\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"405",leadTitle:null,fullTitle:"Computational Simulations and Applications",title:"Computational Simulations and Applications",subtitle:null,reviewType:"peer-reviewed",abstract:"The purpose of this book is to introduce researchers and graduate students to a broad range of applications of computational simulations, with a particular emphasis on those involving computational fluid dynamics (CFD) simulations. The book is divided into three parts: Part I covers some basic research topics and development in numerical algorithms for CFD simulations, including Reynolds stress transport modeling, central difference schemes for convection-diffusion equations, and flow simulations involving simple geometries such as a flat plate or a vertical channel. Part II covers a variety of important applications in which CFD simulations play a crucial role, including combustion process and automobile engine design, fluid heat exchange, airborne contaminant dispersion over buildings and atmospheric flow around a re-entry capsule, gas-solid two phase flow in long pipes, free surface flow around a ship hull, and hydrodynamic analysis of electrochemical cells. Part III covers applications of non-CFD based computational simulations, including atmospheric optical communications, climate system simulations, porous media flow, combustion, solidification, and sound field simulations for optimal acoustic effects.",isbn:null,printIsbn:"978-953-307-430-6",pdfIsbn:"978-953-51-5558-4",doi:"10.5772/921",price:159,priceEur:175,priceUsd:205,slug:"computational-simulations-and-applications",numberOfPages:574,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"84a582eb7ec291ae468bc75d0fc9a101",bookSignature:"Jianping Zhu",publishedDate:"October 26th 2011",coverURL:"https://cdn.intechopen.com/books/images_new/405.jpg",numberOfDownloads:78767,numberOfWosCitations:44,numberOfCrossrefCitations:20,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:48,numberOfDimensionsCitationsByBook:1,hasAltmetrics:0,numberOfTotalCitations:112,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"November 24th 2010",dateEndSecondStepPublish:"December 22nd 2010",dateEndThirdStepPublish:"April 28th 2011",dateEndFourthStepPublish:"May 28th 2011",dateEndFifthStepPublish:"July 27th 2011",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"62225",title:"Dr.",name:"Jianping",middleName:null,surname:"Zhu",slug:"jianping-zhu",fullName:"Jianping Zhu",profilePictureURL:"https://mts.intechopen.com/storage/users/62225/images/1785_n.jpg",biography:"Dr. Jianping Zhu received his Ph.D. in applied mathematics from the State University of New York at Stony Brook in 1990. He was on the faculty of the Department of Mathematics and Statistics at Mississippi State University from 1990 to 2001, and was chair of the Department of Theoretical and Applied Mathematics at the University of Akron from 2001 – 2005. Since 2005, he has been chair of the Department of Mathematics at the University of Texas at Arlington. His research interests are in the areas of numerical algorithms, computational simulations, and scientific computing. He received the second place award in the 1990 IBM Supercomputing Competition and the Intel Research Fellowship Award in 1992. He has written one book, edited two books, published over 80 refereed papers, and made 120 conference and colloquium presentations in 21 countries. He also served on the editorial boards of six international journals and numerous conference organizing committees. Over the last two decades, his research and education projects have been funded by over $6 million in grants from the USA federal agencies and industrial partners.",institutionString:null,position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"The University of Texas at Arlington",institutionURL:null,country:{name:"United States of America"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"599",title:"Computer Simulation",slug:"numerical-analysis-and-scientific-computing-computer-simulation"}],chapters:[{id:"21774",title:"Reynolds Stress Transport Modelling",doi:"10.5772/23171",slug:"reynolds-stress-transport-modelling",totalDownloads:8816,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:null,signatures:"Sharaf F. 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Current digital technologies allow us to design, document, preserve, evaluate, and popularize cultural heritage and architectural heritage in many ways. However, their potential is not always fully exploited [1]. The chapter is aimed to explore form-forming factors of architectural space and theoretical research, between monument preservation, Haptic Technology, and architectural practice.
The study represents identified factors that affect the efficiency and quality of design process in the cooperation with modern technologies, documentation, and conservation process of heritage sites. It deals with the opportunities of transfer research results from the futuristic disciplines as well. In this case, the paper examines the study “Reconstruction of old industrial Power plant in Piestany” and describes one of the possible solutions based on the mixed reality (MR) application. The opportunity to experience this kind of an industrial object with multiple senses (sight, hearing, smell, touch) in MR delivered a unique personalized haptic experience and immersive memories about lost heritage.
Developed presentations, mixed reality interactive models nowadays can create attractive interpretation of this rich source of experiences and knowledge. The interdisciplinary research team at the Slovak University of Technology in Bratislava Faculty of Architecture and Design focuses systematically their work on applications of virtual reality (VR) by merging different sensorial inputs from mixed reality and real environment. The article is focused to explore opportunities for incorporation of haptic technologies into monument preservation, research of virtual and mixed reality and architectural practice [2].
Haptic technology has excellent potential to help society in their daily lives, design, or education. In schools or museums of technology around the world, there are innovative creations of the human spirit, which are often presented in a way that is in comparison to other media less attractive for the contemporary audience. Therefore, the contemporary trend is the development of interactive kind of the presentation of physics laws and technology. These types are capable of making technology museums more inspiring and of enabling the interactive use of this plentiful source of knowledge. Too many historical buildings were destroyed, and they no longer exist, but historical archive documents, drawings, or photographs have been preserved. Some buildings remain in the living memory, or few physical fragments have been preserved. This technical documents and protected parts of the building may propose data for a digital presentation of the significant design or industrial monument. The interpretation of a hypothetical reconstruction by mixed reality can serve to better understand the culture, history, and technology by the public [3]. The virtual presentation of the model can serve as a haptic presentation of the extinct design, technical and cultural heritage as well.
Haptic technologies have been explored in virtual arts, such as sound synthesis or graphic design and animation [4]. The potential of their use is in the whole breadth of virtuality continuum (Figure 1). For the ordinary presentations in practice is used mainly augmented reality (AR) and virtual reality (VR) of displayed types of realities differ according to degree of reality.
Virtuality continuum diagram by Milgram and Kishino (Steed, 2013) [
The taxonomy of Milgram and Kishino provides a way of contrasting different types of mixed reality. This paper is focused on different fusions of other various sensorial inputs from real human life as smell, touch, and hearing with virtual or mixed environment [5].
The theory of didactics confirms that the senses are for people portals of information. Some people learn by sight, hearing, or by certain kind of activity (Figure 2). Each of us prefers a different method and way of teaching. The use of the combinations of senses is typical for “mixing learning styles” [7].
Graph of sensory reception (M. Ganobjak, V. Hain, 2014) Picture of “Senzulor” was for the first time graphically illustrated by Prof. Robert Špaček in 1985. The term was created/used as a parallel by Modulor (authors: J. Keppl and R. Špaček, FAD STU, 1986) [
We receive a different percentage of information with every sense [6], and everyone remembers it differently. A difference needs to be created between receiving and remembering of the information. The most of the information we receive visually. By hearing, it is in comparison significantly less. We remember 20% of what we hear, 30% of what we see in visual form, and 90% of what we are actively doing [8].
Mixed reality actively uses mainly the first two human senses (sight and hearing) through which we receive the most of the information. Kinesthetic style of education uses activity of body and engages all senses (other three) without preference. It is proven that the best learning effectiveness is the way of learning through a combination of styles. Although the representation of other senses is negligible in receiving information, it appears that combinations of activating multiple senses are highly effective. This way, one can remember up to 80–90% of what one hears, sees, and does at once. It can be stated that the sensory overlap with which the information was captured creates stronger links between them for remembering. This is absent in the usual case of selective perceptions.
There are several cases of people with hearing, visual, or other disabilities that need to be kept in mind. In this case, one or more senses are missing, so they are replaced or compensated by another. Each situation is unique and different, it would be appropriate to pay special attention to each person with regard to their characteristics. However, it is not possible to set a specific tactile exposure for everyone. Universal design rules are offered as if they were the opposite of barrier-free design. It is a design for the widest possible range of users and not just for a narrowly specified group. Here it is important to create a quality exhibition that is inspiring and universal for everyone. One of the solutions to achieve such a balanced state is to create an exhibition and at the same time ensure that every single exhibit is perceived by several senses at the same time. This will provide the observer with fuller information. In addition, such an exposure to tactile or mixed reality allows a clearer situation to be understood and remembered not only by children but also by people with limited sensory abilities.
Such a prepared and focused presentation will bring visitors a new experience and allow them to perceive the laws of nature, often from a different perspective. The fun factor is also an integral and important part. It is usually a pleasant refreshment in the amount of informative information that comes to our attention.
The image of the Senzulor (Figure 3) shows the reach of our human senses. It shows the radius of the information we are able to receive in this sense. The eyes capture a lot of information, but at the same time we are overwhelmed with visual information. Therefore, it is possible to use the method of inverse engagement of the senses. There are not many educational presentations that are tactile, haptic, acoustically olfactory or by taste.
Inverse sensory orientation of exposure. Combinations of sensory perception affect the overall impression (scheme: M. Ganobjak, V. Hain, 2014) [
Just as we perceive the stimulus closer to the body, it may leave a larger memory footprint. The human being subconsciously prefers those stimuli and impulses from the environment that act closer to the body surface. This proximity leads to an approximately defined sequence of its sensory zones from the tactile zone through the olfactory zone, the thermal zone, the acoustic zone to the human most dominant visual zone. Irritation of human receptors affects the perception of the environment, behavior, and orientation in space as well as the overall relationship to our environment. The center of gravity is activated by the sensory organs to determine the size and character of the individual frameworks of human zones. This dependence is expressed by the Senzulor.
All of our senses provide information about the properties of the external environment. Different organized and developed sensory organs with different sensitivities and complexities can only receive the same information as well as several pieces of information at the same time. Similar combinations of our sensory perceptions affect a person’s overall impression, feeling, or condition in multiple situations. These phenomena are positively or negatively reflected especially in the perception of presentations, and therefore, it is important to pay close attention to them during designing mixed reality as well.
By involving multiple sensory stimuli, the information flow is enriched, making it easier to compare the user experience with a real experiential situation [9] that is closer to innate learning and thus to collect relevant data on user perceptions. Such data are mainly used as feedback, which could improve the future designs of other installations and exhibitions. There are many techniques for processing spatial and haptic information. The space can be sketched, 3D scanned or measured using classic techniques, and compared with suitable project documentation. Then it is necessary to model it accordingly in the form of a virtual 3D model. The individual characteristic surfaces need to be arranged in order to create textures with suitable qualities such as texture, reflection, color, etc. For obscure or unpreserved surfaces, it is possible to use photographs or retouched techniques or replace them with equivalent textures from similar objects.
Haptic didactic tools educate “with an emphasis on the active and creative learning, not just passive reception of information.” Interactivity allows two-way communication, and the student thus has the opportunity to actively intervene in the operation through the user interface program and not just passively participate (receive) its content. This increases clarity, motivation, and desire of students to learn. The basic advantages of interactivity innovation are “activity pupil, increasing pupil attention, motivation and desire to learn, actively and creatively engage in educational activities, a positive attitude and interest in the curriculum, etc.”; ultimately better semantic connections and understanding of the curriculum.
Interactivity and immersiveness are important keys on exploration of virtual reality game. There is an issue involving haptic as part of stimulating interactivity between virtual characters and players in order to obtain more attention from players [10]. Haptic interfaces can create combinations of mechanical signals that do not have counterparts in real environments [11]. This allows creating haptic virtual environ in which entirely new haptic sensory experiences are possible (Figure 4).
(a) Haptic perception in everyday environments. (b) In contrast, haptic perception in virtual environments (scheme: [
The main goal of this research was to discuss the basics of effective use of haptic virtual environments in research of applications involving user sensory testing. To illustrate this intention, this chapter also discusses some recent discoveries in haptic perception, in which haptic presentation has played an important role in digital documentation of heritage; in this case, study of an industrial heritage.
Digital documentation and presentation by haptic technology in the old power plant in the Piešťany city
The presented case study presented in this chapter is an example of the implementation of the methodology of the previous research chapter. It focuses on the use of virtual and mixed reality as an analytical tool for the design of exhibition space. In this way, a fuller exploration of new educational and simulation techniques in industrial spaces is ensured. The old power plant for heavy oil burning in Piešťany was built in 1906 as one of the first of its kind in the former Austro-Hungarian Empire. Later, the plant only provided distribution and energy transformation till the 1990s. The machinery hall originally had six diesel engines and generators. Now there is a multifunctional hall for scientific devices, exhibitions, and cultural events. Archival documents about the original state of the machinery hall allowed the exact appearance to be replicated through MR [12] (Figure 5).
Archival documents of the building from the National Archive in Trnava from 1906 to 1938 (photo: V. Hain, M. Ganobjak, 2010).
After conversion, the building is now used as a technical science museum, which interactively educates about the energy and electricity sector (Figure 6). The building can currently be used for multifunctional common purposes, and at the same time, visitors can learn more additional information about the history of electricity in Slovakia. The exhibition is a hybrid of mixed reality, 3D haptic models, virtual reality, and physical industrial objects. These model solutions are defined according to the architectural value of the monuments [13]. The proportions, materials, and details for the 3D model were derived from preserved and functional historic diesel engines from the Technical Museum in Vienna. Photographic processes took 3 days through 3D scanning. Based on interdisciplinary cooperation and 3D animation of a historic engine MR exhibition was created.
Project of reconstruction of old power plant in Pieštany: M. Ganobjak, V. Hain, M. Paško, Z. Zacharová, 2014 (photo: P. Safko, 2014).
The 3D model serves as a reference from which it was possible to analogously create proportions of details 1:1 (Figures 7 and 8) and draw them in a new complete 3D model of the building. Based on measurements on-site and archival research, it was found how the building was originally built according to plan in 1906. Further historical research identified all periods of building extensions and various stages of building outlook (1920–1945). For the purposes of this case study, it was decided to visualize just the first and oldest period of 1906 [12].
Original diesel engine from Vienna Technical Museum compared with photogrammetry of 3D model via software Capture Reality and AGISoft (photo and 3D model: O. Virág, 2016).
Final VR 3D model of the virtual presentation was presented by VR headset Oculus Rift in the Power Plant Piešťany, (3D model: O. Virág, 2016).
The user can experience the atmosphere of a characteristic industrial space design in original realistic quality, along with real-time sounds and animations. VR objects and a 3D model were prepared in Unreal Engine 4, which provides photorealistic images with high-quality surfaces, textures, and lighting. The outputs are suitable for all these selected tested devices: HTC Vive, Oculus Rift, Cyberith [2].
The VR scene for the power plant created in 1906 (Figures 8 and 9) is intended for education and visual communication of technical information, but it also builds on the diversity of educational and multisensory exposition, which is more universal. The target group is students, all visitors to the practical science center of the EP, but also experts in the field of electrical engineering, whom the exhibition created in this way can entertain but mainly teach the general public.
3D model of the original machine and mixed reality presentation with VR headset Oculus Rift in the power plant in Piešťany. For visitors it was possible to compare the current status and historical status—an overlay of physical and virtual reality (photo: O. Virág, V. Hain, Ľ. Dait, M. Ganobjak, 2016).
3D model of the engine room seeks to eliminate the extreme situations of negative emotions of the space; it is “phobia free.” MR respects the senses and aims to eliminate potential negative emotions. The space is becoming appropriate. MR and VR evoke feelings from original environment supplemented by authentic sounds and smell that invoke an industrial atmosphere. On the magic date of Friday, May 13, 2016, the virtual reality project was presented for the first time in the old power plant in Piešťany through Oculus Rift glasses for VR (Video 1, https://www.youtube.com/watch?v=Pk-8gCx03WM&feature=youtu.be).
The presentation is fully animated with the possibility of synchronized human movement in space. The exhibition is thus interactive and creates a subjective experience. The audiovisual design in the original old machine hall of the old power plant sensually complements it with the historical scent of black oil (unrefined diesel). This greatly affects the imagination of the observer, allowing him to be better immersed in the experience for long-term storage of sensory information. At the same time, the MR presentation premises is a more advantageous form for a wider audience of all ages and for people with certain forms of disability. It’s a so-called as a “window to the past.” This kind of mixed reality experience and visitors has proven that it is a suitable tool for commemorating the extinct heritage and reinterpreting its significance for the present (Figure 10).
MR application testing by students of the University of the Third Age of the FAD STU in Bratislava (photo: V. Hain, 3D model: O. Virág, 2016).
The virtual Machinery Hall was tested by virtual tracking of the visitors. The mentioned motivation, inducing natural behavior, was taking photos of what they see. The reward system, which was linked to the real and also supported their natural behavior, was displaying their photographs and movements on the additional display. In addition, taking photos by the visitors marked the most interesting views and locations in the presented virtual space. Subsequently to the virtual exploration of the space, the brief questionnaire was given to them. This questionnaire concerned their feelings in the virtual environment and the overall quality of the virtual presentation [14].
Similar presentations using VR is appropriate and could be also adapted to people with different disabilities—the virtual movement through space for people with movement disabilities, visual space for people with hearing disabilities, brightness and contrast color scheme for people with seeing impairments, and rich sound experience for the blind people.
The virtual presentation is not limited by the visual or graphical style, it could be hyper-realistic, sketchy, or abstract, and it is also saving space and is very customable. The currently unavailable spaces of the power plant in Piešťany are opened to public, and its past capabilities as circulation of fuel and cooling water through the past generators in the Machinery Hall are explained by the haptic diagrams. The authentic remaining equipment is complemented by educational presentation diagrams in various languages explaining its functioning by LCD touch panels.
On the wall and floor of the hall, the timeline with augmented reality presenting the electricity utilization is drawn. By focusing the tablets on the individual points of the timeline, the technology of the specific period is presented by the animation. The interactive installations are complemented by the Tesla coil, which is hanged on a steel rope above the heads of the observers, and it is throwing lighting above them. The turret room has also a stainless-steel ball in the middle, which is a Van der Graaf generator that bristles the hair of the visitors who are touching it (Figure 11).
Mixed reality exhibition in the old power plant in Pieštany with augmented reality, virtual reality, and of original engine equipment (design and photo: V. Hain, M. Ganobjak).
The visitors reported that to move through virtual space without their avatar body was not comfortable experience. In the beginning of their virtual visits, they were a bit confused and disoriented, but in a short time, they adapted to that state and examined the space without obstructions. Use of the real environment as an anchor point for visitors’ orientation and location in space showed to be very efficient for successful education, because the brain distinguishes the additionally given information in virtual reality, and it directly connects them with the real place. On the other hand, using mixed reality in this case study appeared to be a very practical tool for presentations at different places, outside of the original site of old power plant in Pieštany.
Here appeared the first hint and requirement of users for the implementation of additional haptic technologies, with which they would feel more anchored in space, more confident in understanding what is safe and what is risky. Acoustic or vibration signals would be appreciated by most users.
The virtually reconstructed machinery hall of power plant in Pieštany was also presented at the Night of European Researchers in Bratislava. At this event, the tracking of the visitors in this virtual installation was included. To induce natural behavior in visitors, we motivated them by the ability of taking photos of the virtual machinery. The second screen displayed the taken photos and their motions as reward system even more supporting the motivation of visitors. The photographs taken by users marked the most attractive places and motives of the virtual exhibition.
When the visitors finished their virtual observation, they answered a brief form containing questions about the comfort of VR and quality of this type of presentation.
Motions and gazes of the visitors in VR were noted every 0.3 second. These data were gathered with positions from which the photographs were taken, into the dense cloud of points to process them in the subsequent research. Visitors’ motions were also noted via the heat map by the contrast trace. When visitors spent more time on a specific position, the trace became more contrast. These data notation enabled to visualize the attractiveness of certain places and to process them by supervised machine learning to create a prototype of an analytical instrument for evaluation of similarly designed virtual exhibitions (Figure 12).
Users’ tracking data: left—heat map of tracked users’ motions in plan, right—point cloud of tracked users’ view locations and positions, blue points are photographed views (R. Hajtmanek, 2019).
The prototype of the analytical tool for such an evaluation is a statistical model based on the artificial neural network (ANN) trained by supervised learning. By the supervised learning, the ANN is learning the relations and links between the pairs of related input and output samples [15].
To teach the ANN, the planar heat map with visitors’ motions was resampled to 40 × 66 pixels and sampled in 0.6 m, which is the size of human module, usually used in architectural design. Sampling the heat map, divided it to samples, each with four pixels. These samples were positioned in the original grid of 40 by 66 positions. In these positions, the 3D model of the exhibition was processed by the isovist tool, which is quantifying the spatial openness and visibility by measuring the distances from the certain positions to their surrounding objects.
In this case, 24 distances from every location in the grid to the surrounding objects were measured. The sums of each 24 distances quantified the openness and visibility of the space in every location of the square grid. This analysis of the space openness was also noted via the planar heat map, equally sampled into four-pixel samples as the heat map of the tracked visitors’ motions. The measured objects in the exhibition were also categorized via its significance. Categorization of the objects was made of three groups according to their significance: 1—windows and walls, 2—subsidiary hall’s equipment, 3—the most important and attractive diesel machines in the hall. Every distance measure contained then also the information of significance of the measured object, which was visible from the certain location in the grid.
The supervised learning of the ANN contains training and testing phases. In the testing phase, AAN is trained on the training set, consisting 80% of the total samples count. After the training phase, it is tested in the testing phase on the remaining 20% of the samples. The comparison between the test and original data then validates the learning of the ANN.
Based on the learning, the AAN generated the new heat maps of visitors’ motions, from the input data of spatial openness and objects’ importance. These newly generated maps were then compared with the original tracked data of the visitors’ motions. The original and generated heat maps were colored and blurred to highlight the similarities or differences (Figure 13).
Comparison of the original and generated maps of the visitors’ motions left—original blurred and recolored heat map, right—ANN generated blurred and recolored heat map. Area marked by the dashed rectangle was generated in the test phase (R. Hajtmanek, 2019).
Graphical comparison of the heat maps validated the ANN learning in the training phase, as these parts of the images are similar. Comparison of the image parts generated during the training phase also shows similarities but with some inaccuracies. Still, it is possible to declare that some relations were learned by ANN as the recognition of the attractive space between the machines and windows and motions around the objects. With these outcomes, the prototype of this tool based on the ANN validated that it is possible to evaluate similar designs of the virtual exhibitions by predicting statistical response from its future visitors. Such an evaluation during the design process can then bring more attractive and better suited further virtual presentations.
The precisely modeled 3D representation of Machinery Hall in power plant in Piešťany was very captivating to the general public, but also to the energy professionals from Západoslovenská energetika a.s.—electricity supplier in the west of Slovakia. Together with iPartner and Živica–Center for Environmental and Ethical Education, an educative and interactive quiz game for primary schools was developed (Figure 14). Team from Faculty of Architecture and Design STU created an interactive application based on VR game, through which pupils solve tasks related to the subjects of physics, chemistry but especially electric energy. In addition to the classic haptic game with cables and a plasma lamp, they could also try themselves education virtually by visiting the Piešťany Power Station in 1906 via the VR application.
Testing of classical manual education and haptic-virtual via VR (authors: FA STU, Živica, ZSE, a.s., iPARTNER s.r.o., CRATE, 2017).
This application has already been tested at the Pavol Horov Primary School in Devínská Nová Ves—Bratislava. This quiz was tried by children from 12 to 15 years of age using the VR headsets. The screening in the schools showed that this way of education increased the interest of pupils strongly.
Pedagogues without VR experiences were interested by implementation of similar interactive methods in their future teaching process.
Experts in the field of industrial heritage and its pedagogy see the significance of presentation by virtual 3D models of lost historic objects in a few points:
These installations are presenting the site to the wider public, and they serve as a reminder of local history.
They are opening to the public, but also professional discussion about the site and its future image.
They are reimagining the ideas about present and future.
They are efficient, bringing clear and quick comprehending of the lost historical objects by different tools as 3D printing, VR, AR, or holographic models.
Efficient non-formal haptic learning.
The installations using synchronized movement in VR and animated virtual elements induce immersive and subjective experiences. The presentation in old power plant Machinery Hall used not only audiovisual elements, but also it was supplemented by the real oil and diesel smell.
Supplementing elements from the real environment improve visitor’s immersion in virtual space and his imagination. His potential to create long-term memories is also increased. In addition, the installation, which is presenting historical objects and spaces by similar methods, is also more attractive to younger, but also to older audience and is universally accessible by everyone.
As the installations using VR are attractive to wide public of every age and also to a professional public, the knowledge about historical and cultural values of the historical buildings and monuments is easier transferred and communicated. These immersive technologies proved to be efficient and appropriate tool for memorialize objects of the lost heritage and to reinterpret its importance for today and for the future (Figure 15).
Picture of the virtual machinery hall with machine equipment—at the first stage of the power plant in 1906 and the haptic presentation in former machinery hall (3D model: O. Virág, M. Ganobjak, V. Hain; photo: V. Hain, 2017).
By the mixed reality, the visitor is teleported into the virtual space with the ability of moving and viewing the space in a natural way. VR also allows people for disabilities to move through and to explore the space, without barriers, which would be not possible or too expensive otherwise.
In the case of old power plant in Piešťany, the HTC Vive showed to be less usable by people with motion disabilities than Oculus. The virtual space is usually perceived from the first-person view. This point of view could be also modified by using different perspectives (frog’s or bird’s perspective) and scales (the observer could be smaller in comparison to the model and vice versa).
The VR presentations offer the opportunities to experience the past, future, different fictions, or visions. Visual stimulation is supplemented with textures or materials from the real world as dust and smell, present in the old, preserved spaces and buildings, as the smell of the oil in the Machinery Hall.
Visits of the lost interior from 1906 of Machinery Hall in the old power plant in Pieštany are possible from anywhere, as VR with motion synchronization allows it. Synchronization of the real movement with the virtual one is convincing and validates the application of mixed reality as a tool for presentation of the lost industrial heritage in the contrast with its contemporary design, comparing these often very different states of the space [16].
Various studies researched the links between real and virtual by combination of various sensorial stimulations. To induce natural behavior in the spectator, the mixture of haptic and audio stimulations from real world and visual stimulations from virtual world was successfully used. The reason was that the spectator related the presented virtual space more easily to the real one.
The viewers perceived and comprehended the proportions and scale of the virtual elements more accurately as seeing them in the scaled physical 3D models or on the 2D displays as sketches or blueprints. In contrast, perception of scale was complicated, when visual stimulus from virtual environment was mixed together with visual and touch stimulus from the real environment on the scaled physical 3D model.
To achieve the more accurate perception of scale by the visitor in this combination of used stimulations from virtual and real environment, choosing a location in the scaled physical 3D model and then exploring it from that point of view in VR or by the camera would be more appropriate. This is implied in the described studies by the application of augmented haptic virtuality instead of using conventional augmented reality [17].
Therefore, the need arose to supplement the new available haptic technologies, which will be implemented in the premises of the Pieštany power plant in 2022 and subsequently their impact on users will be further tested (Figure 16).
Planned addition of haptic technologies—Microsoft HoloLens 2, interactive tablets for ARin the old power plant in Piestany (scheme: V. Hain, 2021).
The case study questions the relevance, meaningfulness, usability of VR, and its applications in entertainment. Some psychology researchers also indicate that improperly VR applications may lead to being isolated from the actual world that forced binocular imagery may cause brain disorder, and that its applications are not explored in the long-term view. In the described research, the VR is becoming a practical instrument for teaching wide public about lost historical objects. In comparison to various controversial applications of VR, this case study may be understood as appropriate and reasonable practical use of this technology [18].
Using mixed reality (MR) as a tool for presentation and education of audience about industrial heritage is based on advanced technological skills in this area, but also to properly evaluate education level of the presentation. It requires to adapt the presentation to its targeted audience. The concept of using Haptic Technologies (HT) is not only the element of synergy, used in an organized complex design process, but in addition it is a crucial educational tool in MR.
Method that is trying to return the works to life can be called “virtual renewal.” There are similar projects in the world often appear as “digital reconstruction” [19]. Virtual method recovery was in collaboration with students successfully tested even during the last pandemics semesters. For distance reasons, teaching students are able to study architectural works within reach your site and if the situation so allows, students can also verify the current state of the object in-situ via the “Urban Walk
With HT, the described case study has reimagined the industrial heritage history and brought something what was not possible to create physically to a present viewer. Learning about our lost historical objects is now easier and more accessible to wide public with this applied interactive technology. By focusing gaze on specific targets in scene, the interactive elements can be activated, and thus the user is informed and learnt by more natural way.
Visitor tracking is also a good educational element in understanding how people perceive the local industrial heritage sites, as much as they are interested in them and how to attract as many new participants as possible through HT.
For each experimental study of education about historical remains, the precise study of the subject is required. For that reason, the described case study will be used as a foundation for subsequent research of the HT applications in the education and preservation of industrial cultural heritage.
This project has been supported with public funds provided by the Slovak Arts Council FPU 16-362-03415 and project KEGA.
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The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Rabia M. Yilmaz",authors:[{id:"225838",title:"Dr.",name:"Rabia",middleName:null,surname:"Yilmaz",slug:"rabia-yilmaz",fullName:"Rabia Yilmaz"}]},{id:"63639",doi:"10.5772/intechopen.81086",title:"Cooperative Learning: The Foundation for Active Learning",slug:"cooperative-learning-the-foundation-for-active-learning",totalDownloads:3475,totalCrossrefCites:18,totalDimensionsCites:24,abstract:"The role of instructors is evolving from the presenter of information to the designer of active learning processes, environments, and experiences that maximize student engagement. The more active a lesson, the more students tend to engage intellectually and emotionally in the learning activities. Cooperative learning is the foundation on which many of the active learning procedures are based. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Most of the active learning procedures, such as problem-based learning, team-learning, collaborative learning, and PALS, require that students work cooperatively in small groups to achieve joint learning goals. Cooperative learning is based on two theories: Structure-Process-Outcome theory and Social Interdependence theory. Four types of cooperative learning have been derived: formal cooperative learning, informal cooperative learning, cooperative base groups, and constructive controversy. There is considerable research confirming the effectiveness of cooperative learning. To be cooperative, however, five basic elements must be structured into the situation: positive interdependence, individual accountability, promotive interaction, social skills, and group processing.",book:{id:"6929",slug:"active-learning-beyond-the-future",title:"Active Learning",fullTitle:"Active Learning - Beyond the Future"},signatures:"David W. Johnson and Roger T. Johnson",authors:[{id:"259976",title:"Dr.",name:"David",middleName:null,surname:"Johnson",slug:"david-johnson",fullName:"David Johnson"},{id:"263004",title:"Dr.",name:"Roger",middleName:null,surname:"Johnson",slug:"roger-johnson",fullName:"Roger Johnson"}]},{id:"58060",doi:"10.5772/intechopen.72341",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8826,totalCrossrefCites:17,totalDimensionsCites:22,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"59468",doi:"10.5772/intechopen.74344",title:"Virtual and Augmented Reality: New Frontiers for Clinical Psychology",slug:"virtual-and-augmented-reality-new-frontiers-for-clinical-psychology",totalDownloads:2359,totalCrossrefCites:13,totalDimensionsCites:21,abstract:"In the last decades, the applied approach for the use of virtual reality (VR) and augmented reality (AR) on clinical and health psychology has grown exponentially. These technologies have been used to treat several mental disorders, for example, phobias, stress-related disorders, depression, eating disorders, and chronic pain. The importance of VR/AR for the mental health field comes from three main concepts: (1) VR/AR as an imaginal technology, people can feel “as if they are” in a reality that does not exist in external world; (2) VR/AR as an embodied technology, the experience to feel user’s body inside the virtual environment; and (3) VR/AR as connectivity technology, the “end of geography’. In this chapter, we explore the opportunities provided by VR/AR as technologies to improve people’s quality of life and to discuss new frontiers for their application in mental health and psychological well-being promotion.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Sara Ventura, Rosa M. Baños and Cristina Botella",authors:[{id:"106036",title:"Dr.",name:"Rosa Maria",middleName:null,surname:"Baños",slug:"rosa-maria-banos",fullName:"Rosa Maria Baños"},{id:"227763",title:"Ph.D.",name:"Sara",middleName:null,surname:"Ventura",slug:"sara-ventura",fullName:"Sara Ventura"},{id:"229056",title:"Dr.",name:"Cristina",middleName:null,surname:"Botella",slug:"cristina-botella",fullName:"Cristina Botella"}]},{id:"64583",doi:"10.5772/intechopen.81714",title:"Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece",slug:"evaluating-a-course-for-teaching-advanced-programming-concepts-with-scratch-to-preservice-kindergart",totalDownloads:1419,totalCrossrefCites:13,totalDimensionsCites:18,abstract:"Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking.",book:{id:"6936",slug:"early-childhood-education",title:"Early Childhood Education",fullTitle:"Early Childhood Education"},signatures:"Stamatios Papadakis and Michail Kalogiannakis",authors:null}],mostDownloadedChaptersLast30Days:[{id:"58060",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8832,totalCrossrefCites:17,totalDimensionsCites:23,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"61746",title:"Facilitation of Teachers’ Professional Development through Principals’ Instructional Supervision and Teachers’ Knowledge- Management Behaviors",slug:"facilitation-of-teachers-professional-development-through-principals-instructional-supervision-and-t",totalDownloads:3384,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"With the rise of global competition and the focus on teacher quality, teacher professional development is becoming increasingly crucial, and the stress and challenges for principals are more severe than ever. Teachers can improve their professional abilities through principals’ instructional supervision and their own knowledge-management (KM) behaviors to benefit students. Thus, this chapter analyzes the relationship among principals’ instructional supervision, teachers’ KM, and teachers’ professional development. The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers. The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM behaviors.",book:{id:"6674",slug:"contemporary-pedagogies-in-teacher-education-and-development",title:"Contemporary Pedagogies in Teacher Education and Development",fullTitle:"Contemporary Pedagogies in Teacher Education and Development"},signatures:"Chien-Chin Chen",authors:[{id:"232569",title:"Ph.D.",name:"Chien Chih",middleName:null,surname:"Chen",slug:"chien-chih-chen",fullName:"Chien Chih Chen"}]},{id:"75908",title:"From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya",slug:"from-the-classroom-into-virtual-learning-environments-essential-knowledge-competences-skills-and-ped",totalDownloads:519,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching.",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Catherine Adhiambo Amimo",authors:[{id:"333482",title:"Dr.",name:"Catherine Adhiambo",middleName:null,surname:"Amimo",slug:"catherine-adhiambo-amimo",fullName:"Catherine Adhiambo Amimo"}]},{id:"75224",title:"Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe",slug:"decoding-the-digital-gap-in-teacher-education-three-perspectives-across-the-globe",totalDownloads:589,totalCrossrefCites:0,totalDimensionsCites:4,abstract:"Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Steinar Thorvaldsen and Siri Sollied Madsen",authors:[{id:"332624",title:"Associate Prof.",name:"Siri Sollied",middleName:null,surname:"Madsen",slug:"siri-sollied-madsen",fullName:"Siri Sollied Madsen"},{id:"332626",title:"Prof.",name:"Steinar",middleName:null,surname:"Thorvaldsen",slug:"steinar-thorvaldsen",fullName:"Steinar Thorvaldsen"}]},{id:"75416",title:"Self-Study Research: Challenges and Opportunities in Teacher Education",slug:"self-study-research-challenges-and-opportunities-in-teacher-education",totalDownloads:777,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. 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His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\r\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\r\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Orthodontist, Assoc Prof in the Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"344229",title:"Dr.",name:"Sankeshan",middleName:null,surname:"Padayachee",slug:"sankeshan-padayachee",fullName:"Sankeshan Padayachee",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"315727",title:"Ms.",name:"Kelebogile A.",middleName:null,surname:"Mothupi",slug:"kelebogile-a.-mothupi",fullName:"Kelebogile A. Mothupi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"337613",title:"Mrs.",name:"Tshakane",middleName:null,surname:"R.M.D. Ralephenya",slug:"tshakane-r.m.d.-ralephenya",fullName:"Tshakane R.M.D. Ralephenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}}]}},subseries:{item:{id:"17",type:"subseries",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. Thus all studies on metabolism will be considered for publication.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11413,editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",slug:"yannis-karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",biography:"Yannis Karamanos, born in Greece in 1953, completed his pre-graduate studies at the Université Pierre et Marie Curie, Paris, then his Masters and Doctoral degree at the Université de Lille (1983). He was associate professor at the University of Limoges (1987) before becoming full professor of biochemistry at the Université d’Artois (1996). He worked on the structure-function relationships of glycoconjugates and his main project was the investigations on the biological roles of the de-N-glycosylation enzymes (Endo-N-acetyl-β-D-glucosaminidase and peptide-N4-(N-acetyl-β-glucosaminyl) asparagine amidase). From 2002 he contributes to the understanding of the Blood-brain barrier functioning using proteomics approaches. He has published more than 70 papers. His teaching areas are energy metabolism and regulation, integration and organ specialization and metabolic adaptation.",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null,series:{id:"11",title:"Biochemistry",doi:"10.5772/intechopen.72877",issn:"2632-0983"},editorialBoard:[{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"203824",title:"Dr.",name:"Attilio",middleName:null,surname:"Rigotti",slug:"attilio-rigotti",fullName:"Attilio Rigotti",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Pontifical Catholic University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"300470",title:"Dr.",name:"Yanfei (Jacob)",middleName:null,surname:"Qi",slug:"yanfei-(jacob)-qi",fullName:"Yanfei (Jacob) Qi",profilePictureURL:"https://mts.intechopen.com/storage/users/300470/images/system/300470.jpg",institutionString:null,institution:{name:"Centenary Institute of Cancer Medicine and Cell Biology",institutionURL:null,country:{name:"Australia"}}}]},onlineFirstChapters:{paginationCount:2,paginationItems:[{id:"82483",title:"Oxidative Stress in Cardiovascular Diseases",doi:"10.5772/intechopen.105891",signatures:"Laura Mourino-Alvarez, Tamara Sastre-Oliva, Nerea Corbacho-Alonso and Maria G. 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