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Augmented Reality in Aging and Medical Education
Published in Terry M. Peters, Cristian A. Linte, Ziv Yaniv, Jacqueline Williams, Mixed and Augmented Reality in Medicine, 2018
Pascal Fallavollita, Nassir Navab
In most institutions, cadaver dissection and textbooks are the two major resources for anatomical education. Cadaver dissection allows students to understand the size, shape, and positioning of the body’s structures. It also offers trainees an opportunity to gain knowledge of the textures, material properties, and other physical characteristics of these structures. Additionally, the dissection process may expose students to pathological conditions or anatomical abnormalities (Codd and Choudhury 2011). Despite these benefits, the use of cadaver dissection as a teaching method has diminished due to high maintenance costs and limited laboratory time (Thomas et al. 2010; Fang et al. 2014). Furthermore, cadavers are difficult to obtain in countries where cultural practices or legal restrictions oppose cadaver dissection. To mitigate this limitation, textbooks are often used in conjunction with cadaver dissection to help students identify the body’s structures and their functions. As an easily transportable teaching method, textbooks are useful for private study. However, their evident disadvantage is that all visual information is presented to the student through two-dimensional diagrams and photographs (Codd and Choudhury 2011).
The Human Body as the Foundation for Wearable Product Design
Published in Karen L. LaBat, Karen S. Ryan, Human Body, 2019
Anatomy is defined as “the study of structure” (McKinley & O’Loughlin, 2006, p. 2). The root of the word anatomy comes from Greek, meaning to “cut up” or “cut open,” harking back to the early pioneers in human body discovery as they dissected human remains to discover the mysteries of the body. Anatomists, medical students, and scientists use dissection today to study the parts of the body and the relationships of the parts. Understanding body structure is crucial when planning and implementing how a wearable product will be placed, attached, and work with the body.
Technology crime and technology control
Published in M. R. McGuire, Thomas J. Holt, The Routledge Handbook of Technology, Crime and Justice, 2017
Biological science offered fewer opportunities for harmful exploitation since it was not yet as advanced or as commercially developed as chemistry. As a result, what we might think of as ‘biological’ crimes were, as in the pre-industrial period, still largely restricted to military or medical contexts. For example in the 1760s, British forces engaged in colonial Indian wars in North America were reported to have advanced the possibilities of biological warfare by distributing blankets contaminated with smallpox to the local population – though evidence for this has been disputed (Fenn 2000). Instead, some of our best examples of wrongdoing involving biological technology and knowledge come with the development of modern medicine which was often assisted by practices which did not just violate ethical and moral considerations, but which were (in terms of contemporary law) unquestionably criminal. The lurid crimes of those who answered medical science’s need for bodies for anatomical dissection by murdering to order (like Burke and Hare) has often deflected scrutiny away from the organised and widely tolerated trade in corpses between criminal gangs and the medical elite (Frank 1976). And whilst the Anatomy Act of 1832 helped increase the supply of cadavers for medical research, it did so at the expense of any justice for the poor whose bodies could now be routinely transferred from the workhouses direct to the dissection chamber (Richardson 1987).
Corpo-real ethnographies: bodies, dissection planes, and cutting. Ethnography from the anatomy laboratory and the public morgues in Colombia
Published in Tapuya: Latin American Science, Technology and Society, 2019
Julia Alejandra Morales-Fontanilla, Santiago Martínez-Medina
The anatomy lab and the cadavers that occupy it are the site from where we begin a slow but profound familiarization with dissection planes. Dissection guides and handbooks are central to anatomy laboratory practices -by following the practices prescribed in them students of anatomy acquire their expertise. This relation is so close that even some literature has argued whether the guide and the handbook are a representation of the body or vice versa (Armstrong 1983; Prentice 2013). Furthermore, dissection guides and handbooks also lead the students in their doing of anatomy through dissection, a relation in practice that we want to follow here. Doing anatomy is to effectively perform cuts in a way that allows for the emergence of dissection planes.