The book features 200 pages of concept art from the students, art directors and Feng Zhu himself. The sketches and paintings are part of student projects and demonstrations. You might have seen some on Feng Zhu's blog before.
The first artbook was sold out promptly after release. And this second volume is also in limited quantity. You can order the books from FZD's book webpage. The book is only sold at FZD School of Design. If you want to walk in, the address is 83 Amoy Street, Singapore 069902 and their reception is on level 4.
The price of the book is SGD $69.55 (around US$56) not including shipping. Pricey. Shipping from Singapore is going to be quite expensive based on the comments I received from the first book's review. When you send in your enquiries, share the shipping cost you receive in the comments section below.
In normal circumstances, a self-published art book by a small Singaporean design school might pass without fanfare. When it's the FZD School of Design (opens in new tab) though, we put down our Wacoms and pay attention.
Brainstorm school is a concept art and design focused learning center focused in the entertainment industry of Games, film, animation and more. We prepare artists of all ages with foundation, digital techniques and design theory to develop a portfolio for a career in the design field.
The purpose of these workshops is to bring together an international selection of scientists to discuss the latest developments in Squeezed States in various branches of physics, and in the understanding of the foundations of quantum mechanics. At the third workshop, special attention was given to the influence that quantum optics is having on our understanding of quantum measurement theory. The fourth meeting in this series will be held in the People's Republic of China.
Discusses a ten day workshop for kindergarten and fourth grade students that centered around the art exhibit \"Contemporary Chinese Art and the Literary Culture of China\" held at the Lehman College Art Gallery (Bronx, New York). Explains that students created accordion books based on Xing Fei's \"Red Book.\" (CMK)
The fourth International Conference on Squeezed States and Uncertainty Relations was held at Shanxi University, Taiyuan, Shanxi, China, on June 5 - 9, 1995. This conference was jointly organized by Shanxi University, the University of Maryland (U.S.A.), and the Lebedev Physical Institute (Russia). The first meeting of this series was called the Workshop on Squeezed States and Uncertainty Relations, and was held in 1991 at College Park, Maryland. The second and third meetings in this series were hosted in 1992 by the Lebedev Institute in Moscow, and in 1993 by the University of Maryland Baltimore County, respectively. The scientific purpose of this series was initially to discuss squeezed states of light, but in recent years, the scope is becoming broad enough to include studies of uncertainty relations and squeeze transformations in all branches of physics, including, of course, quantum optics and foundations of quantum mechanics. Quantum optics will continue playing the pivotal role in the future, but the future meetings will include all branches of physics where squeeze transformations are basic transformation. This transition took place at the fourth meeting of this series held at Shanxi University in 1995. The fifth meeting in this series will be held in Budapest (Hungary) in 1997, and the principal organizer will be Jozsef Janszky of the Laboratory of Crystal Physics, P.O. Box 132, H-1052. Budapest, Hungary.
We describe the content and outcomes of the First Workshop on Open-Ended Evolution: Recent Progress and Future Milestones (OEE1), held during the ECAL 2015 conference at the University of York, UK, in July 2015. We briefly summarize the content of the workshop's talks, and identify the main themes that emerged from the open discussions. Two important conclusions from the discussions are: (1) the idea of pluralism about OEE-it seems clear that there is more than one interesting and important kind of OEE; and (2) the importance of distinguishing observable behavioral hallmarks of systems undergoing OEE from hypothesized underlying mechanisms that explain why a system exhibits those hallmarks. We summarize the different hallmarks and mechanisms discussed during the workshop, and list the specific systems that were highlighted with respect to particular hallmarks and mechanisms. We conclude by identifying some of the most important open research questions about OEE that are apparent in light of the discussions. The York workshop provides a foundation for a follow-up OEE2 workshop taking place at the ALIFE XV conference in Cancún, Mexico, in July 2016. Additional materials from the York workshop, including talk abstracts, presentation slides, and videos of each talk, are available at .
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is
Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. The goal of this initiative was to assist faculty members write about their educational innovations. Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.
This volume contains the proceedings of the fourth Contractor-Grantee Workshop for the Department of Energy (DOE) Human Genome Program. Of the 204 abstracts in this book, some 200 describe the genome research of DOE-funded grantees and contractors located at the multidisciplinary centers at Lawrence Berkeley Laboratory, Lawrence Livermore National Laboratory, and Los Alamos National Laboratory; other DOE-supported laboratories; and more than 54 universities, research organizations, and companies in the United States and abroad. Included are 16 abstracts from ongoing projects in the Ethical, Legal, and Social Issues (ELSI) component, an area that continues to attract considerable attention from a widemore variety of interested parties. Three abstracts summarize work in the new Microbial Genome Initiative launched this year by the Office of Health and Environmental Research (OHER) to provide genome sequence and mapping data on industrially important microorganisms and those that live under extreme conditions. Many of the projects will be discussed at plenary sessions held throughout the workshop, and all are represented in the poster sessions. less
On September 5th and 6th, 2012, the Dynamic Defense Workshop: From Research to Practice brought together researchers from academia, industry, and Sandia with the goals of increasing collaboration between Sandia National Laboratories and external organizations, de ning and un- derstanding dynamic, or moving target, defense concepts and directions, and gaining a greater understanding of the state of the art for dynamic defense. Through the workshop, we broadened and re ned our de nition and understanding, identi ed new approaches to inherent challenges, and de ned principles of dynamic defense. Half of the workshop was devoted to presentations of current state-of-the-artmore work. Presentation topics included areas such as the failure of current defenses, threats, techniques, goals of dynamic defense, theory, foundations of dynamic defense, future directions and open research questions related to dynamic defense. The remainder of the workshop was discussion, which was broken down into sessions on de ning challenges, applications to host or mobile environments, applications to enterprise network environments, exploring research and operational taxonomies, and determining how to apply scienti c rigor to and investigating the eld of dynamic defense. less 153554b96e