As an academic, researcher, and believer in social justice, I am always looking for ways to make the world a better place, and to find ways to help people in the world. In part, this book is another one of my humble attempts at doing that by sharing how I lost 35 pounds in 4 months, by following five simple steps. I do believe that regardless of our circumstances we can all benefit by living healthier lives. Ultimately, the focus of this book is how I can, and by extension, hopefully others, best lose weight and become healthier.
How do we learn best? The willed curriculum is not an unusual event but is something that we experience on a daily basis. It is not a deviation from many everyday routines but, in fact, it is a process that happens many, many times a day, day in and day out, to all of us. It is not something unusual or strange, but if we pay attention to how we live our lives we will quickly realize that we are making use of the willed curriculum already, and often with powerful and dramatic learning results. In this sense, the willed curriculum is not a call for something new but a call to be more mindful and make more use of something we are already using. We know that interest and internal motivation are critical for deep learning. Loving what we are learning, interest, and internal motivation are at the very core of the willed curriculum.
Presenting some impressive recent achievements in differential geometry and topology, this volume focuses on results obtained using techniques based on Ricci flow. These ideas are at the core of the study of differentiable manifolds. Several very important open problems and conjectures come from this area and the techniques described herein are used to face and solve some of them. The book’s four chapters are based on lectures given by leading researchers in the field of geometric analysis and low-dimensional geometry/topology, respectively offering an introduction to: the differentiable sphere theorem (G. Besson), the geometrization of 3-manifolds (M. Boileau), the singularities of 3-dimensional Ricci flows (C. Sinestrari), and Kähler–Ricci flow (G. Tian). The lectures will be particularly valuable to young researchers interested in differential manifolds.
This book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others — it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can mean for the learners themselves.
This book provides a comprehensive and up-to-date overview of the role of diagnostic and interventional radiology in respect of liver malignancies. Following background chapters on anatomy, epidemiology, and clinicopathologic features, each of the diagnostic imaging techniques is carefully appraised, focusing on new developments in equipment and contrast agents. The interventional therapeutic approaches to primary and secondary hepatic malignancies are then discussed in depth. The volume also covers special topics such as liver tumors in children and hepatic transplantation. This book, written by leading experts from throughout the world, will prove an indispensable source of information for clinicians and researchers involved in the diagnostic and therapeutic management of patients with liver malignancies.
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