Overview of the highly demanded approaches, methods, and techniques dedicated to creativity development from1926 to 2006.
\\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:"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"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"10188",leadTitle:null,fullTitle:"Prosthetics and Orthotics",title:"Prosthetics and Orthotics",subtitle:null,reviewType:"peer-reviewed",abstract:"This book consists of two parts: Prosthetics and Orthotics. Over the years there has been rapid development in prostheses and orthoses. Advancement of technology, significant progress in computer components and robotics, and the development of new materials have enabled many people in need to return to useful and practical life. This book provides information for effective clinical decision-making for those working with people who need medical supportive devices. Over two parts, chapters in this volume examine construction methods, applications, and effects of prosthetic and orthotic devices.",isbn:"978-1-83962-901-3",printIsbn:"978-1-83962-900-6",pdfIsbn:"978-1-83962-905-1",doi:"10.5772/intechopen.90812",price:119,priceEur:129,priceUsd:155,slug:"prosthetics-and-orthotics",numberOfPages:144,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"77fd1757d9fb545ad40d0dfa6e865d0b",bookSignature:"Mokhtar Arazpour",publishedDate:"October 20th 2021",coverURL:"https://cdn.intechopen.com/books/images_new/10188.jpg",numberOfDownloads:2374,numberOfWosCitations:1,numberOfCrossrefCitations:1,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:3,numberOfDimensionsCitationsByBook:0,hasAltmetrics:0,numberOfTotalCitations:5,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"July 1st 2020",dateEndSecondStepPublish:"October 5th 2020",dateEndThirdStepPublish:"December 4th 2020",dateEndFourthStepPublish:"February 22nd 2021",dateEndFifthStepPublish:"April 23rd 2021",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"179731",title:"Dr.",name:"Mokhtar",middleName:null,surname:"Arazpour",slug:"mokhtar-arazpour",fullName:"Mokhtar Arazpour",profilePictureURL:"https://mts.intechopen.com/storage/users/179731/images/system/179731.jpg",biography:'Dr. Mokhtar Arazpour is an associate professor in the Department of Orthotics and Prosthetics, University of Social Welfare and Rehabilitation Sciences (USWR), Tehran, Iran, where he also obtained his BS, MSc, and Ph.D. in Orthotics and Prosthetics. The title of his Ph.D. thesis is \\"Design, Construction, and Evaluation of the New Powered Gait Orthosis for Walking in Spinal Cord Injury Patients.\\" Dr. Arazpour’s research interests include lower-limb orthotics, osteoarthritis of knee and hand joints, design and construction of new lower limb orthosis, and walking analysis.',institutionString:"University of Social Welfare and Rehabilitation Sciences",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of Social Welfare and Rehabilitation Sciences",institutionURL:null,country:{name:"Iran"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"168",title:"Biomedical Engineering",slug:"medicine-biomedical-engineering"}],chapters:[{id:"76629",title:"Introductory Chapter: Technology and Orthotics and Prosthetics",doi:"10.5772/intechopen.97696",slug:"introductory-chapter-technology-and-orthotics-and-prosthetics",totalDownloads:143,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Mokhtar Arazpour",downloadPdfUrl:"/chapter/pdf-download/76629",previewPdfUrl:"/chapter/pdf-preview/76629",authors:[{id:"179731",title:"Dr.",name:"Mokhtar",surname:"Arazpour",slug:"mokhtar-arazpour",fullName:"Mokhtar Arazpour"}],corrections:null},{id:"76822",title:"Prosthetics for Lower Limb Amputation",doi:"10.5772/intechopen.95593",slug:"prosthetics-for-lower-limb-amputation",totalDownloads:544,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"The Chapter will include a brief note on Amputation, Particularly Lower Limb Amputation (LLA), Levels and Causes of LLA. Importance of Prosthetics for LLA are explained in detail. The types of Prosthesis, Application (Donning & Doffing) of prosthesis are included in this chapter. Diagrammatic representation of the prosthesis are added too. Bio mechanical component is explained in detail within this chapter. The advantages and disadvantages of each and every Lower limb Prosthesis are clearly mentioned. Moreover, the Gait analysis & Training after the application of prosthesis are discussed. The reader will get a complete picture of Prosthetics for Lower limb Amputation by going through this chapter for lower limb prosthesis.",signatures:"P. Senthil Selvam, M. Sandhiya, K. Chandrasekaran, D. Hepzibah Rubella and S. Karthikeyan",downloadPdfUrl:"/chapter/pdf-download/76822",previewPdfUrl:"/chapter/pdf-preview/76822",authors:[{id:"331985",title:"Prof.",name:"P. Senthil",surname:"Selvam",slug:"p.-senthil-selvam",fullName:"P. Senthil Selvam"},{id:"332605",title:"Dr.",name:"M.",surname:"Sandhiya",slug:"m.-sandhiya",fullName:"M. Sandhiya"},{id:"332606",title:"Dr.",name:"K.",surname:"Chandrasekaran",slug:"k.-chandrasekaran",fullName:"K. Chandrasekaran"},{id:"332607",title:"Dr.",name:"S.",surname:"Karthikeyan",slug:"s.-karthikeyan",fullName:"S. Karthikeyan"},{id:"332609",title:"Dr.",name:"D.",surname:"Hepzibah Rubella",slug:"d.-hepzibah-rubella",fullName:"D. Hepzibah Rubella"}],corrections:null},{id:"74805",title:"Audio-Vestibular Neurosensory Prosthetics: Origins, Expanding Indications and Future Directions",doi:"10.5772/intechopen.95592",slug:"audio-vestibular-neurosensory-prosthetics-origins-expanding-indications-and-future-directions",totalDownloads:310,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Approximately one-third of persons over 65 years are affected by disabling hearing loss. It is estimated that the number of people with disabling hearing loss will grow to 630 million by 2030 and maybe over 900 million by 2050. Deafness has significant consequences on many aspects of an individual’s life, including their socioeconomic status, mental and physical well-being, educational and employment opportunities. When congenital or early in the developmental years, deafness results in a delay or loss of language acquisition. Deafness can result from damage or disease anywhere along the auditory pathway. Hearing prosthetic devices help restore hearing and the use of these devices depends on the degree and type of hearing loss. This chapter will give a brief account of the currently available prosthetic hearing solutions.",signatures:"Ashish Castellino and Mohan Kameswaran",downloadPdfUrl:"/chapter/pdf-download/74805",previewPdfUrl:"/chapter/pdf-preview/74805",authors:[{id:"276057",title:"Prof.",name:"Mohan",surname:"Kameswaran",slug:"mohan-kameswaran",fullName:"Mohan Kameswaran"},{id:"332158",title:"Dr.",name:"Ashish",surname:"Castellino",slug:"ashish-castellino",fullName:"Ashish Castellino"}],corrections:null},{id:"74125",title:"Design and Fabrication of Prosthetic and Orthotic Product by 3D Printing",doi:"10.5772/intechopen.94846",slug:"design-and-fabrication-of-prosthetic-and-orthotic-product-by-3d-printing",totalDownloads:422,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"In the clinical field, 3D Printing producing is a progressive innovation for various applications, specifically on account of its capacity to customize. From bioprinting to the making of clinical items, for example, inserts, prostheses, or orthoses, it is having a significant effect. Given that there are many energizing activities and organizations in every one of these territories today we will present to you a positioning of the best 3D printed orthoses. Dissimilar to prostheses that supplant a non-existent piece of the body, orthoses are clinical gadgets that are made to settle, soothe, immobilize, control, or right a piece of the body. Since every patient is unique, 3D printing is especially appropriate for these kinds of items and gadgets. Requiring an orthotic or prosthetic item likely methods a work concentrated, tedious, and chaotic procedure. For makers, creating great fitting orthotic and prosthetic gadgets is costly and requires profoundly gifted staff. Patients can anticipate that to a lesser degree a hold up should get their gadget, fewer fittings, and improved sturdiness. Developing a comfortable, properly fitting prosthesis is not just a science, it is also an art. 3D printing has the power to take today’s bespoke, artisanal manufacturing process and transform it into a highly repeatable and consistent process, which ultimately results in more effective clinics and better patient outcomes.",signatures:"Harish Kumar Banga, Parveen Kalra, Rajendra M. Belokar and Rajesh Kumar",downloadPdfUrl:"/chapter/pdf-download/74125",previewPdfUrl:"/chapter/pdf-preview/74125",authors:[{id:"266986",title:"Dr.",name:"Harish Kumar",surname:"Banga",slug:"harish-kumar-banga",fullName:"Harish Kumar Banga"},{id:"266990",title:"Prof.",name:"Parveen",surname:"Kalra",slug:"parveen-kalra",fullName:"Parveen Kalra"},{id:"266991",title:"Prof.",name:"Rajendra.M",surname:"Belokar",slug:"rajendra.m-belokar",fullName:"Rajendra.M Belokar"},{id:"266993",title:"Dr.",name:"Rajesh",surname:"Kumar",slug:"rajesh-kumar",fullName:"Rajesh Kumar"}],corrections:null},{id:"73928",title:"Impact of Self-Selected Customized Orthotics on Lower Limbs Biomechanics",doi:"10.5772/intechopen.94233",slug:"impact-of-self-selected-customized-orthotics-on-lower-limbs-biomechanics",totalDownloads:159,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Customized insoles are commonly prescribed to prevent or treat a variety of foot pathologies and to reduce foot and lower limb fatigue. Due to the patient-specific design and production of such orthotics, the concept of self-selected customized orthotics (SSCO) has recently been developed. The goal of this study was to assess the impact of SSCO technology on several physiological and biomechanical variables during uphill power walking. Thirty male participants underwent an uphill power walking intervention at constant speed in two insoles conditions (control and SSCO). The electromyographic (EMG) activity of their right gastrocnemii and vastii muscles was measured. Perceived fatigue was assessed every 5 minutes and the intervention stopped when the targeted fatigue level was reached. Baseline and post-intervention assessments were also performed. Sixty-three percent of the participants experienced an improvement in foot fatigue while wearing the SSCO. The foot arch seemed to collapse less when participants wore the SSCO, but statistical significance was not reached. The changes in mean EMG activity was not consistent between the 50% isometric contraction and the walking trial. In conclusion, while some interesting trends were observed when wearing SSCO, further investigations should be performed to try and reach statistical significance.",signatures:"Benjamin Dourthe, Judith Osterloh, Vinzenz Von Tscharner, Sandro Nigg and Benno M. Nigg",downloadPdfUrl:"/chapter/pdf-download/73928",previewPdfUrl:"/chapter/pdf-preview/73928",authors:[{id:"326765",title:"Ph.D.",name:"Benjamin",surname:"Dourthe",slug:"benjamin-dourthe",fullName:"Benjamin Dourthe"},{id:"338265",title:"Dr.",name:"Judith",surname:"Osterloh",slug:"judith-osterloh",fullName:"Judith Osterloh"},{id:"338266",title:"Dr.",name:"Vinzenz",surname:"Von Tscharner",slug:"vinzenz-von-tscharner",fullName:"Vinzenz Von Tscharner"},{id:"338267",title:"Dr.",name:"Sandro",surname:"Nigg",slug:"sandro-nigg",fullName:"Sandro Nigg"},{id:"338268",title:"Dr.",name:"Benno",surname:"M. Nigg",slug:"benno-m.-nigg",fullName:"Benno M. Nigg"}],corrections:null},{id:"74616",title:"Orthoses Development Using Modern Technologies",doi:"10.5772/intechopen.95463",slug:"orthoses-development-using-modern-technologies",totalDownloads:338,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The aim of this study was to design, manufacture and verify orthoses using innovative methods. 3D scanning, additive manufacturing and CAD/CAM software are applied during the development process. Target group of the study are subjects with insufficient gripping and manipulating functions of the arm and forearm. Positives are obtained using a hand-held 3D scanner Artec Eva. Specific 3D scanning methodology is applied during this process. Individual orthoses are designed in an open-source CAD software Meshmixer and manufactured by FDM (Fused Deposition Modeling) additive technology from a biocompatible plastic material. All models are inspected and verified in an analysis software VGStudio MAX. Given methodology can be used not only for this specific purpose, but also for orthosis development in general.",signatures:"Branko Štefanovič, Mária Danko, Monika Michalíková, Lucia Bednarčíková, Viktória Rajťúková, Teodor Tóth, Marianna Trebuňová, Radovan Hudák and Jozef Živčák",downloadPdfUrl:"/chapter/pdf-download/74616",previewPdfUrl:"/chapter/pdf-preview/74616",authors:[{id:"13087",title:"Prof.",name:"Jozef",surname:"Zivcak",slug:"jozef-zivcak",fullName:"Jozef Zivcak"},{id:"145701",title:"Dr.",name:"Radovan",surname:"Hudak",slug:"radovan-hudak",fullName:"Radovan Hudak"},{id:"331536",title:"Ph.D. Student",name:"Branko",surname:"Štefanovič",slug:"branko-stefanovic",fullName:"Branko Štefanovič"},{id:"342908",title:"Mrs.",name:"Mária",surname:"Danko",slug:"maria-danko",fullName:"Mária Danko"},{id:"342909",title:"Ms.",name:"Monika",surname:"Michalíková",slug:"monika-michalikova",fullName:"Monika Michalíková"},{id:"342910",title:"Mrs.",name:"Lucia",surname:"Bednarčíková",slug:"lucia-bednarcikova",fullName:"Lucia Bednarčíková"},{id:"342911",title:"Ms.",name:"Viktória",surname:"Rajťúková",slug:"viktoria-rajtukova",fullName:"Viktória Rajťúková"},{id:"342912",title:"Mr.",name:"Teodor",surname:"Tóth",slug:"teodor-toth",fullName:"Teodor Tóth"},{id:"342913",title:"Mrs.",name:"Marianna",surname:"Trebuňová",slug:"marianna-trebunova",fullName:"Marianna Trebuňová"}],corrections:null},{id:"76777",title:"Orthoses in Conservative Management of Cerebral Palsy and Rehabilitation",doi:"10.5772/intechopen.97941",slug:"orthoses-in-conservative-management-of-cerebral-palsy-and-rehabilitation",totalDownloads:283,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Cerebral palsy is the developmental and postural disorder that combines a group of conditions/disease (neuromuscular), occurs in the developing fetal or infant brain, affects movement and intelligence that are ascribed to non-progressive disturbances. Orthotics is the branch of modern health science and rehabilitation that deals with assessment, prescription, fabrication, fitment, and purposeful gait training to the individual who needs orthosis for optimal independence. Orthoses are external devices that applied to increase function, prevent contracture and deformity, maintain the limbs in a functional position, stabilize the segments of the body, support the weak muscle and its functions, increase motor control, reduce spasticity, protect the limbs, and body segments in the postoperative condition.",signatures:"Akshay Kumar and Vinita",downloadPdfUrl:"/chapter/pdf-download/76777",previewPdfUrl:"/chapter/pdf-preview/76777",authors:[{id:"338087",title:"Mr.",name:"Akshay",surname:"Kumar",slug:"akshay-kumar",fullName:"Akshay Kumar"},{id:"355693",title:"Ms.",name:"Vinita",surname:".",slug:"vinita-.",fullName:"Vinita ."}],corrections:null},{id:"76832",title:"Satisfaction with Orthopedic Treatments",doi:"10.5772/intechopen.96090",slug:"satisfaction-with-orthopedic-treatments",totalDownloads:177,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"To determine the effectiveness and satisfaction with orthopodologic treatments in users of the University Clinic of podiatry at the University of A Coruña, according to various parameters. After approval from the ethics committee of the University of A Coruña, an observational retrospective study (n = 125). We analyzed the effectiveness and satisfaction with the orthopodologic treatments depending on the reason for consultation, diagnosis, treatment and goals of treatment. We performed a descriptive analysis of all variables collected. The most frequent reason for consultation was for pain of the hindfoot (58.2%).The most frequent diagnosis was plantar fasciitis, followed by metatarsalgia (29.7% vs. 18.6%). The orthotic treatment corrective was the most used (68.5%) with pronation control (52.3%). The majority of patients reported improvement in pain, and a high degree of satisfaction with the treatment used. The profile of the patient who consults the Podiatry clinic for a orthopodologic treatment is that of a man over the age of 50, who consulted for pain of the hindfoot. The most frequent diagnosis is plantar fasciitis and the treatment carried out the corrective for pronation control. The majority of patients used the brace between 4 and 8 hours a day, with a high satisfaction with the treatment and improvement in the evolution of the pain. The degree of satisfaction was significantly associated with age, younger patients more satisfied. 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Individuals must respond quickly to changes, apply nonstandard solutions, and generate new original ideas. Society needs unusual solutions to familiar problems, new approaches to solving broadly known and investigated problems, as well as new ways of behaving in typical situations. Most professions in the modern world need highly developed creative skills. In the cutting-edge socioeconomic system, experts have always seen creative thinking in various forms. It is associated with scientific discoveries, entrepreneurship, technical inventions, the creation of works of art, and relations with people or public administration.
In the history of creative thinking development, the focus has always been on the mechanisms of its development, its interdisciplinary nature, and the desire of a person to understand his/her abilities with the respect to creative thinking. It is considered at the philosophical, pedagogical, psychological, and other research levels. The past decade has seen a renewed importance in creative thinking development, its special features, and ideas of designing a comfortable environment to enhance creativity. It can happen due to several factors. The first one is that creativity is assigned the role of an instrument in solving diverse and constantly growing interdisciplinary problem-based tasks; the second one is that creativity performs an important function in the process of forming maturity thinking of an individual.
Based on the survey conducted with the World Economic Forum (WEF) [1] that represents more than 7.7 million employees worldwide, creativity and innovation are considered by employers as rising in prominence. Nevertheless, the global recession and the COVID-19 pandemic-induced lockdowns in 2020 have brought an uncertain outlook for the labor market and updated the list of the top skills with such skills as resilience, stress tolerance, and flexibility, the education field must be ready that by 2025, there will be an increasing demand for skills related to creativity and innovation.
As far as many hypotheses regarding creative thinking development appear to be debatable, current solutions have been seen in strengthening the education systems ready for future challenges with designing training programs that could build a solid foundation to optimize global talent and assist in the development of new abilities in the twenty-first century.
The perspective chapter takes a new look at the issues of creative thinking development. With this in mind, we tried to consider the concept of creativity as a phenomenon, approaches to the construction of tasks to develop creative thinking, criteria for creativity assessment as well as products of creative activity, and how creativity development can be supported in the educational process and everyday life.
The term “creativity” has been applied to the overall structure of the personality, his/her uniqueness, and individuality; therefore, it has a significant impact on all stages of educational trajectories of personal development. In the literature, creativity often refers to the creative abilities of a person, which are manifested in creative thinking and feelings, communication, and individual types of activity [2]. It can be used to characterize the personality in general, as well as his/her aspects, products of his/her activity, as well as the process of his/her creative thinking. Creativity is sometimes equated with essential and relatively an independent factor of giftedness. It is hardly reflected in tests to define the level of intellectual development and academic success. In contrast, creativity is more receptive than critical thinking about new ideas. A complex approach to the upbringing of a creative personality covers a wide range of issues related to originality, initiative, and complex problem-solving.
According to Freedman [3], creativity is the indissoluble unity of the ideological, worldview, internal and artistic, it is an essential condition for the personality of a growing individual, versatility, and harmony of his/her development.
At the present stage of social development, a person needs to develop in order to possess in-demand skills needed by the employers. Highly developed creative skills allow a person to continue active learning, be more flexible and easily adapt to changing conditions and requirements, work with innovations, and improve the environment.
Demirkan and Hasirci [4] identify three main elements of creativity: (1) competence (availability of a knowledge base, experience, skills); (2) cognition (using creative thinking methods, ingenuity, flexibility, perseverance); and (3) motivation (internal and external). Internal motivation deals with a personal interest in solving a problem, a persistent desire to apply knowledge and self-actualize. Extrinsic motivation is connected with promotion and material interest.
De Bono [5] developed a holistic program for the development of creative thinking and highlighted the following basic principles: (1) determination of the conditions for solving the problem, necessary and sufficient to achieve the goal, (2) wish to abandon previous experience in solving similar problems, (3) possession of the ability to notice multifunctional, universal things, (4) interdisciplinary nature (ability to connect the most different, even opposite ideas from the most diverse areas of knowledge and the use of the resulting associations to solve problems, and (5) enhancement of the ability to understand the dominant idea in a given field of knowledge.
Figure 1 depicts the unity of components that from our point of view influences the development of creative thinking, such as logic and cognition, positivity, harmony, and productivity, joy, and professional development. The implementation of these components simultaneously helps students to enhance a wide range of abilities, as for instance, ability to think logically, the ability to overcome stereotypes, the ability to find logical connections between phenomena, objects, facts, etc.
The unity that influences the development of creative thinking skills.
Botella et al. [6] suggest that the development of a person who can act creatively involves the development of a fundamentally new culture of thinking, its essence is the development of human intelligence using off-pattern learning technologies. In this situation, the emphasis is on the generation of knowledge rather than on the organization and processing of the knowledge.
Corrazza [7] outlines creativity as the ability of students to generate new knowledge through a technologically controlled expansion and transformation of the vision of reality as a future that can be able systematically organized based on the present; thus, creativity is a construction ability in the mode of the thinking process organization. On this point, creativity differs from innovation, as the generation of new knowledge through the use of existing abilities, connections, relations that are interconnected. Creativity presupposes the design of such features based on the already existed skills and abilities (aptitudes, relations). Kant in Ref. [8] believes creativity is a controlled productive imagination that is characterized by spontaneous actions.
Barron and Harrington [9] suggest that creativity presupposes the necessary variety of knowledge, and the initial mental order is a potential collection of all possible orders. Amabile [10] focuses on the idea that the scenario of creative thinking is approximative to the model of mental experimentation, to balance “on the edge of chaos” between the real and the possible.
These ideas have to be taken into consideration by teachers and trainers during the development of the assignments aimed at enhancement of the creative thinking skills.
While researching the problem of students’ creativity development, experts note that it greatly contributes to the development of the individuality of personality. Creative tasks are described as an original solution to a problem that gradually becomes more complex, where the data and requirements are presented to the student, and he/she must find a solution to the problem using the techniques of creative activity and innovative ways of thinking. Thus, Runco considers creative tasks as the tasks that require the student to be resourceful, when the student finds his/her original solution, applies it, or makes use of certain techniques to create innovative solutions steadily [11].
In general terms, creative tasks can be defined as a system in which many forgetive assignments are ordered and interconnected, built based on a hierarchy of creative methods, and aimed at developing the creative thinking of students in the educational process. According to its structure, the system of creative tasks includes target, content, activity, and effective components [12].
Originality or authenticity relates to understanding and accepting a person’s identity in order to maximize his/her talents. The development of creativity starts with the awareness of individual authenticity and acceptance of a person’s identity as unique originality. Knowledge about technologies, different approaches, methods of development, and strategies of creative thinking perfectly fit into this background.
The content of the creative tasks system includes thematic groups of tasks that are aimed at cognition, creation, the transformation of various objects, phenomena, situations performed by students. The construction of such thematic groups is based on setting students’ own goals, using certain methods, performing some functions that ultimately are aimed at developing students’ creative thinking skills.
The creative tasks system may include a regulatory component that relates to the reflexive actions of students in the process of their study; in this case, the creative tasks system can change in accordance with additional information about the implementation of elaborated decisions, which is gained as a result of the process of implementation, which necessitates control and regulation of their actions.
The activities in the creative tasks system are represented with the forms of organizing procedures (group, individual, or collective work), optional activities.
The past decades have seen a renewed importance in the development of approaches, methods, and techniques dedicated to the support of creativity. Many researchers, scientists, and scholars proposed various ideas for creativity development (Delphi Method, Synectic Method, SCAMPER Method, etc.) that were implemented in practice due to their specific features.
Table 1 presents a short overview of the highly demanded approaches, methods, and techniques proposed and implemented by different scientists from 1926 to 2006. All those approaches, methods, and techniques are aimed at supporting the creative potential of individuals. An increasing number of studies have found that the main qualities that support creativity in the individual are curiosity, self-confidence, assertiveness, auditory and visual memory, the desire to be independent, originality, and absorption (degree of concentration).
№ | Author name | Approaches and methods | Specific features |
---|---|---|---|
1 | Edward De Bono (1973) | Holistic approach and Six Thinking Hats Method | It aims the development of creative thinking based on the methods from an understanding of how the mind works as a self-organising pattern recognition system. |
2 | Graham Wallace (1926) | Creative Problem Solving Approach | It outlines the theory that the creative process includes four stages: preparation, incubation, insight, and examination. |
3 | Bob Eberle (1971, 1997) | SCAMPER Method (Abbreviation for Substitute, Combine, Adapt, Modify, Put, Eliminate, Reverse) | The SCAMPER approach aims at the modification of the object or problem in question. It includes questions that guide individuals in thinking about the problematic pathways that new ideas usually come up with. In the process of obtaining answers, their various properties are studied, new ideas arise, new opportunities for the development or improvement of the object are revealed. |
4 | Tony Buzan (2006) | Mind Mapping Approach | It is based on the concept of radiant thinking that led to the formation of the technique of mind mapping. It stimulates creativity due to establishing relationships among ideas and developing individuals’ memory and learning potential. |
5 | Fritz Zwicky (1966-1969) | Morphological Box Method | The essence of the method is to build a matrix (table, box), which lists all the constituent elements of the research object and indicates all possible options for the implementation of these elements. By varying all known options for implementing the elements of the object, you can get the most unexpected new solutions. |
6 | William Gordon (1969) | The Synectic Method | The idea of synectics is to unite individual creators into a single group for joint formulation and solution of specific creative problems. The method is based on the use of unconscious mechanisms that are manifested in a person’s thinking at the time of creative activity. |
7 | Olaf Helmer and Theodore Jay Gordon (1964) | The Delphi Method | The emergence of Delphi is associated with an objectively urgent need to improve the methods of group decision-making. Before the advent of Delphi, the most common way of agreeing with different positions and reaching a common opinion was the traditional meeting. |
Overview of the highly demanded approaches, methods, and techniques dedicated to creativity development from1926 to 2006.
In Ref. [13], creative tasks (possess a creative nature) can be divided into problematic tasks, problematic questions, simulation, case studies, and tasks of a divergent type, the main feature of such assignments is that they allow several possible answers. Creative assignments require students to demonstrate a high level of autonomy. Smith and Carlsson [14] suggest that in traditional teaching, convergent-type tasks are mainly used: the conditions of such tasks assume only one appropriate answer, which can be worked out by strict logical reasoning based on the use of learned rules, algorithms, laws, etc.
Khutorskoy [15] in 2004 was one of the first to offer the following classification of creative tasks: cognitive, creative, and organizational (or methodological) tasks. In Tables 2–4, we consider the examples of tasks that include instruction, developed abilities, and discussion. The instruction contains a description of the problem-based situation and the task itself. Developed abilities deal with skills and abilities that can be developed or enhanced during task performance. The discussion may include tasks and questions for discussion.
Lesson | Natural sciences |
---|---|
Instruction | Everyone knows that our planet is globe-shaped. But what does it mean? According to psychological research, many children understand this statement differently. For example, they consider it as a flat circle that floats in the sea or levitate in space. When answering a question about the shape of our planet, they say, “It is round,” and it goes in line with their views. The task is to provide as many ideas (How does a round planet look like) as possible. They must be wrong conceptually but right according to the logic of presentation. The time limit is from 5 to 7 minutes. |
Developed abilities | Ability to generate new ideas, ability to identify and understand the ambiguity of statements, ability to overcome stereotypes, etc. |
Discussion | Students share their ideas about how we can imagine the round planet. After students are proposed to discuss the pros and cons of template thinking and creative thinking. Give the example of situations when template thinking is more appropriate than creative thinking and vice versa. |
The example of cognitive task.
Lesson | Classic literature |
---|---|
Instruction | Everyone knows the story about Gulliver’s Travels. Imagine yourself in the Gulliver’s place in the country of Lilliput (where your height is as a two or three-story building) and in the country of Giants (where your height is similar to the size of a pen or pencil). The task is to think about things that can be used as sports equipment in one of those countries in different kinds of sports (e.g., ski, skating, fencing, etc.) The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to choose the right method (e.g., exaggeration to imagine Lilliputs and Giants), ability to notice multifunctional things, ability to be flexible, etc. |
Discussion | Students present their ideas about things that can be used as sports equipment in one of those countries in different kinds of sports. After students discuss questions: Why did they choose Lilliput country or Giant country or provide arguments in support of chosen kind of sport, etc.? |
The example of a creative task.
Lesson | Crafts |
---|---|
Instruction | Students are divided into three or five teams. Each team has got a piece of A4 paper and scissors. The task is to design the Arch under which every one of the participants can go. The Arch must be uninterruptible (solid). It is forbidden to use glue or other materials to connect a paper. The ways and methods of activity performance are not explained to students. The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to work in a team, ability to generate new ideas, ability to set goals, the ability to realize the results of the learning, etc. |
Discussion | Students present their Arches and compare their results with the result of other teams. Whose idea is the most creative, feasible, or tangible? After students discuss How easy or difficult it was for them? |
The example of organizational task.
Cognitive tasks are aimed at the building and development of student’s cognitive skills. They include the ability to ask questions, the ability to feel the world around us, to conduct experiments and research, the ability to identify and understand the ambiguity of statements, the ability to overcome stereotypes, to find the causes of the occurrence of phenomena.
Creative tasks provide the enhancement of creative thinking in students: the ability to make a forecast, sensitivity to contradictions, flexibility, imagination, the ability to generate new ideas.
Organizational tasks support the ability to realize and formulate the goals of their educational activities, to organize continuous educational or professional development, the ability to realize the results of the learning, to assess and review the innovative ideas proposed by classmates.
Experiments on tasks for creative thinking development were conducted in 2009 by a group of researchers [16]; let us distinguish the following requirements for creative tasks: (1) openness (the content of a problem situation, heuristic task, case study, or project method has to be widely known); (2) feasibility (tasks take into account the current level of students professional development and age); (3) diversity (the performance of tasks provides different ways of problem-solving or multiple solutions); and (4) congruence (the chosen methods of creative thinking corresponds to the problems set in the task). Besides the requirements for creative tasks development, some conditions are the prerequisites for creative tasks system usage. Among them is the construction of tasks that must be carried out on an integrative basis, when the task allows students to enhance several mental processes at the same time: thinking, attention, imagination, memory; the selection of tasks aims at the rational sequence of their presentation: from reproductive ones, aimed at updating existing knowledge, to investigative that focused on mastering generalized methods of cognitive activity, and then to innovative, which allows considering the studied phenomena from different points of view. The performance of tasks provides the fluency of thinking, consistency, and coherence, the flexibility of mind, the ability to generate hypotheses, that is, to the development of the quality attributes of creative thinking.
Some experts [17, 18] propose a three-component model of the process of creative thinking that builds three mutual connections: reflection, enthusiasm, and individuality.
Reflexivity distinguishes humans from animals and allowing to form self-awareness, self-esteem, plan through language, analyze, and reflect the world. Enthusiasm is combined with a belief that changing the environment brings a good opportunity for innovative changes. Individuality is specified in the ways the problem is solved.
Several authors believed that criteria to assess creative thinking depend on the fields of knowledge and activity [19, 20]. But this claim can be called into question as far as there are some general requirements for the process of creative thinking regardless of the field of science. When assessing creativity, we pay attention to the facts whether students (1) change the structure of internal and external data using additional conceptual differences and make decisions about similarities, (2) restructure the problem, (3) use relevant knowledge, visual thinking for creating new and innovatively using old knowledge and skills, and (4) use a nonverbal thinking model.
We can add to these factors one more as far as in some fields students use an interdisciplinary approach, it means that during their creative activity, they use innovative knowledge and well-known knowledge in other disciplines that can be transferred from one field of study into the other.
When assessing the level of the creative thinking skills, development experts propose students pass the Torrance Tests of Creative Thinking (TTCT), Guilford’s Alternative Uses Test, or Wallach and Kogan’s creative thinking tests. The tests include assignments for divergent thinking assessment and problem-solving skills. Torrance [21] identified for following criteria for creativity assessment originality, flexibility, fluency, and elaboration. Originality is the ability to generate nonstandard or unexpected ideas, to deviate from the generally accepted pattern. It helps to successfully get out of emergencies. Flexibility is the ability to assess a problem from all sides and apply different strategies when solving it. It helps to quickly grasp connections between different phenomena, establish patterns, find common ground in a variety of things and events. Fluency is the ability to come up with a large variety of ideas at great speed. With high levels of fluency, a person can come up with 20 ways to use an object, for example, an ordinary pencil, in a minute. The last one is elaboration—the ability not only to generate ideas but also to deepen and detail them.
In Ref. [22], our attention is drawn to the idea that the assessment of creative skills can be done through the analysis of the products of creative activity. The analysis of the results of the creative activity products made by students demonstrates a positive trend in the use of heuristic tasks. It suggests we identify the following criteria: the quality of the students’ creative products; motivation and cognitive interest of students in creative activities; the level of time and self-management in creative activity.
When assessing the level of quality of products of students’ creative activity, the attention has to be focused on the following parameters [23]:
a range of approaches used to perform a heuristic task;
the originality of ideas, their innovative aspects;
creatively different approach to solving the problem;
the practical value of the creative product;
the level of application of subject knowledge, skills, and abilities for the implementation of the original idea.
In the literature [24, 25, 26], there are a surprising number of criteria (about 17) on how to assess the creative product or idea produced by students. Thus, they can be considered as main criteria (such as originality, recency, future potential, flexibility, efficiency, elaboration, etc.) and additional (such as applicability, attractiveness, expressivity, sustainability, etc.). In this chapter, we consider the most influential.
Assessing
The use of
Thus, we state that the level of creativity possessed by students can be assessed from different points. The teacher can assess the creative thinking skills of the students or the product or idea as a result of creative activity. Further analysis showed that creative thinking isn’t just a random splash of new ideas, it can bring tangible and effective output. Highly developed creative thinking skills help students achieve better results in transforming the environment, effectively and competently respond to modern challenges. These results offer vital evidence that the ability to think creatively is also based on knowledge and experience, and, therefore, it can be an object of focused training that can be assessed and enhanced.
To achieve the goals of the chapter, we have used complex interconnected methods of scientific research. The theoretical methods used in the chapter are the generalization of psychological and pedagogical literature to consider the concept of creativity as a phenomenon, the comparative analysis to explore approaches to the construction of tasks to develop creative thinking, the content analysis to identify criteria for creativity assessment as well as products of creative activity.
The empirical methods used in the chapter are the quantitative and qualitative analysis of the survey to stipulate the positive or negative effects based on the implementation of the model of creativity development in the educational process.
To illustrate the positive and negative effects of the implementation of the model of creativity development implementation in the educational process, the survey was carried out among 150 bachelor students of different specialism who study at Igor Sikorsky Kyiv Polytechnic Institute (Ukraine).
To stipulate the impact of the model of creativity development in the educational process, the study was carried out among teachers of English work on the Department of English Language for Humanities in Igor Sikorsky Kyiv Polytechnic Institute (Ukraine). A total of 45 teachers of English were recruited for semistructured interviews. Interviews were conducted informally.
Representatives of the students (SG) group were asked to express their attitude to different kinds of creative tasks proposed by teachers, to identify the difference between the standard tasks and creative tasks, to identify difficulties that occurred during tasks performance.
Representatives of the teachers (TG) group were asked to express their views concerning the aims, principles, components, methods, technologies, activities, and results integrated into the model of creativity development in the educational process.
The study employed a qualitative and quantitative analysis of data collected from the survey, interview, and observations.
Considering the data provided in Figure 2, we can see that almost all students possess a positive attitude to the performance of the creative tasks. Nevertheless, almost all students demonstrate a positive attitude to the performance of all creative tasks, the most positive attitude students demonstrate to the creative project’s performance (about 90% of students).
Students’ attitude toward creative tasks performance.
At the same time, some students demonstrate a negative attitude to the heuristic tasks (about 44% of students). One of the students said the following about difficulties:
“
When students have discussed the difference between the standard tasks and creative tasks, they mentioned such criteria as attractiveness, diversity, originality, and future potential of results (Figure 3).
The criterion used by students to evaluate the creative tasks.
Seventy-five percent of respondents believed that variability or diversity is one of the important features, and its level is higher in creative tasks. Fifty-five percent of respondents said that level of attractiveness in creative tasks is not much higher than in standard tasks.
One of the respondents said:
“
Students who participated in the survey emphasized the need for creative tasks to develop their ability to creative thinking, to personal growth, to provide innovative activity, and to generate new ideas.
During the interview, teachers mentioned that they believe that among technologies to support creative learning must be used situational learning technology, game technology, project technology, problem-based learning technology, and inventive problem-solving technology.
The ideas expressed by teachers are well consistent with the Creative Learning and Technologies Strategy [27] that suggests that blended technologies effectively provide digital resources to support learning; flip learning; communicate with students; encourage active learning and collaboration.
Taken together, the results from teachers’ interviews suggest that creative abilities can belong to a certain component of creative competence and can be supported with specific tasks and activities.
Thus, Figure 4 helps us to demonstrate the interconnections between components, abilities, and tasks.
Interconnection of components, skills and abilities, tasks and activities during creativity development.
These findings help us to design the model that will support creativity development in the educational process.
Some Ukrainian researchers claim that the effect of learning activity decreases, primarily due to unproductive methods of teaching [28]. In our opinion, it happens because the necessary methods are not developed and strengthened enough.
In many institutions, the interdisciplinarity is not developed, the lack of educational actions in various situations, the most difficult tasks are not practiced enough, the more complex methods are not used, which often leads to unsuccessful activities. Due to this, students are not satisfied with activities, on the one side, they consider them as obstacles that are hard to overcome.
Traditional teaching contains, mainly, explanation and illustration elements, when the teacher poses problems based on his/her own experience and indicates his/her own ways to solve them. With this type of training, the criterion component becomes the determining one. This approach organizes educational processes based on the predominance of reproductive activity, with detailed results. Due to the said above, it is necessary to gradually change teaching methods in order to intensify the learning process, increase motivation for learning. Thus, our idea is to implement the model of creativity development in the educational process using creative projects, mind maps, case studies, and heuristic tasks (Figure 5).
The model of creativity development in the educational process.
The main difference between the model proposed and the traditional teaching model is that the teaching method used in the model is close to the assimilation of knowledge. While in traditional teaching, the assimilation of knowledge goes on a reproductive level with some minimum elements of creativity, the proposed model presents different creative tasks that correspond to a creative level of teaching.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in contrast to the traditional one are a complex type of interaction system, in which the management of students’ activities plays an important role. For example, in the creative project method, the level of problem items in the above method is set by two-level characteristics: the complexity of questions, problem-based tasks, and assignments. Their quantity and quality are taken into account as far as the ratio of four independent types of tasks: reproductive, cognitive-practical, reproductive-search, and creative.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in the model reflect the following structure: research and sustainable research (problem-based statement, hypothesis advancement, testing, and idea generation); study of the case and discussion (identification and comparison of points of view); mind mapping and simulation in the subject-content (imitation-game) and heuristic assignments.
The essential characteristic of the specified teaching model based on such activities as the creative project method, mind maps, case studies, and heuristic tasks is the reflective activity of students in intellectual and emotional-personal terms. The focus can be shifted from a procedural training plan into a context-based one and can be carried out in the following areas: special training in search procedures, the formation of a reflective thinking culture; special training in the processes of mastering and applying new techniques of the method of creative design; the formation of a discussion culture; special development of the emotional and personal side of educational activity associated with its role components; an emotional and intellectual reflection of the course of training, including simulation and heuristic modeling.
Our work has led us to conclude that one of the priority vectors of modern higher education is the development of a creative personality, the formation of readiness for professional mobility, social and creative activity. In the twenty-first century, creativity is the central, pivotal characteristic of a competitive personality. Students with a constant and conscious interest in creativity, who realize their creative potential, can successfully adapt to the changing conditions and challenges of life. In the future, such students can easily create their own individual style of activity, they are more capable of self-improvement and self-realization in professional activities.
In this chapter, we have outlined that a student’s creative thinking is a type of thinking that manifests itself as an integrative feature of personality. This chapter underlined the importance of criteria for creativity assessment as well as products of creative activity. The evidence from this study suggests that the results-oriented use of heuristic techniques, mind maps, project methods, and case-study enhance creativity development.
These findings add to a growing body of literature on the issue of how creativity development can be supported in the educational process and everyday life. Future studies on the current topic are therefore required experimental research in order for the proposed model of creativity development in the educational process to be verified by a larger sample size.
This research was supported by the Department of English Language for Humanities and Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute.
The authors declare no conflict of interest.
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Contreras",coverURL:"https://cdn.intechopen.com/books/images_new/1592.jpg",editedByType:"Edited by",editors:[{id:"35182",title:"Dr.",name:"Carlos M.",middleName:null,surname:"Contreras",slug:"carlos-m.-contreras",fullName:"Carlos M. Contreras"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}],booksByTopicTotal:2,seriesByTopicCollection:[],seriesByTopicTotal:0,mostCitedChapters:[{id:"32399",doi:"10.5772/36092",title:"Brain Energy Metabolism in Health and Disease",slug:"brain-energy-metabolism-in-health-and-disease",totalDownloads:9132,totalCrossrefCites:1,totalDimensionsCites:10,abstract:null,book:{id:"1592",slug:"neuroscience-dealing-with-frontiers",title:"Neuroscience",fullTitle:"Neuroscience - Dealing With Frontiers"},signatures:"Felipe A. Beltrán, Aníbal I. Acuña, María Paz Miró and Maite A. Castro",authors:[{id:"107041",title:"Dr.",name:"Maite A",middleName:null,surname:"Castro",slug:"maite-a-castro",fullName:"Maite A Castro"},{id:"109692",title:"Mr.",name:"Felipe A",middleName:null,surname:"Beltran",slug:"felipe-a-beltran",fullName:"Felipe A Beltran"},{id:"109695",title:"Mr.",name:"Aníbal",middleName:"I.",surname:"Acuña",slug:"anibal-acuna",fullName:"Aníbal Acuña"},{id:"109696",title:"Ms.",name:"Maria Paz",middleName:null,surname:"Miro",slug:"maria-paz-miro",fullName:"Maria Paz Miro"}]},{id:"54565",doi:"10.5772/67828",title:"The Role of the Amygdala in Regulating the Hypothalamic-Pituitary-Adrenal Axis",slug:"the-role-of-the-amygdala-in-regulating-the-hypothalamic-pituitary-adrenal-axis",totalDownloads:3554,totalCrossrefCites:6,totalDimensionsCites:9,abstract:"We investigated the regulatory role of the amygdala upon the function of the hypothalamic-pituitary-adrenal (HPA) axis as measured by median eminence corticotrophin releasing hormone (CRH) content and serum levels of adrenocorticotrophic hormone (ACTH) and corticosterone. Our findings showed that (1) lesions of the central amygdala inhibited the HPA axis responses to a variety of stressful stimuli. (2) Depletion of norepinephrine or serotonin in the amygdala and hypothalamus and local injections of norepinephrine and serotonin receptor antagonists into the central amygdala inhibited the HPA axis responses to neural stress. Norepinephrine and serotonin agonists injected into the amygdala caused an increase in HPA axis activity. The activation of the amygdala facilitated the in vivo release of serotonin from the paraventricular nucleus following electrical stimulation of the brainstem raphe nuclei. (3) Electrical stimulation of the amygdala impaired the glucocorticoid negative feedback action following neural stressful stimuli probably via a decrease in hippocampal corticosteroid receptors.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Joseph Weidenfeld and Haim Ovadia",authors:[{id:"190851",title:"Ph.D.",name:"Haim",middleName:null,surname:"Ovadia",slug:"haim-ovadia",fullName:"Haim Ovadia"},{id:"192823",title:"Prof.",name:"Joseph",middleName:null,surname:"Weidenfeld",slug:"joseph-weidenfeld",fullName:"Joseph Weidenfeld"}]},{id:"32393",doi:"10.5772/34852",title:"The Neurochemical Anatomy of Trigeminal Primary Afferent Neurons",slug:"the-neurochemical-anatomy-of-trigeminal-primary-afferent-neurons",totalDownloads:4712,totalCrossrefCites:0,totalDimensionsCites:9,abstract:null,book:{id:"1592",slug:"neuroscience-dealing-with-frontiers",title:"Neuroscience",fullTitle:"Neuroscience - Dealing With Frontiers"},signatures:"Nikolai E. Lazarov",authors:[{id:"101891",title:"Prof.",name:"Nikolai",middleName:null,surname:"Lazarov",slug:"nikolai-lazarov",fullName:"Nikolai Lazarov"}]},{id:"54301",doi:"10.5772/67585",title:"Revisiting the Role of the Amygdala in Posttraumatic Stress Disorder",slug:"revisiting-the-role-of-the-amygdala-in-posttraumatic-stress-disorder",totalDownloads:2172,totalCrossrefCites:2,totalDimensionsCites:8,abstract:"Over the past 20 years, the reactivity of amygdala to emotive stimuli has been explored by emerging neuroimaging techniques in an effort to understand the role of amygdala in the pathophysiology of posttraumatic stress disorder (PTSD). A fear neurocircuitry model, whereby the amygdala is hyperactive due to poor top-down control from the anterior cingulate and ventromedial prefrontal cortices, has been supported by numerous experimental studies and meta-analyses. However, this model has not always been upheld by experimental data and clinical observations. In particular, many neuroimaging studies find that the amygdala fails to activate in response to negative stimuli in individuals with PTSD. Several technical and design issues may explain disparate results regarding amygdala reactivity in PTSD. However, biological and symptom-based factors emerge as possible mediators of amygdala function in PTSD, leading to the conclusion that symptoms of emotional disengagement and dissociation are associated with amygdala hyporeactivity, and symptoms of hypervigilance/hyperarousal and problems with fear conditioning and extinction are reflected by amygdala hyperactivity. Therefore, treatment of PTSD should take into account the nature of amygdala dysfunction in the individual to optimize treatment outcomes.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Gina L. Forster, Raluca M. Simons and Lee A. Baugh",authors:[{id:"145620",title:"Dr.",name:"Gina",middleName:null,surname:"Forster",slug:"gina-forster",fullName:"Gina Forster"},{id:"195109",title:"Dr.",name:"Raluca",middleName:null,surname:"Simons",slug:"raluca-simons",fullName:"Raluca Simons"},{id:"195110",title:"Dr.",name:"Lee",middleName:null,surname:"Baugh",slug:"lee-baugh",fullName:"Lee Baugh"}]},{id:"55211",doi:"10.5772/intechopen.68618",title:"The Amygdala and Anxiety",slug:"the-amygdala-and-anxiety",totalDownloads:2984,totalCrossrefCites:4,totalDimensionsCites:8,abstract:"The amygdala has a central role in anxiety responses to stressful and arousing situations. Pharmacological and lesion studies of the basolateral, central, and medial subdivisions of the amygdala have shown that their activation induces anxiogenic effects, while their inactivation produces anxiolytic effects. Many neurotransmitters and stress mediators acting at these amygdalar nuclei can modulate the behavioral expression of anxiety. These mediators may be released from different brain regions in response to different types of stressors. The amygdala is in close relationship with several brain regions within the brain circuitry that orchestrates the expression of anxiety. Recent developments in optogenetics have begun to unveil details on how these areas interact.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Sergio Linsambarth, Rodrigo Moraga-Amaro, Daisy Quintana-\nDonoso, Sebastian Rojas and Jimmy Stehberg",authors:[{id:"144923",title:"Dr.",name:"Jimmy",middleName:null,surname:"Stehberg",slug:"jimmy-stehberg",fullName:"Jimmy Stehberg"},{id:"194182",title:"Ph.D. Student",name:"Rodrigo",middleName:null,surname:"Moraga-Amaro",slug:"rodrigo-moraga-amaro",fullName:"Rodrigo Moraga-Amaro"},{id:"194183",title:"M.Sc.",name:"Sergio",middleName:null,surname:"Linsambarth",slug:"sergio-linsambarth",fullName:"Sergio Linsambarth"}]}],mostDownloadedChaptersLast30Days:[{id:"54675",title:"The Key Role of the Amygdala in Stress",slug:"the-key-role-of-the-amygdala-in-stress",totalDownloads:2939,totalCrossrefCites:3,totalDimensionsCites:4,abstract:"Several data highlighted that stress exposure is strongly associated with several psychiatric disorders. The amygdala, an area of the brain that contributes to emotional processing, has a pivotal role in psychiatric disorders and it has been demonstrated to be highly responsive to stressful events. Here we will review evidences indicating how the amygdala changes its functionality following exposure to stress and how this contributes to the onset of anxiety disorders.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Diego Andolina and Antonella Borreca",authors:[{id:"190318",title:"Dr.",name:"Diego",middleName:null,surname:"Andolina",slug:"diego-andolina",fullName:"Diego Andolina"},{id:"192832",title:"Dr.",name:"Antonella",middleName:null,surname:"Borreca",slug:"antonella-borreca",fullName:"Antonella Borreca"}]},{id:"55211",title:"The Amygdala and Anxiety",slug:"the-amygdala-and-anxiety",totalDownloads:2984,totalCrossrefCites:4,totalDimensionsCites:8,abstract:"The amygdala has a central role in anxiety responses to stressful and arousing situations. Pharmacological and lesion studies of the basolateral, central, and medial subdivisions of the amygdala have shown that their activation induces anxiogenic effects, while their inactivation produces anxiolytic effects. Many neurotransmitters and stress mediators acting at these amygdalar nuclei can modulate the behavioral expression of anxiety. These mediators may be released from different brain regions in response to different types of stressors. The amygdala is in close relationship with several brain regions within the brain circuitry that orchestrates the expression of anxiety. Recent developments in optogenetics have begun to unveil details on how these areas interact.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Sergio Linsambarth, Rodrigo Moraga-Amaro, Daisy Quintana-\nDonoso, Sebastian Rojas and Jimmy Stehberg",authors:[{id:"144923",title:"Dr.",name:"Jimmy",middleName:null,surname:"Stehberg",slug:"jimmy-stehberg",fullName:"Jimmy Stehberg"},{id:"194182",title:"Ph.D. Student",name:"Rodrigo",middleName:null,surname:"Moraga-Amaro",slug:"rodrigo-moraga-amaro",fullName:"Rodrigo Moraga-Amaro"},{id:"194183",title:"M.Sc.",name:"Sergio",middleName:null,surname:"Linsambarth",slug:"sergio-linsambarth",fullName:"Sergio Linsambarth"}]},{id:"32387",title:"The Mystery of P2X7 Ionotropic Receptor: From a Small Conductance Channel to a Large Conductance Channel",slug:"the-mystery-of-p2x7-receptor-from-a-small-channel-to-a-big-pore",totalDownloads:2418,totalCrossrefCites:0,totalDimensionsCites:0,abstract:null,book:{id:"1592",slug:"neuroscience-dealing-with-frontiers",title:"Neuroscience",fullTitle:"Neuroscience - Dealing With Frontiers"},signatures:"R.X. Faria, L.G.B. Ferreira and L.A. Alves",authors:[{id:"76663",title:"Prof.",name:"Luiz A.",middleName:null,surname:"Alves",slug:"luiz-a.-alves",fullName:"Luiz A. Alves"},{id:"76674",title:"Mr.",name:"Leonardo",middleName:null,surname:"Braga",slug:"leonardo-braga",fullName:"Leonardo Braga"},{id:"79615",title:"Dr.",name:"Robson",middleName:null,surname:"Faria",slug:"robson-faria",fullName:"Robson Faria"}]},{id:"32399",title:"Brain Energy Metabolism in Health and Disease",slug:"brain-energy-metabolism-in-health-and-disease",totalDownloads:9132,totalCrossrefCites:1,totalDimensionsCites:10,abstract:null,book:{id:"1592",slug:"neuroscience-dealing-with-frontiers",title:"Neuroscience",fullTitle:"Neuroscience - Dealing With Frontiers"},signatures:"Felipe A. Beltrán, Aníbal I. Acuña, María Paz Miró and Maite A. Castro",authors:[{id:"107041",title:"Dr.",name:"Maite A",middleName:null,surname:"Castro",slug:"maite-a-castro",fullName:"Maite A Castro"},{id:"109692",title:"Mr.",name:"Felipe A",middleName:null,surname:"Beltran",slug:"felipe-a-beltran",fullName:"Felipe A Beltran"},{id:"109695",title:"Mr.",name:"Aníbal",middleName:"I.",surname:"Acuña",slug:"anibal-acuna",fullName:"Aníbal Acuña"},{id:"109696",title:"Ms.",name:"Maria Paz",middleName:null,surname:"Miro",slug:"maria-paz-miro",fullName:"Maria Paz Miro"}]},{id:"54509",title:"The Contribution of the Amygdala to Reward-Related Learning and Extinction",slug:"the-contribution-of-the-amygdala-to-reward-related-learning-and-extinction",totalDownloads:1742,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"There has been substantial research into the role of the amygdala in fear conditioning and extinction of conditioned fear. The role of the amygdala in appetitive conditioning is relatively less explored. Here, we will review research into the role of the amygdala in reward‐related learning. Research to date suggests that the basolateral and central amygdala are responsible for learning about distinct aspects of a reinforcing event. For example, the basolateral amygdala is essential for distinguishing and choosing between specific rewards based on the specific‐sensory properties of those rewards as well as updating the relative value of specific rewarding events. In contrast, the central amygdala is involved in encoding reinforcement more generally and for regulating motivational influences on responding. We will also review what is known about the role of the amygdala in extinction of reward‐related behaviours and highlight areas for future research.",book:{id:"5485",slug:"the-amygdala-where-emotions-shape-perception-learning-and-memories",title:"The Amygdala",fullTitle:"The Amygdala - Where Emotions Shape Perception, Learning and Memories"},signatures:"Rose Chesworth and Laura Corbit",authors:[{id:"193670",title:"Dr.",name:"Laura",middleName:null,surname:"Corbit",slug:"laura-corbit",fullName:"Laura Corbit"},{id:"194020",title:"Dr.",name:"Rose",middleName:null,surname:"Chesworth",slug:"rose-chesworth",fullName:"Rose Chesworth"}]}],onlineFirstChaptersFilter:{topicId:"1176",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:31,numberOfPublishedChapters:314,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:11,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:105,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:14,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"11",title:"Biochemistry",doi:"10.5772/intechopen.72877",issn:"2632-0983",scope:"Biochemistry, the study of chemical transformations occurring within living organisms, impacts all areas of life sciences, from molecular crystallography and genetics to ecology, medicine, and population biology. Biochemistry examines macromolecules - proteins, nucleic acids, carbohydrates, and lipids – and their building blocks, structures, functions, and interactions. Much of biochemistry is devoted to enzymes, proteins that catalyze chemical reactions, enzyme structures, mechanisms of action and their roles within cells. Biochemistry also studies small signaling molecules, coenzymes, inhibitors, vitamins, and hormones, which play roles in life processes. Biochemical experimentation, besides coopting classical chemistry methods, e.g., chromatography, adopted new techniques, e.g., X-ray diffraction, electron microscopy, NMR, radioisotopes, and developed sophisticated microbial genetic tools, e.g., auxotroph mutants and their revertants, fermentation, etc. More recently, biochemistry embraced the ‘big data’ omics systems. Initial biochemical studies have been exclusively analytic: dissecting, purifying, and examining individual components of a biological system; in the apt words of Efraim Racker (1913 –1991), “Don’t waste clean thinking on dirty enzymes.” Today, however, biochemistry is becoming more agglomerative and comprehensive, setting out to integrate and describe entirely particular biological systems. The ‘big data’ metabolomics can define the complement of small molecules, e.g., in a soil or biofilm sample; proteomics can distinguish all the comprising proteins, e.g., serum; metagenomics can identify all the genes in a complex environment, e.g., the bovine rumen. This Biochemistry Series will address the current research on biomolecules and the emerging trends with great promise.",coverUrl:"https://cdn.intechopen.com/series/covers/11.jpg",latestPublicationDate:"June 24th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:31,editor:{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. He has published more than 100 peer-reviewed research articles and graduated numerous Ph.D. and postdoctoral students.",institutionString:null,institution:{name:"New York University Langone Medical Center",institutionURL:null,country:{name:"United States of America"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:4,paginationItems:[{id:"14",title:"Cell and Molecular Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",isOpenForSubmission:!0,annualVolume:11410,editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",slug:"rosa-maria-martinez-espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",biography:"Dr. Rosa María Martínez-Espinosa has been a Spanish Full Professor since 2020 (Biochemistry and Molecular Biology) and is currently Vice-President of International Relations and Cooperation development and leader of the research group 'Applied Biochemistry” (University of Alicante, Spain). Other positions she has held at the university include Vice-Dean of Master Programs, Vice-Dean of the Degree in Biology and Vice-Dean for Mobility and Enterprise and Engagement at the Faculty of Science (University of Alicante). She received her Bachelor in Biology in 1998 (University of Alicante) and her PhD in 2003 (Biochemistry, University of Alicante). She undertook post-doctoral research at the University of East Anglia (Norwich, U.K. 2004-2005; 2007-2008).\nHer multidisciplinary research focuses on investigating archaea and their potential applications in biotechnology. She has an H-index of 21. She has authored one patent and has published more than 70 indexed papers and around 60 book chapters.\nShe has contributed to more than 150 national and international meetings during the last 15 years. Her research interests include archaea metabolism, enzymes purification and characterization, gene regulation, carotenoids and bioplastics production, antioxidant\ncompounds, waste water treatments, and brines bioremediation.\nRosa María’s other roles include editorial board member for several journals related\nto biochemistry, reviewer for more than 60 journals (biochemistry, molecular biology, biotechnology, chemistry and microbiology) and president of several organizing committees in international meetings related to the N-cycle or respiratory processes.",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"15",title:"Chemical Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",isOpenForSubmission:!0,annualVolume:11411,editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. Dr. Beydemir is also Rector of Bilecik Şeyh Edebali University, Turkey.",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",slug:"deniz-ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",biography:"Dr. Deniz Ekinci obtained a BSc in Chemistry in 2004, MSc in Biochemistry in 2006, and PhD in Biochemistry in 2009 from Atatürk University, Turkey. He studied at Stetson University, USA, in 2007-2008 and at the Max Planck Institute of Molecular Cell Biology and Genetics, Germany, in 2009-2010. Dr. Ekinci currently works as a Full Professor of Biochemistry in the Faculty of Agriculture and is the Head of the Enzyme and Microbial Biotechnology Division, Ondokuz Mayıs University, Turkey. He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. Dr. Ekinci serves as the Editor in Chief of four international books and is involved in the Editorial Board of several international journals.",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null},{id:"17",title:"Metabolism",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",isOpenForSubmission:!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},{id:"18",title:"Proteomics",coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",isOpenForSubmission:!0,annualVolume:11414,editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",slug:"paolo-iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",biography:"Paolo Iadarola graduated with a degree in Chemistry from the University of Pavia (Italy) in July 1972. He then worked as an Assistant Professor at the Faculty of Science of the same University until 1984. In 1985, Prof. Iadarola became Associate Professor at the Department of Biology and Biotechnologies of the University of Pavia and retired in October 2017. Since then, he has been working as an Adjunct Professor in the same Department at the University of Pavia. His research activity during the first years was primarily focused on the purification and structural characterization of enzymes from animal and plant sources. During this period, Prof. Iadarola familiarized himself with the conventional techniques used in column chromatography, spectrophotometry, manual Edman degradation, and electrophoresis). Since 1995, he has been working on: i) the determination in biological fluids (serum, urine, bronchoalveolar lavage, sputum) of proteolytic activities involved in the degradation processes of connective tissue matrix, and ii) on the identification of biological markers of lung diseases. In this context, he has developed and validated new methodologies (e.g., Capillary Electrophoresis coupled to Laser-Induced Fluorescence, CE-LIF) whose application enabled him to determine both the amounts of biochemical markers (Desmosines) in urine/serum of patients affected by Chronic Obstructive Pulmonary Disease (COPD) and the activity of proteolytic enzymes (Human Neutrophil Elastase, Cathepsin G, Pseudomonas aeruginosa elastase) in sputa of these patients. More recently, Prof. Iadarola was involved in developing techniques such as two-dimensional electrophoresis coupled to liquid chromatography/mass spectrometry (2DE-LC/MS) for the proteomic analysis of biological fluids aimed at the identification of potential biomarkers of different lung diseases. He is the author of about 150 publications (According to Scopus: H-Index: 23; Total citations: 1568- According to WOS: H-Index: 20; Total Citations: 1296) of peer-reviewed international journals. He is a Consultant Reviewer for several journals, including the Journal of Chromatography A, Journal of Chromatography B, Plos ONE, Proteomes, International Journal of Molecular Science, Biotech, Electrophoresis, and others. He is also Associate Editor of Biotech.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",slug:"simona-viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",biography:"Simona Viglio is an Associate Professor of Biochemistry at the Department of Molecular Medicine at the University of Pavia. She has been working since 1995 on the determination of proteolytic enzymes involved in the degradation process of connective tissue matrix and on the identification of biological markers of lung diseases. She gained considerable experience in developing and validating new methodologies whose applications allowed her to determine both the amount of biomarkers (Desmosine and Isodesmosine) in the urine of patients affected by COPD, and the activity of proteolytic enzymes (HNE, Cathepsin G, Pseudomonas aeruginosa elastase) in the sputa of these patients. Simona Viglio was also involved in research dealing with the supplementation of amino acids in patients with brain injury and chronic heart failure. She is presently engaged in the development of 2-DE and LC-MS techniques for the study of proteomics in biological fluids. The aim of this research is the identification of potential biomarkers of lung diseases. She is an author of about 90 publications (According to Scopus: H-Index: 23; According to WOS: H-Index: 20) on peer-reviewed journals, a member of the “Società Italiana di Biochimica e Biologia Molecolare,“ and a Consultant Reviewer for International Journal of Molecular Science, Journal of Chromatography A, COPD, Plos ONE and Nutritional Neuroscience.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null}]},overviewPageOFChapters:{paginationCount:2,paginationItems:[{id:"82297",title:"The Climate Change-Agriculture Nexus in Drylands of Ethiopia",doi:"10.5772/intechopen.103905",signatures:"Zenebe Mekonnen",slug:"the-climate-change-agriculture-nexus-in-drylands-of-ethiopia",totalDownloads:18,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Vegetation Dynamics, Changing Ecosystems and Human Responsibility",coverURL:"https://cdn.intechopen.com/books/images_new/11663.jpg",subseries:{id:"40",title:"Ecosystems and Biodiversity"}}},{id:"81999",title:"Climate Change, Rural Livelihoods, and Human Well-Being: Experiences from Kenya",doi:"10.5772/intechopen.104965",signatures:"André J. Pelser and Rujeko Samanthia Chimukuche",slug:"climate-change-rural-livelihoods-and-human-well-being-experiences-from-kenya",totalDownloads:18,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Vegetation Dynamics, Changing Ecosystems and Human Responsibility",coverURL:"https://cdn.intechopen.com/books/images_new/11663.jpg",subseries:{id:"40",title:"Ecosystems and Biodiversity"}}}]},overviewPagePublishedBooks:{paginationCount:1,paginationItems:[{type:"book",id:"10843",title:"Persistent Organic Pollutants (POPs)",subtitle:"Monitoring, Impact and Treatment",coverURL:"https://cdn.intechopen.com/books/images_new/10843.jpg",slug:"persistent-organic-pollutants-pops-monitoring-impact-and-treatment",publishedDate:"April 13th 2022",editedByType:"Edited by",bookSignature:"Mohamed Nageeb Rashed",hash:"f5b1589f0a990b6114fef2dadc735dd9",volumeInSeries:1,fullTitle:"Persistent Organic Pollutants (POPs) - Monitoring, Impact and Treatment",editors:[{id:"63465",title:"Prof.",name:"Mohamed Nageeb",middleName:null,surname:"Rashed",slug:"mohamed-nageeb-rashed",fullName:"Mohamed Nageeb Rashed",profilePictureURL:"https://mts.intechopen.com/storage/users/63465/images/system/63465.gif",biography:"Prof. Mohamed Nageeb Rashed is Professor of Analytical and Environmental Chemistry and former vice-dean for environmental affairs, Faculty of Science, Aswan University, Egypt. He received his Ph.D. in Environmental Analytical Chemistry from Assiut University, Egypt, in 1989. His research interest is in analytical and environmental chemistry with special emphasis on: (1) monitoring and assessing biological trace elements and toxic metals in human blood, urine, water, crops, vegetables, and medicinal plants; (2) relationships between environmental heavy metals and human diseases; (3) uses of biological indicators for monitoring water pollution; (4) environmental chemistry of lakes, rivers, and well water; (5) water and wastewater treatment by adsorption and photocatalysis techniques; (6) soil and water pollution monitoring, control, and treatment; and (7) advanced oxidation treatment. Prof. Rashed has supervised several MSc and Ph.D. theses in the field of analytical and environmental chemistry. He served as an examiner for several Ph.D. theses in analytical chemistry in India, Kazakhstan, and Botswana. He has published about ninety scientific papers in peer-reviewed international journals and several papers in national and international conferences. He participated as an invited speaker at thirty international conferences. Prof. Rashed is the editor-in-chief and an editorial board member for several international journals in the fields of chemistry and environment. He is a member of several national and international societies. He received the Egyptian State Award for Environmental Research in 2001 and the Aswan University Merit Award for Basic Science in 2020. Prof. Rashed was recognized in Stanford University’s list of the World’s Top 2% Scientists in 2020 and 2021.",institutionString:null,institution:{name:"Aswan University",institutionURL:null,country:{name:"Egypt"}}}]}]},openForSubmissionBooks:{paginationCount:6,paginationItems:[{id:"11669",title:"Fatty Acids - Recent Advances",coverURL:"https://cdn.intechopen.com/books/images_new/11669.jpg",hash:"9117bd12dc904ced43404e3383b6591a",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 3rd 2022",isOpenForSubmission:!0,editors:[{id:"415310",title:"Assistant Prof.",name:"Erik",surname:"Froyen",slug:"erik-froyen",fullName:"Erik Froyen"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11674",title:"Updates on Endoplasmic Reticulum",coverURL:"https://cdn.intechopen.com/books/images_new/11674.jpg",hash:"5d7d49bd80f53dad3761f78de4a862c6",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 6th 2022",isOpenForSubmission:!0,editors:[{id:"238047",title:"Dr.",name:"Gaia",surname:"Favero",slug:"gaia-favero",fullName:"Gaia Favero"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11672",title:"Chemokines Updates",coverURL:"https://cdn.intechopen.com/books/images_new/11672.jpg",hash:"c00855833476a514d37abf7c846e16e9",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 6th 2022",isOpenForSubmission:!0,editors:[{id:"14794",title:"Prof.",name:"Murat",surname:"Şentürk",slug:"murat-senturk",fullName:"Murat Şentürk"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11670",title:"Chitin-Chitosan - Isolation, Properties, and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/11670.jpg",hash:"69f009be08998711eecfb200adc7deca",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 26th 2022",isOpenForSubmission:!0,editors:[{id:"176093",title:"Dr.",name:"Brajesh",surname:"Kumar",slug:"brajesh-kumar",fullName:"Brajesh Kumar"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"12215",title:"Cell Death and Disease",coverURL:"https://cdn.intechopen.com/books/images_new/12215.jpg",hash:"dfd456a29478fccf4ebd3294137eb1e3",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"June 24th 2022",isOpenForSubmission:!0,editors:[{id:"59529",title:"Dr.",name:"Ke",surname:"Xu",slug:"ke-xu",fullName:"Ke Xu"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11673",title:"Stem Cell Research",coverURL:"https://cdn.intechopen.com/books/images_new/11673.jpg",hash:"13092df328080c762dd9157be18ca38c",secondStepPassed:!1,currentStepOfPublishingProcess:2,submissionDeadline:"July 13th 2022",isOpenForSubmission:!0,editors:[{id:"203598",title:"Ph.D.",name:"Diana",surname:"Kitala",slug:"diana-kitala",fullName:"Diana Kitala"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},onlineFirstChapters:{paginationCount:43,paginationItems:[{id:"82374",title:"The Potential of the Purinergic System as a Therapeutic Target of Natural Compounds in Cutaneous Melanoma",doi:"10.5772/intechopen.105457",signatures:"Gilnei Bruno da Silva, Daiane Manica, Marcelo Moreno and Margarete Dulce Bagatini",slug:"the-potential-of-the-purinergic-system-as-a-therapeutic-target-of-natural-compounds-in-cutaneous-mel",totalDownloads:4,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"82103",title:"The Role of Endoplasmic Reticulum Stress and Its Regulation in the Progression of Neurological and Infectious Diseases",doi:"10.5772/intechopen.105543",signatures:"Mary Dover, Michael Kishek, Miranda Eddins, Naneeta Desar, Ketema Paul and Milan Fiala",slug:"the-role-of-endoplasmic-reticulum-stress-and-its-regulation-in-the-progression-of-neurological-and-i",totalDownloads:5,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Updates on Endoplasmic Reticulum",coverURL:"https://cdn.intechopen.com/books/images_new/11674.jpg",subseries:{id:"14",title:"Cell and Molecular Biology"}}},{id:"82212",title:"Protein Prenylation and Their Applications",doi:"10.5772/intechopen.104700",signatures:"Khemchand R. 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She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. 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:"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:"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:"Univeristy 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:"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:"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:null},{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:"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.\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.\nHer topics of interest are biomaterials science and cell culture studies. 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