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Facial Bone Contouring Surgery
This book is a practical and detailed guide on how to perform a range of surgical techniques for facial bone contouring. Based on the clinical experiences gained by the authors while carrying out more than 10,000 facial bone surgeries at their clinical institute in Seoul, Korea, each procedure is meticulously described and illustrated, step by step. Importantly, careful attention is paid to the impact of ethnic differences on surgical technique and goals, drawing on lessons learned during the treatment of patients from approximately 30 countries. Readers will also find instructive accompanying case studies and copious guidance on preoperative patient assessment, potential complications, and complication management. Facial bone contouring surgery has been gaining popularity not only in many Asian countries but also in Western countries, especially those in which there are sizable Asian populations. In enabling readers to learn and master the various techniques of facial bone surgery, and to achieve optimal outcomes in clinical practice, the book will be of immense value to plastic surgeons in both Asia and the West.
Artificial Intelligence in Education
The field of Artificial Intelligence in Education has continued to broaden and now includes research and researchers from many areas of technology and social science. This study opens opportunities for the cross-fertilization of information and ideas from researchers in the many fields that make up this interdisciplinary research area, including artificial intelligence, other areas of computer science, cognitive science, education, learning sciences, educational technology, psychology, philosophy, sociology, anthropology, linguistics, and the many domain-specific areas for which Artificial Intelligence in Education systems have been designed and built. An explicit goal is to appeal to those researchers who share the perspective that true progress in learning technology requires both deep insight into technology and also deep insight into learners, learning, and the context of learning. The theme reflects this basic duality.
Rendering Techniques 2001
This book contains the proceedings of the lih Eurographics Workshop on Rendering, th which took place from the 25 to the 27th of June, 2001, in London, United Kingdom. Over the past 11 years, the workshop has become the premier forum dedicated to research in rendering. Much of the work in rendering now appearing in other conferences and journals builds on ideas originally presented at the workshop. This year we received a total of 74 submissions. Each paper was carefully reviewed by two of the 28 international programme committee members, as well as external reviewers, selected by the co-chairs from a pool of 125 individuals. In this review process, all submissions and reviews were handled e...
Advances in Multimedia Information Processing - PCM 2004
Welcome to the proceedings of the 5th Paci?c Rim Conference on Multimedia (PCM 2004) held in Tokyo Waterfront City, Japan, November 30–December 3, 2004. Following the success of the preceding conferences, PCM 2000 in Sydney, PCM 2001 in Beijing, PCM 2002 in Hsinchu, and PCM 2003 in Singapore, the ?fth PCM brought together the researchers, developers, practitioners, and educators in the ?eld of multimedia. Theoretical breakthroughs and practical systems were presented at this conference, thanks to the support of the IEEE Circuits and Systems Society, IEEE Region 10 and IEEE Japan Council, ACM SIGMM, IEICE and ITE. PCM2004featuredacomprehensiveprogramincludingkeynotetalks,regular paperpresen...
Formative Design in Learning
Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process. This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts.
Political Parties, Party Systems And Democratization In East Asia
Some fledging democracies in the world have encountered setbacks due to political parties trying to grapple with the expectations of sophisticated electorates and introducing gradual political reforms over the years.This book describes how democracy is evolving in East Asia and how it assumes different forms in different countries, with political parties adapting and evolving alongside. It has a two-fold intent. First, it contends that the existing variety of party systems in East Asia will endure and may even flourish, rather than converge as liberal democracies. Second, it highlights the seeming political durability of one party systems — unlike two-part or multi-party systems in the US and Europe — and their enduring predominance in countries such as Cambodia, China, Singapore and Vietnam.
Leading and Managing e-Learning
This book provides state-of-the-art knowledge on how to establish, organize, staff, and develop online education/e-learning programs. It strengthens knowledge of the different technologies, infrastructure and issues necessary for leaders and managers to make competent decisions. It is the most comprehensive guide for administrative practice currently available for e-learning leaders and managers.
Educational Technology Beyond Content
This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.
Advances in Industrial Design
This book addresses current research trends and practice in industrial design. Going beyond the traditional design focus, it explores a range of recent and emerging aspects concerning service design, human–computer interaction and user experience design, sustainable design, virtual and augmented reality, as well as inclusive/universal design, and design for all. A further focus is on apparel and fashion design: here, innovations, developments and challenges in the textile industry, including applications of material engineering, are taken into consideration. Papers on pleasurable and affective design, covering studies on emotional user experience, emotional interaction design and topics re...
