Design and cell sample sizes.
\r\n\tIn this book the authors will provide complete introduction of Polymers chemistry. The book is mainly divided into three parts. The readers will learn about the basic introduction of general polymer chemistry in the first part of the book.
\r\n\tThe second part of the book starts with a chapter which includes kinetics of polymerization. Polymer weight determination, molecular weight distribution curve and determination of glass transition temperature. The final part of the book deals polymer degradation which includes types of degradation. The chapters of the present book consist of both tutorial and highly advanced material.
Science and mathematics integration has become increasingly popular in recent years. In the USA, the National Council of Teachers of Mathematics [1] and the National Science Teachers Association (NSTA) [2], continuously highlight the benefits of integrating science and mathematics to improve the quality of education. Education researchers have advocated for the implementation of educational initiatives that emphasize a science and mathematics integrated curriculum, such as the Mathematics Common Core State Standards (CCSS-M) and the Next Generation Science Standards (NGSS) [3]. A well-recognized benefit of integrated instruction is its alignment with student-centered approaches to learning that promote critical thinking (e.g., [4, 5, 6] interest [7], motivation [8] and cognitive engagement [9, 10, 11]. Indeed, integrated STEM (science, technology, engineering, and mathematics) can shift and shape STEM beliefs and engagement [12]. Despite the promise of these efforts, additional evidence of its impact on student science and math achievement is needed [13, 14].
Thus, the main purpose of this study was to examine the impact of integrated science and mathematics instruction on middle school student achievement and to examine if the impact varies by classroom disciplinary context (i.e., whether integrated instruction occurred in mathematics classrooms or science classrooms) or by student gender. A secondary purpose is to examine the extent to which integrated science and mathematics instruction is a predictor of student science and mathematics achievement beyond student ethnicity, gender, or classroom disciplinary context. These analyses will also provide information about the degree to which the impact of integrated instruction is shared equally among student of different ethnicities and genders.
Although there are several definitions of science and mathematics integration, three definitions serve as the foundation for the definition applied in this study. Ref. [15] proposed the Berlin-White Integrated Science and Mathematics (BWISM) model that emphasizes the need to integrate big ideas that are common in both science and mathematics to enhance integration of the curriculum. A second definition, proposed by [16] underscores integrated instruction happens when there is alignment between content of the CCSS-M and NGSS. For instance, two disciplinary practices that align with the CCSS-M and NGSS are the use of arguments. The NGSS promotes activities in which students engage in arguments from evidence, while the CCSS-M encourages students to make viable arguments and critique the reasoning of others when learning new mathematical concepts [13]. Therefore, teachers can design activities in which students make interdisciplinary connections to further understand specific topics pertaining to both science and mathematics. These two integration perspectives draw attention to the synergistic relationship between science and mathematics content and disciplinary practices. These synergistic relationships refer to concepts that mutually correspond to both science and mathematics, which may also overlap in disciplinary norms, cognitive demand, or complex problem-solving [13]. For instance, teachers can integrate science and math instruction by teaching students inductive and deductive reasoning strategies to find patterns in both science and mathematics activities [15]. In this context, teachers exploit mathematical concepts such as differential equations (functions) to teach about exponential growth and decay within ecosystems in relation to specific populations.
Consequently, instruction that emphasizes synergistic relationships between science and mathematics provides students with interdisciplinary connections that helps them understand and make deeper connections with content concepts [17, 18, 19]. The third definition proposed by [20, 21] highlights the importance of using the integration continuum model to assess progress towards fully integrated practice. This model reflects overlapping elements between mathematics and science in instruction. That is, movement along the continuum represents different levels of integration whereas the ends of the continuum signal non-integrated practice [21]. Informed by these approaches to integration, we define integration as instruction that “coordinates the teaching of science and mathematics through engagement with disciplinary practices and/or coordinating concepts” [13].
Advocates for integrated instruction argue that (a) deep understanding depends upon connections between ideas and (b) integrated instruction better resembles problems people will face in the real-world [22]. Previous studies provide the theoretical justification as well as initial empirical evidence that integrated instruction leads to increases in math and science achievement [23, 24], student interest [25, 26], and creativity [27]. More recent quasi-experimental methods and randomized controlled trials provide further empirical evidence that the use of integration increases student interest [28], math and science achievement [29], and problem-solving skills [30]. For example, [30] separated 4th grade students into an integrated math-science group and a control group (N = 117). Both groups of students studied the same topics for 8 weeks and took a problem-solving skills pre-test and a post-test. Results indicated that the integrated instruction group had a larger increase in problem solving skills than the control group. Similarly, [29] collected science assessments and attitude surveys from students in 8th grade math-science integrated classrooms and compared them to non-integrated classrooms (N = 1695). They found students in integrated classrooms had higher confidence in graphing, understanding of math-science integrated concepts and female students outperformed male students in science. We build on these studies by examining the impact of integrated instruction on science and mathematics achievement and explore the relationship between opportunity to engage in integrated instruction and achievement. We also examine if these opportunities had a differential impact based on student ethnicity or gender.
This study was part of a larger research study investigating the effectiveness of an intensive middle school integrated science and mathematics teacher development project: The Middle School Math and Science Integration program (MS)2. This larger project was a three-year state-wide teacher development program providing teachers with a master’s degree in multidisciplinary science and mathematics instruction in a hybrid environment. Program coursework and activities were designed to develop teachers’ content and pedagogical knowledge to implement integrated instruction. Teachers took synchronous online courses over the fall and spring semesters and engaged in intensive face-to-face instruction over extended summer sessions. Initial evidence of positive impact on teacher learning and practice has been published elsewhere [13]. The focus of this paper is to report on the impact of integrated instruction on middle school students’ science and mathematics achievement.
The main goal of the larger teacher-training project was to increase teachers’ pedagogical content knowledge (PCK) [31] Three education courses aimed to: (a) expose teachers multiple integration approaches; (b) provide multiple models of fully integrated lessons; and (c) provide meaningful opportunities to situate these lessons in culturally and linguistically diverse classroom contexts. Two mathematics and seven science content courses served to engage teachers in complex science and math content and problem solving intended to support teachers’ development of content knowledge needed to construct and implement effective integration lessons. Three of the content science courses were taught in an integrated manner. In these courses, a science professor (i.e., biology or physics professor) co-taught with a mathematics professor to provide teachers with experience in integrated instruction at the professional level. Thus, were simultaneously enrolled in both a science and mathematics course that were designed to complement the content of the other discipline.
To support learning of science and mathematics disciplinary practices, teachers were also provided with opportunities to engage in mathematics and scientific communities through local and national research lab participation. Required research lab experiences further supported the development of these
What is the impact of math and science integrated instruction on student achievement? Does math or science achievement vary by disciplinary context?
What classroom (disciplinary context and level of integration opportunities) and student factors (ethnicity, gender) significantly predict science and mathematics achievement?
A 2 [instruction group: [(MS)2 or comparison] by 2 (discipline context: math or science classroom) by 2 (gender: male or female) factorial research design was implemented to answer the research questions. Table 1 presents the research design and sample sizes for each cell. For the first research question, a multivariate analysis of variance (MANOVA) with instruction group, discipline, and gender as fixed factors and mathematics and science achievement scores as dependent variables. For the second research question, two multiple regression analyses were performed with five predictor variables (instruction group, discipline context, integration opportunities, ethnicity, and gender) and mathematics or science achievement scores were the outcome variable.
(MS)2 | (MS)2 | Control | Control | |||
---|---|---|---|---|---|---|
Total | Total | |||||
Math Class | 66 | 79 | 145 | 81 | 56 | 137 |
Science Class | 52 | 68 | 120 | 76 | 66 | 142 |
Total | 118 | 147 | 265 | 157 | 122 | 279 |
Design and cell sample sizes.
A total of 544 students [265 (MS)2 and 279 comparison] representing 19 diverse classrooms [9 (MS)2 and 10 comparison] from 19 schools in ethnically diverse schools throughout a state in the southwest of the United States participated in the study. Of these students, 50.5% (275) are male and 49.4% (269) are female. Student ethnicity/race was reported as follows: 36.2% (197) Latinx; 27.5% (150) African American; 25.7% (140) White; and 10.5% (57) other. Students were also roughly evenly distributed between math and science classes with 51.8% enrolled in a mathematics class and 48.2% enrolled in a science class. The great majority of students (97.6%) received free and reduced lunch. The comparison group was matched based on socio-economic status.
Nineteen [9 (MS)2, 10 comparison] middle school mathematics [9: 4 (MS)2, 5 comparison] and science [10: 5 (MS)2, 5 comparison] teachers participated in the study. One of the (MS)2 teachers moved to another state in the middle of the year and thus was dropped from the study. Comparison group teachers were identified based on matching on three key teacher characteristics: years teaching in the discipline (math or science), gender (male or female), and completion of a master’s degree related to the discipline they taught or an education-related degree (e.g., MA in Curriculum and Instruction). At the time demographic information was collected, about 32% of these teachers [6: 3 (MS)2 and 3 comparison teachers] regularly taught two or more middle school grades, all taught 6th for at least one class period. Years of teaching experience ranged from 2 to 15, with an average of 7.23 years for the (MS)2 teacher and 6.67 for the comparison teachers. All participants [(MS)2 and comparison] hold certification in the content they taught. Teachers taught in schools where at least one third of the school student population is economically disadvantaged as indicated by state designation criteria (i.e., percent receiving free or reduced lunch). In addition, all the teachers at the start of the program taught in stand-alone mathematics or science classrooms. (MS)2 teachers enrolled in and completed the program (MS in Science Education) because of their interest in integration. (MS)2 teachers were asked to implement integrated instruction in their most ethnically diverse class. Teachers were identified based on having at least one class that had at least 50% students of color enrolled.
To determine the impact of integrated science and mathematics instruction, the Iowa Test of Basic Skills (ITBS)-are multiple-choice, standardized achievement tests for students in kindergarten through eighth grade- was administered to all students. The science and mathematics batteries were administered to students in April. Students were given 60 minutes to complete the mathematics test and 60 minutes to complete the science test.
The math survey battery (63 items total) is comprised of three sections: (1) concepts and estimation section; (2) problem solving and data interpretation; (3) computation. The concepts and estimation section is comprised of 27 items that measure concepts such as numeration, properties of number systems, and number sequences; fundamental algebraic concepts; and basic measurement and geometric concepts- probability and statistics. The 20, estimation knowledge and skills items measure (a) standard rounding—rounding to the closest power of 10 or, in the case of mixed numbers, to the closest whole numbers; (b) order of magnitude involving powers of 10; and (c) number sense, including compatible numbers and situations that require compensation. The problem solving and data interpretation includes 6 items that measure “problem-solving process” or “strategy.” Such items measure steps of (1) getting to know the problem, (2) choosing what to do, (3) doing it, and (4) looking back. The data interpretation skills assessed in this test are reading amounts, comparing quantities, and interpreting relationships and trends in graphs and tables. The computation section includes 10 items that assess a single operation—addition, subtraction, multiplication, or division on whole numbers, fractions, and decimals.
The science test consisted of 60 items from two ITBS forms to target more of the 6th grade curriculum. Items targeted content and process pertaining to four domains: scientific inquiry, life science, earth and space science and physical science. Scientific inquiry targets understanding methods of scientific inquiry and process skills used in scientific investigations. Life science assesses knowledge of characteristics of life processes in plants and animals; body processes, disease, and nutrition; continuity of life; and environmental interactions and adaptations. Earth and space science assesses the Earth’s surfaces, forces of nature, conservation and renewable resources, atmosphere and weather, and the universe. Physical science targets basic understanding of mechanics, forces, and motion; forms of energy; electricity and magnetism; properties and changes of matter.
Several dozen validity studies indicate the ITBS instruments have strong technical quality (e.g., [33, 34]) with K-R20 coefficients ranging from 0.87 to 0.933 for the mathematics and 0.90 for science batteries. Past studies also show high correlations with state assessments, 0.76–0.81 (e.g., [35]) and measures (e.g., [36]) as is predictive of grade point average (e.g., [37]).
Students were asked to report on the frequency of integrated instructional opportunities. The integrated instruction OTL survey was comprised of eight items asking how often content concepts represented integrated topics, how often the teacher explained how concepts were integrated, how often the teacher provided feedback prompting making connections between content areas and how often the lessons involved science inquiry or project-based learning. Students reported their response on a five-point scale ranging from “1” representing never or hardly ever, to “5” representing “every day.” Internal consistency for this survey was .88, indicating strong reliability. Internal consistency on these items was strong (.92, Cronbach alpha).
(MS)2 teachers were trained on math and science integration as part of a hybrid master’s program [13]. Teachers participated in a two-year state-wide program that provided teachers with a master’s degree in multidisciplinary science and mathematics instruction in a hybrid environment. Program coursework and activities were designed to develop teachers’ PCK to implement integrated instruction. Teachers took synchronous online courses during the fall and spring semesters and engaged in intensive face-to-face instruction during two summer sessions. A total of 12 courses included three education courses noted in the Context for the Study section above. Two mathematics courses targeted middle school mathematics and were integrated with biology content. Seven science content courses engaged teachers in complex science problem solving. These content courses supported teachers’ growing development of content knowledge needed to construct and implement effective integration lessons. Six of the nine content courses were taught in an integrated manner with mathematics and science purposes of teaching integrated topics.
In each of the content courses, teachers developed integrated lesson plans in learning circles. Each learning circle consisted of one mathematics middle school teacher, one middle school science teacher and one faculty member. These triads developed integrated lesson plans in each of the content courses and the faculty member provided feedback on the integrity of the content concepts targeted by the lessons and the appropriateness for math and science integration. We have reported elsewhere that initially these lessons did not represent fully integrated content, but as they progressed in the program, the level of integration reflected synergistic concepts and improved student feedback [13]. Teachers used the lessons they developed during the master’s coursework throughout the yearlong implementation of this study.
Comparison group teachers received 6 hours of regular district training in science inquiry and problem-based learning and attended the mandatory district training throughout the year of the study. Teachers administered the science and mathematics integration opportunity survey as well as the mathematics and science assessments in May of the year the study took place.
The MANOVA results indicated there were statistically significant differences in achievement based on instructional group, F(2, 535) = 1004.48,
Math Achievement | ||||||||
---|---|---|---|---|---|---|---|---|
Variable | Math Class | Science Class | ||||||
(MS)2 Group | Control Group | (MS)2 Group | Control Group | |||||
Male | 46.95 | 9.35 | 26.37 | 3.13 | 45.63 | 8.93 | 26.80 | 3.03 |
Female | 46.46 | 11.33 | 26.13 | 2.901 | 49.81 | 9.94 | 26.73 | 3.13 |
Total | 46.68 | 10.44 | 26.27 | 2.03 | 48.00 | 9.708 | 26.77 | 3.07 |
Male | 59.00 | 5.69 | 47.01 | 2.652 | 61.37 | 1.59 | 46.17 | 4.30 |
Female | 59.87 | 4.48 | 47.54 | 4.17 | 61.60 | 1.90 | 47.00 | 5.06 |
Total | 59.48 | 5.07 | 47.23 | 3.35 | 61.50 | 1.77 | 46.56 | 4.67 |
Means and standard deviations for math and science achievement.
The assumption that the largest standard deviation is not more than four times than the size of the corresponding smallest standard deviation is met [38]. In this case, 2.90 is the smallest SD and 11.33 is the largest SD. Since (2.90 × 4) = 11.6 and 11.6 > 11.33 the assumption is met.
The assumption that the largest standard deviation is not more than four times than the size of the corresponding smallest standard deviation is also met. In this case, 2.65 is the smallest SD and 5.69 is the largest SD. Since (2.65 × 4) = 10.6 and 10.6 > 5.69 the assumption is met.
Between subject effects showed the instructional group had a significant effect on both math and science achievement, F(1, 536) = 1057.19,
Instruction group, disciplinary context, and gender comparisons for mathematics and science achievement. Note: *statistically significant at the 0.001 level; gray line represents the grand mean.
For math achievement, the instruction group by disciplinary context interaction was not significant, F(1, 536) = 0.154,
Interaction effects for science and mathematics achievement.
Two separate multiple regressions were conducted to identify significant predictors of math and science achievement. The Breush-Pegan and Koenker test was significant for both the science and mathematics scores, indicating the heteroskedasticity in the data. To correct for the non-constant variance in the regression results (heteroscedasticity), a heteroskedasticity- consistent estimator (HC3 method) was used to calculate robust standard errors in both regression analyses. The predictor variables for both analyses included three classroom factors (instruction group, disciplinary context, integration opportunities) and two student factors (ethnicity, gender). Two of the three classroom variables (instruction group and integration opportunity) were found to be significant predictors of students’ science scores [F(9, 534) = 205.378, p < 0.001)] with an R2 of 0.772 indicating the model accounted for 77.2% of the variance in science scores. Students’ predicted science achievement scores was equal to 44.028–9.758 (instruction group) + 1.856 (integration opportunity) where instruction group was coded as 0 = (MS)2 and 1 = control group, and integration opportunity was measured on a five-point Likert scale (1 = very few or no integration opportunities, 5 = daily integration opportunity). Results show that science scores were 9.758 points higher for students in the (MS)2 group and their scores increased by 1.856 points for every one-point increase in reported integration opportunity. Neither student ethnicity nor student gender were significant predictors of the science achievement. Disciplinary context was also not a significant predictor of science achievement. Further, none of the interaction terms were significant predictors of science achievement.
Like the science achievement results, two classroom variables (instruction group, integration opportunity) significantly predicted mathematics achievement scores [F(9, 534) = 195.794, p < 0.001)] with an R2 of 0.764 indicating the model accounted for 76.4% of the variance in student math scores. Students’ predicted math achievement score was equal to 18.178 + 9.271 (instruction group) + 5.293 (integration opportunity). Instruction group and integration opportunity were coded the same as in the science achievement analyses. Math scores were 9.271 points higher for the students in the (MS)2 group and increased by 5.372 points for every one-point increase in reported integration opportunities. Like science scores trends, neither student ethnicity nor student gender were significant predictors of the math achievement. Disciplinary context nor any of the interaction effects were significant predictors of math achievement.
There are design limitations that should be considered when interpreting the results of this study. Since all of the (MS)2 teachers showed interest in integration when enrolling in this program, there may be a selection bias for the intervention group influencing the results. Another limitation is the lack of additional information related to student background, such as prior math and science achievement. This limited our ability to test for potential initial differences between instruction groups, meaning that the generalizability for this study is limited. Initial differences between the groups cannot be fully attributed to effectiveness of the (MS)2 group since the groups may not have been equivalent. Further, given the homogeneity issues noted in the MANOVA results section, the results may be biased. However, since the sample sizes of the instruction group and comparison group are comparable (265 and 279) the analysis of variance can be considered robust for violation of homogeneity of the variances [40]. Another potential study limitation is that results may not be generalizable to students outside of the region within the United States the study was conducted. Therefore, additional studies should focus on replicating this current project using a national representative sample. Despite these limitations, the large effect sizes suggest the approach is promising.
This study sought to examine the extent to which integrated science and mathematics instruction impacted student science and math achievement and to explore the extent to which opportunities to engage in integrated science and mathematics instruction significantly predicted student achievement above and beyond student gender, ethnicity, and disciplinary context. The results show (MS)2 positively impacted middle school students’ science and mathematics knowledge in this sample of students. Students who received (MS)2 outperformed students in the comparison group on science and mathematics achievement tests.
The significant disciplinary context by instruction group effect for science suggests that students who received (MS)2 integrated instruction in science classrooms slightly outperformed those who received (MS)2 integrated instruction in math classrooms. This interaction effect was not found for mathematics achievement. This pattern suggests that the impact of integrated instruction differs for mathematics achievement depending on whether the instruction was delivered in a science or mathematics classroom. Stronger science achievement was observed in (MS)2 science classrooms than (MS)2 mathematics classrooms; but the mathematics achievement impact was comparable in both contexts. This finding may be a result of differences in pedagogical practices, learning objectives, or skill requirements that are different in science and mathematics classrooms. Given science classrooms would target more science content than mathematics classrooms, it is not surprising that students in science classrooms slightly outperform students who received integrated instruction in mathematics classrooms. Thus, this finding likely reflects the differences in content standards for which science and mathematics teachers are responsible. On the other hand, a disciplinary context by instruction group interaction effect for mathematics achievement was not observed. Therefore, one could argue that an interaction effect should have been observed given the emphasis in mathematics in math courses. Yet, mean scores on the mathematics ITBS were comparable whether students received (MS)2 instruction in a math or science classroom.
This pattern could be attributable to the science emphasis in the (MS)2 professional development experience. Teachers in the (MS)2 group took more science than mathematics courses. This imbalance in content emphasis may have contributed to the lack of instructional group by disciplinary context interaction effect for mathematics achievement. Therefore, future studies should examine the impact of different proportions of science and mathematics content exposure teachers receive on their students’ achievement outcomes. These differences could also be attributable to student level factors such as task orientation [41] or school level factors such as socioeconomic composition [42]. Future studies should scale up efforts to examine the role of these factors in mediating the impact of integrated instruction.
What was not expected was the findings related to mathematics achievement. The effect size for the (MS)2 impact on mathematics achievement (η2 = 0.663) was larger than reported impacts in past research [43]. Although there is limited research on the differential impact of integrated instruction on mathematics achievement, past research has suggested that integrated instruction may be problematic for mathematics content learning [44, 45]. For example, in a meta-analysis conducted by [43], 9 of 13 studies had effect sizes for mathematics achievement of 0.2 or less. In contrast, 6 of 13 studies had effect sizes for science achievement of .50 or greater and nine studies having effect sizes above 0.20. Further, other scholars have argued that an integrated approach may not be consistent with mathematics epistemic knowledge which, in turn, restricts mathematics learning [46]. The higher impact observed for mathematics achievement may have been due to the prolonged training teachers received in the project or the multiple opportunities teachers were provided to engage with faculty in science and mathematics research laboratories. These experiences may have contributed to differences in teaching practices that contributed to greater gains in student mathematics achievement. Though, as noted above, the proportion of mathematics to science content engagement in the training may not be ideal for developing teachers’ mathematics PCK.
The regression results provide a potential explanation for the higher effect sizes observed in mathematics achievement. Recall that (MS)2 instruction increased student mathematics and science achievement scores by 9 to 10 points. The relative consistency in the provision of integrated opportunities also significantly improved student math and science scores. We also observed the magnitude of the impact on the math scores was higher than the science scores. Integrated opportunities increased mathematics scores by over 5 points for each level of increase of integration opportunity, compared to a 1.9-point increase in science scores. Students in our sample, particularly the (MS)2 group, may have had more consistent opportunities to engage in science and mathematics integrated instruction than students from other studies. Minimally, the regression results suggest that another source of variability of impact on mathematics achievement is related to the frequency of opportunities students are provided to engage in integrated lessons. It is possible the larger effect sizes are attributable to the quality of instruction students in (MS)2 group received as resulting from the extensive training (MS)2 teachers received. Although we would expect the intensive training teachers received would impact their commitment to provide consistent opportunities for integrated instruction, student reports of integrated instruction opportunity was a significant predictor of mathematics achievement which suggests variability in the frequency of these opportunities in the (MS)2 sample. This finding underscores the impact of consistent opportunities to engage in integrated instruction is also important in raising student scores, particularly for mathematics. Future studies could examine this impact more directly by varying the consistency in the frequency of integrated opportunities.
We also found that gender and race/ethnicity did not significantly predict student outcomes despite consistent research showing both gender [47] and race/ethnicity gaps [48] in math-science achievement in the US. Ethnicity and gender did not significantly predict science and mathematics achievement in the integrated instruction groups regardless of whether they were in an integrated math or integrated science class. This finding suggests that integrated science and mathematics instruction can lead to more equitable outcomes in mathematics and science achievement and therefore should be considered as a promising approach to reducing achievement gaps. These findings are encouraging given that others have found the impact is not uniform across groups of students. For instance, in a large scale, quasi-experimental study, [48] found achievement disparities persisted, advantaging Anglo-American students, despite the integrated SE instruction. [48] also found a significant relationship between quality of SE integration and student outcomes. They concluded that low integration quality largely contributed to the lack of impact on student outcomes. The authors also acknowledged that the lack of instructional scaffolds for diverse learners likely contributed to group disparities.
The results of this study suggest integrated science and mathematics instruction is a possible strategy for improving student math and science achievement. Given the increasing evidence supporting the argument that integrated instruction promotes critical thinking, motivation, and persistence in STEM, it is critical to support teachers and schools in developing this approach to STEM instruction. Integrated instruction appears to provide the experiences that shape student interest; over time, these opportunities can lead to sustained interests in STEM which is important in developing positive STEM identity and self-efficacy [7].
However, integrated instruction requires significant investment in the development and dissemination of quality professional development for teachers. Teachers in the (MS)2 group received 2 years of professional development and they engaged with science and mathematics professors in designing curricular materials, practicing the presentation of synergistic concepts and principles, and conducting authentic disciplinary practices in university and national laboratories. This degree of investment is likely not possible in schools in the USA. Therefore, it is important for school districts to partner with university programs to provide experiences that meaningfully engage them in disciplinary practices with STEM professionals.
Further, teachers seeking to use integrated science and mathematics instruction need administrative support. In practice, this means administrators should allot time for teachers to collaborate with each other on the development of integrated lessons that work for science and mathematics classrooms. This structured time provides opportunities for science and mathematics teachers to gain from each other’s expertise and experience. In addition, during appraisals and observations of teachers, administrators should also recognize teacher investment in integrated instruction and provide feedback in terms of the consistency of integration opportunities provided to students as well as the quality of math-science integration. Therefore, there is a need to expand current evaluation and observation tools to include an integrated instruction domain. For instance, the Texas Education agency (TEA) implemented the Texas Teacher Evaluation and Support System (T-TESS), which captures the quality of teacher instruction and its effectiveness in students’ outcomes. This measure includes three main components: goal-setting and professional development, the evaluation cycle (informal and formal observations), and a student growth measure. Therefore, evidence of student opportunities to be engaged in integrated instruction can be collected by surveying the students’ perceptions of integrated instruction including how often these opportunities were provided to them and the degree to which it helped their understanding of math and science content as a way to gauge students’ perceptions of the impact of these opportunities. Past large-scale studies investigating student perceptions of teaching quality as predictors of science achievement are mixed [49, 50] however, these studies use general surveys of student perceptions. This study surveyed student perceptions of the frequency of integrated instruction, not general quality perceptions.
Overall, the results of our study suggest that integrated science and mathematics instruction can yield strong results in mathematics and science learning for all students. The large effect sizes indicate integrated science and mathematics instruction is promising in raising achievement for students from diverse ethnic and socioeconomic backgrounds, provided schools invest in supporting teachers in developing their ability to provide all students with meaningful and consistent integrated science and mathematics opportunities.
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\\n\\n4.1 The Corresponding Author represents and warrants that the Chapter does not and will not breach any applicable law or the rights of any third party and, specifically, that the Chapter contains no matter that is defamatory or that infringes any literary or proprietary rights, intellectual property rights, or any rights of privacy. The Corresponding Author warrants and represents that: (i) the Chapter is the original work of themselves and any Co-Author and is not copied wholly or substantially from any other work or material or any other source; (ii) the Chapter has not been formally published in any other peer-reviewed journal or in a book or edited collection, and is not under consideration for any such publication; (iii) they themselves and any Co-Author are qualifying persons under section 154 of the Copyright, Designs and Patents Act 1988; (iv) they themselves and any Co-Author have not assigned and will not during the term of this Publication Agreement purport to assign any of the rights granted to IntechOpen under this Publication Agreement; and (v) the rights granted by this Publication Agreement are free from any security interest, option, mortgage, charge or lien.
\\n\\nThe Corresponding Author also warrants and represents that: (i) they have the full power to enter into this Publication Agreement on their own behalf and on behalf of each Co-Author; and (ii) they have the necessary rights and/or title in and to the Chapter to grant IntechOpen, on behalf of themselves and any Co-Author, the rights and licenses expressed to be granted in this Publication Agreement. If the Chapter was prepared jointly by the Corresponding Author and any Co-Author, the Corresponding Author warrants and represents that: (i) each Co-Author agrees to the submission, license and publication of the Chapter on the terms of this Publication Agreement; and (ii) they have the authority to enter into this Publication Agreement on behalf of and bind each Co-Author. The Corresponding Author shall: (i) ensure each Co-Author complies with all relevant provisions of this Publication Agreement, including those relating to confidentiality, performance and standards, as if a party to this Publication Agreement; and (ii) remain primarily liable for all acts and/or omissions of each such Co-Author.
\\n\\nThe Corresponding Author agrees to indemnify and hold IntechOpen harmless against all liabilities, costs, expenses, damages and losses and all reasonable legal costs and expenses suffered or incurred by IntechOpen arising out of or in connection with any breach of the aforementioned representations and warranties. This indemnity shall not cover IntechOpen to the extent that a claim under it results from IntechOpen's negligence or willful misconduct.
\\n\\n4.2 Nothing in this Publication Agreement shall have the effect of excluding or limiting any liability for death or personal injury caused by negligence or any other liability that cannot be excluded or limited by applicable law.
\\n\\n5. TERMINATION
\\n\\n5.1 IntechOpen has a right to terminate this Publication Agreement for quality, program, technical or other reasons with immediate effect, including without limitation (i) if the Corresponding Author or any Co-Author commits a material breach of this Publication Agreement; (ii) if the Corresponding Author or any Co-Author (being an individual) is the subject of a bankruptcy petition, application or order; or (iii) if the Corresponding Author or any Co-Author (being a company) commences negotiations with all or any class of its creditors with a view to rescheduling any of its debts, or makes a proposal for or enters into any compromise or arrangement with any of its creditors.
\\n\\nIn case of termination, IntechOpen will notify the Corresponding Author, in writing, of the decision.
\\n\\n6. INTECHOPEN’S DUTIES AND RIGHTS
\\n\\n6.1 Unless prevented from doing so by events outside its reasonable control, IntechOpen, in its discretion, agrees to publish the Chapter attributing it to the Corresponding Author and any Co-Author.
\\n\\n6.2 IntechOpen has the right to use the Corresponding Author’s and any Co-Author’s names and likeness in connection with scientific dissemination, retrieval, archiving, web hosting and promotion and marketing of the Chapter and has the right to contact the Corresponding Author and any Co-Author until the Chapter is publicly available on any platform owned and/or operated by IntechOpen.
\\n\\n6.3 IntechOpen is granted the authority to enforce the rights from this Publication Agreement, on behalf of the Corresponding Author and any Co-Author, against third parties (for example in cases of plagiarism or copyright infringements). In respect of any such infringement or suspected infringement of the copyright in the Chapter, IntechOpen shall have absolute discretion in addressing any such infringement which is likely to affect IntechOpen's rights under this Publication Agreement, including issuing and conducting proceedings against the suspected infringer.
\\n\\n7. MISCELLANEOUS
\\n\\n7.1 Further Assurance: The Corresponding Author shall and will ensure that any relevant third party (including any Co-Author) shall, execute and deliver whatever further documents or deeds and perform such acts as IntechOpen reasonably requires from time to time for the purpose of giving IntechOpen the full benefit of the provisions of this Publication Agreement.
\\n\\n7.2 Third Party Rights: A person who is not a party to this Publication Agreement may not enforce any of its provisions under the Contracts (Rights of Third Parties) Act 1999.
\\n\\n7.3 Entire Agreement: This Publication Agreement constitutes the entire agreement between the parties in relation to its subject matter. It replaces and extinguishes all prior agreements, draft agreements, arrangements, collateral warranties, collateral contracts, statements, assurances, representations and undertakings of any nature made by or on behalf of the parties, whether oral or written, in relation to that subject matter. Each party acknowledges that in entering into this Publication Agreement it has not relied upon any oral or written statements, collateral or other warranties, assurances, representations or undertakings which were made by or on behalf of the other party in relation to the subject matter of this Publication Agreement at any time before its signature (together "Pre-Contractual Statements"), other than those which are set out in this Publication Agreement. Each party hereby waives all rights and remedies which might otherwise be available to it in relation to such Pre-Contractual Statements. Nothing in this clause shall exclude or restrict the liability of either party arising out of its pre-contract fraudulent misrepresentation or fraudulent concealment.
\\n\\n7.4 Waiver: No failure or delay by a party to exercise any right or remedy provided under this Publication Agreement or by law shall constitute a waiver of that or any other right or remedy, nor shall it preclude or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall preclude or restrict the further exercise of that or any other right or remedy.
\\n\\n7.5 Variation: No variation of this Publication Agreement shall be effective unless it is in writing and signed by the parties (or their duly authorized representatives).
\\n\\n7.6 Severance: If any provision or part-provision of this Publication Agreement is or becomes invalid, illegal or unenforceable, it shall be deemed modified to the minimum extent necessary to make it valid, legal and enforceable. If such modification is not possible, the relevant provision or part-provision shall be deemed deleted.
\\n\\nAny modification to or deletion of a provision or part-provision under this clause shall not affect the validity and enforceability of the rest of this Publication Agreement.
\\n\\n7.7 No partnership: Nothing in this Publication Agreement is intended to, or shall be deemed to, establish or create any partnership or joint venture or the relationship of principal and agent or employer and employee between IntechOpen and the Corresponding Author or any Co-Author, nor authorize any party to make or enter into any commitments for or on behalf of any other party.
\\n\\n7.8 Governing law: This Publication Agreement and any dispute or claim (including non-contractual disputes or claims) arising out of or in connection with it or its subject matter or formation shall be governed by and construed in accordance with the law of England and Wales. The parties submit to the exclusive jurisdiction of the English courts to settle any dispute or claim arising out of or in connection with this Publication Agreement (including any non-contractual disputes or claims).
\\n\\nLast updated: 2020-11-27
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The Corresponding Author (acting on behalf of all Authors) and INTECHOPEN LIMITED, incorporated and registered in England and Wales with company number 11086078 and a registered office at 5 Princes Gate Court, London, United Kingdom, SW7 2QJ conclude the following Agreement regarding the publication of a Book Chapter:
\n\n1. DEFINITIONS
\n\nCorresponding Author: The Author of the Chapter who serves as a Signatory to this Agreement. The Corresponding Author acts on behalf of any other Co-Author.
\n\nCo-Author: All other Authors of the Chapter besides the Corresponding Author.
\n\nIntechOpen: IntechOpen Ltd., the Publisher of the Book.
\n\nBook: The publication as a collection of chapters compiled by IntechOpen including the Chapter. Chapter: The original literary work created by Corresponding Author and any Co-Author that is the subject of this Agreement.
\n\n2. CORRESPONDING AUTHOR'S GRANT OF RIGHTS
\n\n2.1 Subject to the following Article, the Corresponding Author grants and shall ensure that each Co-Author grants, to IntechOpen, during the full term of copyright and any extensions or renewals of that term the following:
\n\nThe aforementioned licenses shall survive the expiry or termination of this Agreement for any reason.
\n\n2.2 The Corresponding Author (on their own behalf and on behalf of any Co-Author) reserves the following rights to the Chapter but agrees not to exercise them in such a way as to adversely affect IntechOpen's ability to utilize the full benefit of this Publication Agreement: (i) reprographic rights worldwide, other than those which subsist in the typographical arrangement of the Chapter as published by IntechOpen; and (ii) public lending rights arising under the Public Lending Right Act 1979, as amended from time to time, and any similar rights arising in any part of the world.
\n\nThe Corresponding Author confirms that they (and any Co-Author) are and will remain a member of any applicable licensing and collecting society and any successor to that body responsible for administering royalties for the reprographic reproduction of copyright works.
\n\nSubject to the license granted above, copyright in the Chapter and all versions of it created during IntechOpen's editing process (including the published version) is retained by the Corresponding Author and any Co-Author.
\n\nSubject to the license granted above, the Corresponding Author and any Co-Author retains patent, trademark and other intellectual property rights to the Chapter.
\n\n2.3 All rights granted to IntechOpen in this Article are assignable, sublicensable or otherwise transferrable to third parties without the Corresponding Author's or any Co-Author’s specific approval.
\n\n2.4 The Corresponding Author (on their own behalf and on behalf of each Co-Author) will not assert any rights under the Copyright, Designs and Patents Act 1988 to object to derogatory treatment of the Chapter as a consequence of IntechOpen's changes to the Chapter arising from translation of it, corrections and edits for house style, removal of problematic material and other reasonable edits.
\n\n3. CORRESPONDING AUTHOR'S DUTIES
\n\n3.1 When distributing or re-publishing the Chapter, the Corresponding Author agrees to credit the Book in which the Chapter has been published as the source of first publication, as well as IntechOpen. The Corresponding Author warrants that each Co-Author will also credit the Book in which the Chapter has been published as the source of first publication, as well as IntechOpen, when they are distributing or re-publishing the Chapter.
\n\n3.2 When submitting the Chapter, the Corresponding Author agrees to:
\n\nThe Corresponding Author will be held responsible for the payment of the Open Access Publishing Fees.
\n\nAll payments shall be due 30 days from the date of the issued invoice. The Corresponding Author or the payer on the Corresponding Author's and Co-Authors' behalf will bear all banking and similar charges incurred.
\n\n3.3 The Corresponding Author shall obtain in writing all consents necessary for the reproduction of any material in which a third-party right exists, including quotations, photographs and illustrations, in all editions of the Chapter worldwide for the full term of the above licenses, and shall provide to IntechOpen upon request the original copies of such consents for inspection (at IntechOpen's option) or photocopies of such consents.
\n\nThe Corresponding Author shall obtain written informed consent for publication from people who might recognize themselves or be identified by others (e.g. from case reports or photographs).
\n\n3.4 The Corresponding Author and any Co-Author shall respect confidentiality rights during and after the termination of this Agreement. The information contained in all correspondence and documents as part of the publishing activity between IntechOpen and the Corresponding Author and any Co-Author are confidential and are intended only for the recipient. The contents may not be disclosed publicly and are not intended for unauthorized use or distribution. Any use, disclosure, copying, or distribution is prohibited and may be unlawful.
\n\n4. CORRESPONDING AUTHOR'S WARRANTY
\n\n4.1 The Corresponding Author represents and warrants that the Chapter does not and will not breach any applicable law or the rights of any third party and, specifically, that the Chapter contains no matter that is defamatory or that infringes any literary or proprietary rights, intellectual property rights, or any rights of privacy. The Corresponding Author warrants and represents that: (i) the Chapter is the original work of themselves and any Co-Author and is not copied wholly or substantially from any other work or material or any other source; (ii) the Chapter has not been formally published in any other peer-reviewed journal or in a book or edited collection, and is not under consideration for any such publication; (iii) they themselves and any Co-Author are qualifying persons under section 154 of the Copyright, Designs and Patents Act 1988; (iv) they themselves and any Co-Author have not assigned and will not during the term of this Publication Agreement purport to assign any of the rights granted to IntechOpen under this Publication Agreement; and (v) the rights granted by this Publication Agreement are free from any security interest, option, mortgage, charge or lien.
\n\nThe Corresponding Author also warrants and represents that: (i) they have the full power to enter into this Publication Agreement on their own behalf and on behalf of each Co-Author; and (ii) they have the necessary rights and/or title in and to the Chapter to grant IntechOpen, on behalf of themselves and any Co-Author, the rights and licenses expressed to be granted in this Publication Agreement. If the Chapter was prepared jointly by the Corresponding Author and any Co-Author, the Corresponding Author warrants and represents that: (i) each Co-Author agrees to the submission, license and publication of the Chapter on the terms of this Publication Agreement; and (ii) they have the authority to enter into this Publication Agreement on behalf of and bind each Co-Author. The Corresponding Author shall: (i) ensure each Co-Author complies with all relevant provisions of this Publication Agreement, including those relating to confidentiality, performance and standards, as if a party to this Publication Agreement; and (ii) remain primarily liable for all acts and/or omissions of each such Co-Author.
\n\nThe Corresponding Author agrees to indemnify and hold IntechOpen harmless against all liabilities, costs, expenses, damages and losses and all reasonable legal costs and expenses suffered or incurred by IntechOpen arising out of or in connection with any breach of the aforementioned representations and warranties. This indemnity shall not cover IntechOpen to the extent that a claim under it results from IntechOpen's negligence or willful misconduct.
\n\n4.2 Nothing in this Publication Agreement shall have the effect of excluding or limiting any liability for death or personal injury caused by negligence or any other liability that cannot be excluded or limited by applicable law.
\n\n5. TERMINATION
\n\n5.1 IntechOpen has a right to terminate this Publication Agreement for quality, program, technical or other reasons with immediate effect, including without limitation (i) if the Corresponding Author or any Co-Author commits a material breach of this Publication Agreement; (ii) if the Corresponding Author or any Co-Author (being an individual) is the subject of a bankruptcy petition, application or order; or (iii) if the Corresponding Author or any Co-Author (being a company) commences negotiations with all or any class of its creditors with a view to rescheduling any of its debts, or makes a proposal for or enters into any compromise or arrangement with any of its creditors.
\n\nIn case of termination, IntechOpen will notify the Corresponding Author, in writing, of the decision.
\n\n6. INTECHOPEN’S DUTIES AND RIGHTS
\n\n6.1 Unless prevented from doing so by events outside its reasonable control, IntechOpen, in its discretion, agrees to publish the Chapter attributing it to the Corresponding Author and any Co-Author.
\n\n6.2 IntechOpen has the right to use the Corresponding Author’s and any Co-Author’s names and likeness in connection with scientific dissemination, retrieval, archiving, web hosting and promotion and marketing of the Chapter and has the right to contact the Corresponding Author and any Co-Author until the Chapter is publicly available on any platform owned and/or operated by IntechOpen.
\n\n6.3 IntechOpen is granted the authority to enforce the rights from this Publication Agreement, on behalf of the Corresponding Author and any Co-Author, against third parties (for example in cases of plagiarism or copyright infringements). In respect of any such infringement or suspected infringement of the copyright in the Chapter, IntechOpen shall have absolute discretion in addressing any such infringement which is likely to affect IntechOpen's rights under this Publication Agreement, including issuing and conducting proceedings against the suspected infringer.
\n\n7. MISCELLANEOUS
\n\n7.1 Further Assurance: The Corresponding Author shall and will ensure that any relevant third party (including any Co-Author) shall, execute and deliver whatever further documents or deeds and perform such acts as IntechOpen reasonably requires from time to time for the purpose of giving IntechOpen the full benefit of the provisions of this Publication Agreement.
\n\n7.2 Third Party Rights: A person who is not a party to this Publication Agreement may not enforce any of its provisions under the Contracts (Rights of Third Parties) Act 1999.
\n\n7.3 Entire Agreement: This Publication Agreement constitutes the entire agreement between the parties in relation to its subject matter. It replaces and extinguishes all prior agreements, draft agreements, arrangements, collateral warranties, collateral contracts, statements, assurances, representations and undertakings of any nature made by or on behalf of the parties, whether oral or written, in relation to that subject matter. Each party acknowledges that in entering into this Publication Agreement it has not relied upon any oral or written statements, collateral or other warranties, assurances, representations or undertakings which were made by or on behalf of the other party in relation to the subject matter of this Publication Agreement at any time before its signature (together "Pre-Contractual Statements"), other than those which are set out in this Publication Agreement. Each party hereby waives all rights and remedies which might otherwise be available to it in relation to such Pre-Contractual Statements. Nothing in this clause shall exclude or restrict the liability of either party arising out of its pre-contract fraudulent misrepresentation or fraudulent concealment.
\n\n7.4 Waiver: No failure or delay by a party to exercise any right or remedy provided under this Publication Agreement or by law shall constitute a waiver of that or any other right or remedy, nor shall it preclude or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall preclude or restrict the further exercise of that or any other right or remedy.
\n\n7.5 Variation: No variation of this Publication Agreement shall be effective unless it is in writing and signed by the parties (or their duly authorized representatives).
\n\n7.6 Severance: If any provision or part-provision of this Publication Agreement is or becomes invalid, illegal or unenforceable, it shall be deemed modified to the minimum extent necessary to make it valid, legal and enforceable. If such modification is not possible, the relevant provision or part-provision shall be deemed deleted.
\n\nAny modification to or deletion of a provision or part-provision under this clause shall not affect the validity and enforceability of the rest of this Publication Agreement.
\n\n7.7 No partnership: Nothing in this Publication Agreement is intended to, or shall be deemed to, establish or create any partnership or joint venture or the relationship of principal and agent or employer and employee between IntechOpen and the Corresponding Author or any Co-Author, nor authorize any party to make or enter into any commitments for or on behalf of any other party.
\n\n7.8 Governing law: This Publication Agreement and any dispute or claim (including non-contractual disputes or claims) arising out of or in connection with it or its subject matter or formation shall be governed by and construed in accordance with the law of England and Wales. The parties submit to the exclusive jurisdiction of the English courts to settle any dispute or claim arising out of or in connection with this Publication Agreement (including any non-contractual disputes or claims).
\n\nLast updated: 2020-11-27
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His studies in robotics lead him not only to a PhD degree but also inspired him to co-found and build the International Journal of Advanced Robotic Systems - world's first Open Access journal in the field of robotics.",institutionString:null,institution:{name:"TU Wien",country:{name:"Austria"}}},{id:"441",title:"Ph.D.",name:"Jaekyu",middleName:null,surname:"Park",slug:"jaekyu-park",fullName:"Jaekyu Park",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/441/images/1881_n.jpg",biography:null,institutionString:null,institution:{name:"LG Corporation (South Korea)",country:{name:"Korea, South"}}},{id:"465",title:"Dr.",name:"Christian",middleName:null,surname:"Martens",slug:"christian-martens",fullName:"Christian Martens",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Rheinmetall (Germany)",country:{name:"Germany"}}},{id:"479",title:"Dr.",name:"Valentina",middleName:null,surname:"Colla",slug:"valentina-colla",fullName:"Valentina Colla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/479/images/358_n.jpg",biography:null,institutionString:null,institution:{name:"Sant'Anna School of Advanced Studies",country:{name:"Italy"}}},{id:"494",title:"PhD",name:"Loris",middleName:null,surname:"Nanni",slug:"loris-nanni",fullName:"Loris Nanni",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/494/images/system/494.jpg",biography:"Loris Nanni received his Master Degree cum laude on June-2002 from the University of Bologna, and the April 26th 2006 he received his Ph.D. in Computer Engineering at DEIS, University of Bologna. On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. His research interests include pattern recognition, bioinformatics, and biometric systems (fingerprint classification and recognition, signature verification, face recognition).",institutionString:null,institution:null},{id:"496",title:"Dr.",name:"Carlos",middleName:null,surname:"Leon",slug:"carlos-leon",fullName:"Carlos Leon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Seville",country:{name:"Spain"}}},{id:"512",title:"Dr.",name:"Dayang",middleName:null,surname:"Jawawi",slug:"dayang-jawawi",fullName:"Dayang Jawawi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Technology Malaysia",country:{name:"Malaysia"}}},{id:"528",title:"Dr.",name:"Kresimir",middleName:null,surname:"Delac",slug:"kresimir-delac",fullName:"Kresimir Delac",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/528/images/system/528.jpg",biography:"K. Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. From 1985 to 1986, he was a Research Fellow in the Research Institute for Electronic Equipment, ZZU AD, Plovdiv, Bulgaria. In 1986, he joined the Department of Control Systems, Technical University of Sofia at the Plovdiv campus, where he is presently a Full Professor. He has held long-term visiting Professor/Scholar positions at various institutions in South Korea, Turkey, Mexico, Greece, Belgium, UK, and Germany. And he has coauthored one book and authored or coauthored more than 80 research papers in conference proceedings and journals. 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After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. He has contributed in stochastic estimation of control area especially, in the Multiple Target Tracking and Interactive Multiple Model (IMM) research, Ball & Beam Control Problem, Robotics, Levitation Control. He has contributed in developing Algorithms for Fingerprint Matching, Computer Vision and Face Recognition. He has been supervising Pattern Recognition, Formal Languages and Distributed Processing projects for several years. He has reviewed many books on Management, Computer Science. Currently, he is an active and permanent reviewer for many international conferences and symposia and the program committee member for many international conferences.\nIn teaching he has taught the core computer science subjects like, Digital Design, Real Time Embedded System Programming, Operating Systems, Software Engineering, Data Structures, Databases, Compiler Construction. 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One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Vimbi Petrus Mahlangu",authors:[{id:"196797",title:"Prof.",name:"Vimbi",middleName:"Petrus",surname:"Mahlangu",slug:"vimbi-mahlangu",fullName:"Vimbi Mahlangu"}]},{id:"59935",doi:"10.5772/intechopen.74843",title:"The Challenges of E-learning in South Africa",slug:"the-challenges-of-e-learning-in-south-africa",totalDownloads:2610,totalCrossrefCites:11,totalDimensionsCites:19,abstract:"The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a meagre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Moeketsi Letseka, Matsephe Martha Letseka and Victor Pitsoe",authors:[{id:"187812",title:"Prof.",name:"Victor",middleName:"Justice",surname:"Pitsoe",slug:"victor-pitsoe",fullName:"Victor Pitsoe"},{id:"195883",title:"Dr.",name:"Matsephe M.",middleName:null,surname:"Letseka",slug:"matsephe-m.-letseka",fullName:"Matsephe M. 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A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Glenda H. E. Gay",authors:[{id:"225677",title:"Dr.",name:"Glenda",middleName:"H. E.",surname:"H.E. Gay",slug:"glenda-h.e.-gay",fullName:"Glenda H.E. Gay"}]},{id:"59762",doi:"10.5772/intechopen.74862",title:"Applying a Usability Technique in the Open Source Software Development Process: Experiences from the Trenches",slug:"applying-a-usability-technique-in-the-open-source-software-development-process-experiences-from-the-",totalDownloads:905,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"The growth in the number of non-developer open source software (OSS) application users has drawn attention to usability in the OSS community. OSS communities do not generally know how to apply usability techniques and are unclear about which techniques to use in each activity of the development process. The aim of our research is to determine the feasibility of applying the focus groups technique in the OSS ERMaster project. To do this, we participated as project volunteers. We used the case study research method to investigate technique application and OSS community participation. As a result, we identified adverse conditions that were an obstacle to the application of the original technique. We then adapted the technique to make it applicable in an OSS project. We can conclude that was not easy to recruit OSS users and developers to participate in technique application.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Lucrecia Llerena, Nancy Rodriguez, Mayra Llerena, John W. Castro\nand Silvia T. Acuña",authors:[{id:"231253",title:"M.Sc.",name:"Lucrecia",middleName:null,surname:"Llerena",slug:"lucrecia-llerena",fullName:"Lucrecia Llerena"},{id:"231767",title:"MSc.",name:"Nancy",middleName:null,surname:"Rodriguez",slug:"nancy-rodriguez",fullName:"Nancy Rodriguez"},{id:"231769",title:"Dr.",name:"John W.",middleName:null,surname:"Castro",slug:"john-w.-castro",fullName:"John W. 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Prior studies carried out by researchers confirm that technology utilization and adoption in education undeniably helps teachers and learners in the teaching and learning process. This chapter serves as a stepping stone to support teachers to do better in utilizing and adopting technology in education to a certain extent as an alternative of overlooking their thoughts, efforts and desires in blindly trying to vie with the swift change of technology in education in this epoch. Hence, this chapter discusses technology in education, the roles of technology in education, factors associated with technology utilization and adoption in education and the factors that limit the proper utilization and adoption of technology in education.",book:{id:"7803",slug:"the-role-of-technology-in-education",title:"The Role of Technology in Education",fullTitle:"The Role of Technology in Education"},signatures:"Aliyu Mustapha, Abdulkadir Mohammed, Abdullahi Raji Egigogo, Abdullahi Abubakar Kutiriko and Ahmed Haruna Dokoro",authors:[{id:"284060",title:"M.Sc.",name:"Aliyu",middleName:null,surname:"Mustapha",slug:"aliyu-mustapha",fullName:"Aliyu Mustapha"},{id:"294267",title:"Dr.",name:"Abdulkadir",middleName:null,surname:"Mohammed",slug:"abdulkadir-mohammed",fullName:"Abdulkadir Mohammed"},{id:"294268",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Raji Egigogo",slug:"abdullahi-raji-egigogo",fullName:"Abdullahi Raji Egigogo"},{id:"294270",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Abubakar Kutiriko",slug:"abdullahi-abubakar-kutiriko",fullName:"Abdullahi Abubakar Kutiriko"},{id:"294272",title:"MSc.",name:"Ahmed",middleName:null,surname:"Haruna Dokoro",slug:"ahmed-haruna-dokoro",fullName:"Ahmed Haruna Dokoro"}]}],mostDownloadedChaptersLast30Days:[{id:"60465",title:"The Good, the Bad, and the Ugly of Distance Learning in Higher Education",slug:"the-good-the-bad-and-the-ugly-of-distance-learning-in-higher-education",totalDownloads:5052,totalCrossrefCites:18,totalDimensionsCites:31,abstract:"The chapter deals with opportunities and challenges of distance learning in higher education. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Vimbi Petrus Mahlangu",authors:[{id:"196797",title:"Prof.",name:"Vimbi",middleName:"Petrus",surname:"Mahlangu",slug:"vimbi-mahlangu",fullName:"Vimbi Mahlangu"}]},{id:"59935",title:"The Challenges of E-learning in South Africa",slug:"the-challenges-of-e-learning-in-south-africa",totalDownloads:2604,totalCrossrefCites:11,totalDimensionsCites:19,abstract:"The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a meagre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Moeketsi Letseka, Matsephe Martha Letseka and Victor Pitsoe",authors:[{id:"187812",title:"Prof.",name:"Victor",middleName:"Justice",surname:"Pitsoe",slug:"victor-pitsoe",fullName:"Victor Pitsoe"},{id:"195883",title:"Dr.",name:"Matsephe M.",middleName:null,surname:"Letseka",slug:"matsephe-m.-letseka",fullName:"Matsephe M. 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Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Fatih Çağatay Baz",authors:[{id:"241866",title:"Dr.",name:"Fatih Çağatay",middleName:null,surname:"Baz",slug:"fatih-cagatay-baz",fullName:"Fatih Çağatay Baz"}]},{id:"66544",title:"Factors Affecting the Utilization and Adoption of Technology in Education",slug:"factors-affecting-the-utilization-and-adoption-of-technology-in-education",totalDownloads:1039,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"Education is vital in any type of society for the conservation of lives of its associates and the preservation of the public formation. The rationale of this chapter is not only to reveal the role of technology in education but also to reveal the factors affecting the proper utilization and adoption of technology in education. Prior studies carried out by researchers confirm that technology utilization and adoption in education undeniably helps teachers and learners in the teaching and learning process. This chapter serves as a stepping stone to support teachers to do better in utilizing and adopting technology in education to a certain extent as an alternative of overlooking their thoughts, efforts and desires in blindly trying to vie with the swift change of technology in education in this epoch. 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He is currently a consultant at Endocrinology Metabolism Consulting, LLC, Anthem, AZ, USA.",institutionString:"Endocrinology Metabolism Consulting, LLC",institution:null},{id:"76477",title:"Prof.",name:"Mirza",middleName:null,surname:"Hasanuzzaman",slug:"mirza-hasanuzzaman",fullName:"Mirza Hasanuzzaman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/76477/images/system/76477.png",biography:"Dr. Mirza Hasanuzzaman is a Professor of Agronomy at Sher-e-Bangla Agricultural University, Bangladesh. He received his Ph.D. in Plant Stress Physiology and Antioxidant Metabolism from Ehime University, Japan, with a scholarship from the Japanese Government (MEXT). Later, he completed his postdoctoral research at the Center of Molecular Biosciences, University of the Ryukyus, Japan, as a recipient of the Japan Society for the Promotion of Science (JSPS) postdoctoral fellowship. He was also the recipient of the Australian Government Endeavour Research Fellowship for postdoctoral research as an adjunct senior researcher at the University of Tasmania, Australia. Dr. Hasanuzzaman’s current work is focused on the physiological and molecular mechanisms of environmental stress tolerance. Dr. Hasanuzzaman has published more than 150 articles in peer-reviewed journals. He has edited ten books and written more than forty book chapters on important aspects of plant physiology, plant stress tolerance, and crop production. According to Scopus, Dr. Hasanuzzaman’s publications have received more than 10,500 citations with an h-index of 53. He has been named a Highly Cited Researcher by Clarivate. He is an editor and reviewer for more than fifty peer-reviewed international journals and was a recipient of the “Publons Peer Review Award” in 2017, 2018, and 2019. He has been honored by different authorities for his outstanding performance in various fields like research and education, and he has received the World Academy of Science Young Scientist Award (2014) and the University Grants Commission (UGC) Award 2018. He is a fellow of the Bangladesh Academy of Sciences (BAS) and the Royal Society of Biology.",institutionString:"Sher-e-Bangla Agricultural University",institution:{name:"Sher-e-Bangla Agricultural University",country:{name:"Bangladesh"}}},{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBDeQAO/Profile_Picture_1623411145568",biography:"Kusal K. Das is a Distinguished Chair Professor of Physiology, Shri B. M. Patil Medical College and Director, Centre for Advanced Medical Research (CAMR), BLDE (Deemed to be University), Vijayapur, Karnataka, India. Dr. Das did his M.S. and Ph.D. in Human Physiology from the University of Calcutta, Kolkata. His area of research is focused on understanding of molecular mechanisms of heavy metal activated low oxygen sensing pathways in vascular pathophysiology. He has invented a new method of estimation of serum vitamin E. His expertise in critical experimental protocols on vascular functions in experimental animals was well documented by his quality of publications. He was a Visiting Professor of Medicine at University of Leeds, United Kingdom (2014-2016) and Tulane University, New Orleans, USA (2017). For his immense contribution in medical research Ministry of Science and Technology, Government of India conferred him 'G.P. Chatterjee Memorial Research Prize-2019” and he is also the recipient of 'Dr.Raja Ramanna State Scientist Award 2015” by Government of Karnataka. He is a Fellow of the Royal Society of Biology (FRSB), London and Honorary Fellow of Karnataka Science and Technology Academy, Department of Science and Technology, Government of Karnataka.",institutionString:"BLDE (Deemed to be University), India",institution:null},{id:"243660",title:"Dr.",name:"Mallanagouda Shivanagouda",middleName:null,surname:"Biradar",slug:"mallanagouda-shivanagouda-biradar",fullName:"Mallanagouda Shivanagouda Biradar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243660/images/system/243660.jpeg",biography:"M. S. Biradar is Vice Chancellor and Professor of Medicine of\nBLDE (Deemed to be University), Vijayapura, Karnataka, India.\nHe obtained his MD with a gold medal in General Medicine and\nhas devoted himself to medical teaching, research, and administrations. He has also immensely contributed to medical research\non vascular medicine, which is reflected by his numerous publications including books and book chapters. Professor Biradar was\nalso Visiting Professor at Tulane University School of Medicine, New Orleans, USA.",institutionString:"BLDE (Deemed to be University)",institution:{name:"BLDE University",country:{name:"India"}}},{id:"289796",title:"Dr.",name:"Swastika",middleName:null,surname:"Das",slug:"swastika-das",fullName:"Swastika Das",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/289796/images/system/289796.jpeg",biography:"Swastika N. Das is Professor of Chemistry at the V. P. Dr. P. G.\nHalakatti College of Engineering and Technology, BLDE (Deemed\nto be University), Vijayapura, Karnataka, India. She obtained an\nMSc, MPhil, and PhD in Chemistry from Sambalpur University,\nOdisha, India. Her areas of research interest are medicinal chemistry, chemical kinetics, and free radical chemistry. She is a member\nof the investigators who invented a new modified method of estimation of serum vitamin E. She has authored numerous publications including book\nchapters and is a mentor of doctoral curriculum at her university.",institutionString:"BLDEA’s V.P.Dr.P.G.Halakatti College of Engineering & Technology",institution:{name:"BLDE University",country:{name:"India"}}},{id:"248459",title:"Dr.",name:"Akikazu",middleName:null,surname:"Takada",slug:"akikazu-takada",fullName:"Akikazu Takada",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248459/images/system/248459.png",biography:"Akikazu Takada was born in Japan, 1935. After graduation from\nKeio University School of Medicine and finishing his post-graduate studies, he worked at Roswell Park Memorial Institute NY,\nUSA. He then took a professorship at Hamamatsu University\nSchool of Medicine. In thrombosis studies, he found the SK\npotentiator that enhances plasminogen activation by streptokinase. He is very much interested in simultaneous measurements\nof fatty acids, amino acids, and tryptophan degradation products. By using fatty\nacid analyses, he indicated that plasma levels of trans-fatty acids of old men were\nfar higher in the US than Japanese men. . He also showed that eicosapentaenoic acid\n(EPA) and docosahexaenoic acid (DHA) levels are higher, and arachidonic acid\nlevels are lower in Japanese than US people. By using simultaneous LC/MS analyses\nof plasma levels of tryptophan metabolites, he recently found that plasma levels of\nserotonin, kynurenine, or 5-HIAA were higher in patients of mono- and bipolar\ndepression, which are significantly different from observations reported before. In\nview of recent reports that plasma tryptophan metabolites are mainly produced by\nmicrobiota. He is now working on the relationships between microbiota and depression or autism.",institutionString:"Hamamatsu University School of Medicine",institution:{name:"Hamamatsu University School of Medicine",country:{name:"Japan"}}},{id:"137240",title:"Prof.",name:"Mohammed",middleName:null,surname:"Khalid",slug:"mohammed-khalid",fullName:"Mohammed Khalid",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/137240/images/system/137240.png",biography:"Mohammed Khalid received his B.S. in Chemistry in July 2000, and his Ph.D. in Physical Chemistry in 2007 from the University of Khartoum, Sudan. In 2009 he joined the Dr. Ron Clarke research group at the School of Chemistry, Faculty of Science, University of Sydney, Australia as a postdoctoral fellow where he worked on the Interaction of ATP with the phosphoenzyme of the Na+, K+-ATPase, and Dual mechanisms of allosteric acceleration of the Na+, K+-ATPase by ATP. He then worked as Assistant Professor at the Department of Chemistry, University of Khartoum, and in 2014 was promoted to Associate Professor ranking. In 2011 he joined the staff of the Chemistry Department at Taif University, Saudi Arabia, where he is currently active as an Assistant Professor. His research interests include:\r\n(1) P-type ATPase Enzyme Kinetics and Mechanisms; (2) Kinetics and Mechanism of Redox Reactions; (3) Autocatalytic reactions; (4) Computational enzyme kinetics; (5) Allosteric acceleration of P-type ATPases by ATP; (6) Exploring of allosteric sites of ATPases and interaction of ATP with ATPases located in the cell membranes.",institutionString:"Taif University",institution:{name:"Taif University",country:{name:"Saudi Arabia"}}},{id:"63810",title:"Prof.",name:"Jorge",middleName:null,surname:"Morales-Montor",slug:"jorge-morales-montor",fullName:"Jorge Morales-Montor",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/63810/images/system/63810.png",biography:"Dr. Jorge Morales-Montor was recognized with the Lola and Igo Flisser PUIS Award for best graduate thesis at the national level in the field of parasitology. He received a fellowship from the Fogarty Foundation to perform postdoctoral research stay at the University of Georgia. He has 153 journal articles to his credit. He has also edited several books and published more than fifty-five book chapters. He is a member of the Mexican Academy of Sciences, Latin American Academy of Sciences, and the National Academy of Medicine. He has received more than thirty-five awards and has supervised numerous bachelor’s, master’s, and Ph.D. students. Dr. Morales-Montor is the past president of the Mexican Society of Parasitology.",institutionString:"National Autonomous University of Mexico",institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}},{id:"217215",title:"Dr.",name:"Palash",middleName:null,surname:"Mandal",slug:"palash-mandal",fullName:"Palash Mandal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217215/images/system/217215.jpeg",biography:null,institutionString:"Charusat University",institution:null},{id:"49739",title:"Dr.",name:"Leszek",middleName:null,surname:"Szablewski",slug:"leszek-szablewski",fullName:"Leszek Szablewski",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49739/images/system/49739.jpg",biography:"Leszek Szablewski is a professor of medical sciences. He received his M.S. in the Faculty of Biology from the University of Warsaw and his PhD degree from the Institute of Experimental Biology Polish Academy of Sciences. He habilitated in the Medical University of Warsaw, and he obtained his degree of Professor from the President of Poland. Professor Szablewski is the Head of Chair and Department of General Biology and Parasitology, Medical University of Warsaw. Professor Szablewski has published over 80 peer-reviewed papers in journals such as Journal of Alzheimer’s Disease, Biochim. Biophys. Acta Reviews of Cancer, Biol. Chem., J. Biomed. Sci., and Diabetes/Metabol. Res. Rev, Endocrine. He is the author of two books and four book chapters. He has edited four books, written 15 scripts for students, is the ad hoc reviewer of over 30 peer-reviewed journals, and editorial member of peer-reviewed journals. Prof. Szablewski’s research focuses on cell physiology, genetics, and pathophysiology. He works on the damage caused by lack of glucose homeostasis and changes in the expression and/or function of glucose transporters due to various diseases. He has given lectures, seminars, and exercises for students at the Medical University.",institutionString:"Medical University of Warsaw",institution:{name:"Medical University of Warsaw",country:{name:"Poland"}}},{id:"173123",title:"Dr.",name:"Maitham",middleName:null,surname:"Khajah",slug:"maitham-khajah",fullName:"Maitham Khajah",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/173123/images/system/173123.jpeg",biography:"Dr. Maitham A. Khajah received his degree in Pharmacy from Faculty of Pharmacy, Kuwait University, in 2003 and obtained his PhD degree in December 2009 from the University of Calgary, Canada (Gastrointestinal Science and Immunology). Since January 2010 he has been assistant professor in Kuwait University, Faculty of Pharmacy, Department of Pharmacology and Therapeutics. His research interest are molecular targets for the treatment of inflammatory bowel disease (IBD) and the mechanisms responsible for immune cell chemotaxis. He cosupervised many students for the MSc Molecular Biology Program, College of Graduate Studies, Kuwait University. Ever since joining Kuwait University in 2010, he got various grants as PI and Co-I. He was awarded the Best Young Researcher Award by Kuwait University, Research Sector, for the Year 2013–2014. He was a member in the organizing committee for three conferences organized by Kuwait University, Faculty of Pharmacy, as cochair and a member in the scientific committee (the 3rd, 4th, and 5th Kuwait International Pharmacy Conference).",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"195136",title:"Dr.",name:"Aya",middleName:null,surname:"Adel",slug:"aya-adel",fullName:"Aya Adel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/195136/images/system/195136.jpg",biography:"Dr. Adel works as an Assistant Lecturer in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. Dr. Adel is especially interested in joint attention and its impairment in autism spectrum disorder",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"94911",title:"Dr.",name:"Boulenouar",middleName:null,surname:"Mesraoua",slug:"boulenouar-mesraoua",fullName:"Boulenouar Mesraoua",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94911/images/system/94911.png",biography:"Dr Boulenouar Mesraoua is the Associate Professor of Clinical Neurology at Weill Cornell Medical College-Qatar and a Consultant Neurologist at Hamad Medical Corporation at the Neuroscience Department; He graduated as a Medical Doctor from the University of Oran, Algeria; he then moved to Belgium, the City of Liege, for a Residency in Internal Medicine and Neurology at Liege University; after getting the Belgian Board of Neurology (with high marks), he went to the National Hospital for Nervous Diseases, Queen Square, London, United Kingdom for a fellowship in Clinical Neurophysiology, under Pr Willison ; Dr Mesraoua had also further training in Epilepsy and Continuous EEG Monitoring for two years (from 2001-2003) in the Neurophysiology department of Zurich University, Switzerland, under late Pr Hans Gregor Wieser ,an internationally known epileptologist expert. \n\nDr B. Mesraoua is the Director of the Neurology Fellowship Program at the Neurology Section and an active member of the newly created Comprehensive Epilepsy Program at Hamad General Hospital, Doha, Qatar; he is also Assistant Director of the Residency Program at the Qatar Medical School. \nDr B. Mesraoua's main interests are Epilepsy, Multiple Sclerosis, and Clinical Neurology; He is the Chairman and the Organizer of the well known Qatar Epilepsy Symposium, he is running yearly for the past 14 years and which is considered a landmark in the Gulf region; He has also started last year , together with other epileptologists from Qatar, the region and elsewhere, a yearly International Epilepsy School Course, which was attended by many neurologists from the Area.\n\nInternationally, Dr Mesraoua is an active and elected member of the Commission on Eastern Mediterranean Region (EMR ) , a regional branch of the International League Against Epilepsy (ILAE), where he represents the Middle East and North Africa(MENA ) and where he holds the position of chief of the Epilepsy Epidemiology Section; Dr Mesraoua is a member of the American Academy of Neurology, the Europeen Academy of Neurology and the American Epilepsy Society.\n\nDr Mesraoua's main objectives are to encourage frequent gathering of the epileptologists/neurologists from the MENA region and the rest of the world, promote Epilepsy Teaching in the MENA Region, and encourage multicenter studies involving neurologists and epileptologists in the MENA region, particularly epilepsy epidemiological studies. \n\nDr. Mesraoua is the recipient of two research Grants, as the Lead Principal Investigator (750.000 USD and 250.000 USD) from the Qatar National Research Fund (QNRF) and the Hamad Hospital Internal Research Grant (IRGC), on the following topics : “Continuous EEG Monitoring in the ICU “ and on “Alpha-lactoalbumin , proof of concept in the treatment of epilepsy” .Dr Mesraoua is a reviewer for the journal \"seizures\" (Europeen Epilepsy Journal ) as well as dove journals ; Dr Mesraoua is the author and co-author of many peer reviewed publications and four book chapters in the field of Epilepsy and Clinical Neurology",institutionString:"Weill Cornell Medical College in Qatar",institution:{name:"Weill Cornell Medical College in Qatar",country:{name:"Qatar"}}},{id:"282429",title:"Prof.",name:"Covanis",middleName:null,surname:"Athanasios",slug:"covanis-athanasios",fullName:"Covanis Athanasios",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/282429/images/system/282429.jpg",biography:null,institutionString:"Neurology-Neurophysiology Department of the Children Hospital Agia Sophia",institution:null},{id:"190980",title:"Prof.",name:"Marwa",middleName:null,surname:"Mahmoud Saleh",slug:"marwa-mahmoud-saleh",fullName:"Marwa Mahmoud Saleh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/190980/images/system/190980.jpg",biography:"Professor Marwa Mahmoud Saleh is a doctor of medicine and currently works in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. She got her doctoral degree in 1991 and her doctoral thesis was accomplished in the University of Iowa, United States. Her publications covered a multitude of topics as videokymography, cochlear implants, stuttering, and dysphagia. She has lectured Egyptian phonology for many years. Her recent research interest is joint attention in autism.",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"259190",title:"Dr.",name:"Syed Ali Raza",middleName:null,surname:"Naqvi",slug:"syed-ali-raza-naqvi",fullName:"Syed Ali Raza Naqvi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259190/images/system/259190.png",biography:"Dr. Naqvi is a radioanalytical chemist and is working as an associate professor of analytical chemistry in the Department of Chemistry, Government College University, Faisalabad, Pakistan. Advance separation techniques, nuclear analytical techniques and radiopharmaceutical analysis are the main courses that he is teaching to graduate and post-graduate students. In the research area, he is focusing on the development of organic- and biomolecule-based radiopharmaceuticals for diagnosis and therapy of infectious and cancerous diseases. Under the supervision of Dr. Naqvi, three students have completed their Ph.D. degrees and 41 students have completed their MS degrees. He has completed three research projects and is currently working on 2 projects entitled “Radiolabeling of fluoroquinolone derivatives for the diagnosis of deep-seated bacterial infections” and “Radiolabeled minigastrin peptides for diagnosis and therapy of NETs”. He has published about 100 research articles in international reputed journals and 7 book chapters. Pakistan Institute of Nuclear Science & Technology (PINSTECH) Islamabad, Punjab Institute of Nuclear Medicine (PINM), Faisalabad and Institute of Nuclear Medicine and Radiology (INOR) Abbottabad are the main collaborating institutes.",institutionString:"Government College University",institution:{name:"Government College University, Faisalabad",country:{name:"Pakistan"}}},{id:"58390",title:"Dr.",name:"Gyula",middleName:null,surname:"Mozsik",slug:"gyula-mozsik",fullName:"Gyula Mozsik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/58390/images/system/58390.png",biography:"Gyula Mózsik MD, Ph.D., ScD (med), is an emeritus professor of Medicine at the First Department of Medicine, Univesity of Pécs, Hungary. He was head of this department from 1993 to 2003. His specializations are medicine, gastroenterology, clinical pharmacology, clinical nutrition, and dietetics. His research fields are biochemical pharmacological examinations in the human gastrointestinal (GI) mucosa, mechanisms of retinoids, drugs, capsaicin-sensitive afferent nerves, and innovative pharmacological, pharmaceutical, and nutritional (dietary) research in humans. He has published about 360 peer-reviewed papers, 197 book chapters, 692 abstracts, 19 monographs, and has edited 37 books. He has given about 1120 regular and review lectures. He has organized thirty-eight national and international congresses and symposia. He is the founder of the International Conference on Ulcer Research (ICUR); International Union of Pharmacology, Gastrointestinal Section (IUPHAR-GI); Brain-Gut Society symposiums, and gastrointestinal cytoprotective symposiums. He received the Andre Robert Award from IUPHAR-GI in 2014. Fifteen of his students have been appointed as full professors in Egypt, Cuba, and Hungary.",institutionString:"University of Pécs",institution:{name:"University of Pecs",country:{name:"Hungary"}}},{id:"277367",title:"M.Sc.",name:"Daniel",middleName:"Martin",surname:"Márquez López",slug:"daniel-marquez-lopez",fullName:"Daniel Márquez López",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/277367/images/7909_n.jpg",biography:"Msc Daniel Martin Márquez López has a bachelor degree in Industrial Chemical Engineering, a Master of science degree in the same área and he is a PhD candidate for the Instituto Politécnico Nacional. His Works are realted to the Green chemistry field, biolubricants, biodiesel, transesterification reactions for biodiesel production and the manipulation of oils for therapeutic purposes.",institutionString:null,institution:{name:"Instituto Politécnico Nacional",country:{name:"Mexico"}}},{id:"196544",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/196544/images/system/196544.jpg",biography:"Angel Catalá studied chemistry at Universidad Nacional de La Plata, Argentina, where he received a Ph.D. in Chemistry (Biological Branch) in 1965. From 1964 to 1974, he worked as an Assistant in Biochemistry at the School of Medicine at the same university. From 1974 to 1976, he was a fellow of the National Institutes of Health (NIH) at the University of Connecticut, Health Center, USA. From 1985 to 2004, he served as a Full Professor of Biochemistry at the Universidad Nacional de La Plata. He is a member of the National Research Council (CONICET), Argentina, and the Argentine Society for Biochemistry and Molecular Biology (SAIB). His laboratory has been interested for many years in the lipid peroxidation of biological membranes from various tissues and different species. Dr. Catalá has directed twelve doctoral theses, published more than 100 papers in peer-reviewed journals, several chapters in books, and edited twelve books. He received awards at the 40th International Conference Biochemistry of Lipids 1999 in Dijon, France. He is the winner of the Bimbo Pan-American Nutrition, Food Science and Technology Award 2006 and 2012, South America, Human Nutrition, Professional Category. In 2006, he won the Bernardo Houssay award in pharmacology, in recognition of his meritorious works of research. Dr. Catalá belongs to the editorial board of several journals including Journal of Lipids; International Review of Biophysical Chemistry; Frontiers in Membrane Physiology and Biophysics; World Journal of Experimental Medicine and Biochemistry Research International; World Journal of Biological Chemistry, Diabetes, and the Pancreas; International Journal of Chronic Diseases & Therapy; and International Journal of Nutrition. He is the co-editor of The Open Biology Journal and associate editor for Oxidative Medicine and Cellular Longevity.",institutionString:"Universidad Nacional de La Plata",institution:{name:"National University of La Plata",country:{name:"Argentina"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",slug:"francisco-javier-martin-romero",fullName:"Francisco Javier Martin-Romero",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",biography:"Francisco Javier Martín-Romero (Javier) is a Professor of Biochemistry and Molecular Biology at the University of Extremadura, Spain. He is also a group leader at the Biomarkers Institute of Molecular Pathology. Javier received his Ph.D. in 1998 in Biochemistry and Biophysics. At the National Cancer Institute (National Institute of Health, Bethesda, MD) he worked as a research associate on the molecular biology of selenium and its role in health and disease. After postdoctoral collaborations with Carlos Gutierrez-Merino (University of Extremadura, Spain) and Dario Alessi (University of Dundee, UK), he established his own laboratory in 2008. The interest of Javier's lab is the study of cell signaling with a special focus on Ca2+ signaling, and how Ca2+ transport modulates the cytoskeleton, migration, differentiation, cell death, etc. He is especially interested in the study of Ca2+ channels, and the role of STIM1 in the initiation of pathological events.",institutionString:null,institution:{name:"University of Extremadura",country:{name:"Spain"}}},{id:"198499",title:"Dr.",name:"Daniel",middleName:null,surname:"Glossman-Mitnik",slug:"daniel-glossman-mitnik",fullName:"Daniel Glossman-Mitnik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/198499/images/system/198499.jpeg",biography:"Dr. Daniel Glossman-Mitnik is currently a Titular Researcher at the Centro de Investigación en Materiales Avanzados (CIMAV), Chihuahua, Mexico, as well as a National Researcher of Level III at the Consejo Nacional de Ciencia y Tecnología, México. His research interest focuses on computational chemistry and molecular modeling of diverse systems of pharmacological, food, and alternative energy interests by resorting to DFT and Conceptual DFT. He has authored a coauthored more than 270 peer-reviewed papers, 32 book chapters, and 4 edited books. He has delivered speeches at many international and domestic conferences. He serves as a reviewer for more than eighty international journals, books, and research proposals as well as an editor for special issues of renowned scientific journals.",institutionString:null,institution:null},{id:"217323",title:"Prof.",name:"Guang-Jer",middleName:null,surname:"Wu",slug:"guang-jer-wu",fullName:"Guang-Jer Wu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217323/images/8027_n.jpg",biography:null,institutionString:null,institution:null},{id:"148546",title:"Dr.",name:"Norma Francenia",middleName:null,surname:"Santos-Sánchez",slug:"norma-francenia-santos-sanchez",fullName:"Norma Francenia Santos-Sánchez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/148546/images/4640_n.jpg",biography:null,institutionString:null,institution:null},{id:"272889",title:"Dr.",name:"Narendra",middleName:null,surname:"Maddu",slug:"narendra-maddu",fullName:"Narendra Maddu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272889/images/10758_n.jpg",biography:null,institutionString:null,institution:null},{id:"242491",title:"Prof.",name:"Angelica",middleName:null,surname:"Rueda",slug:"angelica-rueda",fullName:"Angelica Rueda",position:"Investigador Cinvestav 3B",profilePictureURL:"https://mts.intechopen.com/storage/users/242491/images/6765_n.jpg",biography:null,institutionString:null,institution:null},{id:"88631",title:"Dr.",name:"Ivan",middleName:null,surname:"Petyaev",slug:"ivan-petyaev",fullName:"Ivan Petyaev",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Lycotec (United Kingdom)",country:{name:"United Kingdom"}}},{id:"428313",title:"Dr.",name:"Sambangi",middleName:null,surname:"Pratyusha",slug:"sambangi-pratyusha",fullName:"Sambangi Pratyusha",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"CGIAR",country:{name:"France"}}},{id:"423869",title:"Ms.",name:"Smita",middleName:null,surname:"Rai",slug:"smita-rai",fullName:"Smita Rai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"424024",title:"Prof.",name:"Swati",middleName:null,surname:"Sharma",slug:"swati-sharma",fullName:"Swati Sharma",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"439112",title:"MSc.",name:"Touseef",middleName:null,surname:"Fatima",slug:"touseef-fatima",fullName:"Touseef Fatima",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}}]}},subseries:{item:{id:"15",type:"subseries",title:"Chemical Biology",keywords:"Phenolic Compounds, Essential Oils, Modification of Biomolecules, Glycobiology, Combinatorial Chemistry, Therapeutic peptides, Enzyme Inhibitors",scope:"Chemical biology spans the fields of chemistry and biology involving the application of biological and chemical molecules and techniques. In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. This topic will closely deal with all emerging trends in this discipline.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11411,editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. Dr. Beydemir is also Rector of Bilecik Şeyh Edebali University, Turkey.",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",slug:"deniz-ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",biography:"Dr. Deniz Ekinci obtained a BSc in Chemistry in 2004, MSc in Biochemistry in 2006, and PhD in Biochemistry in 2009 from Atatürk University, Turkey. He studied at Stetson University, USA, in 2007-2008 and at the Max Planck Institute of Molecular Cell Biology and Genetics, Germany, in 2009-2010. Dr. Ekinci currently works as a Full Professor of Biochemistry in the Faculty of Agriculture and is the Head of the Enzyme and Microbial Biotechnology Division, Ondokuz Mayıs University, Turkey. He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. 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