Introduction Lip reconstruction aims at maintaining the function and aesthetics of the facial subunits. Sensation in the reconstructed lip helps in bolus formation, tactile discrimination, and thermal sensation. In this study, we aim to describe random pattern nasolabial flap for lip reconstruction using various functional parameters. Methodology This is a retrospective study of 22 patients with carcinoma lip who underwent surgical resection and reconstruction with sensate nasolabial flap. Several clinicopathological parameters were studied. Outcome parameters like oral competence, tactile sensation, thermal sensitivity of reconstructed lip and speech outcomes were evaluated. Result A functional outcome with 2–4 mm of two‐point discrimination was obtained in 19 patients. All patients had intelligible speech. A mean sulcus depth of 19.59 mm was achieved. One patient had partial flap loss owing to wound infection. Conclusion Random pattern senate nasolabial flap offers a good functional outcome by maintaining the tactile and thermal sensitivity.

He is currently a senior professor with the Computer and Electrical Engineering and Computer Science department at Florida Atlantic University. His current research interests are on K-12 education, engineering learning theories, and education data mining. He has been well funded by the high tech industry over the years. He has 7 US patents, of which 3 have been commercialized by the university. This research work is a collaboration with the Children's Services Council of Broward county in FL.

PCR: polymerase chain reaction; NAAT: nucleic acid amplification test.

He is currently a senior professor with the Computer and Electrical Engineering and Computer Science department at Florida Atlantic University. His current research interests are on K-12 education, engineering learning theories, and education data mining. He has been well funded by the high tech industry over the years. He has 7 US patents, of which 3 have been commercialized by the university. This research work is a collaboration with the Children's Services Council of Broward county in FL.

The accreditation process from ABET is anticipated with trepidation by academic institutions. The review process, however, is well defined and effective steps can be undertaken to succeed in accreditation. Much of the uncertainty can be minimized. Based on our experience and success we have developed a software package to automate the process. We will demonstrate a prototype at the conference. Background: The ABET review process, once understood, can lead to self-initiated steps to track, document, analyze, report, and develop strategies for improvement. Our tool will help streamline this for Criteria 3, perhaps the most demanding and important criteria of all the ABET criteria. Generally the Criteria 3 get satisfied across a large number of courses. ABET in their Criteria 3 1 indicate that "The program must have documented student outcomes that prepare graduates to attain the program educational objectives." The criteria are typically met across a number of junior and senior level courses. We use S/U/-(satisfactory/unsatisfactory/Not Available) notation to identify whether a student met one or more of these criteria in a given course. An S roughly maps to grades of C or better, but is not always a given. Thus, each faculty member should manually record these letter grades for each of his/her course students in a given semester. Our engineering curriculum typically offers 12 courses at junior and senior levels every semester, and has typical enrollments of 18 per course. A typical student spends 6 or more semesters in our program to satisfy the graduation requirements. We graduate 20 to 25 students in the computer engineering program every year. This represents a large database of information. Further, it is a requisite to show not only that all the students who graduated met these criteria, but also that other students still in the program are making adequate progress. Still further, there is a need to show continuous improvement, that is, that the students are acquiring these skills earlier in their career and more consistently, perhaps in more diverse settings.

Giant cell tumours (GCT) of the bone are uncommon primary bone neoplasms that occur mainly in the epiphysis of long bones. GCT of the skull is rarely encountered, particularly of the temporal bone. We report a rare case of giant cell tumour of the squamous portion of the temporal bone extending to the infratemporal fossa in a 38-year old male. The patient presented with progressive trismus, and swelling and pain in the right temporal region. The patient underwent excision of the mass by maxillary swing approach. The treatment of choice for GCT is complete surgical excision. Based on the location and extent of the GCT in the infratemporal fossa, several surgical approaches have been tried for its excision.

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Computer industry workforce skills required continue to change rapidly. Newer computer technologies are introduced continually while existing ones become obsolete at a faster pace. It is a major challenge to evolve a flexible curriculum that can adapt to those rapid and substantial changes and that new graduates may be taught with. For example, when the Association of Computing Machinery (ACM) released the Computer Curriculum in 1991, networking was not seen as a major topic area. Networking was not a mass-market phenomenon then, and the World Wide Web was little more than an idea in the minds of its creators. Today, networking and the web have changed the way we do business. Other professional organizations, in addition to ACM, such as the Institution of Electrical & Electronics Engineering (IEEE), and the American Society for Engineering Education (ASEE) are also at the forefront of addressing this challenge. They rapidly and continuously strive to provide the necessary directions in curriculum content and pedagogy. The current "Language First" CSE curriculum globally followed has stood the ground for close to five decades; but it has many inherent flaws. Some among them include emphasis on language and syntax rather than design methodology and problem solving. We put forth a pedagogy that is flexible, practical, and is based on the "Middle-Out Approach" which is a combination of top-down and bottom-up approaches; typically one integrates these two at an intermediate architect's level in an attempt to optimize a system. We, however, do not address these optimization and integration issues as part of our curriculum, because of time limitation. They can be undertaken as part of a Master's program. We categorize our undergraduate curriculum into 4 core categories namely, software, hardware, human-computer interaction and networking. Further each category curriculum is divided into 4 levels: (1) Level 1 (basic/system level) courses broadly include Software Engineering, SOC (System on a Chip) overview, Principles of User Interface Design, and Internet technology; (2) Level 2 (intermediate/component level) courses include Object Oriented Analysis & Design (OOAD), System Level Design, Operating Systems (OS), and Computer Networking; (3) Level 3 (higher/expanded level) courses could include Aspect Oriented/Extreme Programming, Computer Architecture, Modern Computer Design, OS Design, Grid Computing etc; and (4) Level 4 (detailed/micro level) courses include Data Structures & Algorithms Analysis and Design, System Software & Compiler Design, Digital Design, and Advanced Computer Networks. Exploring pedagogy alternatives to the "Language First" approach and help disseminate domain knowledge better are key to this effort. Further, the proposed curriculum provides stronger design emphasis, better match with industry's current and future needs, and supports better adaptability. The "Middle-Out Approach" also provides a better platform for lifelong learning. The major hurdle in the implementation of proposed curriculum would...