A Virtual Reality Training System for Pediatric Sonography
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英语作文-虚拟现实技术应用于培训教育,创新学习方式Virtual reality technology has been making waves in various industries, and one of the areas where it has shown great potential is in the field of training and education. The application of virtual reality in training and education has opened up new and innovative ways of learning, providing immersive experiences that were previously unimaginable.One of the key benefits of using virtual reality in training and education is the ability to create realistic simulations of real-world scenarios. This is particularly valuable in fields such as medicine, aviation, and engineering, where hands-on experience is crucial. With virtual reality, trainees can be placed in simulated environments where they can practice and learn without any real-world consequences. For example, medical students can perform virtual surgeries, pilots can practice flying in different weather conditions, and engineers can troubleshoot complex machinery, all within a safe and controlled virtual environment.Moreover, virtual reality technology also caters to different learning styles and preferences. Traditional classroom settings may not always be effective for every student, as some may struggle with visual or auditory learning. Virtual reality provides a multisensory experience, allowing students to learn through sight, sound, and touch. This can greatly enhance the learning process and improve information retention.Another advantage of virtual reality in training and education is the ability to connect learners from different locations. With the use of virtual reality headsets and online platforms, students and trainees can interact and collaborate in virtual spaces, regardless of their physical location. This is especially beneficial for distance learning programs and remote training sessions, as it fosters a sense of community and allows for real-time communication and feedback.Furthermore, virtual reality can offer cost-effective training solutions. In some industries, traditional training methods can be expensive and time-consuming, especiallywhen it involves travel, equipment, and facilities. Virtual reality eliminates many of these costs by providing a virtual alternative that can be accessed from anywhere. This not only saves money but also allows for more frequent and consistent training sessions.It is important to note that while virtual reality technology has tremendous potential, it is not without its challenges. The initial cost of implementing virtual reality systems can be a barrier for some educational institutions and organizations. Additionally, there may be a learning curve for both instructors and students in adapting to this new technology. However, as virtual reality continues to advance and become more accessible, these challenges are likely to diminish.In conclusion, the application of virtual reality technology in training and education has revolutionized the way we learn and acquire new skills. Its ability to create immersive simulations, cater to different learning styles, connect learners from different locations, and offer cost-effective training solutions makes it a valuable tool for educators and trainers. As virtual reality technology continues to evolve, it holds the potential to further innovate the learning experience and shape the future of education.。
虚拟现实应用外文翻译文献虚拟现实(Virtual Reality,简称VR)是一种利用计算机仿真技术创造的虚拟环境,能够模拟现实世界或想象中的场景,并使用户通过视觉、听觉、触觉等多种感官进行交互。
虚拟现实应用正日益受到广泛关注和应用,下面将介绍一些相关的外文翻译文献。
文献1:《Virtual Reality in Medicine》这篇文献指出虚拟现实在医学领域的应用潜力。
他们提到虚拟现实可以为医生提供沉浸式研究和培训环境,帮助医生模拟复杂的手术步骤,并提高手术技巧。
此外,虚拟现实还可以用于病人的治疗和康复,通过创造仿真环境来帮助病人恢复身体功能,缓解疼痛和焦虑。
文献2:《Virtual Reality for Mental Health: A Review of Current Applications and Future Directions》这篇文献探讨了虚拟现实在心理健康领域的应用。
研究表明虚拟现实可以用于治疗焦虑、抑郁、创伤后应激障碍等心理问题。
通过模拟恐惧情境、社交场景等,虚拟现实可以帮助患者面对和逐渐克服他们的恐惧,提高其自信心和心理承受力。
文献3:《Virtual Reality Training Improves CPR Performance》这篇文献研究了虚拟现实在心肺复苏(CPR)培训中的应用。
研究结果显示,通过虚拟现实培训,参与者的CPR技能得到了明显的提高。
虚拟现实可以模拟真实的急救环境,让受训者实践感到更加真实,提高了参与者的技能水平和临床表现。
文献4:《Virtual Reality in Education: A Tool for Learning in the Experience Age》这篇文献探讨了虚拟现实在教育领域的应用。
虚拟现实可以为学生提供沉浸式研究体验,创造丰富的教学场景和互动体验。
通过虚拟现实技术,学生可以更好地理解抽象概念,培养实际操作能力,并在研究过程中保持高度的参与度和兴趣。
英语作文-虚拟现实技术应用于体育训练,提高运动员技能Virtual Reality Technology Applied to Sports Training to Improve Athletes' Skills。
With the rapid development of technology, virtual reality (VR) has emerged as a powerful tool that can revolutionize various fields, including sports training. By creating a simulated environment, VR technology allows athletes to enhance their skills and performance in ways that were previously unimaginable. In this article, we will explore the applications of VR technology in sports training and the benefits it brings to athletes.Firstly, VR technology provides a safe and controlled environment for athletes to practice and train. Traditional sports training often involves physical risks and limitations. However, with VR technology, athletes can simulate various game scenarios without the fear of injuries. For example, a basketball player can practice shooting techniques in a virtual basketball court, where they can repeat shots and receive instant feedback on their form and accuracy. This allows athletes to refine their skills and correct any errors in a risk-free environment.Secondly, VR technology offers a highly immersive experience that enhances athletes' mental preparation and decision-making abilities. In sports, quick and accurate decision-making is crucial for success. By using VR technology, athletes can be exposed to realistic game situations and challenges, allowing them to develop their cognitive skills and improve their ability to make split-second decisions. For instance, a soccer player can practice their reaction time and decision-making skills by facing virtual opponents who move and react like real players. This immersive experience helps athletes develop a better understanding of the game and enhances their overall performance on the field.Furthermore, VR technology enables athletes to access personalized training programs and receive real-time feedback. Coaches can create customized training modules tailored to each athlete's needs and goals. Athletes can then engage in virtualtraining sessions that target specific areas for improvement. During these sessions, VR technology can provide real-time feedback on technique, posture, and performance, allowing athletes to make immediate adjustments and improvements. This personalized approach to training ensures that athletes receive targeted guidance and maximize their potential.In addition to individual training, VR technology also facilitates team training and collaboration. Team sports require coordination, communication, and synchronization among players. With VR technology, teams can engage in virtual practice sessions where they can simulate game scenarios, practice plays, and improve their teamwork. For example, a basketball team can use VR technology to run through offensive and defensive strategies, allowing players to understand their roles and positions more effectively. This collaborative training enhances team cohesion and performance, ultimately leading to better results on the field.Moreover, VR technology offers the opportunity for athletes to experience and learn from elite athletes and coaches. Through VR simulations, athletes can virtually train and compete with renowned athletes, observing their techniques and strategies up close. This exposure to top-level performance can inspire athletes and provide valuable insights for their own training. Additionally, coaches can use VR technology to analyze and evaluate athletes' performances, identifying areas for improvement and providing targeted feedback. This interaction with virtual mentors and coaches enhances athletes' learning experience and accelerates their skill development.In conclusion, virtual reality technology has immense potential in revolutionizing sports training. From providing a safe and controlled environment to enhancing decision-making abilities and offering personalized training programs, VR technology offers numerous benefits for athletes. By incorporating VR technology into sports training, athletes can improve their skills, performance, and overall success in their respective sports. As technology continues to advance, we can expect even more exciting developments in the field of virtual reality and its applications in sports training.。
基于3DMAX三维虚拟舞台场景建模和虚拟设计林昱【期刊名称】《《现代电子技术》》【年(卷),期】2019(042)019【总页数】4页(P103-106)【关键词】虚拟设计; 三维模型; 舞台场景; 场景建模; 舞台环境渲染; 3DMAX 【作者】林昱【作者单位】武汉设计工程学院湖北武汉 430205【正文语种】中文【中图分类】TN919.8-34; TP391.410 引言近几年,计算机图形技术不断进步,促使虚拟现实技术的发展突飞猛进,在科学技术飞速前进的大环境下,三维虚拟现实技术和三维景观建模技术具有广阔的发展前景,此类技术已经涉及城市规划、广告设计、舞台设计、多媒体教学等领域[1]。
美国AutoDesk公司于1990年开发出了3DMAX 软件,该软件是一种基于矢量的三维造型和动画设计软件,通过计算机图形技术实现图形处理功能,构建相应的三维模型。
本文提出基于3DMAX三维虚拟舞台场景建模和虚拟设计方法,结合VRP 虚拟平台的优势,实现舞台场景建模的真实感,为三维舞台场景设计提供生动、逼真、可视化的舞台虚拟效果。
1 三维虚拟舞台场景建模和虚拟设计针对舞台场景进行三维建模和虚拟设计,图1 为采用3DMAX 软件进行舞台虚拟场景建模与设计的步骤。
1)对主舞台进行场景建模;2)以舞台设备、布幕、音响、演出道具、悬吊与更换支架系统等附件舞台为对象构建子模型;3)将构建好的主舞台模型和附件舞台模型按照真实比例合成,并对合成后的舞台模型进行适当调整;4)添加灯光对舞台效果进行渲染;5)采用VRP 编辑器导出合成模型,并在计算机内进行舞台虚拟设计;6)采用天空盒对舞台背景进行渲染,再通过角色模块和动作模块对舞台虚拟设计图添加角色和动作,获取完整的舞台虚拟设计图。
图1 虚拟舞台制作过程Fig.1 Virtual stage production process1.1 3DMAX 三维虚拟舞台场景建模1.1.1 复杂三维模型制作基于3DMAX 进行三维建模与虚拟设计,具有大量特殊无规律性的不规则曲面及曲线的三维模型称为复杂模型。
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2021年江苏省南京市初三英语一模汇编首字母填空鼓楼区:根据短文内容和首字母提示,填写所缺单词There are about 76 different kinds of whales and dolphins around the world.Though they live in water, whales and dolphins are not f _66 . They are warm-blooded mammals (哺乳动物), like cats, dogs, and humans. Their babies are born alive and feed on mother’s milk.Mammals cannot b 67 underwater as fish do. Most whales and dolphins must come up for air after several minutes. A few, though, can stay under for an hour or more.All whales and dolphins are mammals called cetaceans (鲸目动物). There are two main kinds of cetaceans - those with teeth and those w 68 . Toothed whales have sharp teeth that they use to catch, bite, and kill other animals. Baleen whales, on the other hand, do not have teeth. I 69 , they have mouths full of baleen ( 鲸须),which is used to filter (过滤) food from the water. One kind of the baleen whale, the blue whale, is the largest l ___70 thing on Earth.All dolphins are whales, and they have teeth. Some dolphins are called dolphins and some o 71 are called whales. Killer whales, for example, are really dolphins. The killer whale is one of the most handsome animals in the sea. It doesn’t look much l72 other dolphins which are grey or all black. The killer whale is black and white, and it is the largest of the dolphins. But it is still much s 73 than the baleen whales.Bottlenose dolphins are probably the best known dolphins. They are the ones most often seen on TV and in ocean parks. They can be t 74 to perform jumps, flips, and other exciting moves. During their training and while they are performing, the dolphins are usually given fish as a reward for c 75 out certain behaviours (行为). However, since these are all natural behaviours to begin with, the question is, who's training whom?秦淮区:B)根据短文内容及首字母提示,填写所缺单词,并将答案填写在答题卡标号为66—75 的相应位置上。
第 22卷第 11期2023年 11月Vol.22 No.11Nov.2023软件导刊Software Guide水下管汇安装虚拟仿真训练系统设计与实现张建兵1,2,陈从磊3,连远锋1,2,严泽枭1,2(1.中国石油大学(北京)信息科学与工程学院;2.中国石油大学(北京)石油数据挖掘北京市重点实验室,北京 102249;3.中国石油化工股份有限公司石油勘探开发研究院,北京 100083)摘要:为满足海洋环境作业模拟与水下安装应用需求,将Vortex与Vega Prime虚拟现实平台相结合构建实时动力学虚拟仿真环境,通过对作业环境、管汇、绳索、吊钩、导向桩、ROV机器人进行物理属性与几何属性建模,设计并实现了水下管汇安装虚拟仿真训练系统。
实验运行结果表明,该系统具有高度物理真实感的实时动力学仿真效果,实现了水下管汇安装全过程仿真,沉浸感强,交互效果好,可满足水下管汇安装的训练需求;同时实现了多台联合操控管汇水下安装训练仿真,增强了训练的真实感,为水下作业提供了高度可靠的仿真平台。
关键词:水下管汇;虚拟仿真;Vortex;Vega Prime;训练评价DOI:10.11907/rjdk.231704开放科学(资源服务)标识码(OSID):中图分类号:TP391.9 文献标识码:A文章编号:1672-7800(2023)011-0141-07Design and Implementation of Virtual Simulation Training System forSubsea Manifold InstallationZHANG Jianbing1,2, CHEN Conglei3, LIAN Yuanfeng1,2, YAN Zexiao1,2(1.College of Information Science and Engineering, China University of Petroleum;2.Beijing Key Laboratory of Petroleum Data Mining, China University of Petroleum, Beijing 102249, China;3.Sinopec Petroleum Exploration and Production Research Institute, Beijing 100083, China)Abstract:In order to meet the requirements of marine environment operation simulation and subsea installation applications, Vortex and Ve‑ga Prime virtual reality platform are combined to build a real-time dynamics virtual simulation environment. The virtual simulation training sys‑tem for subsea manifold installation is designed and implemented by physical property modeling and geometric property modeling of working environment, manifold, rope, hook, guide pile, ROV. The experimental operation results show that the system has a highly physical realistic real-time dynamic simulation effect, achieving the entire process simulation of subsea manifold installation, with strong immersion and good interaction effects, and can meet the training needs of subsea manifold installation.Besides, simulation of subsea installation training for multi‑ple joint control manifolds has been achieved, enhancing the realism of training and providing a highly reliable simulation platform for subsea operations.Key Words:subsea manifold; virtual simulation; Vortex; Vega Prime; training evaluation0 引言随着我国油气资源的开发逐步走向深水油气田,水下生产系统得到了广泛应用,已成为海洋油气开发与生产的关键装备。
英语作文-虚拟现实技术在教育培训中的应用前景分析The advent of virtual reality (VR) technology has ushered in a new era of educational possibilities. By simulating real-world environments and creating immersive experiences, VR has the potential to revolutionize the way we learn and train. This technology, once a figment of science fiction, is now increasingly accessible and is poised to transform traditional educational paradigms.Educational Impact of VR。
Virtual reality's impact on education can be profound. It offers an interactive learning environment that can accommodate different learning styles. For visual learners, VR provides a rich visual context that can help in understanding complex concepts. Kinesthetic learners can benefit from the hands-on interaction, while auditory learners can engage with spatial audio cues. This multimodal approach can lead to improved retention rates and a deeper understanding of the subject matter.Training and Skill Development。
A Virtual Reality Training System for Pediatric SonographyW.Arkhurst,A.Pommert,E.Richter,H.Frederking,S.-I.Kim,R.Schubert,andK.H.H¨o hneInstitute of Mathematics and Computer Science in Medicine(IMDM)University Hospital Eppendorf,Martinistr.52,20251Hamburg,GermanyDept.of Pediatric RadiologyUniversity Hospital Eppendorf,Martinistr.52,20251Hamburg,GermanyA virtual reality training system is presented,simulating an ultrasound examination of a baby’s head.Unlike books or traditional multimedia programs,it allows interactive exploration of a detailed three-dimensional anatomical model,based on MRI and matched ultrasound data. About30structures have been labeled and described,and can thus be interrogated directly on the screen.The advantages of dealing with real anatomy are thus combined with the advantages of learning from a book.The program may be used on any standard PC.1.INTRODUCTIONFor many applications in pediatric radiology,sonography is the imaging modality of choice, due to lack of ionizing radiation,low cost,and ease of handling.Unfortunately,experience has shown that interpretation of these images is extremely hard to learn,due to various reasons: ultrasound images show much more artifacts than other modalities,such as noise,speckle,acoustic shadows,etc.due to hand-held operation of the probe and limited access(such as through the anterior fontanelle),cross-sections are oblique,making orientation very difficult[6]child morphology may differ significantly from that of an adult.Especially with respect to the second point,printed atlases or collections of pre-calculated images,as in typical multimedia systems,are of limited value.In this paper,we are aiming at creating a three-dimensional model of a baby’s head,which allows a student to simulate oblique cross-sections.This system should provide realistic ultra-sound images,as well as explain which structures are to be seen on such an image.2.PREVIOUS WORKOver the last decade,a large number of multimedia CD-ROMs have been published for med-ical education.Although computerized,such media still follow the old paradigm of text printed on pages accompanied by pictures.As has been shown,spatial knowledge may be much more efficiently represented by comput-erized three-dimensional models,constructed from cross-sectional images[3].For educational purposes,such models are now available e.g.for inner organs[2]or neonatal anatomy and pathology[5].Model-based simulation of ultrasound examinations wasfirst presented in[4].While in that case an adult head was used as a reference,we are using a baby’s head for this study.3.MATERIALS AND METHODSThe three-dimensional model is based on two MRI data sets(Siemens Vision)obtained from a3month old baby,which are T1and T2weigthed,respectively.Furthermore,a contrast agent (gadolinium)was used for the second one,further enhancing the blood vessels.Both data sets have a size of256256192voxels and a spatial resolution of0.78mm.Even though originally acquired for diagnostic purposes,these data show no abnormalfindings.In addition,a matching ultrasound volume(ATL HDI-3000)was acquired and aligned to the MRI data.From the MRI data,the main structures such as cerebral cortex,ventricular system,medulla oblongata,cerebellum,pons,cerebral sinus etc.were interactively segmented,using methods such as thresholding,connected components analysis,and mathematical morphology[1].Still, some structures such as thalamus,nucleus caudatus and arteries(including parts of the cirlce of Willis)proved to be impossible to segment,due to low contrast or noise.Since these were considered essential for the model,a tube editor was used to interactively place small spheres into the data volume.These spheres were then connected to form closed tubes.In combination, about30three-dimensional objects were obtained.Object names as well as relations between different objects(such as”PartOf”or”BranchingFrom”),were described in a knowledge base, and linked to the spatial model.The model was created on a Linux-based workstation,using the VOXEL-MAN volume vi-sualization environment[3].While this system provides fullflexibility,image calculation may take several seconds,and is thus too slow for building a simulation system.Therefore,we used it as an authoring tool for creating virtual scenes,using an extended QuickTime VR format. The QuickTime VR format provides a two-dimensional matrix of images.In contrast to a conventional movie format,it thus not only allows to move back and forth,but effectively gives two degrees of freedom,which are controlled by mouse movement.We extended this format in order to also hold information about the objects shown.This concept,called intelligent movies, was presented elsewhere[7].4.RESULTSWith the methods described above,we created a set of virtual scenes,which may be grouped into two major categories:Three-dimensional views of the objects(Figure1).The two degrees of freedom are used e.g.for rotation of the scene and addition/subtraction of objects,respectively.Oblique cross-sections from MRI or/and ultrasound(Figures2,3).While a virtual probe is used in order to select oblique cross-sections,the resulting images are calculated from the MRI data,in order to facilitate understanding for the beginner.In addition,matching cross-sectional views may be calculated from the ultrasound data.The two degrees of freedom are used e.g.for moving the probe up/down and left/right, respectively,or moving the probe up/down and rotating it.Visible objects may be interrogated by mouse click.Likewise,objects may be painted to show their extend,or annotated.Vice versa,any object may be painted or annotated using anobject list.The system will evenfind an image where an object is best visible.Figure2.Simulating a typical position of an ultrasound probe on the anterior ing the MRI-based model as a reference,appearance of the brain anatomy may thus be studied.5.CONCLUSIONSIn this paper,we presented a virtual reality training system,simulating an ultrasound exami-nation of a baby’s head.Unlike books or traditional multimedia programs,it allows interactive exploration of a detailed three-dimensional anatomical model,based on MRI and ultrasound data.Each structure is labeled and described,and can thus be interrogated directly on the screen.The advantages of dealing with real anatomy are thus combined with the advantages of learning from a book(associated knowledge).While our system has only two degrees of free-dom(in contrast to a real ultrasound probe,which has six),this limitation is mostly overcome by creating a set of different scenes.Running on standard PCs,this system gives a real-time response to moving a virtual probe, very much like in a real examination.Sonographic manifestation is shown in the context of three-dimensional anatomy.It thus decisively improves the understanding of this type of radio-logical images.ACKNOWLEDGEMENTThe MRI data are courtesy of P.Winkler,Olgahospital,Stuttgart.The tube editor was imple-mented by K.Rheinwald.REFERENCES1.K.H.H¨o hne and W.A.Hanson.Interactive3D-segmentation of MRI and CT volumesusing morphological put.Assist.Tomogr.,16(2):285–294,1992.2.K.H.H¨o hne,B.Pflesser,A.Pommert,K.Priesmeyer,M.Riemer,T.Schiemann,R.Schu-bert,U.Tiede,H.Frederking,S.Gehrmann,S.Noster,and U.Schumacher.VOXEL-MAN 3D Navigator:Inner Organs.Regional,Systemic and Radiological Anatomy.Springer-Verlag Electronic Media,Heidelberg,2000.(3CD-ROMs,ISBN3-540-14759-4).Figure 3.A more oblique ing ultrasound alone,these images are particularly hard to understand.3.K.H.H¨o hne,B.Pflesser,A.Pommert,M.Riemer,T.Schiemann,R.Schubert,andU.Tiede.A new representation of knowledge concerning human anatomy and function.Nature Med.,1(6):506–511,1995.4.S.-I.Kim,K.H.H¨o hne,R.Schubert,and E.Richter.Neue interaktive 3D-Lernmethodenauf dem Gebiet der p¨a diatrischen Sonographie auf PC-Basis.Der Radiologe ,8:734,1999.(abstract).5. E.Richter,H.Kr¨a mer,W.Lierse,R.Maas,and K.H.H¨o hne.Visualization of neonatalanatomy and pathology with a new computerized three-dimensional model as a basis for teaching,diagnosis and therapy.Acta Anat.,150(1):75–79,1994.6. E.Richter and W.Lierse.Imaging Anatomy of the Newborn .Urban &Schwarzenberg,Baltimore,MD,1991.7.R.Schubert,B.Pflesser,A.Pommert,K.Priesmeyer,M.Riemer,T.Schiemann,U.Tiede,P.Steiner,and K.H.H¨o hne.Interactive volume visualization using “intelligent movies”.In J.D.Westwood,H.M.Hoffman,R.A.Robb,and D.Stredney,editors,Medicine meets Virtual Reality,Proc.MMVR ’99,volume 62of Health Technology and Informatics ,pages 321–327.IOS Press,Amsterdam,1999.。