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\n\t\t\t\tThis condition affects patients across ages groups
As opposed to the above, the pathological processes that develop at the Achilles tendon attachment site on the calcaneus have been called insertional tendinopathy, and are less frequent. Initially, both conditions were jointly referred to as Achilles tendinitis, supposedly to explain the inflammatory origin of lesions in the calcaneal tendon and its insertion point.
\n\t\t\t\tAccording to Schepsis this was an incorrect approach, resulting from insufficient knowledge and understanding of the variable nature of pathological lesions in the course of these processes
The usual cause of pain is related to an increase in the number of cells in the tendon, and an increase of their activity, thus resulting in an increased volume of extracellular substance. The collagen fibre pattern and neovascularisation process are thus corrupted
Such incomplete knowledge of the aetiopathogenesis has led to many misunderstandings regarding nomenclature, and even treatment methods
Tendinopathy may develop as a result of a single cause, or result from the overlapping effects of multiple causative factors. These always lead to an overload of the Achilles tendon. It is believed that a sudden, short-term increase of loads may be one of the causes of the developing lesions. In a similar manner, an overload may also result from an increased duration or frequency of physical training loads.
\n\t\t\t\tAs a result of an increased frequency of training sessions, the rest intervals become shorter, thus reducing the chances for regeneration and self-repair of any micro-injuries that may have occurred.
\n\t\t\t\tAn undoubted increase of the risk of Achilles tendinopathy occurs when the training shoes are replaced with new, often uncomfortable or even improper ones that force a pronation position of the foot. Subjecting the foot to loads in forced tarsal overpronation causes an increase of the forces transmitted through the calcaneal tendon.
\n\t\t\t\tOwn observations in ultrasonography studies show that lesions usually occur within the section of the calcaneal tendon formed by the medial head of the gastrocnemius muscle. Running on a hard and uneven surface forces substantial and suddenly changing tensions within the Achilles tendon that lead to the formation of lesions within its internal structure.
\n\t\t\t\tSeasonal changes of the surface on which the patient walks or trains on an everyday basis also play an important role. Excessively tense or weakened muscles of the calf, subjected to regular loads, also sometimes cause the development of calcaneal tendon overload lesions.
\n\t\t\t\tA limited range of motion in the ankle joint is a similar risk factor. Inappropriate motor training methods, especially insufficient muscular warm-up prior to training, improper stretching of calf muscles or their abrupt cooling after effort increase the risk of Achilles tendinopathy.
\n\t\t\tPatients\' complaints and physical symptoms of noninsertional Achilles tendinopathy are variable, depending on the severity and extent of the lesions. It has also been found that the duration of the pathological processes has an impact on the severity and features of the complaints.
\n\t\t\t\t\tThe most frequent and unspecific symptom is moderate to severe pain in the area of the calcaneal tendon, located proximally from its attachment to the calcaneus. The painful section of the tendon usually shows evidence of a nodule- or spindle-like thickening.
\n\t\t\t\t\tThe thickened areas are very painful at palpation. Pressure sensitivity can be increased following a period of rest, especially at night. Patients report stiffness of the ankle joint during its first movements. A reduction of strength and range of plantar flexion of the foot is observed. A sensations of heaviness of the affected limb is a common complaint.
\n\t\t\t\t\tConsidering the pain incidence and intensity, noninsertional Achilles tendinopathy is classified into 4 stages. Stage I features pain that occurs only following effort, especially running. Patients with stage II report pain both before and after running. Complaints slightly decrease while running. Stage III includes pain during any activity, significantly reducing the duration and levels of achievable loads. In stage IV, pain occurs during normal everyday activity that increases the pain intensity or extends its duration.
\n\t\t\t\tStandard radiological imaging are not useful in supporting the diagnostics and imaging of tendinopathy lesions of the calcaneal tendon. Only imaging techniques that are capable of showing the differences in soft tissue structure may be helpful in diagnosing and monitoring the course of tendinopathy of the Achilles tendon.
\n\t\t\t\t\tUltrasonography (US) and magnetic resonance imaging (MRI) are the golden standard in tendinopathy imaging. Due to its availability, ultrasonography is the most frequently used method. Various ultrasonography options and variants are useful.
\n\t\t\t\t\tThe most frequent ultrasonographic symptoms of tendinopathy are focal thickening of the tendon, hypoechogenic intratendinous foci and evidence of rupture of the fibrillar structure of tendons. A thickening of the peritendon and tendon sliding restriction during active movements of the foot are less frequent. Ultrasonography with the Power Doppler (PDUS) and Color Doppler (CDUS) options usually shows no substantial abnormalities while clinical symptoms last. Healing symptoms are clearly visible in the form of increased number of vascular pulses within the tendon, and in the immediate vicinity of the tendon
Transverse US view of Achilles tendinopathy: A – peritendon thickening, B – area of fibrillar rupture, C – hypoechogenic foci.
Transverse PDUS view of Achilles tendinopathy: A – peritendon thickening, B – area of fibrillar rupture, C – hypoechogenic foci, D – vascular pulses.
Comparing with US studies, MRI scans are more sensitive in differentiating adjacent healthy and affected tissues. MRI scans allow the imaging of a selected area in various planes and a more detailed evaluation of the internal structure of the investigated organ. Its costs and limited availability make MRI scans useful only for the evaluation of cases that are doubtful in terms of diagnostics, or following various invasive treatments that may blur the ultrasonographic image
Many authors stress the necessity to properly match the management method with the cause of tendinopathy, its severity and previously used therapies
The management principle for every Achilles tendon tendinopathy is to discontinue previous motor activity at the origin of tendinopathy lesions, and resting of the patient.
\n\t\t\tInitial management should include stretching and eccentric training exercises. Appropriate footwear with heel elevation should be used, and the easiest way to achieve this is to insert a cork wedge into one\'s own shoe. With pain complaints resolved, the programme of returning to training should be modified. If such management proves ineffective, unloading with elbow crutches becomes necessary.
\n\t\t\tAt the same time, various forms of physiotherapy are used, such as ultrasounds, magnetic fields, laser or ultrasonic shock wave
In the event of a failure of the physiotherapy management methods, many patients undergo steroid injections into the affected areas in the vicinity of the calcaneal tendon. The alleviation of complaints reported following such management is temporary. As the nature of the lesions within the tendon has usually no inflammatory origin, it is difficult to expect the improvement to be long-lasting, as it only translates into reduced pain.
\n\t\t\tIt is also sometimes recommended to proceed with injections of products causing obliteration of the vessels formed in the neovascularisation processes that are seen in the course of tendinopathy.
\n\t\t\tThe inefficacy of subsequent treatment modalities, especially in middle and older age patients, leads to the performance of various surgical interventions. The value of surgical management is generally positively perceived by the patients, especially in subjects who had previously been treated without effect using other management methods
We have implemented a different management method at our Centre. It consists in a local administration of autologous leukocyte- and platelet-rich plasma (L-PRP) under direct ultrasonographic imaging control into evidenced lesions within the calcaneal tendons
The objective of this paper is to evaluate the efficacy of noninsertional Achilles tendinopathy treatment using local injections of autologous leukocyte- and platelet-rich plasma.
\n\t\tEvaluation involved the treatment of 29 patients aged 24 through 53 years, 42 years on average. Patients included 11 women and 18 men. In 5 subjects, lesions involved bilateral calcaneal tendons. Therefore, 34 tendons were subjected to this treatment. Sport or motor activities exceeding the average loading level for a given age group were seen in 7 subjects. Metabolic abnormalities in the form of diabetes were noted in one patient.
\n\t\t\tThe period of complaints preceding treatment with autologous leukocyte- and platelet-rich plasma ranged from 5 to 21 months, on average 14 months. L-PRP injections were used following failure of other forms of treatment in all subjects. Initially, immobilisation was used in 11 patients, and all subjects underwent various physiotherapy procedures. One-time steroid injections were given in 9 cases. The above patient characteristics indicate that some patients underwent various therapies at subsequent phases of the course of the disease. None of the previously used therapies proved effective in eliminating the tendinopathy symptoms. There were no periods of substantial reduction of complaints. The follow-up period for patients treated with L-PRP until their last follow-up visit exceeded 1 year in all subjects.
\n\t\tEvaluation involved randomly selected patients among those reporting for treatment at the outpatient clinic of the hospital, presenting with pain of the posterior surface of calf circumference. Based on an initial interview and physical examination, subjects with clinical features of noninsertional tendinopathy were selected. The main inclusion criteria were symptoms lasting time longer than 5 months and fail of previously employed non-invasive treatment modalities. Patients with insertional tendinopathy symptoms and those without previous courses of physiotherapy, rest, heel elevation and limb unload were excluded from the study and referred to these treatment forms.
\n\t\t\tAll patients presented painful thickening of the Achilles tendon, at a level at least 2 cm above its insertion point into the calcaneal tubercle. There was evidence of painful restriction of plantar and dorsal flexion movements. Conserved ankle pronation and supination movements also caused pain in the peripheral section of the Achilles tendon. An objective functional evaluation was performed using the AOFAS scale for the posterior section of the foot, and using VISA-A score
All the selected patients had radiograms of the ankle joint performed that also included the distal ½ of the calf, using standard radiographic projections. If radiograms were not showing lesions within the skeletal system, ultrasonographic evaluation was performed within the painful area of the calcaneal tendon, using a linear probe with frequencies of 12-15 MHz. Continuity of the entire tendon and its internal structure were verified using ultrasonography. The evaluation focused on seeking out focal continuity ruptures of the fibrillar tendon structure, determining the filling of empty inter-fibrillar spaces, and confirming the presence or absence of tendon oedema and its sheath. The freedom of tendon movement was assessed in a dynamic study. The intensity of vascular flow was evaluated using Power-Doppler within the tendon, its sheath and in its direct vicinity, including the para-insertional area on the calcaneal tubercle and the Kager\'s triangle.
\n\t\t\tPeripheral blood morphology and biochemistry tests were performed in subjects to exclude generalised inflammatory symptoms. Fulfilment of all diagnostic criteria allowed the patient to be included in the therapeutic group, upon receipt of the patient\'s informed consent.
\n\t\t\tPeripheral blood was taken from subjects selected for treatment, and a thrombocyte preparation was prepared according to the recommendations of the separator manufacturer. The suspension thus obtained was injected under ultrasonographic control into hypoechogenic foci within the area of affected tendon. Fig. 3, 4.
\n\t\t\tFor 3 days following the injection, subjects were recommended to unload the limb, use elbow crutches, and elevate the limb. Within the next 2 weeks, patients used walking sticks, walking with partial loading of the anterior section of the foot, performed passive motor exercises of the ankle joint. During the following 2 weeks, the loading of the foot was gradually increased with concomitant elevation of the heel in the subject\'s own footwear, with continued passive and active exercises with limb unloading. At 6 weeks following the injection, patients started full loading of the limb without walking sticks. Heel elevation was maintained.
\n\t\t\t6 weeks after injection, all patients underwent another evaluation of the foot performance based on the AOFAS criteria and with the VISA-A performance scales. A follow-up ultrasonographic evaluation was also performed at that time. The same features were evaluated as during the baseline evaluation. Normal daily activity was recommended if fibrillar regeneration symptoms were seen. Periodic heel elevation was still maintained. Patients were advised against motor activity, even at recreational levels.
\n\t\t\tUS longitudinal view demonstrating the needle insertion into the tendon: A – needle.
US transverse view demonstrating the needle insertion into the tendon: A – needle.
Injections were repeated in patients with limited progression of healing reactions seen at ultrasonography evaluations. In the case of 15 treated patients it proved necessary to repeat the injections. Subject who did not require repeat administrations of the preparation between 6 and 12 weeks after the procedure returned to their normal activities, as conducted prior to the onset of the symptoms. Patients who received repeat injections underwent rehabilitation in the same manner as following the first injection.
\n\t\t\tSubsequent clinical evaluations using functional performance scales and ultrasonographic examinations were conducted in all treated patients 6 and 12 weeks after treatment, as well as 6 and 12 months after treatment. Follow-up continuity is ensured through follow-up visits scheduled once a year.
\n\t\tBefore starting the therapy, the values for functional assessment using the AOFAS scale for the posterior section of the foot ranged from 28 to 69 points, with 47 points on average. Using the VISA-A scale, patients achieved scores ranging from 6 to 34, with an average of 21 points. Ultrasonographic evaluations in all subjects showed spindle-like thickening of the tendon, also involving the peritendon in 17 cases. Numerous intratendinous ruptures were seen in 8 patients. Isolated fibrillar rupture lesions were observed in 14 other subjects. All evaluated subjects showed hypoechogenic areas within these lesions, 7 of them showed only small hypoechogenic foci. 5 subjects presented a significant restriction of tendon mobility at dynamic evaluation. Four subjects had evidence of foci with significantly reduced echogenicity, potentially consistent with intratendinous hyalinisation. These were patients who had previously received steroid injections into the affected area. There were no patients with inflammatory reaction within the Achilles bursa. Studies with the Power Doppler option showed no evidence of an increased blood supply within the lesions area.
\n\t\t\tAfter 6 weeks, AOFAS scores ranged from 64 to 84 points, with an average of 76. VISA-A scores were in the range between 27 and 58 points, 44 on average. Ultrasonographic evaluation in 21 patients showed persistent thickening of the tendon at the location of intratendinous ruptures. The thickness of the peritendon remained increased in 14 subjects. In most patients a discreet reduction of the size of hypoechogenic foci was seen. No alteration of the tendon movement range was seen in 3 patients. In 23 subjects, a substantial increase of the number of vascular flow signals was seen, as compared with baseline.
\n\t\t\tEvaluations at 12 weeks showed AOFAS scores in the range between 68 and 100 points, 90 on average, and VISA-A scores ranging from 48 to 98, with an average of 87 points. Regression of the spindle-like tendon thickening was seen in ultrasonographic evaluations, observed in 11 subjects. In 6 subjects, a decreased thickness of the peritendon was noted, as compared to the evaluation at 6 weeks. In 13 subjects, the areas of fibrillar continuity rupture faded out. In 11 subjects, small hypoechogenic areas were seen, reduced in size as compared with previous evaluations. Four tendons showed evidence of residual presence of fibrillar rupture areas. Power Doppler evaluation showed an increased number of vessels within the tendinopathy area.
\n\t\t\tAfter 6 months, AOFAS scores ranged from 72 to 100 points, with an average of 91. VISA-A scores ranged from 64 to 100 points, with an average of 90 points. 25 subjects were freed from local pain and thickening of the Achilles tendon. These tendons showed reduced thickness at ultrasonographic evaluation. A reduction of the peritendon thickness was also noted. Its previous abnormal thickening was only seen in 3 subjects. These subjects also had isolated intratendinous hypoechogenic foci. Two subjects still showed discreet evidence of rupture of the tendon fibres. All treated patients showed normal, symmetrical mobility of the Achilles tendon. The number of vascular signals within the tendon itself was reduced, but remained unchanged within the vicinity of the tendon, as compared with the previous evaluation.
\n\t\t\tAfter a year, AOFAS scores ranged from 80 to 100 points, with an average of 94 points. Patients achieved VISA-A scores in the range of 78-100 points, and an average of 93 points. Ultrasonographic evaluations showed thickening of the tendons in 3 subjects. Peritendon thickening also persisted in 3 subjects. There were no intratendinous fibrillar ruptures, however small, focal reduced echogenicity areas were still seen in 3 evaluations. PDUS studies showed a further decrease of the number of vascular signals within the tendons and their vicinity.
\n\t\t\tFurther annual evaluations for up to 4 years showed neither a recurrence of the complaints nor a deterioration of clinical assessment scores in any of the evaluated patients. All treated patients achieved pain resolution and full motor function in everyday activities. Periodic pain following sports was seen in 7 patients, however at reduced levels, as compared with the pretreatment period.
\n\t\tEccentric exercises recommended by Woodley and Fahlstrom did not lead to a cure in our patients in their management prior to L-PRP injections
Surgical management methods proposed by Schepsis have not been verified in our material, as we have not used surgical management
Treatment of chronic tendinopathy of the calcaneal tendon using L-PRP injections provided alleviation or withdrawal of disease symptoms in all our patients. Observations made by other authors are thus confirmed; other authors noticed an improvement of tendon repair capacities following local administration of growth factors.
\n\t\t\tKurtz reported anti-inflammatory effects of IGF-1 in the healing of sectioned tendons, while Sanchez reported a similar effect following the application of PRGF
Schnabel et al. have shown in experimental studies on a model of equine tendons that an increased concentration of blood platelets and growth factors they release causes an increased expression of genes responsible for tendon repair
On the other hand, the observation made in Power Doppler ultrasonographic evaluations is puzzling. Baseline evaluations have shown no differences in the number of vascular flow signals as compared to the healthy side. In subsequent follow-up evaluations after 6 and 12 weeks, the number of vascular flow signals gradually increased, and the process did not stop in evaluations performed after 24 weeks within tissues surrounding the tendons. However, at that time, the number of vascular impulses within the tendons themselves was significantly inferior. Knoblach reports that micro-circulation anomalies may be a cause for developing tendinopathy
Resolving clinical symptoms, increasing tendon thickness at rupture sites, and a decreased thickening of the tendon and peritendon, with fading out of hypoechogenic foci, as observed in ultrasonography evaluations, show substantial repair efficacy following local injection of autologous thrombocyte gel into the affected area of calcaneal tendon. The lack of appropriate number of the randomised controls is the week point of the study. Good and very good results after L-PRP injections were gained in the group of patients with affected Achilles tendons who had previously employed heel elevation, rest, limb unloading or physiotherapy and didn’t improved. In this term, the role of these treatment modalities in the course post L-PRP injections presumably is small and were advised for pain and mechanical protection or patient’s comfort soon after needle manipulation around the heal. The statistically significant increase in functional assessment scores, with simultaneous complete absence of complications, show the high therapeutic value of this method.
\n\t\t1. In author’s opinion local administration of autologous platelet-rich plasma in chronic noninsertional tendinopathy of the Achilles tendon provides substantial reduction and in most cases a complete withdrawal of the disease symptoms.
\n\t\t\t2. The treatment results of noninsertional Achilles tendinopathy with direct L-PRP injection into affected area are higher then other non-invasive treatment modalities.
\n\t\t\t3. Positive early and medium term treatment results require further follow-up and well controlled, randomised studies.
\n\t\tComputer science plays a critical role in our technologically connected world, and students will get exposed to many technologies within their early years of schooling [1]. Computational thinking (CT) has been used to introduce students to computing principles within the context of the subject areas they are learning, which helps make it relevant to their understanding [2]. Robots for computer science education is a rapidly blossoming field, growing from a handful of devices pioneered by people like Michael J. Freeman in 1974 and Seymour Papert in the 1980s to over 80 different modern devices available today, many with expansive ecosystems of teacher and user resources [3, 4]. Teaching abstract concepts of CT through robotics is especially helpful as it makes the abstract concrete and children can observe the direct results of their programming commands on the robot’s actions [5]. What distinguishes these robots from robots designed for tasks like manufacturing is that they are specifically designed and marketed to help teach introductory computer science concepts to K-12 students. They are typically small, cute, brightly colored, and have heavily anthropomorphic features. While there are some overlaps with robots designed for hobbyists, CS and other STEM Ed robots are oriented not around accomplishing a task for the task’s sake, but in learning concepts through built-in puzzles or challenges. CS Ed robots are designed for children who might have no computer science experience and are helped by adults with limited CS experience. In a decade where significant efforts have been made to battle the stereotype of computer science and other STEM fields as intimidating, these educational robots are friendly, fun, and a great entry point for beginners [5].
CS Ed toys and robots are not only marketed for home use; they are also marketed to teachers and schools where they will reach more children and have a greater impact. Following a decade of breathless Kickstarter campaigns for CS Ed robots, a nascent problem is that some of the robots which are sold as preparing children for the future will not see the future themselves. These robots with volatile futures are likely to become unusable within a year or two of purchase. Some other robots, though, can turn out to be great investments that will help children discover joy in computational thinking for years to come.
While in some settings it is acceptable to buy an educational device that is likely to only work for a short period of time, most educators must be more judicious when selecting and purchasing these robots. The process of learning about, selecting, purchasing, and using these robots is an investment that needs to return a reasonable number of hours of use [6]. The longevity of these smart tangibles impacts more than just budgets; teachers and students invest significant time and emotions into robot initiatives [7]. Frustrating experiences do not help schools promote CS to their students, especially for those who are underrepresented in CS. Robots that cease to function—colloquially referred to as “bricked”—only contribute more e-waste to the world. As sophisticated educational technologies continue to evolve, it is important for educators, administrators, and other supporters of science education to be able to discern good investments from the bad. When faced with choosing between over 80 different devices (with more hitting the market every year), how does an educator know which is which? What questions should an educator ask when evaluating different products? What qualities should they look for to minimize the risks they are most vulnerable to? This chapter will explore the importance of long-term support in robots and will present a framework to assist educators in answering those questions.
The literature review will begin by discussing how other areas of computer science deal with similar problems of long-term support.
In part one of the findings section, examples of the problem with CS Ed robots will be explored. Part two will describe examples where a device was bought in a sealed package but was either unusable or had greatly reduced capabilities.
Part three of the findings section will introduce a proposed framework for educators to use when evaluating a potential CS Ed robot purchase and what kinds, and degrees, of risk may be incurred. An example of the framework being applied to a device is provided.
In limitations and future work, we will lay out a vision for further development of the framework so both consumers and designers of educational robots can move towards a future where robots are, if not everlasting, at least reasonably durable.
Finally, although this chapter approaches this problem through the lens of computer science, the analysis and framework can be applied to educational robots in other fields. Issues around reliance on companion software, narrow compatibility with hardware, difficult to replace parts, and trust in companies with little history are not unique to CS Ed robots, and any educator considering purchasing an educational robot should be aware of these potential issues and apply the provided framework on a potential purchase.
To motivate the need to address the problem of long-term use and stability in CS educational robots, we start by looking at the related issues as described in the literature.
Long-term support (LTS) for software is essential to the longevity of a product. LTS starts when software has all intended features released and is considered complete. During this phase, there will be no more additional features, and updates are limited to security and bug fixes. Security updates are necessary for internet-connected devices as flaws are identified after the product has been released and people have had time to analyze the software for defects. However, while some software is released with LTS, for most software it is not added. Software that is widely used or used by a major investor of the software’s parent company is more likely to get an LTS stage.
A great implementation of LTS is the Ubuntu operating system’s kernel. Ubuntu takes the approach of releasing new editions of their Linux kernel every 9 months and an LTS version of their kernel every 2 years. Ubuntu defines LTS as enterprise-focused, compatible with new hardware, and prioritizing testing over-development [8]. When a kernel is released as an LTS version, there will not be more features released and it will not use unstable packages or cutting edge software elements. The LTS is well documented for users: in the Ubuntu Wiki, there is a specific page on LTS defining exactly what LTS means to them and the standards they adhere to, and a short definition of LTS so users know that the kernel is different than their usual 9-month release. Users who download Ubuntu LTS kernels have a guarantee that the software they are downloading will be supported for 5 years.
Long-term support is not just a commitment to software updates and fixes, but also a commitment that the software will be funded and supported during that time. Funding is necessary so the software will have adequate customer support and other technical documentation available. When an LTS version is released, it is a sign that the company is confident that the product will last for the LTS period and that they are willing to fully support it for the full duration of the product lifetime. That confidence is not present in CS Ed robots, which creates the possibility that a school may invest in a product hoping for 5 years of service only for the company to abandon the product several months later.
Software Escrow is a way to preserve the original source code in the case the original developer can no longer continue support for their work. The contract is between a client and developer, with the escrow agent acting as the storage for code that the developer creates. They perform checks and verification of code and ensure all code is submitted properly [9].
Escrow is an additional layer of guarantee on top of a license to use proprietary software; it is treated as an insurance policy if the licensed code is abandoned [10]. Source code is defined on each escrow contract. It normally includes source code, libraries, test data, databases, and documentation. Any quality assurance needs are also defined in the contract. Various methods could be used to assure code quality, but they need to be defined by the client. It is not typically guaranteed with the provided source code they could continue the development of the codebase.
The most obvious problem with CS educational robots which quickly or unexpectedly break is the cost [11]. Many K-12 schools already struggle with the onerous burdens of affording technology with average spending of $18,000 per school per year for computer upgrades alone [12]. CS Ed robots are most effectively and substantially integrated with classroom instruction when there are enough for a class set (as opposed to one or two devices used in self-directed free time), but with the average per-student price of a CS Ed robot being $140, a classroom set quickly runs into the thousands of dollars. The additional context of many free, high-quality options to learn CS (such as Scratch or code.org) creates a high burden of expected usable hours for educators to justify an investment in CS Ed robots. Schools which serve low-income and underserved populations are both most likely to benefit from the engagement of CS Ed robots and the least likely to be able to afford to invest in an unreliable product.
Any investment in new technology is made with the expectation that the new technology will last for a reasonable duration, typically at least a couple of years, and, in the case of hardware and tangibles, withstand the normal wear and tear students may inflict.
Furthermore, school technology is often funded by grants or one-time funding opportunities that pay strictly for the hardware and not any of the maintenance costs. This is a potential problem for tangibles because their moving parts mean they have a higher maintenance burden, and companion software can have subscription fees. The Unruly Splat tangible, for example, requires a subscription for the Splats to be used, the app to be accessed, and other customer service perks. CS Ed robots with apps that are free initially may not remain free. Therefore, while grants are often used to kick start the purchase of new CS Ed robots, ongoing costs for maintenance of devices that fall outside the normal computer lab IT support will be an issue [13]. Furthermore, CS Ed robots have software that is not updated regularly may require a school to keep older iPads or tablets supported. If money is not set aside for maintenance, then high-risk CS tangibles would not be an option, no matter the educational benefits.
Another limited resource for schools that deserves protection is a teacher’s time. It takes a substantial investment of teacher time to select, learn to operate, maintain, and prepare classroom activities for CS Ed robots. It is also difficult for teachers to get “hands-on” experience with a robot before purchasing it: researching options is time-consuming, complicated, and must be done outside of school hours. Integrating new tangibles depends on many factors, such as compatibility with their past experiences, complexity of the technology, and if they can try it out before committing [14].
While most robots are sold with some guidance on how to use them in an educational setting, teachers still need to become familiar with the device and customize it for their teaching style and classroom context. If a robot is usable for a limited length of time, it is a waste of teacher time.
Wasting teacher time can have long-term ramifications. The field of instructional technology and CS education has a long history of new technologies which are heavily promoted yet do not fulfill the promises made, which can contribute to teacher skepticism about educational technology [15]. Therefore, it is important that teachers and schools can plan their tangible investments to be worth the investment over time.
For the many CS Ed robots which rely on apps, the discontinuation of product support can create serious security vulnerabilities. Risks include exposing personal data of children used to create the user accounts, revealing payment methods for any “in-app purchases,” giving malicious actors access to a device’s camera or speakers, or even allowing a malicious actor to hack the app such that harmful content is displayed [16, 17]. It can even create legal liability for schools that have an obligation to protect student data [18].
CS Ed robots which break or become bricked are likely to become electronic waste, or e-waste, as repair options are typically non-existent. The issue of large amounts of e-waste being generated by prematurely obsolete technology already exists. To give an idea of the scale of this problem, in 2012 the global e-waste totaled around 45.6 million metric tonnes [19]; in 2019 that value totaled over 53.6 million metric tonnes (on average 7.3 kilograms per capita) [20].
Tangibles can create e-waste in two ways. First, if the toys are irreparable, then those that break will be thrown away and new toys will be purchased to replace them. Secondly, if the tangibles are not backward compatible, or a new generation fully replaces an old version, then the older generations of the tangibles become obsolete and must be thrown away. In addition to the tangible itself, additional technology that is required that becomes obsolete can become a source of e-waste.
Finally, one of the features which help CS Ed robots do a great job of teaching beginner CS topics is how students become emotionally attached to the robots (which actually can contribute to students’ success at solving coding challenges [21]). Children can become very emotionally attached to their robots [22, 23]. When the devices stop working, it can create distress [24, 25].
This study uses artifact analysis as a methodology for analyzing the various design and user experience factors related to robots and smart tangibles. Artifact analysis is a process by which an artifact is analyzed to understand the design philosophy of an artifact and study its users [26]. Designers may use this process to generate pristine ideas for future designs. As an active process, artifact analysis may require additional primary or secondary research to understand the full implications of a product’s design or usage [26]. Researchers can use various inquiry routes to closely analyze an artifact’s various aspects, such as material, spatial features, functionality, and interactivity. In the process of analysis, researchers explore the data to tell them more about the aspect they are interested in [27]. The advantage of conducting an artifact analysis is that it does not require human research participants while yielding useful insights. The disadvantage of using this form of analysis is that it does not lend itself well to considering other factors outside the design or usability of an artifact, such as some of the questions we ask in our risk analysis frameworks like company history, product history, or legacy support.
In this study, having motivated the need for a way for educators to assess a CS Ed robot’s stability, we purchased two dozen different CS Ed robots and then examined them for design features that would cause them to stop working. We used this information, in combination with consulting several educators who have worked extensively with CS Ed robots and customer product reviews to design the Computer Science Risk Analysis Framework for Toys (CS RAFT). To validate that the framework was accurate, comprehensive, and easy to use, we then used the framework to analyze six smart tangibles, after which we re-designed and improved the framework. The robots and smart tangibles that we analyze are Learning Resources Code and Go Robot Mouse Activity Set, Makeblock Codey Rocky, Makeblock CodeyBot, Wonder Cue Robot, Wonder Dash Robot, and LEGO Mindstorms EV3. We included the Code and Go Robot Mouse Activity Set as a typical example in this chapter; the analyzes of the others were omitted for space.
When it comes to CS education products there are little to no LTS options available. The phrases “Computer Science Education” and “Long-term support” returned no relevant papers on the first five pages of Google Scholar. In particular, no relevant research has been found about how to create general plans for LTS for CS education tangibles.
We identified a variety of potential ways in which a CS Ed robot may be rendered inoperable before its expected end-of-life. The largest risk is for devices that require apps or external programs. If the companion software is no longer updated, the product servers are taken offline, or the software becomes unavailable because it is removed from the relevant app store, then the robot may cease to be useful. An example is the Jibo robot: after the company was sold, owners were initially told their devices would largely stop functioning as the servers were turned off. The company was subsequently sold again, and as of the writing of this chapter, users are waiting to find out more [28]. These events can occur suddenly due to a company closing or the device’s manufacturer gearing up to promote a new product.
Another way the devices may become inoperable is if the software is given a large enough update that outpaces the computing power of the hardware (tablets, laptops, etc.) that the school has access to.
Some devices have subscription models on their software, which may be affordably priced when the school purchases them but can increase to unaffordable levels.
The next most likely risk to a CS Ed robot’s long-term stability is having parts break. Some are not designed for realistic durability given children’s use profile or are constructed of custom plastic parts and electronics which are difficult or impossible to replace once broken. Others have parts that are small and easy to lose, especially in a classroom environment. Some robots may be designed with constant adult supervision in mind, which schools with low faculty-to-student ratios cannot afford.
On a product-by-product basis, the hardware may have short-term support in terms of limited warranties, but for the many that require supplemental software or a mobile app, there is often little mention of any software warranty or support. The Sphero device is a good example of a typical warranty: a 1-year warranty for the hardware but none for the software or its availability. Others (such as the Ozobot Evo, Wowee Coji, Sphero, and OsmoBot) were found to have a hardware warranty for only 30–90 days after purchase, but no software warranty. The Ozobot Evo goes as far as stating in section 13 of their Terms of Service that they do not guarantee any of the results they advertise on their website [29]. These types of warranties are a poor fit for schools that plan curriculum far in advance and very well might not get the devices in front of students within 30 days of purchase. Often there is no mention of a development life cycle for the apps or other accompanying software and no ability to predict when (or if) updates and bug fixes will occur.
We analyzed two CS Ed robots that succumbed to some of the issues above: Codeybot and Codie. Codeybot was made by Makeblock after a successful 2016 Kickstarter (raising almost $200,00) and was extensively covered by popular media. Codie (made by Codie Labs), which was designed through several startup weekends and won awards, was featured in numerous press outlets while raising $96,306 on Indigogo [30].
Codeybot was expressly marketed to teachers, offering them a discount and promising, “Are you an educator? We want to help you bring coding to your classroom!.” The authors were able to purchase a Codeybot new inbox on Ebay. It would turn on, but the Android app was no longer available; out of the two iOS apps, the one that let you manually control the features was last updated in 2016, and the one to learn to program was updated in 2018. When the company was emailed, they said they were no longer supporting the app as the device is in “End of Life.” The website documentation had broken images. The company had not yet responded to a question about what the end of life process was and what support was offered to current owners. The device had sturdy construction but an embedded battery which will likely be the cause of its eventual failure.
The authors were not able to obtain a Codie robot despite an extensive search. However, despite the Indigogo campaign’s claim that “Codie is designed with durability in mind,” we were able to assess that devices that have shipped had limited functionality and are now likely no longer usable [31]. Although the Indigogo campaign claimed in December of 2015 that the app would be available soon, the company shuttered in August of 2016. It appears that a handful of the almost 700 backers received devices that did work, but the software did not have “play or create” modes. One comment on the campaign said that they had received an email from the company where the company claimed its future was dependent on selling a lot of Codies to schools. One of the last comments on the campaign was: “Would have been nice if they would at least release the code and build specs so we could build our own.” While this is an extreme case of how CS Ed Robots can be negative experiences for educators, most CS Ed robots sold today are vulnerable to the issues which doomed the Codie.
We developed CS RAFT in order to assist educators to identify the risks associated with buying educational tangibles for their classrooms. The framework is divided into four major categories: Contents, Concepts, Company, and Community.
Each educator may have access to different resources, and risks that can be taken on by one educator can vary from those that can be taken on by another. As such, the framework does not aim to assign a single value for risk or make any recommendations regarding purchases; instead, it is designed to present an educator with the essential questions to answer in order to make an informed decision about the risks they are willing to take.
As an example, we analyzed the Code and Go Robot Mouse Activity Set from Learning Resources. This standalone robot does not require any additional software or hardware and therefore has no risk of software incompatibility or deprecation issues. Learning Resources is a well-established company with many products and has a low risk of dissolution. However, community feedback suggests issues with quality control on the wheels, especially over repeated use in a classroom, and a broken wheel requires the entire robot to be replaced. An educator on a grant-funded program that can afford many replacements for a shorter-term project may be willing to take on this risk, while another educator looking for a long-term toy to use as a supplement in their classroom may not.
For new robots that are being developed, there should be considerations for the longevity of the device. New devices could be improved if there were plans for both software and hardware flexibility so that in the case the project is discontinued, there would still be a way for users to continue enjoying the device to its fullest potential. Reaching out to the target community and getting feedback from end-users could help generate a solid customer base for the robot to ensure the success of the product. Finally, we encourage CS Ed robot manufacturers to work towards standards for communicating with the devices such that software can be replaced if it becomes unavailable.
In addition, robots should be made as modular as possible, and replacement modules and parts should be available for purchase. As students use the robots in the classroom, not all robots will break in the same fashion. Rather than forcing educators to purchase an entirely new robot because of one broken wheel, giving them the option to replace just the wheel (perhaps with one 3D printed from provided specifications) and repair the robot themselves would be ideal. This will allow for less e-waste and long-term use in the classroom and ultimately more educators being willing to invest in devices.
This research highlights and documents a new and growing problem facing K-12 CS educators: the unpredictable longevity of CS Ed robots. To address this problem, this chapter presents a novel framework, CS RAFT (Computer Science Risk Analysis Framework for Toys), which can aid educators in understanding the risk profile of CS Ed Robots when selecting them for purchase, and can be of use to robot designers and manufactures in developing more devices.
The CS RAFT framework can be applied to educational robots and toys outside of computer science. Tangibles in all facets of education are evolving to integrate more technologies like robots with complex microcontrollers, companion software, and augmented or virtual reality systems. Happy Atoms teaches students chemistry and physics through modeling atoms and compounds using plastic pieces that can then be scanned with a tablet running a companion application. The application offers more information on the scanned molecules, guided learning tools, and more. Miko 3 is an artificial intelligence-driven robot that engages kids with a variety of STEAM (Science, Technology, Engineering, Arts, and Math) topics through its catalog of games and tools. Tools like Happy Atoms and Miko 3 have similar concerns to the CS Ed robots discussed in this chapter and should be analyzed through the CS RAFT framework. Educators may ask themselves about the usability of the Happy Atoms models if the companion app stops being supported, or the cost incurred at a school of recurrent payments for the Miko Max premium subscription.
In conclusion, there are numerous and significant impacts of CS Ed robots becoming prematurely unusable, but as we find in other areas of computer science, software and hardware longevity is a problem that has a number of solutions. This problem extends to all other “smart” devices which educators purchase, and while there are legal frameworks available in some countries to give customers remediation, for now, there is little protection for consumers in the United States. Educators would benefit from being able to make purchases based on a more informed risk profile of CS Ed robots, and designers could do more to prevent this problem. The CS-RAFT framework presented in this chapter can assist anyone poised to make a significant investment in a CS Ed robot to look more critically at the qualities of the robot. Applying the framework can better inform the purchaser on the potential risks of investment and make smarter decisions about the choice, use, or quantity of the robot. We hope this work will motivate more research in this area and move us towards a future where CS Ed robots are confidently purchased by educators with the expectation that they will last long enough to validate their investment.
One limitation is the rapidly evolving space of how robots are used to teach computer science, of legal frameworks around “fitness for sale,” and of norms and standards in manufacturing robots. It is possible, although unlikely, that a solution will naturally arise in one of those spaces between the writing of this chapter and its publication. Another limitation is the limited amount of user testing our framework could receive from teachers who use CS Ed robots; this was primarily caused by the pandemic both reducing the use of tangibles and its impact on teachers’ available time to assist in research. In future work, we will partner with teachers to extensively use and give feedback for the next iteration of the CS RAFT.
Use the framework below to guide your computer science toy risk analysis, and consider your organization’s needs and available resources. A toy that has high-risk factors in one category may still be worth investment. For example, a toy produced by a new startup with little history may seem risky from a company perspective, but if the toy can be easily maintained by the user, long-term company support may not be necessary.
The contents category considers the hardware and software of the toy itself to assess the impact of long-term wear, lost or broken materials, and discontinued support. While self-contained, independent toys run the risk of being difficult to repair or replace, they are also immune to issues arising from the interfacing tablet or computer. Educators should consider the resources available to them when evaluating the weight of the focus points in this section.
What app or software does this toy need?
This app or software must be online and/or connected to a server. ☐
This app or software is open-source. ☐
This app or software is third-party software (e.g. Arduino IDE). ☐
Additional technologies required to play with this toy:
Personal computer/laptop ☐
Tablet (e.g., iPad) ☐
Other (e.g., Infrared camera, light sensor) ☐
List any specific requirements for the hardware required (e.g., Must be an iPad; no Android tablets)
Batteries are easily replaceable ☐
Wheels, buttons, and small supplemental parts are at high risk of being lost, broken, or worn down even under proper use.
This toy has:
Wheels ☐
a. How vital are the wheels to learning with the toy?
Buttons ☐
a. How vital are the buttons to learning with the toy?
Supplemental parts ☐
a. List any supplemental parts that are vital for learning with the toy.
Consider the at-risk parts checked in the section above.
How much does this toy cost (per unit)?
Does the company offer replacements for at-risk parts?
Can any of the at-risk parts be substituted by another off-the-shelf item?
Can any of the at-risk seem repairable by the user?
What is the warranty on the product?
The concepts category considers the learning objectives, overall design of the toy, and the nature of play while using the toy. Adopting a new robot into the classroom environment requires investment beyond the price of the toy, such as lesson planning and teacher training. Choosing products that share similar concepts with others on the market can mitigate some of the risks involved in those investments, as those similar toys can be interchanged with minimal edits to the lesson plan. While there may be benefits to using a highly specialized toy, purchasing robots that are extremely unique in their conceptual design pose a higher risk to the educator of having non-transferable content if support for the toy is discontinued.
What computer science concept does this toy aim to teach?
Is this toy a self-guided toy, or does it require teacher facilitation?
How do people interact with the toy (e.g., touch screen, voice commands)?
Does it meet the accessibility needs of your audience?
How much space and preparation does this toy need?
How many people can share the toy at once while being effective?
How much time does the toy need to be played with for fun and effective learning?
This toy requires continued, long-term progress on the same toy. ☐
The company category considers the history and nature of the company that produces the toy. While it is difficult to predict the future of a company’s direction, trends within the company for previous versions of the toy or related toys can be useful for understanding the risk of committing to using the toy long-term. Reliable support from a well-established company can mitigate some of the uncertainty involved around buying specialized, delicate, or otherwise risk-carrying toys.
When was this company established?
This company makes products beyond computer science education toys. ☐
When was this product released?
When was the last time the software for the toy received an update?
Are there previous versions or variant versions (e.g., same toy, but branded with a popular movie franchise) of the toy?
Are previous versions still supported and marketed?
Are parts backward-compatible with previous versions?
What is the company policy on supporting legacy products?
Is there evidence of products becoming open-source once discontinued?
The community category considers the relationship between the toy and its various users, and analysis in this section can inform the answers to other categories in the framework. Ratings and feedback from the community can be litmus tests for company responsiveness, and they can also inform the user of risks of breakage or loss. A rich community of educators supported by first and third-party resources such as lesson plans, video demonstrations, and professional development opportunities can suggest signs of a stable toy.
What are the ratings and reviews from other users?
Record any common reasons for critical comments and concerns.
The company responds to these public comments. ☐
A public forum for this toy exists (official or otherwise) for educators to participate in.
This community is active (most recent activity is within the last month). ☐
The company offers the following resources for educators:
FAQs ☐
Educator guides/lesson plans ☐
Educator training/professional development ☐
Video guides and demonstrations ☐
Other resources (list them):
There are the following resources created by other educators and users for this toy:
Educator guides/lesson plans ☐
Customized extensions or parts ☐
Video guides and demonstrations ☐
Student artifacts ☐
Other resources (list them):
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\n\nThe first step in obtaining funds for your Open Access publication begins with your institution or library. IntechOpen’s publishing standards align with most institutional funding programs. Our advice is to petition your institution for help in financing your Open Access publication.
\n\nHowever, as Open Access becomes a more commonly used publishing option for the dissemination of scientific and scholarly content, in addition to institutions, there are a growing number of funders who allow the use of grants for covering OA publication costs, or have established separate funds for the same purpose.
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In every field, the focus of the research is to develop such materials which have low weight, superior strength, and enhanced performance as well as cost competitiveness in comparison to existing materials. The nanocomposite materials have been used in the fields of avionics, biomedical, auto industry, sports industry, oil/gas, construction, food industry, agriculture industry, and information technology. 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He has both an MS and Ph.D. in Biomedical Engineering. He was previously a research scientist at the University of California Los Angeles (UCLA) and visiting professor and researcher at the University of North Dakota. He is currently working in artificial intelligence and its applications in medical signal processing. In addition, he is using digital signal processing in medical imaging and speech processing. Dr. Asadpour has developed brain-computer interfacing algorithms and has published books, book chapters, and several journal and conference papers in this field and other areas of intelligent signal processing. He has also designed medical devices, including a laser Doppler monitoring system.",institutionString:"Kaiser Permanente Southern California",institution:null},{id:"169608",title:"Prof.",name:"Marian",middleName:null,surname:"Găiceanu",slug:"marian-gaiceanu",fullName:"Marian Găiceanu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/169608/images/system/169608.png",biography:"Prof. Dr. Marian Gaiceanu graduated from the Naval and Electrical Engineering Faculty, Dunarea de Jos University of Galati, Romania, in 1997. He received a Ph.D. (Magna Cum Laude) in Electrical Engineering in 2002. Since 2017, Dr. Gaiceanu has been a Ph.D. supervisor for students in Electrical Engineering. He has been employed at Dunarea de Jos University of Galati since 1996, where he is currently a professor. Dr. Gaiceanu is a member of the National Council for Attesting Titles, Diplomas and Certificates, an expert of the Executive Agency for Higher Education, Research Funding, and a member of the Senate of the Dunarea de Jos University of Galati. He has been the head of the Integrated Energy Conversion Systems and Advanced Control of Complex Processes Research Center, Romania, since 2016. He has conducted several projects in power converter systems for electrical drives, power quality, PEM and SOFC fuel cell power converters for utilities, electric vehicles, and marine applications with the Department of Regulation and Control, SIEI S.pA. (2002–2004) and the Polytechnic University of Turin, Italy (2002–2004, 2006–2007). He is a member of the Institute of Electrical and Electronics Engineers (IEEE) and cofounder-member of the IEEE Power Electronics Romanian Chapter. He is a guest editor at Energies and an academic book editor for IntechOpen. He is also a member of the editorial boards of the Journal of Electrical Engineering, Electronics, Control and Computer Science and Sustainability. Dr. Gaiceanu has been General Chairman of the IEEE International Symposium on Electrical and Electronics Engineering in the last six editions.",institutionString:'"Dunarea de Jos" University of Galati',institution:{name:'"Dunarea de Jos" University of Galati',country:{name:"Romania"}}},{id:"4519",title:"Prof.",name:"Jaydip",middleName:null,surname:"Sen",slug:"jaydip-sen",fullName:"Jaydip Sen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/4519/images/system/4519.jpeg",biography:"Jaydip Sen is associated with Praxis Business School, Kolkata, India, as a professor in the Department of Data Science. His research areas include security and privacy issues in computing and communication, intrusion detection systems, machine learning, deep learning, and artificial intelligence in the financial domain. He has more than 200 publications in reputed international journals, refereed conference proceedings, and 20 book chapters in books published by internationally renowned publishing houses, such as Springer, CRC press, IGI Global, etc. Currently, he is serving on the editorial board of the prestigious journal Frontiers in Communications and Networks and in the technical program committees of a number of high-ranked international conferences organized by the IEEE, USA, and the ACM, USA. He has been listed among the top 2% of scientists in the world for the last three consecutive years, 2019 to 2021 as per studies conducted by the Stanford University, USA.",institutionString:"Praxis Business School",institution:null},{id:"320071",title:"Dr.",name:"Sidra",middleName:null,surname:"Mehtab",slug:"sidra-mehtab",fullName:"Sidra Mehtab",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002v6KHoQAM/Profile_Picture_1584512086360",biography:"Sidra Mehtab has completed her BS with honors in Physics from Calcutta University, India in 2018. She has done MS in Data Science and Analytics from Maulana Abul Kalam Azad University of Technology (MAKAUT), Kolkata, India in 2020. Her research areas include Econometrics, Time Series Analysis, Machine Learning, Deep Learning, Artificial Intelligence, and Computer and Network Security with a particular focus on Cyber Security Analytics. Ms. Mehtab has published seven papers in international conferences and one of her papers has been accepted for publication in a reputable international journal. She has won the best paper awards in two prestigious international conferences – BAICONF 2019, and ICADCML 2021, organized in the Indian Institute of Management, Bangalore, India in December 2019, and SOA University, Bhubaneswar, India in January 2021. Besides, Ms. Mehtab has also published two book chapters in two books. Seven of her book chapters will be published in a volume shortly in 2021 by Cambridge Scholars’ Press, UK. Currently, she is working as the joint editor of two edited volumes on Time Series Analysis and Forecasting to be published in the first half of 2021 by an international house. Currently, she is working as a Data Scientist with an MNC in Delhi, India.",institutionString:"NSHM College of Management and Technology",institution:null},{id:"226240",title:"Dr.",name:"Andri Irfan",middleName:null,surname:"Rifai",slug:"andri-irfan-rifai",fullName:"Andri Irfan Rifai",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226240/images/7412_n.jpg",biography:"Andri IRFAN is a Senior Lecturer of Civil Engineering and Planning. He completed the PhD at the Universitas Indonesia & Universidade do Minho with Sandwich Program Scholarship from the Directorate General of Higher Education and LPDP scholarship. He has been teaching for more than 19 years and much active to applied his knowledge in the project construction in Indonesia. His research interest ranges from pavement management system to advanced data mining techniques for transportation engineering. He has published more than 50 papers in journals and 2 books.",institutionString:null,institution:{name:"Universitas Internasional Batam",country:{name:"Indonesia"}}},{id:"314576",title:"Dr.",name:"Ibai",middleName:null,surname:"Laña",slug:"ibai-lana",fullName:"Ibai Laña",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314576/images/system/314576.jpg",biography:"Dr. Ibai Laña works at TECNALIA as a data analyst. He received his Ph.D. in Artificial Intelligence from the University of the Basque Country (UPV/EHU), Spain, in 2018. He is currently a senior researcher at TECNALIA. His research interests fall within the intersection of intelligent transportation systems, machine learning, traffic data analysis, and data science. He has dealt with urban traffic forecasting problems, applying machine learning models and evolutionary algorithms. He has experience in origin-destination matrix estimation or point of interest and trajectory detection. Working with large volumes of data has given him a good command of big data processing tools and NoSQL databases. He has also been a visiting scholar at the Knowledge Engineering and Discovery Research Institute, Auckland University of Technology.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"314575",title:"Dr.",name:"Jesus",middleName:null,surname:"L. Lobo",slug:"jesus-l.-lobo",fullName:"Jesus L. Lobo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314575/images/system/314575.png",biography:"Dr. Jesús López is currently based in Bilbao (Spain) working at TECNALIA as Artificial Intelligence Research Scientist. In most cases, a project idea or a new research line needs to be investigated to see if it is good enough to take into production or to focus on it. That is exactly what he does, diving into Machine Learning algorithms and technologies to help TECNALIA to decide whether something is great in theory or will actually impact on the product or processes of its projects. So, he is expert at framing experiments, developing hypotheses, and proving whether they’re true or not, in order to investigate fundamental problems with a longer time horizon. He is also able to design and develop PoCs and system prototypes in simulation. He has participated in several national and internacional R&D projects.\n\nAs another relevant part of his everyday research work, he usually publishes his findings in reputed scientific refereed journals and international conferences, occasionally acting as reviewer and Programme Commitee member. Concretely, since 2018 he has published 9 JCR (8 Q1) journal papers, 9 conference papers (e.g. ECML PKDD 2021), and he has co-edited a book. He is also active in popular science writing data science stories for reputed blogs (KDNuggets, TowardsDataScience, Naukas). Besides, he has recently embarked on mentoring programmes as mentor, and has also worked as data science trainer.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",biography:"Yalcin Isler (1971 - Burdur / Turkey) received the B.Sc. degree in the Department of Electrical and Electronics Engineering from Anadolu University, Eskisehir, Turkey, in 1993, the M.Sc. degree from the Department of Electronics and Communication Engineering, Suleyman Demirel University, Isparta, Turkey, in 1996, the Ph.D. degree from the Department of Electrical and Electronics Engineering, Dokuz Eylul University, Izmir, Turkey, in 2009, and the Competence of Associate Professorship from the Turkish Interuniversity Council in 2019.\n\nHe was Lecturer at Burdur Vocational School in Suleyman Demirel University (1993-2000, Burdur / Turkey), Software Engineer (2000-2002, Izmir / Turkey), Research Assistant in Bulent Ecevit University (2002-2003, Zonguldak / Turkey), Research Assistant in Dokuz Eylul University (2003-2010, Izmir / Turkey), Assistant Professor at the Department of Electrical and Electronics Engineering in Bulent Ecevit University (2010-2012, Zonguldak / Turkey), Assistant Professor at the Department of Biomedical Engineering in Izmir Katip Celebi University (2012-2019, Izmir / Turkey). He is an Associate Professor at the Department of Biomedical Engineering at Izmir Katip Celebi University, Izmir / Turkey, since 2019. In addition to academics, he has also founded Islerya Medical and Information Technologies Company, Izmir / Turkey, since 2017.\n\nHis main research interests cover biomedical signal processing, pattern recognition, medical device design, programming, and embedded systems. He has many scientific papers and participated in several projects in these study fields. He was an IEEE Student Member (2009-2011) and IEEE Member (2011-2014) and has been IEEE Senior Member since 2014.",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",slug:"mrinmoy-roy",fullName:"Mrinmoy Roy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,institution:{name:"Lovely Professional University",country:{name:"India"}}},{id:"310576",title:"Prof.",name:"Erick Giovani",middleName:null,surname:"Sperandio Nascimento",slug:"erick-giovani-sperandio-nascimento",fullName:"Erick Giovani Sperandio Nascimento",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y00002pDKxDQAW/ProfilePicture%202022-06-20%2019%3A57%3A24.788",biography:"Prof. Erick Sperandio is the Lead Researcher and professor of Artificial Intelligence (AI) at SENAI CIMATEC, Bahia, Brazil, also working with Computational Modeling (CM) and HPC. He holds a PhD in Environmental Engineering in the area of Atmospheric Computational Modeling, a Master in Informatics in the field of Computational Intelligence and Graduated in Computer Science from UFES. He currently coordinates, leads and participates in R&D projects in the areas of AI, computational modeling and supercomputing applied to different areas such as Oil and Gas, Health, Advanced Manufacturing, Renewable Energies and Atmospheric Sciences, advising undergraduate, master's and doctoral students. He is the Lead Researcher at SENAI CIMATEC's Reference Center on Artificial Intelligence. In addition, he is a Certified Instructor and University Ambassador of the NVIDIA Deep Learning Institute (DLI) in the areas of Deep Learning, Computer Vision, Natural Language Processing and Recommender Systems, and Principal Investigator of the NVIDIA/CIMATEC AI Joint Lab, the first in Latin America within the NVIDIA AI Technology Center (NVAITC) worldwide program. He also works as a researcher at the Supercomputing Center for Industrial Innovation (CS2i) and at the SENAI Institute of Innovation for Automation (ISI Automação), both from SENAI CIMATEC. He is a member and vice-coordinator of the Basic Board of Scientific-Technological Advice and Evaluation, in the area of Innovation, of the Foundation for Research Support of the State of Bahia (FAPESB). He serves as Technology Transfer Coordinator and one of the Principal Investigators at the National Applied Research Center in Artificial Intelligence (CPA-IA) of SENAI CIMATEC, focusing on Industry, being one of the six CPA-IA in Brazil approved by MCTI / FAPESP / CGI.br. He also participates as one of the representatives of Brazil in the BRICS Innovation Collaboration Working Group on HPC, ICT and AI. He is the coordinator of the Work Group of the Axis 5 - Workforce and Training - of the Brazilian Strategy for Artificial Intelligence (EBIA), and member of the MCTI/EMBRAPII AI Innovation Network Training Committee. He is the coordinator, by SENAI CIMATEC, of the Artificial Intelligence Reference Network of the State of Bahia (REDE BAH.IA). He leads the working group of experts representing Brazil in the Global Partnership on Artificial Intelligence (GPAI), on the theme \"AI and the Pandemic Response\".",institutionString:"Manufacturing and Technology Integrated Campus – SENAI CIMATEC",institution:null},{id:"1063",title:"Prof.",name:"Constantin",middleName:null,surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/1063/images/system/1063.png",biography:"Prof. Dr. Constantin Voloşencu graduated as an engineer from\nPolitehnica University of Timișoara, Romania, where he also\nobtained a doctorate degree. He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:"Polytechnic University of Timişoara",institution:{name:"Polytechnic University of Timişoara",country:{name:"Romania"}}},{id:"221364",title:"Dr.",name:"Eneko",middleName:null,surname:"Osaba",slug:"eneko-osaba",fullName:"Eneko Osaba",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/221364/images/system/221364.jpg",biography:"Dr. Eneko Osaba works at TECNALIA as a senior researcher. He obtained his Ph.D. in Artificial Intelligence in 2015. He has participated in more than twenty-five local and European research projects, and in the publication of more than 130 papers. He has performed several stays at universities in the United Kingdom, Italy, and Malta. Dr. Osaba has served as a program committee member in more than forty international conferences and participated in organizing activities in more than ten international conferences. He is a member of the editorial board of the International Journal of Artificial Intelligence, Data in Brief, and Journal of Advanced Transportation. He is also a guest editor for the Journal of Computational Science, Neurocomputing, Swarm, and Evolutionary Computation and IEEE ITS Magazine.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"275829",title:"Dr.",name:"Esther",middleName:null,surname:"Villar-Rodriguez",slug:"esther-villar-rodriguez",fullName:"Esther Villar-Rodriguez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/275829/images/system/275829.jpg",biography:"Dr. Esther Villar obtained a Ph.D. in Information and Communication Technologies from the University of Alcalá, Spain, in 2015. She obtained a degree in Computer Science from the University of Deusto, Spain, in 2010, and an MSc in Computer Languages and Systems from the National University of Distance Education, Spain, in 2012. Her areas of interest and knowledge include natural language processing (NLP), detection of impersonation in social networks, semantic web, and machine learning. Dr. Esther Villar made several contributions at conferences and publishing in various journals in those fields. Currently, she is working within the OPTIMA (Optimization Modeling & Analytics) business of TECNALIA’s ICT Division as a data scientist in projects related to the prediction and optimization of management and industrial processes (resource planning, energy efficiency, etc).",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. He is a Senior Member of the IEEE, and a recipient of the Biscay Talent prize for his academic career.",institutionString:"Tecnalia Research & Innovation",institution:null},{id:"278948",title:"Dr.",name:"Carlos Pedro",middleName:null,surname:"Gonçalves",slug:"carlos-pedro-goncalves",fullName:"Carlos Pedro Gonçalves",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRcmyQAC/Profile_Picture_1564224512145",biography:'Carlos Pedro Gonçalves (PhD) is an Associate Professor at Lusophone University of Humanities and Technologies and a researcher on Complexity Sciences, Quantum Technologies, Artificial Intelligence, Strategic Studies, Studies in Intelligence and Security, FinTech and Financial Risk Modeling. He is also a progammer with programming experience in:\n\nA) Quantum Computing using Qiskit Python module and IBM Quantum Experience Platform, with software developed on the simulation of Quantum Artificial Neural Networks and Quantum Cybersecurity;\n\nB) Artificial Intelligence and Machine learning programming in Python;\n\nC) Artificial Intelligence, Multiagent Systems Modeling and System Dynamics Modeling in Netlogo, with models developed in the areas of Chaos Theory, Econophysics, Artificial Intelligence, Classical and Quantum Complex Systems Science, with the Econophysics models having been cited worldwide and incorporated in PhD programs by different Universities.\n\nReceived an Arctic Code Vault Contributor status by GitHub, due to having developed open source software preserved in the \\"Arctic Code Vault\\" for future generations (https://archiveprogram.github.com/arctic-vault/), with the Strategy Analyzer A.I. module for decision making support (based on his PhD thesis, used in his Classes on Decision Making and in Strategic Intelligence Consulting Activities) and QNeural Python Quantum Neural Network simulator also preserved in the \\"Arctic Code Vault\\", for access to these software modules see: https://github.com/cpgoncalves. He is also a peer reviewer with outsanding review status from Elsevier journals, including Physica A, Neurocomputing and Engineering Applications of Artificial Intelligence. Science CV available at: https://www.cienciavitae.pt//pt/8E1C-A8B3-78C5 and ORCID: https://orcid.org/0000-0002-0298-3974',institutionString:"University of Lisbon",institution:{name:"Universidade Lusófona",country:{name:"Portugal"}}},{id:"241400",title:"Prof.",name:"Mohammed",middleName:null,surname:"Bsiss",slug:"mohammed-bsiss",fullName:"Mohammed Bsiss",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241400/images/8062_n.jpg",biography:null,institutionString:null,institution:null},{id:"276128",title:"Dr.",name:"Hira",middleName:null,surname:"Fatima",slug:"hira-fatima",fullName:"Hira Fatima",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/276128/images/14420_n.jpg",biography:"Dr. Hira Fatima\nAssistant Professor\nDepartment of Mathematics\nInstitute of Applied Science\nMangalayatan University, Aligarh\nMobile: no : 8532041179\nhirafatima2014@gmal.com\n\nDr. Hira Fatima has received his Ph.D. degree in pure Mathematics from Aligarh Muslim University, Aligarh India. Currently working as an Assistant Professor in the Department of Mathematics, Institute of Applied Science, Mangalayatan University, Aligarh. She taught so many courses of Mathematics of UG and PG level. Her research Area of Expertise is Functional Analysis & Sequence Spaces. She has been working on Ideal Convergence of double sequence. She has published 17 research papers in National and International Journals including Cogent Mathematics, Filomat, Journal of Intelligent and Fuzzy Systems, Advances in Difference Equations, Journal of Mathematical Analysis, Journal of Mathematical & Computer Science etc. She has also reviewed few research papers for the and international journals. She is a member of Indian Mathematical Society.",institutionString:null,institution:null},{id:"414880",title:"Dr.",name:"Maryam",middleName:null,surname:"Vatankhah",slug:"maryam-vatankhah",fullName:"Maryam Vatankhah",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Borough of Manhattan Community College",country:{name:"United States of America"}}},{id:"414879",title:"Prof.",name:"Mohammad-Reza",middleName:null,surname:"Akbarzadeh-Totonchi",slug:"mohammad-reza-akbarzadeh-totonchi",fullName:"Mohammad-Reza Akbarzadeh-Totonchi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Ferdowsi University of Mashhad",country:{name:"Iran"}}},{id:"414878",title:"Prof.",name:"Reza",middleName:null,surname:"Fazel-Rezai",slug:"reza-fazel-rezai",fullName:"Reza Fazel-Rezai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"American Public University System",country:{name:"United States of America"}}},{id:"302698",title:"Dr.",name:"Yao",middleName:null,surname:"Shan",slug:"yao-shan",fullName:"Yao Shan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Dalian University of Technology",country:{name:"China"}}},{id:"125911",title:"Prof.",name:"Jia-Ching",middleName:null,surname:"Wang",slug:"jia-ching-wang",fullName:"Jia-Ching Wang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Central University",country:{name:"Taiwan"}}},{id:"357085",title:"Mr.",name:"P. Mohan",middleName:null,surname:"Anand",slug:"p.-mohan-anand",fullName:"P. Mohan Anand",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356696",title:"Ph.D. Student",name:"P.V.",middleName:null,surname:"Sai Charan",slug:"p.v.-sai-charan",fullName:"P.V. Sai Charan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"357086",title:"Prof.",name:"Sandeep K.",middleName:null,surname:"Shukla",slug:"sandeep-k.-shukla",fullName:"Sandeep K. Shukla",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356823",title:"MSc.",name:"Seonghee",middleName:null,surname:"Min",slug:"seonghee-min",fullName:"Seonghee Min",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Daegu University",country:{name:"Korea, South"}}},{id:"353307",title:"Prof.",name:"Yoosoo",middleName:null,surname:"Oh",slug:"yoosoo-oh",fullName:"Yoosoo Oh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:"Yoosoo Oh received his Bachelor's degree in the Department of Electronics and Engineering from Kyungpook National University in 2002. He obtained his Master’s degree in the Department of Information and Communications from Gwangju Institute of Science and Technology (GIST) in 2003. In 2010, he received his Ph.D. degree in the School of Information and Mechatronics from GIST. In the meantime, he was an executed team leader at Culture Technology Institute, GIST, 2010-2012. In 2011, he worked at Lancaster University, the UK as a visiting scholar. In September 2012, he joined Daegu University, where he is currently an associate professor in the School of ICT Conver, Daegu University. Also, he served as the Board of Directors of KSIIS since 2019, and HCI Korea since 2016. From 2017~2019, he worked as a center director of the Mixed Reality Convergence Research Center at Daegu University. From 2015-2017, He worked as a director in the Enterprise Supporting Office of LINC Project Group, Daegu University. His research interests include Activity Fusion & Reasoning, Machine Learning, Context-aware Middleware, Human-Computer Interaction, etc.",institutionString:null,institution:{name:"Daegu Gyeongbuk Institute of Science and Technology",country:{name:"Korea, South"}}},{id:"262719",title:"Dr.",name:"Esma",middleName:null,surname:"Ergüner Özkoç",slug:"esma-erguner-ozkoc",fullName:"Esma Ergüner Özkoç",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Başkent University",country:{name:"Turkey"}}},{id:"346530",title:"Dr.",name:"Ibrahim",middleName:null,surname:"Kaya",slug:"ibrahim-kaya",fullName:"Ibrahim Kaya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"419199",title:"Dr.",name:"Qun",middleName:null,surname:"Yang",slug:"qun-yang",fullName:"Qun Yang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Auckland",country:{name:"New Zealand"}}}]}},subseries:{item:{id:"22",type:"subseries",title:"Applied Intelligence",keywords:"Machine Learning, Intelligence Algorithms, Data Science, Artificial Intelligence, Applications on Applied Intelligence",scope:"This field is the key in the current industrial revolution (Industry 4.0), where the new models and developments are based on the knowledge generation on applied intelligence. The motor of the society is the industry and the research of this topic has to be empowered in order to increase and improve the quality of our lives.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11418,editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",slug:"carlos-travieso-gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",biography:"Carlos M. Travieso-González received his MSc degree in Telecommunication Engineering at Polytechnic University of Catalonia (UPC), Spain in 1997, and his Ph.D. degree in 2002 at the University of Las Palmas de Gran Canaria (ULPGC-Spain). He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. He won the “Catedra Telefonica” Awards in Modality of Knowledge Transfer, 2017, 2018, and 2019 editions, and awards in Modality of COVID Research in 2020.\n\nPublic References:\nResearcher ID http://www.researcherid.com/rid/N-5967-2014\nORCID https://orcid.org/0000-0002-4621-2768 \nScopus Author ID https://www.scopus.com/authid/detail.uri?authorId=6602376272\nScholar Google https://scholar.google.es/citations?user=G1ks9nIAAAAJ&hl=en \nResearchGate https://www.researchgate.net/profile/Carlos_Travieso",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,series:{id:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403"},editorialBoard:[{id:"13633",title:"Prof.",name:"Abdelhamid",middleName:null,surname:"Mellouk",slug:"abdelhamid-mellouk",fullName:"Abdelhamid Mellouk",profilePictureURL:"https://mts.intechopen.com/storage/users/13633/images/1567_n.jpg",institutionString:null,institution:{name:"Paris 12 Val de Marne University",institutionURL:null,country:{name:"France"}}},{id:"109268",title:"Dr.",name:"Ali",middleName:null,surname:"Al-Ataby",slug:"ali-al-ataby",fullName:"Ali Al-Ataby",profilePictureURL:"https://mts.intechopen.com/storage/users/109268/images/7410_n.jpg",institutionString:null,institution:{name:"University of Liverpool",institutionURL:null,country:{name:"United Kingdom"}}},{id:"3807",title:"Dr.",name:"Carmelo",middleName:"Jose Albanez",surname:"Bastos-Filho",slug:"carmelo-bastos-filho",fullName:"Carmelo Bastos-Filho",profilePictureURL:"https://mts.intechopen.com/storage/users/3807/images/624_n.jpg",institutionString:null,institution:{name:"Universidade de Pernambuco",institutionURL:null,country:{name:"Brazil"}}},{id:"38850",title:"Dr.",name:"Efren",middleName:null,surname:"Gorrostieta Hurtado",slug:"efren-gorrostieta-hurtado",fullName:"Efren Gorrostieta Hurtado",profilePictureURL:"https://mts.intechopen.com/storage/users/38850/images/system/38850.jpg",institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},{id:"239041",title:"Prof.",name:"Yang",middleName:null,surname:"Yi",slug:"yang-yi",fullName:"Yang Yi",profilePictureURL:"https://mts.intechopen.com/storage/users/239041/images/system/239041.jpeg",institutionString:"Virginia Tech",institution:{name:"Virginia Tech",institutionURL:null,country:{name:"United States of America"}}}]},onlineFirstChapters:{paginationCount:8,paginationItems:[{id:"81557",title:"Object Tracking Using Adapted Optical Flow",doi:"10.5772/intechopen.102863",signatures:"Ronaldo Ferreira, Joaquim José de Castro Ferreira and António José Ribeiro Neves",slug:"object-tracking-using-adapted-optical-flow",totalDownloads:16,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Information Extraction and Object Tracking in Digital Video",coverURL:"https://cdn.intechopen.com/books/images_new/10652.jpg",subseries:{id:"24",title:"Computer Vision"}}},{id:"81558",title:"Thresholding Image Techniques for Plant Segmentation",doi:"10.5772/intechopen.104587",signatures:"Miguel Ángel Castillo-Martínez, Francisco Javier Gallegos-Funes, Blanca E. 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