In recent years, the paradigm of video coding has shifted from that of a frame-based approach to a content-based approach, particularly with the finalization of the ISO multimedia coding standard, MPEG-4. MPEG-4 is the emerging standard for the coding of multimedia content. It defines a syntax for a set of content-based functionalities, namely, content-based interactivity, compression and universal access. However, it does not specify how the video content is to be generated. To generate the video content, video has to be segmented into video objects and tracked as they transverse across the video frames. This book addresses the difficult problem of video segmentation, and the extraction and tracking of video object planes as defined in MPEG-4. It then focuses on the specific issue of face segmentation and coding as applied to videoconferencing in order to improve the quality of videoconferencing images especially in the facial region.
Modal-based coding is a content-based coding technique used to code synthetic objects that have become an important part of video content. It results in extremely low bit rates because only the parameters needed to represent the modal are transmitted. Model-based coding is included to provide background information for the synthetic object coding in MPEG-4. Lastly, MPEG-4, the first coding standard for multimedia content is described in detail. The topics covered include the coding of audio objects, the coding of natural and synthetic video objects, and error resilience.
"Advanced Video Coding" is one of the first books on content-based coding and MPEG-4 coding standard. It serves as an excellent information source and reference for both researchers and practicing engineers.

2.1 Introduction ........................................................... 32 2.2 Technical Procedures ................................................... 32 Chemical Synthesis ..................................................... 35 2.3 Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 38 . . . . . . . . . . . . . Chemical Synthesis ..................................................... 38 Binding to anti-CCK antisera and CCK-B receptors .......................... 40 Binding to streptavidin agarose and photoelution ........................... 40 Affinity chromatography ................................................. 41 2.4 Troubleshooting....................................................... 43 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 44 . . . . . . . . . . . . . . . . . Purification of the Receptor for Pituitary Adenylate Cyclase-Activating Polypeptide (PACAP) using Biotinylated Ligands ......................... 45 Summary ............................................................. 45 3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 46 . . . . . . . . . . . . . . . . . 3.2 Technical Procedures ................................................... 48 Preparation of a Biotinylated Ligand ...................................... 48 Preparation of Membrane Fraction ........................................ 50 Solubilization of the PACAP Receptor ..................................... 51 Partial Purification of the PACAP Receptor ................................. 52 Affinity Purification of the PACAP Receptor ................................ 54 Final Purification of the PACAP Receptor .................................. 56 Receptor-Binding Assay ................................................. 57 3.3 Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 58 . . . . . . . . . . . . . 3.4 Troubleshooting ....................................................... 61 Impurity in PACAP27-Cys-NH............................................ 61 2 Low specific activity of the PACAP receptor despite a single band ............. 62 Acknowledgments ..................................................... 62 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 63 . . . . . . . . . . . . . . . . . Photoreactive Biotinylated Peptide Ligands for Affinity Labeling ......... " 65 Summary ............................................................. 65 4.1 Introduction................................................ . . . . . . . .. . 66 . 4.2 Technical Procedures ................................................. " 67 Synthesis of a trifunctional photoactivatable biotinylating reagent ............. 67 Synthesis of photo reactive biotinylated peptide hormones ................... 67 Site-specific incorporation of biotin and photo labels in separate steps ........ 69 Photoaffinity labeling ................................................... 72 4.3 Results and Discussion .................................................. 76 Synthesis of photoactivatable insulins with permanent biotin labels ............ 76 Applications: Insulin .................................................... 78 VI Examples for other applications .......................................... 78 4.4 Troubleshooting....................................................... 79 References . . . . . . . . . . . . . . . . . . . . .

How do therapists know they are making a difference with their clients? Progress monitoring and outcome assessment (PMOA) measures are powerful tools that can provide feedback about short-term progress during counseling and psychotherapy as well as information about the overall amount of progress. Incorporating Progress Monitoring and Outcome Assessment into Counseling and Psychotherapy by Scott T. Meier helps clinicians, students, and researchers learn how to employ and interpret PMOA measures. A new generation of change-sensitive measures has begun to appear that are specially designed to function as PMOA tests. These instruments indicate when a client is not making progress and the mental health professional should consider altering the psychosocial intervention. Research has demonstrated that PMOA measures have the potential to significantly reduce the surprisingly high failure rates found in psychotherapy. Meier describes case studies that incorporate PMOA data, literature relevant to PMOA measurement, and examples of rater training for PMOA measures. Chapters explain how to administer and interpret PMOA data, evaluate the psychometric properties of PMOA measures, understand statistics and graphics employed with PMOA data, and employ PMOA data in supervision. This book will be valuable to mental health providers who use PMOA measures as well as graduate students in clinical, counseling, and school psychology.

Many training programs assume that if students receive separate courses in research design, assessment, and counseling, they will naturally integrate this information into their work with clients. Unfortunately this mode of science-practice integration often fails.

Bridging Case Conceptualization, Assessment, and Intervention presents a new approach to the integration of science and practice in clinical work. Author Scott T. Meier systematically connects case conceptualization, assessment, and analysis of intervention effects. This integrative approach differs from traditional methods of teaching counseling in its emphasis on the inclusion of assessment data in the intervention process.

This innovative, transtheoretical volume examines

• Key elements of conceptualization, assessment, and analysis
• The role of structured feedback in the clinical process
• Outcome elements for multiple and selected problems
• Assessment methods and psychometric principles
• Graphical, qualitative, and quantitative analytic techniques
• Numerous case studies
• Possible future directions for science-practice efforts

Bridging Case Conceptualization, Assessment, and Intervention provides an effective method for thinking about, organizing, and focusing on the key elements of counseling processes and outcomes. By integrating case conceptualization and assessment data into intervention decisions, students and clinicians will understand when and why counseling is ineffective and have a basis for adjusting treatment to improve clinical outcomes.

With its emphasis on concepts and procedure, Bridging Case Conceptualization, Assessment, and Intervention is intended as a manual for students in psychology, psychiatry, social work, or counseling and practicing psychotherapists, psychiatrists, or counselors.