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Globalization trends and social changes across the world, paving ways for the emergence of learning societies amid an aging demography, have created new challenges for the higher education sector in Taiwan. Institutions scramble to analyze the ecology of the education sector from a wider perspective for a better grasp of its current and future situations, based on which positioning and operation strategies could be devised to meet changing demands. Institutions are, therefore, interested in pursuing organizational innovation initiatives, such as structural innovation enabled by the use of information technology ("IT"), consolidation of teaching resources, effectiveness enhancement and quality assurance, which all help to enhance the overall effectiveness of institutions and their positions in the market as these undertakings make their way into the core strategies of achieving excellence in the provision of higher education. The research project presented in this paper sought to explore how, with the use of IT, universities pursue organizational reform and innovative operation in respect of their continuing education branches, and offer a consolidated discussion of the underlying theories, drawing on the example of the Chinese Culture University which has made organizational innovation an integral part of in its overall strategy. The authors hoped to establish a dialogue between the theories on organizational innovation and the actual case, from which the experience gained can be presented in a way that will be useful to both education innovators in need of a case of reference and researchers on the subject. [ABSTRACT FROM AUTHOR]

• Computer-assisted automatic 3D fracture line extraction is realized. • The novel centerline extraction method is very fast and robust. • Fast automatic fracture mapping helps doctors locate fracture. • Our method can extract fracture lines in seconds. The 3D fracture line is the centerline of the crack region on the surface of the bone that can effectively help orthopedists understand fracture distribution and aid in fracture treatment. However, no effective automatic extraction method exists, and fracture lines still require manual work. This paper develops an efficient automatic method for fracture line extraction from multiple reassembled fragments. In the initial step, we propose a multiview sampling strategy based on spherical uniform viewpoints, which uses off-screen rendering to sample fragments from multiple viewpoints. Markers are generated from the samples and integrated from all viewpoints. Then, we use a new point-based centerline extraction algorithm to merge markers and extract the fracture lines. Finally, we propose a normal-based fracture line mapping method to quickly and reliably map fracture lines to the surface of a standard bone template. Experiments indicate that our method can extract fracture lines from six common complex fragments within 3 s. Through multiview experiments, we select 30 viewpoints so that most template mesh triangles corresponding to the six fragments can be simultaneously observed from at least 2 viewpoints. Additionally, anti-noise experiments show that the proposed method can handle high-noise and cancellous fragments reliably. For complex fragments, our method is still applicable, has strong practicality, and can effectively help doctors save time. [ABSTRACT FROM AUTHOR]

The advances of information technology have significantly changed ways of teaching and learning in education. Compared to Computer Aided Instruction (CAI), Computer Aided Learning (CAL) is student-centered and has become one of the popular ways in learning in different fields. As we all know, the Internet has been commonly used, and a variety of e-learning systems and materials have been designed and applied in schools. Researchers have applied theoretical models, such as TAM, TPB and UTAUT to explore individuals' adoption and acceptance of technologies. In some researches, demographic individual difference has been proposed as an essential factor in adopting technologies. However, more studies have examined cognitiveoriented individual difference, especially Learning Style and Teaching Style, for users' acceptance toward system usage. In this study, we explored how Perceived Teaching Style affects ESL/EFL (English as a Second/Foreign Language) students' adoption of the Moodle Reader System by using a revised TAM. Our results indicated that the ways how Perceived Ease to Use (PE) relates to Perceived Usefulness (PU) from the two Perceived Teaching Style clusters are different. This is valuable information for English course designers or instructors when they consider incorporating e-learning projects into their curriculum. It is also useful for system designers for developing their new learning management systems. For future studies, both Learning Style and Teaching Style will be examined to find out the relationship between the two factors and how they influence system users' acceptance toward the learning management platform. [ABSTRACT FROM AUTHOR]