\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
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Dadios",coverURL:"https://cdn.intechopen.com/books/images_new/2273.jpg",editedByType:"Edited by",editors:[{id:"111683",title:"Prof.",name:"Elmer P.",surname:"Dadios",slug:"elmer-p.-dadios",fullName:"Elmer P. Dadios"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}]},onlineFirst:{chapter:{type:"chapter",id:"77487",title:"Cyber - A Digital Cultural Heritage in a Museum and University Setting",doi:"10.5772/intechopen.97296",slug:"cyber-a-digital-cultural-heritage-in-a-museum-and-university-setting",body:'The instinct of the collector and exhibitor has been present in man since the earliest phase in the form of cave paintings and sculptural art in the form of Paleolithic and later Mesolithic Venus. This trend of preserving and expanding the “art of past generations” took place in all subsequent periods and centuries. However, it gradually manifested itself as an attribute of preserving and documenting the authenticity of time through objects.
Today’s exhibition language is the product of a combination of current knowledge of science and exhibition practices, knowledge and needs of the visitor of the 21st century. Among the priority needs for visitors to a modern museum is not only to learn about collection items, but also to examine them in detail, e.g. try them, touch them, or make a true copy of them. At present, the needs of visitors can be saturated with technology in the form of 3D printers, as well as the direct craft creation of castings of selected collection items.
Alternatives to adapting modern cyber technology are almost limitless; from visual presentations (from educational aids such as PowerPoint, Impress, Kyenote and others) to the technological creation itself (eg. software - graphic reconstruction of monuments and collection objects, 3D shapes and forms of architecture of cities using 3D printing, or 3D Puzzle of world cities and cultural heritage and others).
Today we can no longer talk only about the form of “help and finding solutions to problems” but it is necessary to create modern procedures (online presentation of field results associated with video calling, practical adaptation of acquired theoretical knowledge into practice, for example when researching issues using a virtual archive, verification of architectural knowledge in constructed 3D and XD virtual monuments, and the like) in combining the acquired knowledge with technological advances.
The research samples were selected according to the following basic factors:
Constant and stable attendance of selected institutions.
The scope of digitized collection items and the degree of execution of virtual reality.
Necessary economic stability (eg. the largest state support) and cooperation with the private sector, which helps to create alternative exhibitions in the form of a virtual presentation.
Marketing and advertising promotion.
Multimedia education and interactive research of collections for practical purposes [1].
Based on the above criteria, several national and specific museums of diverse character were documented (according to the typology: artistic, historical-patriotic and ethnographic), which applied elements of cyberculture as much as possible (2014/2015–2019/2020).
The priority of the research was to analyze the following pitfalls using comparison, area diagnostics, psychological and axiological methods:
Virtual interface of the museums website (eg obtaining clear information, degree of online interaction, etc.).
The impact of visual design on the visitor or his need for self-education and relaxation.
Invoking an emotional experience from a selected exhibition and presentation.
Empirical experience in demonstrations of the application of virtuality (an effort to understand collection items and today’s technologies).
Inducing renewed interest in visiting selected museums.
Register of cultural institutions using elements of virtuality, resp. virtual reality is geographically and technologically diverse. The main criteria in compiling the list of museums for the study that apply cyberculture to their prepared programs were:
Combination of classic and virtual exhibitions. A key factor is the degree of diversity in the design and adaptation of digital collections.
Offer interaction on the web, even in classic spaces.
Use of virtual and multimedia elements in the advertising presentation of the museum. It goes e.g. about the use of 3D videos. This includes design promotion based on the use of technical innovations such as. handheld scanner.
Experimenting with interactive components of cyberculture during the tour, such as e.g. tablets, audio-guide devices and others.
Presentation of development stages of the application of technical innovations in the interpretation of their collections in the form of pilot projects and short-term exhibitions.
Applying more demanding components of cyberculture (eg holograms) to the exhibition process.
From the very beginning, museums have promoted the idea of providing new facts to those who intend to broaden their knowledge horizons. Such an example are the collections from the 2nd millennium BC. from the city of Larsa for didactic purposes. It is education and the acquisition of new knowledge that play a key role in the creation of museums and their collections. This moment intensified at the turn of the 18th and 19th centuries, when the foundations of exhibition plans for the realization of expositions were laid.
At present, we can prove the existence of three exhibition plans:
The basic contours of the visualization-virtualization plan are:
Life in society has changed a lot in the last 50 years. Undoubtedly, this is also a consequence of the technology that, with the advent of classic television sets, was already creating a ramp to gradual virtualization. This was most evident in cinematography. Virtuality is one of the basic forms of cyberculture, which is “generated through fiction and illusiveness in confrontation with mimeticism, emphasis on identity in terms of ideal presentation and the existence of what is otherwise impossible, inaccessible, and brings a permanent deal with the degree of expression, disrupted to hyperreality and superficiality... “ [8].
However, we can not understand virtualization purely as a way of visual presentation, [9] as it is a fundamental phenomenon of network, so-called cyber-communication. From a sociological point of view, virtuality is an epistolary genre, [10] that is, writing on the screen, not on paper. This type of writing is mostly used for communication, especially on social networks and e-mail.
The development of science and technology in the field of communication and information means has opened up new, previously non-existent spaces. These spaces are connected by relatively large geographical distances, it is possible to move in them and create virtual communities. The current consumer population is adapting space and time, even discovering and explaining the importance of connecting borders. In this spirit, J. Pašiak sketched the basic scheme of spatial trends, forms and types of society, which in the course of historical development reacted to the then technological boom [11].
Similar views arose from the technological and economic predictions of many authors (eg. D. Bell and H. Kahn), [12, 13] who emphasized the evolutionary model of post-industrial society. A. Toffler also predicted in 1968 that the main “feature of cyberculture” would be “work from home”, performed using a computer connected to a telecommunications network [14]. These predictions led from industrial and urbanized space to cyberspace and virtual networks. This transformation of processes represents a global trend and is characteristic of the civilizational component of globalization [15].
In the context of globalization, cyberculture has strengthened certain boundaries and barriers between the various strata of society, such as:
Between people who have access to information and people without access.
Among people who can work with new technologies and among people who do not have the necessary knowledge to use technology.
This trend is also applied in museums and galleries through museum digitization and elements of virtual reality, especially with regard to virtual reconstructions and high technology [16]. The purpose of museums is not only exhibition activity, but also the formation of public opinion of the past. Contemporary museums are exposed to a compromise between authenticity, the display of original museum collections and virtual pomp in the struggle for their existence. This situation is primarily influenced by the website and the degree of presentation of digitized collections to the public via the Internet, which has its supporters and opponents. A significant shift in information and a cross-section of traffic was also ensured by Google’s computer application. Google Corporation has launched a project called “Google Art Project” to unite selected world museums with art and graphics in a virtual environment using the Internet [17]. The revolutionary idea was to create a list of the best virtual museums in the world according to certain criteria. The criteria were e.g. virtual museum with the best exhibition activity, the best application of virtual products, animation-virtual stories (scenes), interest of visitors, etc. The list of museums is expanding every year and even new applications are being created in the project with the basic intention of attracting visitors to the museum premises. Currently, the leading position in Google search traffic per weekly click belongs to the French Louvre. The museum currently has the most detailed elaborate graphic design and interactive interface. In addition to the interior, the virtual tour also offers some of the floors of the museum’s exterior.
In other leading places in the ranking were placed museums, such as Smithsonian Institute: Museum, NASA Museum or Virtual Museum of Canada, etc. A rather specific virtual museum is the NASA Museum in Washington. The museum has an animation-interactive page. The robot in the role of a guide accompanies the virtual visitor through the history of the American national space program. The virtual museum is complemented by original, authentic materials from the archives, photographs and various audio / audio samples.
The museum with the largest number of existing virtual exhibitions so far is the Virtual Museum of Canada. The virtual museum operates on the basis of a grouping of physical museums from the territory of Canada. So far, 752 virtual exhibitions have been constructed. The most interesting presentations within the exhibitions are considered to be cartoons in 2D and 3D and profile cities. Individual cities are processed in a virtual form. It is possible to follow their historical-architectural development, or contemporary local sounds from factories, neighborhoods, cars, etc. It should be noted that the latter museums are located exclusively on the Internet.
The basic forms of museum cyberculture include digitization, internet communication, cyberspace, virtual reality and online presentation. Defining the concept of museum cyberculture is complicated for several reasons, such as non-uniform terminological bases, absence of elaboration of methodological procedures in analysis of impact of digitization and virtualization of museum artifacts, different execution of virtual reconstructions on the basis of technical complexity and lack of financial and marketing promotion [18].
From the museum practice, the most used elements of cyberculture are the digitization of museum artifacts and the internet presentation of the museum, the so-called virtual tours [19].
Although digitization is a relatively long-term matter in terms of time and technology, it is gradually becoming established in the pedagogical environment. We can observe the greatest manifestation in the creation of digital and multimedia laboratories directly at universities or in the museum sphere. In addition, the digital - visualization trend also affected the educational process. Nevertheless, various forms of application of the components of cyberculture prevail among individual departments (as well as universities) for the benefit of research and interpretation of knowledge. This fact is also noticeable in the Slovak Republic, where it is necessary to improve the usability of digitization and work with virtualization in the university environment. Compared to other, comparable countries (eg Poland, the Czech Republic or Hungary), this situation is considerably underestimated in our region, which is also reflected in the acquisition of European projects or the success of graduates with digital experience in obtaining employment.
In several humanities and social sciences, the adaptation and dissemination of technological innovations (eg the use of tablets, smartphones, Tesla’s transformer, etc.) is currently the most prone in the field of visualization elements. The basic task of virtualization is the presentation and verification of theoretical knowledge in real form. It is visual practice that documents other research alternatives from other scientific disciplines.
Currently, the following scientific phenomena are the most preferred:
creation of reconstruction models of existing collection objects in order to present them online as a promotional item, as well as for available study (eg the Digital Museum project, which is under the patronage of the SNP Museum in Banská Bystrica).
creation of various collection items (most often damaged or stolen, processed on the basis of preserved documentation) using 3D printers.
making available reconstructive museological exhibitions of historical and social themes in universities (eg “Virtual Exhibition of Slovak Castles” at the University of St Cyril and Methodius in Trnava, or “History of Scotland” at the University of Glasgow.). In this regard, it should be noted that most foreign universities (eg, the University of Denver, the University of Maryland, and many others) focused on the study of history and architecture on their official (department) site offer direct virtual exhibits.
construction of an ideal virtual form of cultural monuments (especially ancient and medieval buildings: sacral and profane buildings) in a digital format for the study of the history of architecture.
virtual animated demonstrations and feature films about individual historical periods. They are mostly 2D, or. 3D examples documenting the social conditions of the time [20].
virtual geographical and cartographic plans and maps created using technological and navigation systems (eg GIS).
creating simple educational presentations (Figure 1) using multimedia tools (eg. virtual book) to simplify and explain historical - socio - cultural processes for high school students (especially grammar schools) and universities.
Example: Life and works of Galileo - a virtual 3D survey [
In the way of studying and interpreting the nature of complex historical processes and their connections as a whole, implementation using individual virtual elements is increasingly present on a global scale. Important promoters of virtualization include, in particular, German, Anglo-Saxon, Francophone and Sino-Japanese university experts, who apply forms of virtualization and cyberspace in the analysis of the history of the human population.
This situation manifests itself in several patterns (eg from short clips to rehearsal and repetition alternatives, etc.), which are accessible to the public, especially in the online interface. In the educational process and especially in the interpretation of the history of architecture, especially in the presentation of building changes in urban planning and differences in the architecture of monuments, we can consider the following forms as decisive elements:
2D to 3D virtual reconstructions of various cultural monuments included in the then cities (Figure 2). These forms are based on sources of archeological provenance and also on architectural and historical graphic documents.
cartographic, geographical virtual plans and floor plans of the then cities. (Figure 3). Virtual maps as well as books are based on the geography of the time and preserved maps.
static and virtual reconstruction models of cultural heritage (layout of buildings, natural attributes, as well as period sounds). Knowledge from the literature and previous graphic and sound analyzes play a significant role in the creation. A typical example is the exhibition at The Virtual Museum of Canada (VMC), which documents one of its exhibitions of the social changes of selected Canadian cities from the 19th and 20th centuries through old photographs and period sounds (Figure 4) or he - line exhibition of the floor plan of the city of the Manhattan district from 1812 to the present (Figure 5).
reconstructions of the then portraits of the most important figures, which changed the character of the history of cities (eg kings, statesmen, architects, etc.). Selected reconstructions are created mainly with preserved artifacts (eg. sculptures, busts, paintings, graphics, photographs and others).
Example: 3D castle Slanec [
Example: 3D floor plan of the city of Lucca [
Sample: Exhibition entitled “Urban Life Through Two Lense” at VMC [
Sample: Online exhibitions of Manhattan Island history [
Today, there are a relatively large number of professional websites on several Internet browsers that visually process the history of individual European and non-European cities. Nevertheless, no website (with the exception of the National American Archive with its own virtual museum) offers the online user historical [26] and factual interactions (except for pre - stored facts and graphic recordings). Almost all websites lack the alternative of creating and documenting the history and visualization of cultural artifacts.
Virtual museums are created with innovative technology and represent the most modern virtual and didactic models. Their purpose is to ensure current marketing progress, they are part of an entertaining, but mainly educational digital - virtual space, where we can move, walk, respond to stimuli and gain certain knowledge [27]. The authenticity of visual - virtual objects and artifacts in a cyber exhibition depends on the processing and application of current technology. The originality of a virtual object is not always static, so it is necessary to approach it broadly, as it has the dimension of the original objects and we can not talk about copies, but illusions or even reproductions of missing articles that directly create a visual experience, but many times do not correspond to the original objects. and thus create hypotheses of the selected object, the artifact [28].
The virtual museum represents a hybrid concept [29] of a physical museum with digital flexibility of technological and technical equipment, while it has alternatives such as:
Digital collections are independent of physical artifacts.
Digital exhibits can facilitate the purchase distribution of replica sales, thus creating an effort for non-violent marketing and promotion of a cultural institution.
Digital exhibits can be used in another digitization process.
Digital, but especially virtual exhibits can be applied in the pedagogical process in several dimensions.
These alternatives are intended to support the diversity of the use of virtuality, from websites to virtual cyberspace. 2D and 3D exhibition (not to mention the application of anaglyphs, holograms, but especially the so-called augmented reality in the presentation process) serves as a tool for education and assistance in solving other research hypotheses. The aim of the virtual exhibition is not only the creation of virtual space, respectively. Cybercocks, but especially the spatial rendering corresponding to the real state of the monument or artifact in the relevant historical decade.
Among the positive elements we include:
in the long run they are lower costs,
exhibiting other collection objects and objects not in the given museum,
association of museums due to mutual cooperation and creation of joint projects,
virtual reality is more personal than ordinary means of communication such as e-mails or social networks,
virtuality has socio-sociological significance regardless of language, age and gender,
the virtual reality community forms a whole without the influence of the geographical environment,
virtual reality helps to more effective and productive communication between individual scientific disciplines,
each individual can find their own territory of interest,
the space of virtual reality offers complete free communication with the world.
Among the negative elements we include:
lack of personal contact with collection items,
hypothetical conclusions of newly created objects,
loss of radiation and radiation from original collection items,
restriction, even loss of social life and erosion of interpersonal relationships,
virtual interaction gradually replaces social communication and discussion in the public,
greater socio-property differentiation in society and increasing industrialization of everyday life,
the virtual environment provides the risks of various hypotheses,
virtual reality in some cases brings worthlessness, even insignificance of personalities, leading to destructive features,
deterioration of the health status of users, especially the possible occurrence of ophthalmological, mental and neurological disorders.
We can observe urban changes in culture in several spheres, but especially in the way of perceiving art and presenting cultural heritage. Today, it is no longer enough for visitors to present facts, as was the case in the past. It is necessary to process the overall context and create a diverse art and life of previous generations. Cyberculture components can handle this attribute.
We can also observe a fundamental change in the influence of cyberculture in museums, when documenting in the form of exhibition, educational and scientific activities. Cyberculture in the presentation and protection of cultural heritage can modify the basic emotional elements that affect human organs to such an extent that they evoke the impression of infinite space. The artificial virtual world, in which the human visitor feels without limitations and boundaries, is created with the intention of direct participation in the cyber world. Existing virtual exhibitions have created certain standards for the presentation of artifacts and individual themes.
This situation can be reflected from the opening of exposures to cyberspace at the turn of the 20th and 21st centuries. It is the openness of free cyberspace that creates new types of presentation of cultural monuments and artifacts to the public. It is one of the globalization trends taking place in museums and monuments. With the help of accessible cyberspace (eg. virtual tour), every potential visitor gets the opportunity to look at the world’s cultural uniqueness. Year-on-year, European archeological sites (eg Pompeii, Herculaneum, Lasaux Cave, etc.) as well as American natural curiosities (eg Grand Canyon or Niagara Falls and others) will receive the most “clicks”. Adherents of cyberculture also welcome the application called “Live” as a positive side, t. j. live broadcast from relevant sites. In recent years, this trend of a lively, current environment has also been applied to the largest cities in the world, or tourist sites. Most of the world’s museums and galleries already have a similar treatment. It should be noted that negative attitudes prevailed among the conservative group in making the cultural heritage accessible in the cyber world.
At present, the mentioned phenomenon is supplemented by a new technological element, i.e. j. 3D reconstruction of ideal forms and shapes of existing cultural monuments. This type is mainly used by important tourist regions (eg. 3D Ancient Rome, 3D Louvre, etc.) using portable audio- guides.
The phenomenon of cyberculture is an extraordinary component of the presentation and its possibilities are almost limitless. For this reason, a wider application would be needed in the humanities, which lags behind the technical sciences. It is only up to the researchers of the humanities which direction their future will develop and what position they will build in the university environment.
The paper is part of the solution of the grant task APVV-18-0196 Knowledge of the Nitra capital M. Bel (interpretation and application) and KEGA 005UCM/4-2019 Natural conditions of the Nitra capital in the 18th century from the perspective of M. Bel (university textbook).
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All published Book Chapters are licensed under a Creative Commons Attribution 3.0 Unported License. Monographs are licensed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license granted to all others. Our Copyright Policy aims to guarantee that original material is published while at the same time giving significant freedom to our Authors. IntechOpen upholds a flexible Copyright Policy meaning that there is no copyright transfer to the publisher and Authors hold exclusive copyright to their work.
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The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Rabia M. Yilmaz",authors:[{id:"225838",title:"Dr.",name:"Rabia",middleName:null,surname:"Yilmaz",slug:"rabia-yilmaz",fullName:"Rabia Yilmaz"}]},{id:"63639",doi:"10.5772/intechopen.81086",title:"Cooperative Learning: The Foundation for Active Learning",slug:"cooperative-learning-the-foundation-for-active-learning",totalDownloads:3475,totalCrossrefCites:18,totalDimensionsCites:24,abstract:"The role of instructors is evolving from the presenter of information to the designer of active learning processes, environments, and experiences that maximize student engagement. The more active a lesson, the more students tend to engage intellectually and emotionally in the learning activities. Cooperative learning is the foundation on which many of the active learning procedures are based. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Most of the active learning procedures, such as problem-based learning, team-learning, collaborative learning, and PALS, require that students work cooperatively in small groups to achieve joint learning goals. Cooperative learning is based on two theories: Structure-Process-Outcome theory and Social Interdependence theory. Four types of cooperative learning have been derived: formal cooperative learning, informal cooperative learning, cooperative base groups, and constructive controversy. There is considerable research confirming the effectiveness of cooperative learning. To be cooperative, however, five basic elements must be structured into the situation: positive interdependence, individual accountability, promotive interaction, social skills, and group processing.",book:{id:"6929",slug:"active-learning-beyond-the-future",title:"Active Learning",fullTitle:"Active Learning - Beyond the Future"},signatures:"David W. Johnson and Roger T. Johnson",authors:[{id:"259976",title:"Dr.",name:"David",middleName:null,surname:"Johnson",slug:"david-johnson",fullName:"David Johnson"},{id:"263004",title:"Dr.",name:"Roger",middleName:null,surname:"Johnson",slug:"roger-johnson",fullName:"Roger Johnson"}]},{id:"58060",doi:"10.5772/intechopen.72341",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8826,totalCrossrefCites:17,totalDimensionsCites:22,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"59468",doi:"10.5772/intechopen.74344",title:"Virtual and Augmented Reality: New Frontiers for Clinical Psychology",slug:"virtual-and-augmented-reality-new-frontiers-for-clinical-psychology",totalDownloads:2359,totalCrossrefCites:13,totalDimensionsCites:21,abstract:"In the last decades, the applied approach for the use of virtual reality (VR) and augmented reality (AR) on clinical and health psychology has grown exponentially. These technologies have been used to treat several mental disorders, for example, phobias, stress-related disorders, depression, eating disorders, and chronic pain. The importance of VR/AR for the mental health field comes from three main concepts: (1) VR/AR as an imaginal technology, people can feel “as if they are” in a reality that does not exist in external world; (2) VR/AR as an embodied technology, the experience to feel user’s body inside the virtual environment; and (3) VR/AR as connectivity technology, the “end of geography’. In this chapter, we explore the opportunities provided by VR/AR as technologies to improve people’s quality of life and to discuss new frontiers for their application in mental health and psychological well-being promotion.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Sara Ventura, Rosa M. Baños and Cristina Botella",authors:[{id:"106036",title:"Dr.",name:"Rosa Maria",middleName:null,surname:"Baños",slug:"rosa-maria-banos",fullName:"Rosa Maria Baños"},{id:"227763",title:"Ph.D.",name:"Sara",middleName:null,surname:"Ventura",slug:"sara-ventura",fullName:"Sara Ventura"},{id:"229056",title:"Dr.",name:"Cristina",middleName:null,surname:"Botella",slug:"cristina-botella",fullName:"Cristina Botella"}]},{id:"64583",doi:"10.5772/intechopen.81714",title:"Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece",slug:"evaluating-a-course-for-teaching-advanced-programming-concepts-with-scratch-to-preservice-kindergart",totalDownloads:1419,totalCrossrefCites:13,totalDimensionsCites:18,abstract:"Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking.",book:{id:"6936",slug:"early-childhood-education",title:"Early Childhood Education",fullTitle:"Early Childhood Education"},signatures:"Stamatios Papadakis and Michail Kalogiannakis",authors:null}],mostDownloadedChaptersLast30Days:[{id:"58060",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8832,totalCrossrefCites:17,totalDimensionsCites:23,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"61746",title:"Facilitation of Teachers’ Professional Development through Principals’ Instructional Supervision and Teachers’ Knowledge- Management Behaviors",slug:"facilitation-of-teachers-professional-development-through-principals-instructional-supervision-and-t",totalDownloads:3384,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"With the rise of global competition and the focus on teacher quality, teacher professional development is becoming increasingly crucial, and the stress and challenges for principals are more severe than ever. Teachers can improve their professional abilities through principals’ instructional supervision and their own knowledge-management (KM) behaviors to benefit students. Thus, this chapter analyzes the relationship among principals’ instructional supervision, teachers’ KM, and teachers’ professional development. The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers. The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM behaviors.",book:{id:"6674",slug:"contemporary-pedagogies-in-teacher-education-and-development",title:"Contemporary Pedagogies in Teacher Education and Development",fullTitle:"Contemporary Pedagogies in Teacher Education and Development"},signatures:"Chien-Chin Chen",authors:[{id:"232569",title:"Ph.D.",name:"Chien Chih",middleName:null,surname:"Chen",slug:"chien-chih-chen",fullName:"Chien Chih Chen"}]},{id:"75908",title:"From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya",slug:"from-the-classroom-into-virtual-learning-environments-essential-knowledge-competences-skills-and-ped",totalDownloads:519,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching.",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Catherine Adhiambo Amimo",authors:[{id:"333482",title:"Dr.",name:"Catherine Adhiambo",middleName:null,surname:"Amimo",slug:"catherine-adhiambo-amimo",fullName:"Catherine Adhiambo Amimo"}]},{id:"75224",title:"Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe",slug:"decoding-the-digital-gap-in-teacher-education-three-perspectives-across-the-globe",totalDownloads:589,totalCrossrefCites:0,totalDimensionsCites:4,abstract:"Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Steinar Thorvaldsen and Siri Sollied Madsen",authors:[{id:"332624",title:"Associate Prof.",name:"Siri Sollied",middleName:null,surname:"Madsen",slug:"siri-sollied-madsen",fullName:"Siri Sollied Madsen"},{id:"332626",title:"Prof.",name:"Steinar",middleName:null,surname:"Thorvaldsen",slug:"steinar-thorvaldsen",fullName:"Steinar Thorvaldsen"}]},{id:"75416",title:"Self-Study Research: Challenges and Opportunities in Teacher Education",slug:"self-study-research-challenges-and-opportunities-in-teacher-education",totalDownloads:777,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. In the article, I argue that engaging in self-study is a learning and development process and an approach to developing personal professionalism, collective professionalism and improvements in practice.",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Kåre Hauge",authors:[{id:"332053",title:"Associate Prof.",name:"Kåre",middleName:null,surname:"Hauge",slug:"kare-hauge",fullName:"Kåre Hauge"}]}],onlineFirstChaptersFilter:{topicId:"265",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}},{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}}]},series:{item:{id:"13",title:"Veterinary Medicine and Science",doi:"10.5772/intechopen.73681",issn:"2632-0517",scope:"Paralleling similar advances in the medical field, astounding advances occurred in Veterinary Medicine and Science in recent decades. These advances have helped foster better support for animal health, more humane animal production, and a better understanding of the physiology of endangered species to improve the assisted reproductive technologies or the pathogenesis of certain diseases, where animals can be used as models for human diseases (like cancer, degenerative diseases or fertility), and even as a guarantee of public health. Bridging Human, Animal, and Environmental health, the holistic and integrative “One Health” concept intimately associates the developments within those fields, projecting its advancements into practice. This book series aims to tackle various animal-related medicine and sciences fields, providing thematic volumes consisting of high-quality significant research directed to researchers and postgraduates. It aims to give us a glimpse into the new accomplishments in the Veterinary Medicine and Science field. 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In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\r\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\r\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Orthodontist, Assoc Prof in the Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"344229",title:"Dr.",name:"Sankeshan",middleName:null,surname:"Padayachee",slug:"sankeshan-padayachee",fullName:"Sankeshan Padayachee",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"315727",title:"Ms.",name:"Kelebogile A.",middleName:null,surname:"Mothupi",slug:"kelebogile-a.-mothupi",fullName:"Kelebogile A. 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