A morphable model for the synthesis of 3D faces

The problem of which cues, internal or external, permit a person to label and identify his own emotional state has been with us since the days that James (1890) first tendered his doctrine that \"the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion\" (p. 449). Since we are aware of a variety of feeling and emotion states, it should follow from James' proposition that the various emotions will be accompanied by a variety of differentiable bodily states. Following James' pronouncement, a formidable number of studies were undertaken in search of the physiological differentiators of the emotions. The results, in these early days, were almost uniformly negative. All of the emotional states experi-

"Cognitive, social, and physiological determinants of emotional state": Erratum

Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

The Victorian Department of Education and Early Childhood Development [DEECD], Symantec, Cyber Safe Kids and Common Sense Media are currently conducting a pilot collaborative project in which 10 selected schools are trialing a digital citizenship curriculum. This digital citizenship curriculum has been aligned with local/national and international curriculum achievement standards, learning areas, competencies/capabilities. Participating schools will also trial the use of an Incident Response Tool.

Growing up digital.

The accumulation of knowledge associated with cancer biology continues to progress at a phenomenal rate; the electronic availability of research papers and news items makes access to new discoveries almost instantaneous. International meetings present opportunities to share scientific knowledge and develop collaborations, as well as fuelling competition between groups, to drive research forward. As a primary researcher or graduate student, the ability to adapt research projects to take advantage of new technological and scientific developments in the field of cancer biology requires a broad knowledge of subjects outside the primary areas of research. Similarly, an undergraduate or newcomer to the field must initially familiarise themselves with established principles before facing the daunting task of processing the vast amount of specialised knowledge available. The editors of The Molecular Biology of Cancer have identified the need for a book that assimilates critical aspects of cancer biology into a single resource to function as a reference tool and teaching aid applicable to both students and researchers alike.

The book is divided into 18 chapters and a glossary. Each chapter is authored by experts in the field and is prefaced by a list of the key points covered in that section. The chapters are organised according to a common format; of particular note is the arrangement of the bibliographies at the end of each chapter where references are grouped according to the concepts discussed. This format facilitates navigation of the information presented in each section, allowing the book to be used as a reference tool. This is ideal for established cancer biologists requiring clarity of specific subjects as well as those using the book to learn topics from first principles. It is in catering to this dual audience that the book is particularly strong.

The Introduction presents cancer as a genetic disease that requires the acquisition of the classical ‘hallmarks' by cancer cells to promote tumour development. Basic concepts are clearly presented in this chapter that would be redundant to an established cancer biologist but invaluable to a newcomer to the field and of great importance in the context of the book as a teaching resource. Chapter 2 considers the clinical features of lung, breast and prostate cancer and determines the context in which the molecular biology described in the subsequent chapters should be considered; namely, in terms of disease manifestation.

The interplay between the environment and genetic lesions associated with cancer is considered in Chapter 3; the book then focuses on the molecular basis of the cellular processes relevant to the cancer cell. The mechanisms fundamental to the normal cell cycle and DNA replication are described in Chapter 4; Chapters 6, 7 and 10 discuss the role of oncogenes, tumour suppressor genes and genetic instability, respectively. Chapter 11 describes the role of epigenetic factors in gene expression and the influence of post-translational modifications on protein expression. There is, however, comparatively little discussion of the role of signal transduction in cancer development. The vast nature of this field makes consideration of every pathway impossible in this context but a more thorough overview could be achieved if a whole chapter were devoted to this topic. The RAS – MAPK pathway and PI3K – Akt pathway are highlighted as examples of critical signalling modules in cell growth as part of Chapter 5 but could be included on their own. This is especially relevant given the potential of signalling pathway components as drug targets.

At times, the complex nature of the mechanisms and theories discussed necessitates detailed descriptions resulting in large blocks of text. However, large, monochrome figures clearly summarise these descriptions or are used in place of them where possible. Additional colour plates illustrate signalling pathways and clinical images that would be unclear in black and white. Information that is relevant to the chapter but would be incongruous in the main text, such as highlights of key experiments, is presented in additional text boxes. Tables are also used to present lists of information, such as protein classifications, in an organised format that would not be possible in the main text. The conclusion of each chapter summarises the topics covered and suggests questions that still remain in the field.

Chapters 15, 16 and 17 address the issues of cancer diagnosis, treatment and patient care and set the book apart from a general molecular biology reference by considering the clinical implications of understanding this subject. Chapter 17 is especially poignant in its highly informative discussion of the management of the palliative care of cancer patients. The title of the book does not imply that these topics would be included; however, it is information I feel is essential to complete the comprehensive reference guide that the editors aimed to produce. The development of therapies specifically targeting the molecules responsible for the transformed phenotype demands a detailed understanding of the mechanisms behind normal cellular processes. This knowledge should not be gained at the expense of an appreciation of the impact that bench-based research has on the patient in hospital. An awareness of the human implications of gaps in our understanding of cancer development should drive research.

The pace of cancer research means that the latest knowledge of highly specialised concepts is essential but, equally, the cross talk between different subject areas means a solid understanding is essential to take advantage of the plethora of new data available. Essentially, The Molecular Biology of Cancer is a book that can be used as an introduction to the subject as well as a platform on which to assimilate new information in the context of established principles. This book is applicable to both graduate and undergraduate students and, in the context of a research laboratory, this book would be an excellent resource as a reference guide for scientists at all levels.

/pdf/the-molecular-biology-of-cancer-44o8a7nt3s.pdf

The Molecular Biology of Cancer

Shape grammars play an important role in a new generation of tools for the analysis and design of products. In this work we present a general tool named Shape Grammar Interpreter (SGI) for the automatic generation of designs. The developed shape grammar framework allows designers to obtain automatically generated designs and to participate in the design process. In that way the generated design complies with both the desired functionality and an attractive aspect. Great effort has been devoted on having a comfortable way of defining shapes and later using them in shape grammar rules and designs' generation process. We have also implemented and incorporated in the tool an optimized subshape detection algorithm. Hence, subshapes of the existing shapes can be detected in the generation process obtaining more appealing designs.

/pdf/general-shape-grammar-interpreter-for-intelligent-designs-1ghyjg8dr7.pdf

General Shape Grammar Interpreter for Intelligent Designs Generations

In this paper, we investigate an application of virtual reality and artificial intelligence (AI) as a technological combination that has a potential to improve the learning experience and engage with the modern generation of students. To address this need, we have created a virtual reality replica of one of humanity's first cities, the city of Uruk and populated this city with AI-controlled 3D avatars, which re-enact everyday life of ancient Sumerians in the period around 3000 B.C. Our hypothesis is that by immersing students into this environment and allowing them to learn by browsing through it and interacting with its virtual citizens can be more engaging and motivating than simply reading the corresponding history text or watching an educational video. To confirm this assumption, we have designed a study with three groups of students. One group was given a historical text about Uruk and everyday life of its citizens (created by our subject matter experts), the second group was shown a document...

Virtual worlds vs books and videos in history education

Hybrid systems such as those that combine 3D virtual worlds and organization based multiagent systems add new visual and communication features for multiuser applications. The design of such hybrid and dynamic systems is a challenging task. In this paper, we propose a system that can automatically generate a 3D virtual world (VW) from an organization based multiagent system (MAS) specification that establishes the activities participants can engage on. Both shape grammar and virtual world paradigms inspired us to propose a Virtual World Grammar (VWG) to support the generation process of a virtual world design. A VWG includes semantic information about both MAS specification and shape grammar elements. This information, along with heuristics and validations, guides the VW generation producing functional designs. To support the definition and execution of a Virtual World Grammar, we have developed a so named Virtual World Builder Toolkit (VWBT). We illustrate this process by generating a 3D visualization of a virtual institution from its specification.

http://www.maia.ub.es/~inma/the-visual-computer-trescaketal10.pdf

A Virtual World Grammar for automatic generation of virtual worlds

Shape grammars play an important role in a new generation of tools for the analysis and design of products. Up until now there has been numerous attempts to create a general shape grammar interpreter, but most of the existing tools are either very specific in their purpose, have only limited functionality or were programmed for one operating system. In this work, we present a tool named Shape Grammar Interpreter (SGI) for the automatic generation of designs. The developed shape grammar framework allows designers to automatically synthetize designs and to actively participate in the generation process. Great effort has been devoted to provide an interactive way of defining shapes and later using them in shape grammar rules and designs' generation process. The tool implements two different types of algorithms for the generation of designs. First, Tree-search algorithms which store the state of the generation process in a tree structure and uses traditional tree-search algorithms to find the next rule to apply. Second, and most importantly, an optimized subshape detection algorithm. Hence, subshapes of the existing shapes can be detected and used in the generation process obtaining not only a wider set of designs but potentially more appealing ones. In this paper, we also describe the architecture of the framework and provide a performance evaluation of proposed algorithms, showing a significant gain in performance. Potential applications of our research can be found in the educational field (i.e. architecture and arts) and in the automatic generation of architectural, mechanical and product designs.

A shape grammar interpreter for rectilinear forms

In this paper we investigate the concept of believability and make an attempt to isolate individual characteristics features that contribute to making virtual characters believable. As the result of this investigation we have produced a formalisation of believability and based on this formalisation built a computational framework focused on simulation of believable virtual agents that possess the identified features. In order to test whether the identified features are, in fact, responsible for agents being perceived as more believable, we have conducted a user study. In this study we tested user reactions towards the virtual characters that were created for a simulation of aboriginal inhabitants of a particular area of Sydney, Australia in 1770 A.D. The participants of our user study were exposed to short simulated scenes, in which virtual agents performed some behaviour in two different ways while possessing a certain aspect of believability vs. not possessing it. The results of the study indicate that virtual agents that appear resource bounded, are aware of their environment, own interaction capabilities and their state in the world, agents that can adapt to changes in the environment and exist in correct social context are those that are being perceived as more believable. Further in the paper we discuss these and other believability features and provide a quantitative analysis of the level of contribution for each such feature to the overall perceived believability of a virtual agent.

Tomas Trescak

Papers

General Shape Grammar Interpreter for Intelligent Designs Generations

Virtual worlds vs books and videos in history education

A Virtual World Grammar for automatic generation of virtual worlds

A shape grammar interpreter for rectilinear forms

What makes virtual agents believable