dimensional dose distribution and its relation to the critical anatomy. This session will provide an understanding of ontologies and standard terminologies used to capture clinical knowledge into structured databases; How data can be organized and accessed to utilize the knowledge in planning; and examples of research and clinical efforts to incorporate that clinical knowledge into planning for improved care for our patients. Learning Objectives: Understand the role of standard terminologies, ontologies and data organization in oncology Understand methods to capture clinical toxicity and outcomes in a clinical setting Understand opportunities to learn from clinical data and its application to treatment planning Todd McNutt receives funding from Philips, Elekta and Toshiba for some of the work presented.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2016

MO-FG-BRB-00: AAPM Presidential Debate [medical physics education]

Building on the energy and excitement of Washington DC in a presidential election year, AAPM will host its own Presidential Debate to better understand the views of the AAPM membership! Past presidents of the AAPM, Drs. Bayouth, Hazle, Herman, and Seibert, will debate hot topics in medical physics including issues facing education, professional practice, and the advancement of science. The moderators, Drs. Brock and Stern, will also draw in topics from Point-Counterpoint articles from the Medical Physics Journals. Wrapping up the debate, the audience will have the opportunity to question the candidates in a town hall format. At the conclusion of this lively debate, the winner will be decided by the audience, so bring your Audience Response Units! Be part of Medical Physics - Decision 2016! Learning Objectives: Understand AAPM members’ views and opinions on issues facing medical physics education Learn AAPM members’ views and opinions on issues facing professional practice Identify AAPM members’ view and opinions on issues facing the advancement of science in medical physics J. Bayouth, Funding support from NCI;Scientific Advisory Board member - ViewRay.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2016

MO-FG-BRB-01: Debater [medical physics education ]

Building on the energy and excitement of Washington DC in a presidential election year, AAPM will host its own Presidential Debate to better understand the views of the AAPM membership! Past presidents of the AAPM, Drs. Bayouth, Hazle, Herman, and Seibert, will debate hot topics in medical physics including issues facing education, professional practice, and the advancement of science. The moderators, Drs. Brock and Stern, will also draw in topics from Point-Counterpoint articles from the Medical Physics Journals. Wrapping up the debate, the audience will have the opportunity to question the candidates in a town hall format. At the conclusion of this lively debate, the winner will be decided by the audience, so bring your Audience Response Units! Be part of Medical Physics - Decision 2016! Learning Objectives: Understand AAPM members’ views and opinions on issues facing medical physics education Learn AAPM members’ views and opinions on issues facing professional practice Identify AAPM members’ view and opinions on issues facing the advancement of science in medical physics J. Bayouth, Funding support from NCI;Scientific Advisory Board member - ViewRay.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2016

MO-FG-BRB-02: Debater [medical physics education]

Building on the energy and excitement of Washington DC in a presidential election year, AAPM will host its own Presidential Debate to better understand the views of the AAPM membership! Past presidents of the AAPM, Drs. Bayouth, Hazle, Herman, and Seibert, will debate hot topics in medical physics including issues facing education, professional practice, and the advancement of science. The moderators, Drs. Brock and Stern, will also draw in topics from Point-Counterpoint articles from the Medical Physics Journals. Wrapping up the debate, the audience will have the opportunity to question the candidates in a town hall format. At the conclusion of this lively debate, the winner will be decided by the audience, so bring your Audience Response Units! Be part of Medical Physics - Decision 2016! Learning Objectives: Understand AAPM members’ views and opinions on issues facing medical physics education Learn AAPM members’ views and opinions on issues facing professional practice Identify AAPM members’ view and opinions on issues facing the advancement of science in medical physics J. Bayouth, Funding support from NCI;Scientific Advisory Board member - ViewRay.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

MO-FG-BRB-03: Debater [medical physics education]

Building on the energy and excitement of Washington DC in a presidential election year, AAPM will host its own Presidential Debate to better understand the views of the AAPM membership! Past presidents of the AAPM, Drs. Bayouth, Hazle, Herman, and Seibert, will debate hot topics in medical physics including issues facing education, professional practice, and the advancement of science. The moderators, Drs. Brock and Stern, will also draw in topics from Point-Counterpoint articles from the Medical Physics Journals. Wrapping up the debate, the audience will have the opportunity to question the candidates in a town hall format. At the conclusion of this lively debate, the winner will be decided by the audience, so bring your Audience Response Units! Be part of Medical Physics - Decision 2016! Learning Objectives: Understand AAPM members’ views and opinions on issues facing medical physics education Learn AAPM members’ views and opinions on issues facing professional practice Identify AAPM members’ view and opinions on issues facing the advancement of science in medical physics J. Bayouth, Funding support from NCI;Scientific Advisory Board member - ViewRay.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2016

MO-FG-BRB-04: Debater [ Medical physics education ]

Building on the energy and excitement of Washington DC in a presidential election year, AAPM will host its own Presidential Debate to better understand the views of the AAPM membership! Past presidents of the AAPM, Drs. Bayouth, Hazle, Herman, and Seibert, will debate hot topics in medical physics including issues facing education, professional practice, and the advancement of science. The moderators, Drs. Brock and Stern, will also draw in topics from Point-Counterpoint articles from the Medical Physics Journals. Wrapping up the debate, the audience will have the opportunity to question the candidates in a town hall format. At the conclusion of this lively debate, the winner will be decided by the audience, so bring your Audience Response Units! Be part of Medical Physics - Decision 2016! Learning Objectives: Understand AAPM members’ views and opinions on issues facing medical physics education Learn AAPM members’ views and opinions on issues facing professional practice Identify AAPM members’ view and opinions on issues facing the advancement of science in medical physics J. Bayouth, Funding support from NCI;Scientific Advisory Board member - ViewRay.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

DOE OSTI2016

TU-D-201-01: 2016 Economics Update

The purpose of this session is to introduce attendees to the healthcare reimbursement system and how it applies to the clinical work of a medical physicist. This will include general information about the different categories of payers and payees, how work is described by CPT codes, and how various payers set values for this work in different clinical settings. 2016 is another year of significant changes to the payment system. This presentation will describe the work encompassed in these codes and will give attendees an overview of the changes for 2016 as they apply to radiation oncology. Finally, some insight into what can be expected during 2017 will be presented. This includes what information is typically released by the Centers for Medicaid and Medicare Services (CMS) during the year and how we as an organization respond. This will include ways members can interact with the AAPM professional economics committee and other resources members may find helpful. Learning objectives1) Basics of how Medicare is structured and how reimbursement rates are set.2) Basic understanding of proposed changes to the 2016 Medicare rules.3) Describe economics and policy resources that are available from the AAPM and how to interact with the professional economics committee.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-00: Teaching Radiology Residents: What, How, and Expectation

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗