3D Face Reconstruction from 2D Pictures: First Results of a Web-Based Computer Aided System for Aesthetic Procedures

The human face is a vital component of our identity and many people undergo medical aesthetics procedures in order to achieve an ideal or desired look. However, communication between physician and patient is fundamental to understand the patient’s wishes and to achieve the desired results. To date, most plastic surgeons rely on either “free hand” 2D drawings on picture printouts or computerized picture morphing. Alternatively, hardware dependent solutions allow facial shapes to be created and planned in 3D, but they are usually expensive or complex to handle. To offer a simple and hardware independent solution, we propose a web-based application that uses 3 standard 2D pictures to create a 3D representation of the patient’s face on which facial aesthetic procedures such as filling, skin clearing or rejuvenation, and rhinoplasty are planned in 3D. The proposed application couples a set of well-established methods together in a novel manner to optimize 3D reconstructions for clinical use. Face reconstructions performed with the application were evaluated by two plastic surgeons and also compared to ground truth data. Results showed the application can provide accurate 3D face representations to be used in clinics (within an average of 2 mm error) in less than 5 min.

Aggression und soziale Interaktion im Erziehungsheim

In einer Kamerabrillenstudie werden die sozialen und materiellen Umwelten von Jugendlichen, die in Erziehungsheimen für verhaltensauffällige und sozial beeinträchtigte Kinder und Jugendliche leben, untersucht und mit einer Kontrastgruppe nicht verhaltensauffälliger, zuhause lebender Jugendlichen verglichen. Die Ergebnisse deuten darauf hin, dass Heimjugendliche über einen eingeschränkten Streifraum verfügen, weniger mit Peers interagieren und mehr Aggression ausgesetzt sind. Für den Erfolg der Heimerziehung ist es zentral, Peers nicht unbeaufsichtigt zu lassen, weil durch eine negative Peerbeeinflussung der Erfolg der Intervention geschwächt wird.

Multiprofessional collaboration in teaching practices in all-day-schools in Switzerland

Multiprofessional collaboration in settings of extended education has been an important research topic in the past 40 years and has been discussed as a means to improve educational achievement, foster professional development, and support teachers in their everyday work. Several recent studies in multiprofessional settings found that collaboration practices often remain on a student-centered, time-limited, and superficial level of exchange, whereas higher forms of collaboration are very rare (Dizinger, Fussangel, Kasper, 2011). Furthermore there exists an obvious research gap on collaboration in Swiss all-day schools (Jutzi&Thomann, 2012). In this study we analyzed practices of multiprofessional collaboration in school-based and community-based extracurricular activities of all-day schools in Switzerland. The aim of this qualitative study of 10 all-day schools was to answer the following questions: (a) What forms of collaboration (informal/formal) are used between the different professionals? and (b) Are there different types of all-day schools with regard to distinctive and consistent types of collaboration? We conducted 18 problem-centered interviews (with the principals/heads of the all-day schools) and 10 focus group discussions (teams). In the process of data evaluation, we applied the method of qualitative content analysis. The results show that multiprofessional collabo ration is taking place in all of the all-day schools examined in the study. However, the collaborative practices differ in their level of intensity, design, and purpose.

Conditions promoting good multiprofessional collaboration practices in Swiss all-day schools

Multiprofessional collaboration in all-day schools refers to teamwork and coordination that takes place between professionals with different vocational backgrounds. In Switzerland, all-day schoolscomprise regular school instruction and school-based extracurricular activities. Nevertheless, multiprofessional collaboration can also refer to collaboration between education professionals in all-day schools and professionals outside the school in a community-based setting of extracurricular activities. A synthesis of the literature shows that collaboration inside and outside the school setting is promoted by conditions in three areas: structural characteristics of the institution, characteristics of the team, and interpersonal processes (Schüpbach, Jutzi & Thomann 2012). In view of these findings, it was the aim of this study to analyze conditions of good collaboration practices in all-day schools in Switzerland. This qualitative study examined 10 all-day schools in five different cantons in the German-speaking part of Switzerland that showed good collaboration practice. In the course of this study, we conducted 18 problem-centered interviews and 10 focus group discussions. In the process of data evaluation, we applied the method of qualitative content analy sis. The findings show that all of the three areas of conditions promoting good collaboration proved to be relevant in the whole sample of all-day schools. Nevertheless, for the three different types of collaboration found? The school- oriented, the mixed/in termediate, and the social environment-oriented type? We identified different conditions of good collaboration practice.

Tagesschule und Schulerfolg?

Die Nutzung der sekundären Sozialisationsinstanz Schule durch die Kinder – wie sie darin zurechtkommen, in welcher Weise sie von ihr profitieren – hängt vom sozialen, kulturellen und ökonomischen Kapital der Familie ab. Bourdieu (1983) spricht hier von Habitus. Der Einfluss der sozialen Herkunft auf die schulischen Leistungen konnte in vielen Untersuchungen nachgewiesen werden (z.B. Coradi Vellacott 2007). Bereits bei Kindergarten- und Schuleintritt unterscheiden sich die Kinder in sprachlichen und mathematischen Kompetenzbereichen, insbesondere weil sie in ihren Familien unterschiedliche Entwicklungsmöglichkeiten erfahren (Moser & Bayer, 2010). Schlechtere Startbedingungen durchziehen alle Lebensbereiche – in der Schule, im Wohnumfeld oder bei der Freizeitgestaltung an weiteren institutionellen Bildungsorten. Es stellt sich die Frage, ob es dem Bildungssystem gelingt, diese Unterschiede zu kompensieren. Verschiedene Studien zeigen, dass es der Schule nicht im erhofften Umfang gelingt, die primären Disparitäten zu kompensieren. Damit dies besser gelingen kann, müssen sich die Bildungsinstitutionen und die Familie zu Beginn des 21. Jahrhunderts an die veränderten gesellschaftlichen Rahmenbedingungen anpassen. Damit sie auch in der Zukunft ihrer Kernaufgabe – Kinder auf ihrem Weg des Erwachsenwerdens zu unterstützen – gerecht werden können. Der Tagesschule in der Schweiz werden in der erziehungswissenschaftlichen Literatur verbreitet pädagogische Möglichkeiten eingeräumt, die dargestellte Situation im Bildungssystem zu verbessern (Holtappels, 2006). Die Tagesschule soll ermöglichen, weg von einer reinen Unterrichtsschule hin zu einer Schule als Erfahrungs- und Lebensraum zu kommen. In einer solchen Schule sollen – nebst der Förderung von kognitiven Kompetenzen aller Schülerinnen und Schüler (Schulleistung) – eine individuelle Förderung, soziales Lernen sowie insbesondere eine Erhöhung der Chancengerechtigkeit im Bildungssystem im Fokus stehen (Herzog, 2009). Im Hinblick auf Letzteres erhofft man sich durch eine ganztägige Bildung und Betreuung eine kompensatorische Wirkung hinsichtlich sozialer Disparitäten. Ganztägige Bildung und Betreuung für Schulkinder kann in Form einer Tagesschule oder mit Blockzeitenunterricht und zusätzlichen Bildungs- und Betreuungsangeboten an oder ergänzend zur Schule realisiert werden. Unter einer Tagesschule versteht man heute in der Schweiz überwiegend eine schulische Institution mit einem den ganzen Tag abdeckenden Angebot. Sie setzt sich aus dem Unterricht und (Tagesschul-)Angeboten wie Mittagessen, Hausaufgabenbetreuung, freiem Spiel, geleiteten Sequenzen und Kursen u.a. zusammen. Teilweise verschmelzen die beiden Teile im Schultag (Schüpbach, 2010).

The Emergence of Partnership Networks in the Enterprise Application Development Industry - A Global Corporation Perspective

Currently, dramatic changes are happening in the IS development industry. The incumbent system developers (hubs) are embracing partnerships with less well established companies (spokes), acting in specific niches. This paper seeks to establish a better understanding of the motives for this strategy. Relying on existing work on strategic alliance formation, it is argued that partnering is particularly attractive, if these small companies possess certain capabilities that are difficult to obtain through other arrangements than partnering. Again drawing on the literature, three categories of capabilities are identified: the capability to innovate within their niche, the capability to provide a specific functionality that can be integrated with the incumbents’ systems, and the capability to address novel markets. These factors are analyzed through a case study. The case represents a market leader in the global IS development industry, which fosters a network of smaller partner firms. The study reveals that temporal dynamics between the identified factors are playing a dominant role in these networks. A cyclical partnership model is developed that attempts to explain the life cycle of a partnership within such a network.

Mechanisms of Ligand–Protein Interaction in Sec-14-like Transporters Investigated by Computer Simulations

We review our recent work on protein-ligand interactions in vitamin transporters of the Sec-14-like protein. Our studies focused on the cellular-retinaldehyde binding protein (CRALBP) and the alpha-tocopherol transfer protein (alpha-TTP). CRALBP is responsible for mobilisation and photo-protection of short-chain cis-retinoids in the dim-light visual cycle or rod photoreceptors. alpha-TTP is a key protein responsible for selection and retention of RRR-alpha-tocopherol, the most active isoform of vitamin E in superior animals. Our simulation studies evidence how subtle chemical variations in the substrate can lead to significant distortion in the structure of the complex, and how these changes can either lead to new protein function, or be used to model engineered protein variants with tailored properties. Finally, we show how integration of computational and experimental results can contribute in synergy to the understanding of fundamental processes at the biomolecular scale.

Computer assisted planning and navigation of periacetabular osteotomy with range of motion optimization

Femoroacetabular impingement (FAI) before or after Periacetabular Osteotomy (PAO) is surprisingly frequent and surgeons need to be aware of the risk preoperatively and be able to avoid it intraoperatively. In this paper we present a novel computer assisted planning and navigation system for PAO with impingement analysis and range of motion (ROM) optimization. Our system starts with a fully automatic detection of the acetabular rim, which allows for quantifying the acetabular morphology with parameters such as acetabular version, inclination and femoral head coverage ratio for a computer assisted diagnosis and planning. The planned situation was optimized with impingement simulation by balancing acetabuar coverage with ROM. Intra-operatively navigation was conducted until the optimized planning situation was achieved. Our experimental results demonstrated: 1) The fully automated acetabular rim detection was validated with accuracy 1.1 ± 0.7mm; 2) The optimized PAO planning improved ROM significantly compared to that without ROM optimization; 3) By comparing the pre-operatively planned situation and the intra-operatively achieved situation, sub-degree accuracy was achieved for all directions.

The relationship between competencies acquired through Swiss academic sports science courses and the job requirements

In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions 10 to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

Fully Automatic CT Segmentation for Computer-Assisted Pre-operative Planning of Hip Arthroscopy

Extraction of both pelvic and femoral surface models of a hip joint from CT data for computer-assisted pre-operative planning of hip arthroscopy is addressed. We present a method for a fully automatic image segmentation of a hip joint. Our method works by combining fast random forest (RF) regression based landmark detection, atlas-based segmentation, with articulated statistical shape model (aSSM) based hip joint reconstruction. The two fundamental contributions of our method are: (1) An improved fast Gaussian transform (IFGT) is used within the RF regression framework for a fast and accurate landmark detection, which then allows for a fully automatic initialization of the atlas-based segmentation; and (2) aSSM based fitting is used to preserve hip joint structure and to avoid penetration between the pelvic and femoral models. Validation on 30 hip CT images show that our method achieves high performance in segmenting pelvis, left proximal femur, and right proximal femur surfaces with an average accuracy of 0.59 mm, 0.62 mm, and 0.58 mm, respectively.

Object-Based Customization of Learning Content: Potentials and Pitfalls

Specification consortia and standardization bodies concentrate on e-Learning objects to en-sure reusability of content. Learning objects may be collected in a library and used for deriv-ing course offerings that are customized to the needs of different learning communities. How-ever, customization of courses is possible only if the logical dependencies between the learn-ing objects are known. Metadata for describing object relationships have been proposed in several e-Learning specifications. This paper discusses the customization potential of e-Learning objects but also the pitfalls that exist if content is customized inappropriately.