Update README.md

README.md

@@ -3,13 +3,11 @@ tags:
 - text-classification
 widget:
   - text: "This paper presents OASIS, novel one-pass aligned atlas set for image segmentation. Traditional atlas-based segmentation methods often require multiple iterations of registration, which can be time-consuming and computationally expensive. OASIS addresses this limitation by introducing one-pass alignment process that efficiently registers template atlas to a target image. This process involves two steps: coarse alignment using a deep convolutional neural network, followed by a fine alignment using a robust multiresolution registration algorithm. Experimental results on various medical imaging datasets demonstrate that OASIS achieves competitive segmentation accuracy compared to state-of-the-art methods, while significantly reducing computation time. Additionally, OASIS exhibits robustness against image artifacts and variations, making it suitable for wide range of applications in medical imaging and beyond. Overall, this paper presents a new approach to atlas-based image segmentation that addresses the limitations of traditional methods, and offers improved speed, accuracy, and robustness."
-    example_title: AI_generated_example1
+    example_title: example1
   - text: "High school graduation is often looked upon as a milestone for students to celebrate as the end of a long educational journey. However, some school districts have begun allowing students to graduate a year early. Though this can be beneficial in certain cases, there are several compelling reasons why this practice should not be made universally available to all high school students. Most importantly, graduates who jump the gun and finish high school early could be missing out on valuable learning experiences. High school is a formative period and the curriculum is designed to prepare young adults for college or the workforce. Skipping ahead by a year could lead to students not having enough guidance or mentorship available while learning vital skills and life lessons. In addition, early graduation can leave students feeling unprepared for the world outside of high school. Not having the same college exposure as other peers or lacking the maturity that comes with an extra year of school can hold graduates back from success in the long-run. Graduating a year earlier than expected does not always mean students will attend college earlier; in fact, it could mean starting a career ill-equipped to handle all the responsibilities that come with being a full-time working adult. For these reasons, schools districts should not make it possible for all high school students to graduate a year early. The benefits may be enticing, but there are many potential downsides to consider."
-    example_title: AI_generated_example2
-  - text: "Convolutional Neural Networks (CNNs) have shown to be powerful medical image segmentation models. In this study, we address some of the main unresolved issues regarding these models. Specifically, training of these models on small medical image datasets is still challenging, with many studies promoting techniques such as transfer learning. Moreover, these models are infamous for producing over-confident predictions and for failing silently when presented with out-of-distribution (OOD) data at test time. In this paper, we advocate for multi-task learning, i.e., training a single model on several different datasets, spanning several different organs of interest and different imaging modalities. We show that not only a single CNN learns to automatically recognize the context and accurately segment the organ of interest in each context, but also that such a joint model often has more accurate and better-calibrated predictions than dedicated models trained separately on each dataset."
-    example_title: human_written_example1
-  - text: "Brian Thomas Swimme (born  1950) is a professor at the California Institute of  Integral Studies, in San Francisco, where he teaches evolutionary   cosmology to graduate students in  the  Philosophy, Cosmology,  and Consciousness program.  He  received his  Ph.D. (1978) from   the department of mathematics at the University of Oregon for  work with Richard Barrar on singularity theory, with a dissertation  entitled Singularities in the N-Body Problem.  Swimme was a faculty member in the department of mathematics at the University of Puget Sound in Tacoma,  Washington, 1978–81.  He was a member of the   faculty  at the Institute in Culture and Creation Spirituality at Holy Names University in Oakland,  California, 1983–89. Swimme brings the context of story to our understanding of the 14 billion year trajectory of cosmogenesis.  His published work includes The Universe is a Green Dragon  (Bear  and Company, 1984), The Universe  Story (Harper San Francisco, 1992), written with  Thomas  Berry, The Hidden Heart of the Cosmos (Orbis,  1996),  and The Journey of the Universe (Yale University,  2011), written with Mary Evelyn Tucker. Swimme is the producer of three DVD series: Canticle to  the  Cosmos, The Earth’s Imagination, and The  Powers of the Universe.  Swimme  teamed  with Mary  Evelyn Tucker, David Kennard, Patsy  Northcutt, and  Catherine  Butler to produce Journey of  the Universe, an Emmy-winning  HD film released in 2011. They draw together scientific discoveries in astronomy, geology and   biology, with  humanistic insights  concerning the nature of  the  universe."
-    example_title: human_written_example2
+    example_title: example2
+  - text: "Summer is a time of hanging out with friends at the beach and relaxing in the warm weather, but there is always something that swoops in to mess it up: a summer project. Summer projects are not all bad, for they are designed to ensure that students continue to learn during their three month getaway from school. However, who should design the summer project the student or the teacher? Summer projects should be teacher-designed because teachers have more experience with projects than students, and students will lean toward designing a quick and easy project. Teachers have had more encounters with school assigned projects in their lifetime than their students. Most teachers have college degrees. They have done the twelve plus years of primary school to graduate, and then gone on to college and done two to four more years to get their degree. Through all that schooling many projects have been assigned and completed. All of this gives teachers the proper experience and background to come up with a well designed summer project for their students. Just this past summer my computer system networking teacher, Mr. Generic_Name, assigned us a project. It was a review project incorporating all of the course material from my sophomore year that he did not want us to forget during the summer. I remember how well rounded of a project it was, so much so that I had to ask him how he come up with it. Mr. Generic_Name told me that the project was inspired by all the projects he encountered during his four years at William and Mary. Due to Mr. Generic_Name having plenty of experience with higher education projects, it allowed him to design a well developed summer project for my peers and I. I can only imagine the toddler like projects that would have been produced if my peers and I were allowed to design our summer projects instead of Mr. Generic_Name. More than likely if a student is given the opportunity to do less work they are going to take that opportunity. Throughout my years of high school I have seen this exact manner take place over and over. Students will take the easy way out by selecting courses that have a history of demanding very little from those enrolled. This same mannerism repeats itself once the student is enrolled in a course and it comes time to actually work. Just this past marking period my Math Analysis teacher, Mrs. Generic_Name, gave us a take home test for winter break. This test consisted of 47 problems. The more problems you did the higher grade you got, but students did not seem to take advantage of this. More than half of my class chose to only do 30 of the 47 problems. This was because completing 30 of the 47 problems earned the minimum for a passing grade, a 70 percent. My peers had full control of their grades and chose to only work for the minimum passing score so that the rest of their winter break would be free of math. This is what will occur if a student is allowed to design their own summer project. Once a student realizes that they get to design their project they will make it something simple, lousy, and childlike. The student will design something just good enough too pass, so that they can return to their more practical summer. Some argue that a student would be more inclined to do their project if they got to design it. However, this is not true as someone's interest in something does not determine whether they will do it or not, but their work ethic is the true determining factor. Summer projects serve a meaningful purpose; to make sure kids maintain learning and strengthening their brains even when school is out. Something with a strong purpose like that should not be taken lightly and should be handled by someone who can produce the best project. This is why summer projects should be teacher-designed, so that students can take away as much information as possible when the project is all said and done."
+    example_title: example3
 metrics:
 - accuracy
 - f1