Input data of the FunFEM algorithm.
\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"1362",leadTitle:null,fullTitle:"Numerical Simulations of Physical and Engineering Processes",title:"Numerical Simulations of Physical and Engineering Processes",subtitle:null,reviewType:"peer-reviewed",abstract:"Numerical Simulations of Physical and Engineering Process is an edited book divided into two parts. Part I devoted to Physical Processes contains 14 chapters, whereas Part II titled Engineering Processes has 13 contributions.\nThe book handles the recent research devoted to numerical simulations of physical and engineering systems. It can be treated as a bridge linking various numerical approaches of two closely inter-related branches of science, i.e. physics and engineering. Since the numerical simulations play a key role in both theoretical and application oriented research, professional reference books are highly needed by pure research scientists, applied mathematicians, engineers as well post-graduate students. In other words, it is expected that the book will serve as an effective tool in training the mentioned groups of researchers and beyond.",isbn:null,printIsbn:"978-953-307-620-1",pdfIsbn:"978-953-51-4427-4",doi:"10.5772/1828",price:159,priceEur:175,priceUsd:205,slug:"numerical-simulations-of-physical-and-engineering-processes",numberOfPages:614,isOpenForSubmission:!1,isInWos:1,isInBkci:!0,hash:"5cd4c772ac313082f094190ade16e150",bookSignature:"Jan Awrejcewicz",publishedDate:"September 26th 2011",coverURL:"https://cdn.intechopen.com/books/images_new/1362.jpg",numberOfDownloads:99434,numberOfWosCitations:244,numberOfCrossrefCitations:183,numberOfCrossrefCitationsByBook:8,numberOfDimensionsCitations:270,numberOfDimensionsCitationsByBook:11,hasAltmetrics:0,numberOfTotalCitations:697,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"November 24th 2010",dateEndSecondStepPublish:"December 22nd 2010",dateEndThirdStepPublish:"April 28th 2011",dateEndFourthStepPublish:"May 28th 2011",dateEndFifthStepPublish:"July 27th 2011",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7,8",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"68338",title:"Prof.",name:"Jan",middleName:null,surname:"Awrejcewicz",slug:"jan-awrejcewicz",fullName:"Jan Awrejcewicz",profilePictureURL:"https://mts.intechopen.com/storage/users/68338/images/system/68338.jpeg",biography:"Full Professor, Head of the Department of Automation, Biomechanics and Mechatronics of Lodz University of Technology (Poland). Multiple doctor honoris causa, recipient of the Humboldt Award, member of the Polish Academy of Sciences. Author/co-author of over 780 journal and conference papers and 50 monographs. Editor of 28 books and 36 journal special issues. Principal investigator of numerous research grants. Member of Editorial Boards of 88 Journals (17 with IF). Organizer and Head of 14 International Conferences 'Dynamical Systems – Theory and Applications” (Lodz, 1992-2017) and 3 International Conferences 'Mechatronics: Ideas for Industrial Applications' (Warsaw, 2012; Lodz, 2014; Gdansk, 2015). His scientific interests cover mathematics, mechanics, biomechanics, automation, physics, and computer-oriented sciences, with the main focus on nonlinear processes.",institutionString:"Lodz University of Technology",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"4",totalChapterViews:"0",totalEditedBooks:"6",institution:{name:"Lodz University of Technology",institutionURL:null,country:{name:"Poland"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"607",title:"Mathematical Modeling",slug:"numerical-analysis-and-scientific-computing-mathematical-modeling"}],chapters:[{id:"20882",title:"Numerical Solution of Many-Body Wave Scattering Problem for Small Particles and Creating Materials with Desired Refraction Coefficient",doi:"10.5772/24495",slug:"numerical-solution-of-many-body-wave-scattering-problem-for-small-particles-and-creating-materials-w",totalDownloads:2123,totalCrossrefCites:0,totalDimensionsCites:5,hasAltmetrics:0,abstract:null,signatures:"M. 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He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:'"Politechnica" University Timişoara',position:null,outsideEditionCount:null,totalCites:0,totalAuthoredChapters:"5",totalChapterViews:"0",totalEditedBooks:"12",institution:null}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1358",title:"Operations Research",slug:"technology-industrial-engineering-operations-research"}],chapters:[{id:"35072",title:"Some Contributions at the Technology of Electrochemical Micromachining with Ultra Short Voltage Pulses",slug:"some-contributions-at-the-technology-of-electrochmical-micromachining-with-ultra-short-voltage-pulse",totalDownloads:4174,totalCrossrefCites:2,authors:[{id:"96164",title:"MSc.",name:"Richard",surname:"Zemann",slug:"richard-zemann",fullName:"Richard Zemann"}]},{id:"35073",title:"CMOS and BiCMOS Regenerative Logic Circuits",slug:"cmos-and-bicmos-schmitt-logic-circuits",totalDownloads:5865,totalCrossrefCites:0,authors:[{id:"102286",title:"Dr.",name:"Branko",surname:"Dokić",slug:"branko-dokic",fullName:"Branko Dokić"}]},{id:"35074",title:"A New Pre-Wet Sizing Process - Yes or No?",slug:"a-new-pre-wet-sizing-process-yes-or-no-",totalDownloads:6160,totalCrossrefCites:0,authors:[{id:"9970",title:"Prof.",name:"Stana",surname:"Kovacevic",slug:"stana-kovacevic",fullName:"Stana Kovacevic"},{id:"97687",title:"Dr.",name:"Ivana",surname:"Schwarz",slug:"ivana-schwarz",fullName:"Ivana Schwarz"}]},{id:"35075",title:"New IM Torque Control Scheme with Improved Efficiency and Implicit Rotor Flux Tracking",slug:"new-im-torque-control-scheme-with-improved-efficiency-and-implicit-rotor-flux-tracking",totalDownloads:1860,totalCrossrefCites:0,authors:[{id:"12968",title:"Prof.",name:"Gorazd",surname:"Štumberger",slug:"gorazd-stumberger",fullName:"Gorazd Štumberger"},{id:"95002",title:"Dr.",name:"Bojan",surname:"Grcar",slug:"bojan-grcar",fullName:"Bojan Grcar"},{id:"95066",title:"Prof.",name:"Cafuta",surname:"Peter",slug:"cafuta-peter",fullName:"Cafuta Peter"}]},{id:"35076",title:"Applying the Technology of Wireless Sensor Network in Environment Monitoring",slug:"applying-the-technolgy-of-wireless-sensor-networks-in-environment-monitoring-",totalDownloads:2010,totalCrossrefCites:3,authors:[{id:"1063",title:"Prof.",name:"Constantin",surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu"}]},{id:"35077",title:"Tracking Players in Indoor Sports Using a Vision System Inspired in Fuzzy and Parallel Processing",slug:"tracking-players-in-indoor-sports-using-fuzzy-logic-inspired-vision-system-and-parallel-processing",totalDownloads:2932,totalCrossrefCites:0,authors:[{id:"16865",title:"Prof.",name:"Luis",surname:"Reis",slug:"luis-reis",fullName:"Luis Reis"},{id:"97599",title:"Prof.",name:"Armando",surname:"Sousa",slug:"armando-sousa",fullName:"Armando Sousa"},{id:"105393",title:"MSc.",name:"Catarina B.",surname:"Santiago",slug:"catarina-b.-santiago",fullName:"Catarina B. 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The rapid development of technology has led to the registration of many processes in an electronic environment, the storage of these records, and the accessibility of these records when requested. With the evolving technology such as cloud computing, big data, the accumulation of a large amount of data stored in databases, and the process of parsing and screening useful information made data mining necessary.
It is possible to examine the data which are kept in databases and reach to huge amounts of size every second, in two parts according to their changes in time: static and temporal. Data is called the static data when its feature values do not change with time, if the feature comprise values change with time then it is called the temporal or time-series data.
Today, with the increase in processor speed and the development of storage technologies, real-world applications can easily record changing data over time.
Time-series analysis is a trend study subject because of its prevalence in various fields ranging from science, engineering, bioinformatics, finance, and government to health-care applications [1, 2, 3]. Data analysts are looking for the answers of such questions: Why does the data change this way? Are there any patterns? Which series show similar patterns? etc. Subsequence matching, indexing, anomaly detection, motif discovery, and clustering of the data are the answers of some questions [4]. Clustering, which is one of the most important concepts of data mining, defines its structure by separating unlabeled data sets into homogeneous groups. Many general-purpose clustering algorithms are used for the clustering of time-series data, either by directly or by evolving. Algorithm selection depends entirely on the purpose of the application and on the properties of the data such as sales data, exchange rates in finance, gene expression data, image data for face recognition, etc.
In the age of informatics, the analysis of multidimensional data that has emerged as part of the digital transformation in every field has gained considerable importance. These data can be from data received at different times from one or more sensors, stock data, or call records to a call center. This type of data, that is, observing the movement of a variable over time, where the results of the observation are distributed according to time, is called time-series data. Time-series analysis is used for many purposes such as future forecasts, anomaly detection, subsequence matching, clustering, motif discovery, indexing, etc. Within the scope of this study, the methods developed for the time-series data clustering which are important for every field of digital life in three main sections. In the first section, the proposed methods for the preparation of multidimensional data for clustering (dimension reduction) in the literature are categorized. In the second section, the similarity criteria to be used when deciding on the objects to be assigned to the related cluster are classified. In the third section, clustering algorithms of time-series data are examined under five main headings according to the method used. In the last part of the study, the use of time-series clustering in bioinformatics which is one of the favorite areas is included.
There are many different categorizations of time-series clustering approaches. Such as, time-series clustering approaches can be examined in three main sections according to the characteristics of the data used whether they process directly on raw data, indirectly with features extracted from the raw data, or indirectly with models built from the raw data [5]. Another category is according to the clustering method: shape-based, feature-based, and model-based [6]. But whatever the categorization is, for any time-series clustering approach, the main points to be considered are: how to measure the similarity between time series; how to compress the series or reduce dimension and what algorithm to use for cluster. Therefore, this chapter examines time-series clustering approaches according to three main building blocks: data representation methods, distance measurements, and clustering algorithms (Figure 1).
Time-series clustering.
Data representation is one of the main challenging issues for time-series clustering. Because, time-series data are much larger than memory size [7, 8] that increases the need for high processor power and time for the clustering process increases exponentially. In addition, the time-series data are multidimensional, which is a difficulty for many clustering algorithms to handle, and it slows down the calculation of the similarity measurement. Consequently, it is very important for time-series data to represent the data without slowing down the algorithm execution time and without a significant data loss. Therefore, some requirements can be listed for any data representation methods [9]:
Significantly reduce the data size/dimensionality,
Maintain the local and global shape characteristics of the time series,
Acceptable computational cost,
Reasonable level of reconstruction from the reduced representation,
Insensitivity to noise or implicit noise handling.
Dimension reduction is one of the most frequently used methods in the literature [7, 10, 11, 12] for the data representation.
The representation of a time series T with length n is a model T̅ with reduced dimensions, so that T approximates T [13]. Dimension reduction or feature extraction is a very useful method for reducing the number of variables/attributes or units in multivariate statistical analyzes so that the number of attributes can be reduced to a number that “can handle.”
Due to the noisy and high-dimensional features of many time-series data, data representations have been studied and generally examined in four main sections: data adaptive, nondata adaptive, model-based, and data dictated [6].
Many representation methods for time-series data are proposed and each of them offering different trade-offs between the aforementioned requirements. The correct selection of the representation method plays a major role in the effectiveness and usability of the application to be performed.
In particular, the similarity measure is the most essential ingredient of time-series clustering.
The similarity or distance for the time-series clustering is approximately calculated, not based on the exact match as in traditional clustering methods. It requires to use distance function to compare two time series. In other words, the similarity of the time series is not calculated, it is estimated. If the estimated distance is large, the similarity between the time series is less and vice versa.
Similarity between two “n” sized time series T = {t1,t2,….tn} and U = {u1,u2,….un} is the length of the path connecting pair of points [11]. This distance is the measure of similarity. D (T, U) is a function that takes two times series (T, U) as input and calculates their distance “d”.
Metrics to be used in clustering must cope with the problems caused by common features of time-series data such as noise, temporal drift, longitudinal scaling, offset translation, linear drift, discontinuities, and amplitude scaling. Various methods have been developed for similarity measure, and the method to choose is problem specific. These methods can be grouped under three main headings: similarity in time, similarity in shape, and similarity in change.
The similarity between the series is that they are highly time dependent. Such a measure is costly for the raw time series, so a preprocessing or transformation is required beforehand [34, 36].
The process of separating groups according to similarities of data is called “clustering.” There are two basic principles: the similarity within the cluster is the highest and the similarity between the clusters is the least. Clustering is done on the basis of the characteristics of the data and using multivariate statistical methods. When dividing data into clusters, the similarities/distances of the data to each other are measured according to the specification of the data (discrete, continuous, nominal, ordinal, etc.)
Han and Kamber [41] classify the general-purpose clustering algorithms which are actually designed for static data in five main sections: partition-based, hierarchical-based, density-based, grid-based, and model-based. Besides these, a wide variety of algorithms has been developed for time-series data. However, some of these algorithms (ignore minor differences) intend to directly use the methods developed for static data without changing the algorithm by transforming it into a static data form from temporal data. Some approaches apply a preprocessing step on the data to be clustered before using the clustering algorithm. This preprocessing step converts the raw-time-series data into feature vectors using dimension reduction techniques, or converts them into parameters of a specified model [42].
Given a dataset on n time series T = {t1, t2,…., tn}, time-series clustering is the process of partitioning of T into C = {C1,C2,….,Ck} according to certain similarity criterion. Ci is called “cluster” where,
In this section, previously developed clustering algorithms will be categorized. Some of these algorithms work directly with raw time-series data, while others use the data presentation techniques that are previously mentioned.
Clustering algorithms are generally classified as: partitioning, hierarchical, graph-based, model-based, and density-based clustering.
The K-means [43] algorithm is a typical partition-based clustering algorithm such that the data are divided into a number of predefined sets by optimizing the predefined criteria. The most important advantage is its simplicity and speed. So it can be applied to large data sets. However, the algorithm may not produce the same result in each run and cannot handle the outlier. Self-organizing map [44] is stronger than the noisy data clustering from K-means. The user is prompted to enter the cluster number and grid sets. It is difficult to determine the number of clusters for time-series data. Other examples of partition-based clustering are CLARANS [45] and K-medoids [46]. In addition, the partitioning approach is suitable for low-dimensional, well-separated data. However, time-series data are multidimensional and often contain intersections, embedded clusters.
In essence, these algorithms act as n-dimensional vectors to time-series data and applies distance or correlation functions to determine the amount of similarity between two series. Euclidean distance, Manhattan distance, and Pearson correlation coefficient are the most commonly used functions.
Contrary to the partitioning approach, which aims segmenting data that do not intersect, the hierarchical approach produces a hierarchical series of nested clusters that can be represented graphically (dendrogram, tree-like diagram). The branches of the dendrogram show the similarity between the clusters as well as the knowledge of the shaping of the clusters. Determined number of clusters can be obtained by cutting the dendrogram at a certain level.
Hierarchical clustering methods [47, 48, 49] are based on the separating clusters into subgroups that are processed step by step as a whole, or the stepwise integration of individual clusters into a cluster [50]. Hierarchical clustering methods are divided into two methods: agglomerative clustering methods and divisive hierarchical clustering methods according to the creation of the dendrogram.
In agglomerative hierarchical clustering methods, each observation is initially treated as an independent cluster, and then repeatedly, until each individual observation obtains a single set of all observations, thereby forming a cluster with the closest observation.
In the divisive hierarchical clustering methods, initially all observations are evaluated as a single cluster and then repeatedly separated in such a way that each observation is separated from the farthest observation to form a new cluster. This process continues until all the observations create a single cluster.
Hierarchical clustering not only forms a group of similar series but also provides a graphical representation of the data. Graphical presentation allows the user to have an overall view of the data and an idea of data distribution. However, a small change in the data set leads to large changes in the hierarchical dendrogram. Another drawback is high computational complexity.
The density-based clustering approach is based on the concepts of density and attraction of objects. The idea is to create clusters of dense multi-dimensional areas where objects attract each other. In the core of dense areas, objects are very close together and crowded. The objects in the walls of the clusters were scattered less frequently than the core. In other words, density-based clustering determines dense areas of object space. The clusters are dense areas which are separated by rare dense areas. DBSCAN [51] and OPTICS [52] algorithms are the most known of density-based clustering examples.
The density-based approach is robust for noisy environments. The method also deals with outliers when defining embedded clusters. However, density-based clustering techniques cause difficulties due to high computational complexity and input parameter dependency when the dimensional index structure is not used.
The model-based approach [53, 54, 55] uses a statistical infrastructure to model the cluster structure of the time-series data. It is assumed that the underlying probability distributions of the data come from the final mixture. Model-based algorithms usually try to estimate the likelihood of the model parameters by applying some statistical techniques such as Expectation Maximization (EM). The EM algorithm iterates between an “E-step,” which computes a matrix z such that zik is an estimate of the conditional probability that observation i belongs to group k given the current parameter estimates, and an “M-step,” which computes maximum likelihood parameter estimates given z. Each data object is assigned to a cluster with the highest probability until the EM algorithm converges, so as to maximize likelihood for the entirety of the grant.
The most important advantage of the model-based approach is to estimate the probability that i. observation belongs to k. cluster. In some cases, the time series is likely to belong to more than one cluster. For such time-series data, the probability-giving function of the approach is the reason for preference. In this approach, it is assumed that the data set has a certain distribution but this assumption is not always correct.
In this approach, grids made up of square cells are used to examine the data space. It is independent of the number of objects in the database due to the used grid structure. The most typical example is STING [56], which uses various levels of quadrilateral cells at different levels of resolution. It precalculates and records statistical information about the properties of each cell. The query process usually begins with a high-level hierarchical structure. For each cell at the current level, the confidence interval, which reflects the cell’s query relation, is computed. Unrelated cells are exempt from the next steps. The query process continues for the corresponding cells in the lower level until reaching the lowest layer.
After analyzing the data set and obtaining the clustering solution, there is no guarantee of the significance and reliability of the results. The data will be clustered even if there is no natural grouping. Therefore, whether the clustering solution obtained is different from the random solution should be determined by applying some tests. Some methods developed to test the quality of clustering solutions are classified into two types: external index and internal index.
The external index is the most commonly used clustering evaluation method also known as external validation, external criterion. The ground truth is the goal clusters, usually created by experts. This index measures how well the target clusters and the resulting clusters overlap. Entropy, Adjusted Rand Index (ARI), F-measure, Jaccard Score, Fowlkes and Mallows Index (FM), and Cluster Similarity Measure (CSM) are the most known external indexes.
The internal indexes evaluate clustering results using the features of data sets and meta-data without any external information. These are often used in cases where the correct solutions are not known. Sum of squared error is one of the most used internal methods which the distance to the nearest cluster determines the error. So clusters with similar time series are expected to give lower error values. Distance between two clusters (CD) index, root-mean-square standard deviation (RMSSTD), Silhouette index, R-squared index, Hubert-Levin index, semi-partial R-squared (SPR) index, weighted inter-intra index, homogeneity index, and separation index are the common internal indexes.
The funFEM algorithm [55, 57] allows to cluster time series or, more generally, functional data. FunFem is based on a discriminative functional mixture model (DFM) which allows the clustering of the curves (data) in a functional subspace. If the observed curves are {
an E step in which posterior probabilities that observations belong to the K groups are computed,
an F step that estimates the orientation matrix U of the discriminative latent space conditionally to the posterior probabilities,
an M step in which parameters of the mixture model are estimated in the latent subspace by maximizing the conditional expectation of the complete likelihood.
Fisher-EM algorithm updates the parameters repeatedly until the Aitken criterion is provided. Aitken criterion estimates the asymptotic maximum of the log-likelihood in order to detect in advance the algorithm converge [57]. In model-based clustering, a model is defined by its number of component/cluster K and its parameterization. In model selection task, several models are reviewed while selecting the most appropriate model for the considered data.
FunFEM allows to choose between AIC (Akaike Information Criterion) [58], BIC (Bayesian information criteria) [59], and ICL (Integrated Completed Likelihood) [60] when deciding the number of clusters. The penalty terms are:
FunFem is implemented in R programming languages and serves as a function [61]. The algorithm is applied on a time series gene expression data in the following section. Input of the algorithm is gene expression data which is given in Table 1. The table shows the gene expression values measured as a result of the microarray experiment. The measurement was performed at six different times for each gene. The data were taken from the GEO database (GSE2241) [62]. FunFEM method is decided, and the best model is DkBk with
Gene Symbol | TP1 | TP2 | TP3 | TP4 | TP5 | TP6 |
---|---|---|---|---|---|---|
AADAC | 18.4 | 29.7 | 30 | 79.7 | 86.7 | 163.2 |
AAK1 | 253.2 | 141.8 | 49.2 | 118.7 | 145.2 | 126.7 |
AAMP | 490 | 340.9 | 109.1 | 198.4 | 210.5 | 212 |
AANAT | 5.6 | 1.4 | 3.7 | 3.1 | 1.6 | 4.9 |
AARS | 1770 | 793.6 | 226.5 | 1008.9 | 713.3 | 1253.7 |
AASDHPPT | 940.1 | 570.5 | 167.2 | 268.6 | 683 | 263.5 |
AASS | 10.9 | 1.9 | 1.5 | 4.1 | 19.7 | 25.5 |
AATF | 543.4 | 520.1 | 114.5 | 305.7 | 354.2 | 384.9 |
AATK | 124.5 | 74.5 | 17 | 25.6 | 64.6 | 13.6 |
. | . | . | . | . | . | . |
. | . | . | . | . | . | . |
ZP2 | 4.1 | 1.4 | 0.8 | 1.4 | 1.4 | 3 |
ZPBP | 23.4 | 13.7 | 7 | 7.8 | 22.3 | 26.9 |
ZW10 | 517.1 | 374.5 | 72.6 | 240.8 | 345.7 | 333.1 |
ZWINT | 1245.4 | 983.4 | 495.3 | 597.4 | 1074.3 | 620.7 |
ZYX | 721.6 | 554.9 | 135.5 | 631.5 | 330.9 | 706.8 |
ZZEF1 | 90.5 | 49.3 | 18.6 | 66.7 | 10.4 | 52.2 |
ZZZ3 | 457.3 | 317.1 | 93 | 243.2 | 657.5 | 443 |
Input data of the FunFEM algorithm.
Gene symbol | Cluster number |
---|---|
AADAC | 2 |
AAK1 | 3 |
AAMP | 3 |
AANAT | 1 |
AARS | 4 |
AASDHPPT | 3 |
AASS | 1 |
AATF | 3 |
AATK | 2 |
. | . |
. | . |
ZP2 | 1 |
ZPBP | 1 |
ZW10 | 3 |
ZWINT | 4 |
ZYX | 4 |
ZZEF1 | 2 |
ZZZ3 | 3 |
Output data of the FunFEM algorithm.
The approach to be taken depends on the application area and the characteristics of the data. For this reason, as a case study, the clustering of gene expression data, which is a special area of clustering of time-series data, will be examined in this section. Microarray is the technology which measures the expression levels of large numbers of genes simultaneously. DNA microarray technology overcomes traditional approaches in the identification of gene copies in a genome, in the identification of nucleotide polymorphisms and mutations, and in the discovery and development of new drugs. It is used as a diagnostic tool for diseases. DNA microarrays are widely used to classify gene expression changes in cancer cells.
The gene expression time series (gene profile) is a set of data generated by measuring expression levels at different cases/times in a single sample. Gene expression time series have two main characteristics, short and unevenly sampled. In The Stanford Microarray database, more than 80% of the time-series experiments contains less than 9 time points [63]. Observations below 50 are considered to be quite short for statistical analysis. Gene expression time-series data are separated from other time-series data by this characteristics (business, finance, etc.). In addition to these characteristics, three basic similarity requirements can be identified for the gene expression time series: scaling and shifting, unevenly distributed sampling points, and shape (internal structure) [64]. Scaling and shifting problems arise due to two reasons: (i) the expression of genes with a common sequence is similar, but in this case, the genes need not have the same level of expression at the same time. (ii) Microarray technology, which is often corrected by normalization. The scaling and shifting factor in the expression level may hide similar expressions and should not be taken into account when measuring the similarity between the two expression profiles. Sampling interval length is informative and cannot be ignored in similarity comparisons. In microarray experiments, the density change characterizes the shape of the expression profile rather than the density of the gene expression. The internal structure can be represented by deterministic function, symbols describing the series, or statistical models.
There are many popular clustering techniques for gene expression data. The common goal of all is to explain the different functional roles of the genes that play a key biological process. Genes expressed in a similar way may have a similar functional role in the process [65].
In addition to all these approaches, it is possible to examine the cluster of gene expression data in three different classes as gene-based clustering, sample-based clustering, and subspace clustering (Figure 2) [66]. In gene-based clustering, genes are treated as objects, instances (time-point/patient-intact) as features. Sample-based clustering is exactly the opposite: samples are treated as objects, genes as features. The distinction between these two clustering approaches is based on the basic characterization of the clustering process used for gene expression data. Some clustering algorithms, such as K-means and hierarchical approach, can be used to cluster both genes and fragments of samples. In the molecular biology, “any function in the cell is carried out with the participation of a small subset of genes, and the cellular function only occurs on a small sample subset.” With this idea, genes and samples are handled symmetrically in subspace clustering; gene or sample, object or features.
Gene expression data clustering approaches.
In
Also, among biologists who will use microarray data, the relationship between genes or clusters that are usually related to each other within the cluster, rather than the clusters of genes, is a more favorite subject. That is, it is also important for the algorithm to make graphical presentations not just clusters. K-means, self-organizing maps (SOM), hierarchical clustering, graph-theoretic approach, model-based clustering, and density-based approach (DHC) are the examples of gene-based clustering algorithms.
The goal of the
When
Subspace clustering was first described by Agrawal et al. in 1998 on general data mining [68]. In subspace clustering, two subspace sets may share the same objects and properties, while some objects may not belong to any subspace set. Subspace clustering methods usually define a model to determine the target block and then search in the gen-sample space. Some examples of subspatial cluster methods proposed for gene expression are biclustering [69], coupled two way clustering (CTWC) [70], and plaid model [71].
According to different clustering criteria, data can be clustered such as the co-expressing gene groups, the samples belonging to the same phenotype or genes from the same biological process. However, even if the same criteria are used in different clustering algorithms, the data can be clustered in different forms. For this reason, it is necessary to select more suitable algorithm for data distribution.
Clustering for time-series data is used as an effective method for data analysis of many areas from social media usage and financial data to bioinformatics. There are various methods introduced for time-series data. Which approach is chosen is specific to the application. The application is determined by the needs such as time, speed, reliability, storage, and so on. When determining the approach to clustering, three basic issues need to be decided: data representation, similarity measure, and clustering algorithm.
The data representation involves transforming the multi-dimensional and noisy structure of the time-series data into a less dimensional that best expresses the whole data. The most commonly used method for this purpose is dimension reduction or feature extraction.
It is challenging to measure the similarity of two time series. The chapter has been examined similarity measures in three sections as similarity in shape, similarity in time, and similarity in change.
For the time-series clustering algorithms, it is not wrong to say that the evolution of conventional clustering algorithms. Therefore, the classification of traditional clustering algorithms (developed for static data) has been included. It is classified as partitioning, hierarchical, model-based, grid-based, and density-based. Partition algorithms initially require prototypes. The accuracy of the algorithm depends on the defined prototype and updated method. However, they are successful in finding similar series and clustering time series with equal length. The fact that the number of clusters is not given as the initial parameter is a prominent and well-known feature of hierarchical algorithms. At the same time, works on time series that are not of equal length causes it to be one step ahead of other algorithms. However, hierarchical algorithms are not suitable for large data sets due to the complexity of the calculation and the scalability problem. Model-based algorithms suffer from problems such as initialization of parameters based on user predictions and slow processing time for large databases. Density-based algorithms are not generally preferred over time-series data due to their high working complexity. Each approach has pros and cons compared to each other, and the choice of algorithm for time-series clustering varies completely according to the characteristics of the data and the needs of the application. Therefore, in the last chapter, a study on the clustering of gene expression data, which is a specific field of application, has been mentioned.
In time-series data clustering, there is a need for algorithms that execute fast, accurate, and with less memory on large data sets that can meet today’s needs.
The March of 2020 was the start of the most significant pandemic that the world has ever seen and unleashed a crisis of gigantic proportions. We never imagined that the so advanced human race would be defeated by a virus, impacting different aspects of human development such as education, health, income, well-being, etc. As news of the Covid-19 virus traveled from the Wuhan province of China to the rest of the world, national borders were closed overnight, flights suspended, and lockdowns imposed globally in the first attempt to contain the spread of the virus. The Covid-19 virus brought the entire world to a standstill. With many lost lives and livelihoods, we continue to fight the virus tooth and nail. The virus had a devastating impact on people, businesses, and economic systems, with the entire world, turned upside down. To ensure continuity in how we worked, learned, and lived, the world embraced digital transformation, overhauling systems over the next few months. Lockdown measure shifted many activities online. However, this adoption of technology brought the digital divide globally to the front. The World Economic Forum indicated that more than 4 billion people, mostly in developing countries, still do not have access to the Internet [1]. That is almost half of the world’s population. And, as expected, the impact was severe for people without Internet access. Even with technological advances, Internet access and availability are issues in several countries globally. Many rural and low-income communities worldwide, including those in large urban areas, lack reliable, affordable access. So, when schools and other educational institutions adopted online schooling to ensure learning continued, that was a start to one of the most prolific challenges and changes in the history of educational systems.
The pandemic brought about the most extensive disruption of education systems ever. The United Nations estimates that approximately 1.6 billion students in more than 190 countries were out of classrooms due to the lockdowns imposed by governments across many countries. Schools and other educational institutions closed overnight to contain the spread of the virus, impacting 94 percent of the world’s student population and up to 99 percent in low and lower-middle-income countries [2]. However, education systems worldwide were swift to react and digitally transform themselves. The crisis stimulated innovation within the education sector, with solutions previously thought difficult or impossible to implement were seamlessly adopted within the educational landscape. Educational stakeholders quickly developed distance learning solutions, with online learning becoming the new way of acquiring education from home. Though this shift to online learning mitigated the pandemic’s adverse effects on education, the entire experience also caused many students’ trauma and loss of knowledge, particularly in disadvantaged and vulnerable communities. For these students, the crisis exacerbated the already existing educational inequities globally. Without access to or availability of the Internet, electronic devices for learning or a home environment conducive to learning, students lose learning times. A lot of schools also lacked the infrastructure to help such students. According to the United Nations, the economic impact of the pandemic coupled with school closures could turn the learning crisis into a generational catastrophe impacting the future of many students. Nevertheless, the pandemic has taught us that while technology is here to stay, creating sustainable and resilient systems is required to overcome the challenges and avoid this crisis turning into a generational catastrophe.
According to UNESCO, millions of children do not go to school each day due to emergencies and ongoing humanitarian crises. Schools protect children from the physical dangers around them, provide food, water, health care and hygiene supplies, and ensure their physical and emotional well-being [3]. Education attainment is a significant factor in reducing poverty and increasing a student’s ability to lead a healthy life and participate in society. Despite the enormous benefits of education to children and communities, the United Nations points out that education is often the first service suspended and the last to be restored during a crisis. And this scenario is what we experienced during the Covid-19 pandemic. Though most students experienced the negative impact of the pandemic on their learning, the vulnerable ones before the pandemic were disproportionately affected widening the pre-existing opportunity and achievement gaps.
Schools are a source of daily meals and provide a safe and comforting environment for many students globally, alleviating the difficulties at home. While school closures led to the quick adoption of alternate learning modes, the prominent rise of online learning as a delivery model impacted students from different walks of life. The hardest hit were those from vulnerable and marginalized communities. Students from privileged backgrounds could find a way to work around the new learning systems with access to all or most of the resources required. However, many students from disadvantaged backgrounds lost access to education and other facilities when schools shut down. Students lost access to their meals, health facilities and other benefits apart from learning that schools provide. The Covid-19 pandemic exposed many shortcomings and inequities, such as; limited access to the internet and devices for learning, supportive home learning environment, putting many students at a further disadvantage. Furthermore, other students faced mental and emotional health issues due to social isolation from their friends and peers.
In the United States, the McKinsey & Company [4], analysis of schools showed that the impact of the pandemic on K–12 student learning was significant. Their research indicates that students, on average, were five months behind in mathematics and four months behind in reading by the end of the 2020–2021 school year. In math, students in most Black schools ended the year with six months of unfinished learning, and for students in low-income schools, the deficit was seven months. High schoolers have become more likely to drop out of school, and high school seniors, especially those from low-income families, are less likely to go on to postsecondary education. And the crisis had an impact on not just academics but also on the broader health and well-being of students. Students of color and low-income students suffered the most. Long-standing inequities such as disproportionate levels of punishment, suspensions, assignment to special education programs, inherent racism, stereotyping and social labeling have further compounded other pandemic-related factors such as social isolation and family economic losses. These challenges reiterate the urgent need to build educational systems that are resilient and sustainable and where every child can succeed, irrespective of their background.
Extant research since 2020 in the context of K-12 education examined the impact of Covid-19 on learning loss for students across different parts of the world. Several studies have brought to light the inequities and injustices faced by marginalized groups. Research has also revealed that systems and structures in educational institutions were under immense stress during this crisis. This time of global upheaval and uncertainty allows us to question the design of educational systems that perpetuate and aggravate historical barriers to equitable education. With several kinds of inequities within the educational systems brought to the front during the pandemic, we believe in the need to broaden the notions of academic resilience and bring about a remarkable transformation in the education landscape.
An important lesson from the pandemic is the realization that we as individuals do not exist in isolation, and we are all interconnected. The lesson that we argue can serve as a systematic transformation required to overhaul education systems and redesign them based on strong partnerships and collaborations among its stakeholders. We contend that such sustainable educational systems are required so that all students from every walk of life succeed at school and in life. We argue that creating such sustainable systems would require a mindset that we as a human race are connected, and in order to progress, we must do so together. We characterized this concept as “Ubuntu” mindset that is critical to understanding our interconnection with each other required to build strong partnerships to transform learning environments. Educational leadership and management can benefit from developing an Ubuntu mindset to bring about a transformation where every stakeholder works collaboratively to ensure that every student succeeds. This idea fulfills one of the fundamental principles of ‘transdisciplinary education,’ which scholars highly recommend as one way to accomplish sustainability goals.
The United Nations adopted the Sustainable Development Goals (SDGs), also known as the Global Goals, as a universal call to action to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity [5]. The movement serves as the blueprint to achieve a better and more sustainable future for all and address the global challenges we face: poverty, climate change, and educational inequity. The 17 SDGs aim to ensure that development must balance social, economic and environmental sustainability, given their interconnectedness. SDG 4 – Quality Education focuses on ‘
‘ESD for 2030’is the global framework for the implementation of Education for Sustainable Development from 2020 to 2030. The framework emphasizes education’s contribution to the achievement of the SDGs. It aims to review the “
Ubuntu is a philosophy that inspires the beliefs, values, norms and practices of different African societies [11] and is one of the “inspiring dimensions of life in Africa” [12]. Ramose [13] states that “Ubuntu is simultaneously the foundation and the edifice of African philosophy” (p. 49). The notion of Ubuntu has its roots in the sub-Saharan African culture and focuses on the interconnectedness and relationality amongst the human race [14]. The concept is indigenous to the African continent and one of the foundations of the different cultures across Africa. Ubuntu is one of the foundational tenets of African communal cultural life [15], and its meaning is often explained with the phrase “umuntu ngumuntu ngabantu”, which means “a person is a person through other people” [16]. Similarly, Mbigi [17] also stated that Ubuntu literally means “I am because you are – I can only be a person through others” (p. 6). According to Lutz [18], Ubuntu signifies the notion of one being truly human only as a part of the community rather than in isolation. This means that “people are not individuals, living in a state of independence, but part of a community, living in relationships and interdependence” ([19] p. 36). The basic concept is that our social and economic development evolves through relationships with the larger group. Malunga [20] describes Ubuntu as a cultural worldview that captures the essence of being human and humanity. According to Woermann and Engelbrecht [21], Ubuntu “addresses our interconnectedness, our common humanity and the responsibility to each other that flows from our deeply felt connection.”
Describing the core values of Ubuntu, Mangaliso et al. [11] stated vales that include harmony and solidarity, reciprocity, respect for elders, collaboration, mutual concern, compassion, consultation, and consensus”. Similarly, Horwitz [22] points out the significance of collective solidarity and interrelationships, stating that “values such as adherence to social obligations, collective trust, deference to rank and seniority, sanctity of reciprocity and good social and personal relations are relevant” (p. 2943). Ubuntu “addresses our interconnectedness, our common humanity and the responsibility to each other that flows from our deeply felt connection” ([12], p. 1). Oviawe [23] describes Ubuntu as “a philosophy of being that locates identity and meaning-making within a collective approach as opposed to an individualistic one” (p. 3).
Relationality and interconnectedness are central to the concept of Ubuntu. According to Nussbaum ([12], p. 1), “one of the ontological assumptions of Ubuntu is the communal or relational nature of being” The entire idea of Ubuntu is opposite to that of individualism, which characterizes many Western cultures. According to Hofstede [24], individualism can be defined as “a preference for a loosely-knit social framework in which individuals are expected to take care of only themselves and their immediate families” (p. 1). Contrarily, the central belief of Ubuntu is the fact that we are humans only because of the connection that we share with other human beings. Explaining the same, Mbigi ([17], p. 69) stated that, “I cannot separate my humanity from the humanity of those around me”. Pérezts et al. [14] reiterated the fact that “such a relational approach to morality and ethics grounded in harmony, and brings a different ethos to Western approaches, which prioritize utility, autonomy and capability” (p. 736). Ubuntu stresses “an I/we relationship as opposed to the Western I/you relationship with its emphasis on the individual” ([25], p. 21). An individual is bound by others and a sense of community and does not exist independently. Luthans et al. [26] stated, “under Ubuntu there is an individual existence of the self and the simultaneous existence for others” (p. 515).
In his book titled “Ubuntu: Shaping the Current Workplace with (African) Wisdom”, the author Vuyisile Msila [27] demystified the concept of Ubuntu and explained its meaning for everyday corporate life and organizations. He talks about the “five P’s in Ubuntu philosophy:
People-centeredness: Ubuntu emphasizes the role of the people within the organization. Without an interest in people, Ubuntu cannot be realized.
Permeable walls: communication in the organization is not restricted, and the walls are not opaque. All the members can communicate with one another without fear.
Partisanship: one of the most positive factors of the Ubuntu philosophy is loyalty. People communicate freely, making them feel closer to the organization.
Progeny: Ubuntu leadership promotes collective decision-making. However, effective leadership is respected, and the leader is respected.
Production: when the above characterizes the organization, production is guaranteed. The organization prospers when its members enjoy respect, loyalty and good leadership” (p. 15).
According to Mangaliso et al. [11] “a great deal of research on Ubuntu has offered positive vantage points for revaluing African philosophies and translating them into management practices, most notably in the field of human relations” (p. 4). Msila [28] stated that Ubuntu is a very crucial concept for many institutions in the society, including the understanding of leadership and management in varied organizations. Though Ubuntu might be an African philosophy, its basic ideas and ethos have a global appeal for leading and managing people and organizations effectively. According to Lutz [18], the first step in developing a leadership and management style based on upon the philosophy of Ubuntu, is to recognize the organization or institution as a community, where every individual is critical to the success of the community. According to Karsten and Illa [29] “Ubuntu provides a strong philosophical base for the community concept of management” (p. 6). Similarly, McFarlin et al. [30] state that the African management philosophy that “views the corporation as a community and can be summed up in one word – Ubuntu” (p. 71). The idea here is not about maximizing the value for only the owners or shareholders of the organization, but for the entire community and its members who are important stakeholders of the organization. The central idea of Ubuntu is interconnection between individuals. Ubuntu espouses the idea of the collective achievement of the goals of the organization. It does not relegate an individual’s own goal as secondary, but confirms to the idea of achievement of individual goals and the achievement of group goals are equally critical and go hand-in-hand. Ubuntu is about pursuing your own good through the common good [18].
To ensure that we overcome the barriers faced and become more resilient to such drastic effects on schooling systems, a systematic transformation is required. Scholars have indicated that traditional top-down hierarchical structures in school are rigid and not agile to change and adaption. Such hierarchical styles have resulted in dysfunctional schools and researchers call for the need to adopt newer and contemporary leadership and management styles in educational institutions. The pandemic brought to light the interdependence amongst educational stakeholders including children to overcome the difficulties faced during the pandemic. Collaboration, co-operation and partnerships were some of the basic qualities that helped schools overcome the challenges and ensured that there were no interruptions to learning. As we navigate an uncertain future, leading with such a people-centered and collaborative mindset is critical to developing resilience and sustainable education systems. And this is where an Ubuntu mindset comes into the picture. Msila [31] contends Ubuntu as a classic model for educational leadership and management. The communal nature of Ubuntu can help the success of any institution including educational leadership and management. He states that leading with an Ubuntu mindset would enable school leaders to lead school effectively with the resources at their disposal.
Extant research has established the benefits of leading with an Ubuntu mindset for educational leadership and management. The basic fundamental principles of Ubuntu, namely interconnectedness and relationality are important to cater to the diverse stakeholders in educational institutions. Schools have students with different nationalities, cultures, social class, language, values and belief systems. Ubuntu brings together people from different walks of life, to work and live harmoniously. Mbigi and Maree [32] explain that Ubuntu enables one to move towards a common goal based on the belief of collective shared values and solidarity with the group. Similarly, Ubuntu style of leading an organization involves “a departure from hierarchically structured management relations and rather introduces a cooperative and supportive form of leadership in which collective solidarity of the group is employed and respected” ([31], p. 149). Here the leader seeks co-operation and interdependence amongst members of the organization to achieve its goals. Collective solidarity amongst team members can enable the effective achievement of goals. Rather than a top-down management approach, Ubuntu is about shared decision-making, participation, collaboration, cooperation and a shared vision. It is about fostering a culture of collectivism among the organization and progressing the entire system with a ‘whole institution’ approach. Mboyo [33] reiterated how leadership and management of educational systems can benefit from the unique Ubuntu operational patterns such as understanding others’ needs, negotiating and prioritizing needs, assessing available resources, attending to others’ needs, and raised expectations and commitment to organizational goals.
Ubuntu as a philosophy not only helps leading and managing educational institutions, but also can be adopted as a teaching philosophy by teachers to reconstruct their behavior and effectiveness in schools [34]. Today’s culturally diverse societies are reflected in classrooms, where we have students from different walks of life. Ensuring the learning of diverse students requires teachers to adopt strategies that ensure inclusive education processes that help every learner succeed. Ubuntu as a philosophy that can assist teachers to manage classrooms effectively, as it encourages working together amongst people in various settings [35]. Broodryk [36] stated that underlying values of Ubuntu include that of humanness, trust, empathy, respect, tolerance and compassion. Embodying such values would help teachers connect better with their diverse students and this would make a significant difference in the school and student outcomes [37]. With students from marginalized and vulnerable communities facing racism within schools, educators with an Ubuntu mindset would help us address the systematic barriers within the school system. Given the benefits of adopting Ubuntu, Mutanga [38] called for teacher education premised on the indigenous Unhu/Ubuntu philosophy. Pather [39] contended that Ubuntu as a concept, encourages inclusion and cohesion in education, where there is a continued focus on a segregated approach to supporting children. According to Elder et al. [40], Ubuntu can help us with defining and understanding newer interpretations of inclusive education, where every child feels included and an important part of the classroom. Beets [41] recommended “infusing the principles of Ubuntu in the way teachers act, opens new possibilities for deepening the morality of their teaching practice - of how they, for example, use assessment to enhance both teaching and learning in the interests of each learner and ultimately society” (p. 70). Furthermore, Brock-Utne [42] calls for the need of an Ubuntu paradigm in curriculum work, language of instruction and assessment to redesign school systems based on the basic principle of humanity. Similarly, Nxumalo and Mncube [43] recommend the inclusion of Ubuntu philosophy in the school curriculum using indigenous games for teaching a decolonized curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity.
In order to prepare students to cope with the challenges of an uncertain, volatile, ever-changing and a complex world, an approach to teaching needs to meet the ideals of ESD. Only academic or discipline knowledge is inadequate to prepare students to tackle sustainability challenges. Thus, ESD promotes an inter- and a transdisciplinary, learner-centered, participatory, and locally relevant approach to learning and teaching [44]. Sustainability problems are often acknowledged as complex or “wicked problems” that require a multifaceted approach, and this is where transdisciplinary education plays a pivotal role. Transdisciplinarity is characterized by its focus on “wicked problems” that need creative solutions, its reliance on stakeholder involvement, and engaged, socially responsible education [45]. According to UNESCO, “transdisciplinary approach is an approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems” [46]. This approach focuses on producing knowledge with the help of non-academic stakeholders who bring in practice-based, local and indigenous knowledges [47]. Mutual learning, collaboration, decision-making and problem solving amongst educational institutions, businesses, government and the society characterize transdisciplinarity in education. A transdisciplinary approach to education can “facilitate transformative learning through a focus on real-world challenges, complex systems thinking, the integration of diverse knowledges and reflexivity” ([48], p. 1). According to Kubisch et al. [44], “transdisciplinarity is characterized by three aspects:
The starting points are socially relevant issues, which are jointly identified and which are researched by means of integrative scientific methods, with the aim of developing interdisciplinary solutions or strategies for transformation;
during the whole research process there is an exchange between scientific and non-scientific partners, the latter, e.g., politicians, require the generated knowledge for decision-making;
integration of non-scientific partners, like citizens, to consider experiences and context-based knowledge” (p. 3).
We focus on one critical aspect of transdisciplinarity, that is, the integration of out-of-school partners or reliance on stakeholder involvement in achieving holistic education. This approach is emphasized in the concept of partnerships [49] and the Ubuntu mindset enables development of successful partnerships [50, 51].
Ubuntu can provide a theoretical foundation for adopting a transdisciplinary approach to education given the fact that community and partnerships are central to the Ubuntu mindset. Achieving the SDGs requires the co-production of knowledge between academic and non-academic actors [52]. Transdisciplinarity considers society as an equal partner and recommends the inclusion of practice-based, local and indigenous knowledges, and to “build capacity and consensus by mutual learning processes” ([47], p. 2). Developing an Ubuntu mindset can help educational institutions to develop strong partnerships with the community that can bring in diverse stakeholders and diverse knowledges within the ambit of learning. Building such partnerships with the community gives students an opportunity to actively conduct research on real-world problems and develop sustainable solutions with out-of-school partners [53]. It enables students to integrate knowledge from diverse domains, recognize real-world complexity and engage affected stakeholders in processes of mutual learning [54]. The inclusion of community partners in setting varied challenges for students provides an important source of practical and contextual knowledge, and helps them understand what they have learnt from a real-world perspective. In partnerships, dissimilarities in knowledge, know-hows, competencies and experiences are not considered as a deterrent but as a foundation of productive partnerships, whereby both students and out-of-school partners stand to gain [49]. Such collaborations offer students access to new and different types of knowledge, such as experiential knowledge and different disciplinary methods [55]. Furthermore, according to Rieckmann [56], partnerships enable students to learn “on the basis of a real societal challenge in local contexts” (p. 57). From an ESD perspective, collaboration with various stakeholders, both in and out-of-school, is desirable as it enables students to engage in competency and societal-oriented learning processes around a real-world sustainability problem. Developing an Ubuntu mindset puts collaboration at the heart of all activities within the school, which helps students learn from diverse stakeholders, value multiple perspectives, analyze their own viewpoints, and make informed sustainable decisions. Ubuntu emphasizes interdependence and relationality, and echoes the ideals of transdisciplinarity.
“
These words from the late Archbishop Tutu, the embodiment of Ubuntu, captures the essence of the need to re-imagine our individual selves connected to human development that support our collective survival leaving no one behind. This is an Ubuntu mindset that we have argued is needed to drive the transdisciplinary transformative processes required to achieve the Sustainable Development Goals and make the world a better place for us all.
Msengana [57] reiterated that adopting an Ubunutu mindset can help in building social relationships in a socially and racially divided organization. The author further stated that cultivating an Ubuntu mindset would help foster the spirit of harmony and reconciliation within the organization and society as a whole. Inequities, discrimination or biases, on the basis of race, gender, socioeconomic status, etc., existing in societies are replicated in schools as well Covid-19 has shaken up the entire education system globally and our traditionally entrenched ways of learning & schooling. Survival and resilience became the mantra of educational institutions and pushed all stakeholders to test their limits to ensure learning continued. While the pandemic opened up new possibilities, it also revealed several challenges and systematic barriers. To bring about a transformative change where every student can succeed, requires a mindset change. Desired organizational goals cannot be achieved in isolation but only through the collective efforts of all members of the organization. In a transformational change, people are the most important part of the system and hence, are critical partners in the process and the desired state. Achieving the desire state of change requires multiple partners who come together for a greater good. Such a transformation requires everyone to understand our interconnection and interdependence on each other in order to complete the bigger picture. An Ubuntu mindset is one such concept that would help bring these multiple stakeholders together and create sustainable and future-proof school systems based on a transdisciplinary approach to learning and teaching. Responses to Covid-19 have been an emergency fix to ensure there were no interruptions in schooling. So, as we move towards a new post-pandemic era, this necessitates recommitting and reimagining our humanity to inform the fundamental transformation required in our schooling systems, right from academic achievement to building inclusive education systems that leave no child behind.
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The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Rabia M. Yilmaz",authors:[{id:"225838",title:"Dr.",name:"Rabia",middleName:null,surname:"Yilmaz",slug:"rabia-yilmaz",fullName:"Rabia Yilmaz"}]},{id:"63639",doi:"10.5772/intechopen.81086",title:"Cooperative Learning: The Foundation for Active Learning",slug:"cooperative-learning-the-foundation-for-active-learning",totalDownloads:3475,totalCrossrefCites:18,totalDimensionsCites:24,abstract:"The role of instructors is evolving from the presenter of information to the designer of active learning processes, environments, and experiences that maximize student engagement. The more active a lesson, the more students tend to engage intellectually and emotionally in the learning activities. Cooperative learning is the foundation on which many of the active learning procedures are based. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Most of the active learning procedures, such as problem-based learning, team-learning, collaborative learning, and PALS, require that students work cooperatively in small groups to achieve joint learning goals. Cooperative learning is based on two theories: Structure-Process-Outcome theory and Social Interdependence theory. Four types of cooperative learning have been derived: formal cooperative learning, informal cooperative learning, cooperative base groups, and constructive controversy. There is considerable research confirming the effectiveness of cooperative learning. To be cooperative, however, five basic elements must be structured into the situation: positive interdependence, individual accountability, promotive interaction, social skills, and group processing.",book:{id:"6929",slug:"active-learning-beyond-the-future",title:"Active Learning",fullTitle:"Active Learning - Beyond the Future"},signatures:"David W. Johnson and Roger T. Johnson",authors:[{id:"259976",title:"Dr.",name:"David",middleName:null,surname:"Johnson",slug:"david-johnson",fullName:"David Johnson"},{id:"263004",title:"Dr.",name:"Roger",middleName:null,surname:"Johnson",slug:"roger-johnson",fullName:"Roger Johnson"}]},{id:"58060",doi:"10.5772/intechopen.72341",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8826,totalCrossrefCites:17,totalDimensionsCites:22,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"59468",doi:"10.5772/intechopen.74344",title:"Virtual and Augmented Reality: New Frontiers for Clinical Psychology",slug:"virtual-and-augmented-reality-new-frontiers-for-clinical-psychology",totalDownloads:2359,totalCrossrefCites:13,totalDimensionsCites:21,abstract:"In the last decades, the applied approach for the use of virtual reality (VR) and augmented reality (AR) on clinical and health psychology has grown exponentially. These technologies have been used to treat several mental disorders, for example, phobias, stress-related disorders, depression, eating disorders, and chronic pain. The importance of VR/AR for the mental health field comes from three main concepts: (1) VR/AR as an imaginal technology, people can feel “as if they are” in a reality that does not exist in external world; (2) VR/AR as an embodied technology, the experience to feel user’s body inside the virtual environment; and (3) VR/AR as connectivity technology, the “end of geography’. In this chapter, we explore the opportunities provided by VR/AR as technologies to improve people’s quality of life and to discuss new frontiers for their application in mental health and psychological well-being promotion.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Sara Ventura, Rosa M. Baños and Cristina Botella",authors:[{id:"106036",title:"Dr.",name:"Rosa Maria",middleName:null,surname:"Baños",slug:"rosa-maria-banos",fullName:"Rosa Maria Baños"},{id:"227763",title:"Ph.D.",name:"Sara",middleName:null,surname:"Ventura",slug:"sara-ventura",fullName:"Sara Ventura"},{id:"229056",title:"Dr.",name:"Cristina",middleName:null,surname:"Botella",slug:"cristina-botella",fullName:"Cristina Botella"}]},{id:"64583",doi:"10.5772/intechopen.81714",title:"Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece",slug:"evaluating-a-course-for-teaching-advanced-programming-concepts-with-scratch-to-preservice-kindergart",totalDownloads:1419,totalCrossrefCites:13,totalDimensionsCites:18,abstract:"Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking.",book:{id:"6936",slug:"early-childhood-education",title:"Early Childhood Education",fullTitle:"Early Childhood Education"},signatures:"Stamatios Papadakis and Michail Kalogiannakis",authors:null}],mostDownloadedChaptersLast30Days:[{id:"58060",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8832,totalCrossrefCites:17,totalDimensionsCites:23,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"61746",title:"Facilitation of Teachers’ Professional Development through Principals’ Instructional Supervision and Teachers’ Knowledge- Management Behaviors",slug:"facilitation-of-teachers-professional-development-through-principals-instructional-supervision-and-t",totalDownloads:3384,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"With the rise of global competition and the focus on teacher quality, teacher professional development is becoming increasingly crucial, and the stress and challenges for principals are more severe than ever. Teachers can improve their professional abilities through principals’ instructional supervision and their own knowledge-management (KM) behaviors to benefit students. Thus, this chapter analyzes the relationship among principals’ instructional supervision, teachers’ KM, and teachers’ professional development. The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers. The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM behaviors.",book:{id:"6674",slug:"contemporary-pedagogies-in-teacher-education-and-development",title:"Contemporary Pedagogies in Teacher Education and Development",fullTitle:"Contemporary Pedagogies in Teacher Education and Development"},signatures:"Chien-Chin Chen",authors:[{id:"232569",title:"Ph.D.",name:"Chien Chih",middleName:null,surname:"Chen",slug:"chien-chih-chen",fullName:"Chien Chih Chen"}]},{id:"75908",title:"From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya",slug:"from-the-classroom-into-virtual-learning-environments-essential-knowledge-competences-skills-and-ped",totalDownloads:519,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching.",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Catherine Adhiambo Amimo",authors:[{id:"333482",title:"Dr.",name:"Catherine Adhiambo",middleName:null,surname:"Amimo",slug:"catherine-adhiambo-amimo",fullName:"Catherine Adhiambo Amimo"}]},{id:"75224",title:"Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe",slug:"decoding-the-digital-gap-in-teacher-education-three-perspectives-across-the-globe",totalDownloads:589,totalCrossrefCites:0,totalDimensionsCites:4,abstract:"Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Steinar Thorvaldsen and Siri Sollied Madsen",authors:[{id:"332624",title:"Associate Prof.",name:"Siri Sollied",middleName:null,surname:"Madsen",slug:"siri-sollied-madsen",fullName:"Siri Sollied Madsen"},{id:"332626",title:"Prof.",name:"Steinar",middleName:null,surname:"Thorvaldsen",slug:"steinar-thorvaldsen",fullName:"Steinar Thorvaldsen"}]},{id:"75416",title:"Self-Study Research: Challenges and Opportunities in Teacher Education",slug:"self-study-research-challenges-and-opportunities-in-teacher-education",totalDownloads:777,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. In the article, I argue that engaging in self-study is a learning and development process and an approach to developing personal professionalism, collective professionalism and improvements in practice.",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world",title:"Teacher Education in the 21st Century",fullTitle:"Teacher Education in the 21st Century - Emerging Skills for a Changing World"},signatures:"Kåre Hauge",authors:[{id:"332053",title:"Associate Prof.",name:"Kåre",middleName:null,surname:"Hauge",slug:"kare-hauge",fullName:"Kåre Hauge"}]}],onlineFirstChaptersFilter:{topicId:"265",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. 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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,editorialBoard:[{id:"79367",title:"Dr.",name:"Ana Isabel",middleName:null,surname:"Flores",slug:"ana-isabel-flores",fullName:"Ana Isabel Flores",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRpIOQA0/Profile_Picture_1632418099564",institutionString:null,institution:{name:"Hospital Universitario 12 De Octubre",institutionURL:null,country:{name:"Spain"}}},{id:"328234",title:"Ph.D.",name:"Christian",middleName:null,surname:"Palavecino",slug:"christian-palavecino",fullName:"Christian Palavecino",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000030DhEhQAK/Profile_Picture_1628835318625",institutionString:null,institution:{name:"Central University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",slug:"francisco-javier-martin-romero",fullName:"Francisco Javier Martin-Romero",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",institutionString:null,institution:{name:"University of Extremadura",institutionURL:null,country:{name:"Spain"}}}]},{id:"15",title:"Chemical Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",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. 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He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. 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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. 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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. 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Waisundara",profilePictureURL:"https://mts.intechopen.com/storage/users/194281/images/system/194281.jpg",biography:"Dr. Viduranga Waisundara obtained her Ph.D. in Food Science\nand Technology from the Department of Chemistry, National\nUniversity of Singapore, in 2010. She was a lecturer at Temasek Polytechnic, Singapore from July 2009 to March 2013.\nShe relocated to her motherland of Sri Lanka and spearheaded the Functional Food Product Development Project at the\nNational Institute of Fundamental Studies from April 2013 to\nOctober 2016. She was a senior lecturer on a temporary basis at the Department of\nFood Technology, Faculty of Technology, Rajarata University of Sri Lanka. She is\ncurrently Deputy Principal of the Australian College of Business and Technology –\nKandy Campus, Sri Lanka. She is also the Global Harmonization Initiative (GHI)",institutionString:"Australian College of Business & Technology",institution:{name:"Kobe College",institutionURL:null,country:{name:"Japan"}}}]},{type:"book",id:"6820",title:"Keratin",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/6820.jpg",slug:"keratin",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Miroslav Blumenberg",hash:"6def75cd4b6b5324a02b6dc0359896d0",volumeInSeries:2,fullTitle:"Keratin",editors:[{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"}}}]},{type:"book",id:"7978",title:"Vitamin A",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7978.jpg",slug:"vitamin-a",publishedDate:"May 15th 2019",editedByType:"Edited by",bookSignature:"Leila Queiroz Zepka, Veridiana Vera de Rosso and Eduardo Jacob-Lopes",hash:"dad04a658ab9e3d851d23705980a688b",volumeInSeries:3,fullTitle:"Vitamin A",editors:[{id:"261969",title:"Dr.",name:"Leila",middleName:null,surname:"Queiroz Zepka",slug:"leila-queiroz-zepka",fullName:"Leila Queiroz Zepka",profilePictureURL:"https://mts.intechopen.com/storage/users/261969/images/system/261969.png",biography:"Prof. Dr. Leila Queiroz Zepka is currently an associate professor in the Department of Food Technology and Science, Federal University of Santa Maria, Brazil. She has more than fifteen years of teaching and research experience. She has published more than 550 scientific publications/communications, including 15 books, 50 book chapters, 100 original research papers, 380 research communications in national and international conferences, and 12 patents. She is a member of the editorial board of five journals and acts as a reviewer for several national and international journals. 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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. 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She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\r\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\r\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Orthodontist, Assoc Prof in the Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"344229",title:"Dr.",name:"Sankeshan",middleName:null,surname:"Padayachee",slug:"sankeshan-padayachee",fullName:"Sankeshan Padayachee",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"315727",title:"Ms.",name:"Kelebogile A.",middleName:null,surname:"Mothupi",slug:"kelebogile-a.-mothupi",fullName:"Kelebogile A. Mothupi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"337613",title:"Mrs.",name:"Tshakane",middleName:null,surname:"R.M.D. Ralephenya",slug:"tshakane-r.m.d.-ralephenya",fullName:"Tshakane R.M.D. Ralephenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}}]}},subseries:{item:{id:"17",type:"subseries",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. Thus all studies on metabolism will be considered for publication.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11413,editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",slug:"yannis-karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",biography:"Yannis Karamanos, born in Greece in 1953, completed his pre-graduate studies at the Université Pierre et Marie Curie, Paris, then his Masters and Doctoral degree at the Université de Lille (1983). He was associate professor at the University of Limoges (1987) before becoming full professor of biochemistry at the Université d’Artois (1996). He worked on the structure-function relationships of glycoconjugates and his main project was the investigations on the biological roles of the de-N-glycosylation enzymes (Endo-N-acetyl-β-D-glucosaminidase and peptide-N4-(N-acetyl-β-glucosaminyl) asparagine amidase). From 2002 he contributes to the understanding of the Blood-brain barrier functioning using proteomics approaches. He has published more than 70 papers. His teaching areas are energy metabolism and regulation, integration and organ specialization and metabolic adaptation.",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null,series:{id:"11",title:"Biochemistry",doi:"10.5772/intechopen.72877",issn:"2632-0983"},editorialBoard:[{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"203824",title:"Dr.",name:"Attilio",middleName:null,surname:"Rigotti",slug:"attilio-rigotti",fullName:"Attilio Rigotti",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Pontifical Catholic University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"300470",title:"Dr.",name:"Yanfei (Jacob)",middleName:null,surname:"Qi",slug:"yanfei-(jacob)-qi",fullName:"Yanfei (Jacob) Qi",profilePictureURL:"https://mts.intechopen.com/storage/users/300470/images/system/300470.jpg",institutionString:null,institution:{name:"Centenary Institute of Cancer Medicine and Cell Biology",institutionURL:null,country:{name:"Australia"}}}]},onlineFirstChapters:{paginationCount:2,paginationItems:[{id:"82483",title:"Oxidative Stress in Cardiovascular Diseases",doi:"10.5772/intechopen.105891",signatures:"Laura Mourino-Alvarez, Tamara Sastre-Oliva, Nerea Corbacho-Alonso and Maria G. 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