Gray scale echography with simultaneous a mode presentation a new apparatus for high resolution ultrasonograms
A diagnostic ultrasonic system has been developed for simultaneous display of quantitative A mode and gray scale B mode presentations. An independent calibrator and preset amplification levels allow the apparatus to be calibrated for precise, repeatable examinations. A wide range of echo amplitude information is available to the clinician by the use of selective logarithmic signal compression. Distance measurements in the eye and the orbit are made to 0.1 mm precision and are displayed numerically on the control panel. The newer signal processing techniques provide high‐resolution imaging of ophthalmic structures over a wide system bandwidth. Sensitivity has been improved to image structures heretofore not observable with ultrasonic instruments. This technique is the basis for recently initiated clinical studies.
Real‐time color B‐scan ultrasonography
The development and early clinical results of a real‐time color B‐scan ultrasonoscope are described. This instrument uses color to display detailed echo amplitude information more quantitatively than is possible with gray scale. With real time, dynamic changes are seen during the examination. Conversion of the amplitude information into binary coded decimal code permits separation into ten color steps and also eliminates “blooming” of the cathode ray tube, as seen in black and white. Integrated circuitry is used, providing a portable, relatively inexpensive unit. Early clinical work in ophthalmology is illustrated.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.