The Discipline and the Tool
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Artificial Intelligence in Health Care: the Hope, the Hype, the Promise, the Peril
Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril Michael Matheny, Sonoo Thadaney Israni, Mahnoor Ahmed, and Danielle Whicher, Editors WASHINGTON, DC NAM.EDU PREPUBLICATION COPY - Uncorrected Proofs NATIONAL ACADEMY OF MEDICINE • 500 Fifth Street, NW • WASHINGTON, DC 20001 NOTICE: This publication has undergone peer review according to procedures established by the National Academy of Medicine (NAM). Publication by the NAM worthy of public attention, but does not constitute endorsement of conclusions and recommendationssignifies that it is the by productthe NAM. of The a carefully views presented considered in processthis publication and is a contributionare those of individual contributors and do not represent formal consensus positions of the authors’ organizations; the NAM; or the National Academies of Sciences, Engineering, and Medicine. Library of Congress Cataloging-in-Publication Data to Come Copyright 2019 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: Matheny, M., S. Thadaney Israni, M. Ahmed, and D. Whicher, Editors. 2019. Artificial Intelligence in Health Care: The Hope, the Hype, the Promise, the Peril. NAM Special Publication. Washington, DC: National Academy of Medicine. PREPUBLICATION COPY - Uncorrected Proofs “Knowing is not enough; we must apply. Willing is not enough; we must do.” --GOETHE PREPUBLICATION COPY - Uncorrected Proofs ABOUT THE NATIONAL ACADEMY OF MEDICINE The National Academy of Medicine is one of three Academies constituting the Nation- al Academies of Sciences, Engineering, and Medicine (the National Academies). The Na- tional Academies provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. -
Annual Report 2018–2019 Our Vision
ANNUAL REPORT 2018–2019 OUR VISION We shape tomorrow. We confront problems and create solutions. We expand information’s impact and technology’s potential. Together, our faculty, staff, students, and alumni make the world a better place—day by day, project by project, leap by leap. LEADERSHIP Raj Acharya Since its establishment in 2000, the Luddy School of Informatics, Computing, and Dean Engineering has built a reputation as one of the broadest of its kind. Our more than 3,000 students come from Indiana and around the world, and our unique blend Mathew Palakal of programs in informatics, computer science, intelligent systems engineering, Senior Executive Associate information and library science, data science, and more create an interdisciplinary, Dean collaborative environment where ideas thrive. Erik Stolterman Bergqvist Our forward-looking school is a mélange, a salad bowl of disparate but related Senior Executive Associate disciplines. That salad bowl provides us with a holistic taste of creativity and Dean innovation while preserving and enhancing the taste of the individual components. Esfandiar Haghverdi As we have grown exponentially through our first two decades, we have maintained Executive Associate Dean for our core values with an open-minded view of tomorrow, one that has allowed us to Undergraduate Education stay on the cutting edge of technology while anticipating what the future holds. David Leake We accomplished much during the 2018-19 school year. Our information and library Executive Associate Dean science program was ranked second in the world behind only Harvard by the 2018 Academic Ranking of World Universities. Researchers at our school garnered Kay Connelly $16.1 million in grants from the National Science Foundation, the National Institute Associate Dean for Research of Health, the National Cancer Institute, the Department of Defense, and other prestigious organizations, and our school ranks 12th in computer and information Karl F. -
A Survey of Top-Level Ontologies to Inform the Ontological Choices for a Foundation Data Model
A survey of Top-Level Ontologies To inform the ontological choices for a Foundation Data Model Version 1 Contents 1 Introduction and Purpose 3 F.13 FrameNet 92 2 Approach and contents 4 F.14 GFO – General Formal Ontology 94 2.1 Collect candidate top-level ontologies 4 F.15 gist 95 2.2 Develop assessment framework 4 F.16 HQDM – High Quality Data Models 97 2.3 Assessment of candidate top-level ontologies F.17 IDEAS – International Defence Enterprise against the framework 5 Architecture Specification 99 2.4 Terminological note 5 F.18 IEC 62541 100 3 Assessment framework – development basis 6 F.19 IEC 63088 100 3.1 General ontological requirements 6 F.20 ISO 12006-3 101 3.2 Overarching ontological architecture F.21 ISO 15926-2 102 framework 8 F.22 KKO: KBpedia Knowledge Ontology 103 4 Ontological commitment overview 11 F.23 KR Ontology – Knowledge Representation 4.1 General choices 11 Ontology 105 4.2 Formal structure – horizontal and vertical 14 F.24 MarineTLO: A Top-Level 4.3 Universal commitments 33 Ontology for the Marine Domain 106 5 Assessment Framework Results 37 F. 25 MIMOSA CCOM – (Common Conceptual 5.1 General choices 37 Object Model) 108 5.2 Formal structure: vertical aspects 38 F.26 OWL – Web Ontology Language 110 5.3 Formal structure: horizontal aspects 42 F.27 ProtOn – PROTo ONtology 111 5.4 Universal commitments 44 F.28 Schema.org 112 6 Summary 46 F.29 SENSUS 113 Appendix A F.30 SKOS 113 Pathway requirements for a Foundation Data F.31 SUMO 115 Model 48 F.32 TMRM/TMDM – Topic Map Reference/Data Appendix B Models 116 ISO IEC 21838-1:2019 -
Framework for Formal Ontology Barry Smith and Kevin Mulligan
Framework for Formal Ontology Barry Smith and Kevin Mulligan NOTICE: THIS MATERIAL M/\Y BE PROTECTED BY COPYRIGHT LAW (TITLE 17, u.s. CODE) ABSTRACT. The discussions which follow rest on a distinction, or object-relations in the world; nor does it concern itself rust expounded by Husser!, between formal logic and formal specifically with sentences about such objects. It deals, ontology. The former concerns itself with (formal) meaning-struc rather, with sentences in general (including, for example, tures; the latter with formal structures amongst objects and their the sentences of mathematics),2 and where it is applied to parts. The paper attempts to show how, when formal ontological considerations are brought into play, contemporary extensionalist sentences about objects it can take no account of any theories of part and whole, and above all the mereology of Lesniew formal or material object·structures which may be ex ski, can be generalised to embrace not only relations between con hibited amongst the objects pictured. Its attentions are crete objects and object-pieces, but also relations between what we directed, rather, to the relations which obtain between shall call dependent parts or moments. A two-dimensional formal sentences purely in virtue of what we can call their logical language is canvassed for the resultant ontological theory, a language which owes more to the tradition of Euler, Boole and Venn than to complexity (for example the deducibility-relations which the quantifier-centred languages which have predominated amongst obtain between any sentence of the form A & Band analytic philosophers since the time of Frege and Russell. -
STUMPF, HUSSERL and INGARDEN of the Application of the Formal Meaningful Categories
Formal Ontology FORMAL ONTOLOGY AS AN OPERATIVE TOOL of theory, categories that must be referred to as the objectual domain, which is determined by the ontological categories. In this way, we IN THE THORIES OF THE OBJECTS OF THE must take into account that, for Husserl, ontological categories are LIFE‐WORLD: formal insofar as they are completely freed from any material domain STUMPF, HUSSERL AND INGARDEN of the application of the formal meaningful categories. Therefore, formal ontology, as developed in the third Logical Investigation, is the corresponding “objective correlate of the concept of a possible theory, 1 Horacio Banega (University of Buenos Aires and National Universi‐ deinite only in respect of form.” 2 ty of Quilmes) Volume XXI of Husserliana provides insight into the theoretical source of Husserlian formal ontology.3 In particular, it strives to deine the theory of manifolds or the debate over the effective nature of what will later be called “set theory.” Thus, what in § of Prolegomena is It is accepted that certain mereological concepts and phenomenolog‐ ical conceptualisations presented in Carl Stumpf’s U ber den psy‐ called a “Theory of Manifolds” (Mannigfaltigkeitslehre) is what Husserl chologischen Ursprung der Raumvorstellung and Tonpsychologie played an important role in the development of the Husserlian formal 1 Edmund Husserl, Logische Untersuchunghen. Zweiter Band, Untersuchungen zur ontology. In the third Logical Investigation, which displays the for‐ Phänomenologie und Theorie der Erkenntnis. Husserliana XIX/ and XIX/, (ed.) U. mal relations between part and whole and among parts that make Panzer (The Hague: Martinus Nijhoff, ), hereafter referred to as Hua XIX/ out a whole, one of the main concepts of contemporary formal ontol‐ and Hua XIX/; tr. -
14 School Subject Informatics (Computer Science) in Russia: Educational Relevant Areas
i i i i School Subject Informatics (Computer Science) in Russia: Educational Relevant Areas EVGENIY KHENNER and IGOR SEMAKIN, Perm State National Research University, Russia This article deals with some aspects of studying Informatics in Russian schools. Those aspects are part of the ‘third dimension’ of the Darmstadt model (they are also projected on the other two dimensions of this model) and include evolution of the subject, regulatory norms conforming to the Federal Educational Standards, the learning objectives, the required learning outcomes, and the Unified National Examination in Informatics, which is required for admission to a number of university programs. It is interesting to note that correspondence between requirements for the outcomes of learning Informatics in Russian school and the requirements of K-12 Computer Science Standards (USA) is quite satisfactory. It is noteworthy that the relatively high level of school education in Informatics in Russia is determined by the well-established methodological system with a 30-year history, the subject’s being on the list of core disciplines at school, as well as the existence of a state-sponsored system of education teachers of Informatics. Categories and Subject Descriptors: K.3.2 [Computers and Education]: Computer and Information Science Education—Computer science education General Terms: Algorithms, Languages, Security Additional Key Words and Phrases: History of Informatics in school, education policies, educational standards, qualification and professional experience of teachers, learning objectives and outcomes, structural components of Informatics, curriculum issues, Unified National Exam, extracurricular activities, textbooks, didactic software ACM Reference Format: Khenner, E. and Semakin, I. 2014. School subject informatics (computer science) in Russia: Educational relevant areas. -
B.A. in Computing and Informatics 856-256-4805
College of Science and Mathematics Contact Department of Computer Science Robinson Hall B.A. in Computing and Informatics 856-256-4805 www.rowan.edu/computerscience Curriculum About this program The curriculum for the major is divided into The Bachelor of Arts in Computing and Informatics is a new degree designed for three major areas: Foundation courses, Basic students who are interested in pursuing careers in information technology which requires Core Areas, and Computing and Informatics a solid understanding of the principles of computing – but not the underpinnings of Electives. computer science theory and mathematics. Such careers include, but are not limited to: The Foundation courses represent a sequence of courses primarily focused on programming Programmers Software QA / Testing Engineers skills across a variety of infrastructure Infrastructure Administrators Computer Service Coordinators platforms. Introductory courses will expose Support Technicians Deployment Technicians students to programming concepts in two different languages (e.g.,, Java, C++ or (e.g., Help Desk support) (e.g., end-user support for system releases) Python). Students will then master more Technical Application Trainers Technical Documentation Specialists complex programming via the completion of two Advanced Programming Workshops. How does this program differ from the B.S. in Computer Students will also be required to complete the Science? Basic Core Areas which cover data structures, In comparison to the existing B.S. in Computer Science, this -
ALGORITHMS of INFORMATICS Volume 3 Antoncom Budapest, 2011
ALGORITHMS OF INFORMATICS Volume 3 AnTonCom Budapest, 2011 This electronic book was prepared in the framework of project Eastern Hungarian Informatics Books Repository no. TÁMOP-4.1.2-08/1/A-2009-0046. This electronic book appeared with the support of European Union and with the co-financing of European Social Fund. Editor: Antal Iványi Authors of Volume 3: Béla Vizvári (Chapter 24), Antal Iványi and Shariefuddin Pirzada (Chapter 25), Zoltán Kása, and Mira-Cristiana Anisiu (Chapter 26), Ferenc Szidarovszky and László Domoszlai, (Chapter 27), László Szirmay-Kalos and László Szécsi (Chapter 28), Antal Iványi (Chapter 29), Shariefuddin Pirzada, Antal Iványi and Muhammad Ali Khan (Chapter 30) Validators of Volume 3: Gergely Kovács (Chapter 24), Zoltán Kása (Chapter 25), Antal Iványi (Chapter 26), Sándor Molnár (Chapter 27), György Antal (Chapter 28), Zoltán Kása (Chapter 29), Zoltán Kása (Chapter 30), Anna Iványi (Bibliography) c 2011 AnTonCom Infokommunikációs Kft. Homepage: http://www.antoncom.hu/ Contents Introduction to Volume 3 ........................... 1207 24.The Branch and Bound Method ..................... 1208 24.1. An example: the Knapsack Problem ................. 1208 24.1.1. The Knapsack Problem .................... 1209 24.1.2. A numerical example ...................... 1211 24.1.3. Properties in the calculation of the numerical example . 1214 24.1.4. How to accelerate the method ................. 1216 24.2. The general frame of the B&B method ................ 1217 24.2.1. Relaxation ............................ 1217 24.2.2. The general frame of the B&B method ............ 1224 24.3. Mixed integer programming with bounded variables ......... 1229 24.3.1. The geometric analysis of a numerical example . 1230 24.3.2. The linear programming background of the method . -
Integrated Biomedical and Clinical Research Informatics for Translational Medicine and Therapeutics”
“Integrated Biomedical and Clinical Research Informatics for Translational Medicine and Therapeutics” J. Richard Landis, PhD Robert M. Curley, MS Gregg Fromell, MD Center for Clinical Epidemiology and Biostatistics (CCEB) Office of Human Research (OHR) University of Pennsylvania School of Medicine CCEB Philadelphia, PA 19104-6021 http://cceb.med.upenn.edu/main/index.html CCEB 2 http://www.med.upenn.edu/ohr The Office of Human Research (OHR) seeks to promote human research for the advancement of healthcare while ensuring the highest level of research participant safety and facilitating the highest quality research by: • Realizing the best research standards through adherence to University and government research policies and regulations • Supporting investigators and research teams through process improvement, innovative technologies, and education and training initiatives • Propagating best operational practices to maximize the efficiencies of research activities CCEB • Collaborating with University organizations involved with human 3 research Introduction • NIH increasingly promotes translational collaborations among basic science and clinical research programs • SCCORs, PPGs, U01s illustrate interplay of translational science, requiring data integration across the entire research enterprise (basic, translational, clinical) • Biostatistics -- fundamental challenge at the data analytic stage, incorporating data elements from all sources into comprehensive risk and/or efficacy models • Data management systems -- typically isolated, not -
Technical Standards for Bioinformatics and Medical Informatics
SJ Quinney College of Law, University of Utah Utah Law Digital Commons Utah Law Faculty Scholarship Utah Law Scholarship 8-2020 Technical Standards For Bioinformatics and Medical Informatics Jorge L. Contreras Adrian Thorogood Follow this and additional works at: https://dc.law.utah.edu/scholarship Part of the Health Information Technology Commons Forthcoming in Bioinformatics, Medical Informatics and the Law (Jorge L. Contreras, A. James Cuticchia & Gregory Kirsch, eds., Edward Elgar: 2021) TECHNICAL STANDARDS FOR BIOINFORMATICS AND MEDICAL INFORMATICS Jorge L. Contreras* and Adrian Thorogood† Contents INTRODUCTION I. STANDARDS AND STANDARD SETTING: A BRIEF OVERVIEW A. Types of Standards B. Standards Development Organizations II. COMPETITION AND ANTITRUST ISSUES IN STANDARDS DEVELOPMENT A. Improper Exclusion B. Improper Exchange of Information C. Compliance Certification D. Abuse of Process E. Policies and Precautions III. INTELLECTUAL PROPERTY AND STANDARDS DEVELOPMENT A. Copyright in Standards B. Patenting and Standards C. SDO Patent Policies IV. THE INFORMATICS STANDARDS LANDSCAPE A. Terminological Artifacts B. Reporting Requirements C. Exchange Formats D. Other V. INFORMATICS STANDARDS POLICIES TODAY: ASSESSMENT AND RECOMMENDATIONS A. Summary of Informatics SDO Policies B. Policy Recommendations C. Making Policies Binding CONCLUSIONS APPENDIX 1 - Selected Bioinformatics and Health Informatics Standards Development Organizations and Standards APPENDIX 2 - Sample Informatics “Open” Standards Development Policy * Presidential Scholar and Professor of Law, University of Utah S.J. Quinney College of Law; Adjunct Professor, Department of Human Genetics, University of Utah School of Medicine. † Academic Associate, Centre of Genomics and Policy (CGP), McGill University; Regulatory and Ethics Manager, Global Alliance for Genomics and Health (GA4GH). Thorogood acknowledges funding support from the Canadian Institutes of Health Research, Genome Canada, and Genome Quebec. -
Mereology Then and Now
Logic and Logical Philosophy Volume 24 (2015), 409–427 DOI: 10.12775/LLP.2015.024 Rafał Gruszczyński Achille C. Varzi MEREOLOGY THEN AND NOW Abstract. This paper offers a critical reconstruction of the motivations that led to the development of mereology as we know it today, along with a brief description of some questions that define current research in the field. Keywords: mereology; parthood; formal ontology; foundations of mathe- matics 1. Introduction Understood as a general theory of parts and wholes, mereology has a long history that can be traced back to the early days of philosophy. As a formal theory of the part-whole relation or rather, as a theory of the relations of part to whole and of part to part within a whole it is relatively recent and came to us mainly through the writings of Edmund Husserl and Stanisław Leśniewski. The former were part of a larger project aimed at the development of a general framework for formal ontology; the latter were inspired by a desire to provide a nominalistically acceptable alternative to set theory as a foundation for mathematics. (The name itself, ‘mereology’ after the Greek word ‘µρoς’, ‘part’ was coined by Leśniewski [31].) As it turns out, both sorts of motivation failed to quite live up to expectations. Yet mereology survived as a theory in its own right and continued to flourish, often in unexpected ways. Indeed, it is not an exaggeration to say that today mereology is a central and powerful area of research in philosophy and philosophical logic. It may be helpful, therefore, to take stock and reconsider its origins. -
Multi-Sensory Informatics Education
Informatics in Education, 2014, Vol. 13, No. 2, 225–240 225 © 2014 Vilnius University DOI: http://dx.doi.org/10.15388/infedu.2014.04 Multi-Sensory Informatics Education Zoltan KATAI1, Laszlo TOTH2, Alpar Karoly ADORJANI3 1 Sapientia University, Department of Mathematics and Informatics 540485, Tirgu Mures, Op. 9, Cp. 4, Romania 2 S.C. Neogen S.A. Tirgu Mures, Str. Mihai Eminescu 48, Romania 3 S.C. INTER SOFT S.R.L. Tirgu Mures, Str. Cutezantei 57, Romania e-mail: [email protected], [email protected], [email protected] Received: November 2013 Abstract. A recent report by the joint Informatics Europe & ACM Europe Working Group on Informatics Education emphasizes that: (1) computational thinking is an important ability that all people should possess; (2) informatics-based concepts, abilities and skills are teachable, and must be included in the primary and particularly in the secondary school curriculum. Accordingly, the “2013 Best Practices in Education Award” (organized by Informatics Europe) was devoted to initiatives promoting Informatics Education in Primary and Secondary Schools. In this paper we present one of the winning projects: “Multi-Sensory Informatics Education”. We have developed effective multi-sensory methods and software-tools to improve the teaching-learning process of elementary, sorting and recursive algorithms. The technologically and artistically enhanced learn- ing environment we present has also the potential to promote intercultural computer science edu- cation and the algorithmic thinking of both science- and humanities-oriented learners. Keywords: multisensory education, informatics education, intercultural education, algorithmic thinking. 1. Introduction According to a recent report of the joint Informatics Europe & ACM Europe Working Group on Informatics Education (IE & ACM, 2013), for a nation or group of nations to compete in the race for technological innovation, the general population must under- stand the basics of informatics: the science behind Information Technology.