IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
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IntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
With the desire to make book publishing more relevant for the digital age and offer innovative Open Access publishing options, we are thrilled to announce the launch of our new publishing format: IntechOpen Book Series.
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Designed to cover fast-moving research fields in rapidly expanding areas, our Book Series feature a Topic structure allowing us to present the most relevant sub-disciplines. Book Series are headed by Series Editors, and a team of Topic Editors supported by international Editorial Board members. Topics are always open for submissions, with an Annual Volume published each calendar year.
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After a robust peer-review process, accepted works are published quickly, thanks to Online First, ensuring research is made available to the scientific community without delay.
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Our innovative Book Series format brings you:
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Topic Focused Publications - Each topic showcases high impact subject areas
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Renowned Editorial Expertise - Series Editors, Topic Editors, and a team of international Board Members that permanently support each Book Series
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Fast Publishing - quick turnaround which is unique for book publishing
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The benefit of ISSN and ISBN for increased citation and indexing possibilities
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IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\n\n
IntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
We invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
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Note: Edited in October 2021
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The term connectome refers to a comprehensive map of neural connections, like a wiring diagram of an organism’s nervous system. Connectomics, the study of connectomes, can be applied to individual neurons and their synaptic connections, as well as to connections between neuronal populations or to functional and structural connectivity of different brain regions. This book addresses neural connectivity at these various scales in health and disease. The chapters review novel findings related to neuroanatomy and cell biology, neurophysiology, neural plasticity, changes of connectivity in neurological disorders, and sensory system connectivity. The book provides the reader with an overview of the current state-of-the-art of research of neural connectivity and focuses on the most important evidence-based developments in this area. Individual chapters focus on recent advances in specific areas of neural connectivity and in different brain regions. All chapters represent recent contributions to the rapidly developing field of neural connectivity.",isbn:"978-1-83962-797-2",printIsbn:"978-1-83962-796-5",pdfIsbn:"978-1-83962-798-9",doi:"10.5772/intechopen.87662",price:119,priceEur:129,priceUsd:155,slug:"connectivity-and-functional-specialization-in-the-brain",numberOfPages:174,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"79f611488f3217579b5c84978f870863",bookSignature:"Thomas Heinbockel and Yongxia Zhou",publishedDate:"June 2nd 2021",coverURL:"https://cdn.intechopen.com/books/images_new/9853.jpg",numberOfDownloads:2390,numberOfWosCitations:3,numberOfCrossrefCitations:3,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:5,numberOfDimensionsCitationsByBook:0,hasAltmetrics:0,numberOfTotalCitations:11,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 17th 2020",dateEndSecondStepPublish:"July 8th 2020",dateEndThirdStepPublish:"September 6th 2020",dateEndFourthStepPublish:"November 25th 2020",dateEndFifthStepPublish:"January 24th 2021",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"70569",title:"Dr.",name:"Thomas",middleName:null,surname:"Heinbockel",slug:"thomas-heinbockel",fullName:"Thomas Heinbockel",profilePictureURL:"https://mts.intechopen.com/storage/users/70569/images/system/70569.jfif",biography:"Thomas Heinbockel, Ph.D., is a professor and interim chair, Department of Anatomy, Howard University College of Medicine, Washington, DC. He holds an adjunct faculty position in both the Department of Anatomy & Neurobiology and the Department of Physiology, University of Maryland School of Medicine. Dr. Heinbockel studied biology at the Philipps-University, Germany. His studies of the brain started during his MS thesis work at the Max Planck Institute for Behavioral Physiology, Germany. Dr. Heinbockel earned a Ph.D. in Neuroscience at the University of Arizona, USA. After graduating, he worked as a research associate at the Institute of Physiology, Otto-von-Guericke University, Germany. Dr. Heinbockelʿs research is focused on understanding how the brain processes information as it relates to neurological and psychiatric disorders. His laboratory at Howard University concentrates on foundational and translational topics such as drug development, organization of the olfactory and limbic systems, and neural signaling and synaptic transmission in the central nervous system.",institutionString:"Howard University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"10",totalChapterViews:"0",totalEditedBooks:"8",institution:{name:"Howard University",institutionURL:null,country:{name:"United States of America"}}}],equalEditorOne:{id:"259308",title:"Dr.",name:"Yongxia",middleName:null,surname:"Zhou",slug:"yongxia-zhou",fullName:"Yongxia Zhou",profilePictureURL:"https://mts.intechopen.com/storage/users/259308/images/system/259308.jpeg",biography:"Yongxia Zhou obtained a Ph.D. in Biomedical Imaging from the University of Southern California. Her research interest is radiology and neuroscience technology and application. She had been trained as an imaging scientist at several prestigious institutes including Columbia University, the University of Pennsylvania, and the National Institutes of Health (NIH). Her research focuses on multi-modal neuroimaging integration such as MRI/PET and EEG/MEG instrumentation to make the best use of multiple modalities for better interpretation of underlying disease mechanisms. She is the author and editor of more than twelve books for well-known publishers including IntechOpen and Nova Science. 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The role of key cytokines was assessed in the formation of cellular response to trauma. The specific immunopathogenic interaction of the nervous and immune systems in the immediate and chronic post-traumatic periods is summarized. The practicality of a step-by-step approach to assessing the cytokine profile in spinal cord injury is shown, the need to take into account the combination of pathogenetic and protective components in the implementation regulatory effects of individual cytokines, their integration into regenerative processes in the damaged spinal cord, which allows a rational approach to the organization of the treatment process and the development of new medicines.",signatures:"Georgii Telegin, Aleksandr Chernov, Alexey Belogurov, Irina Balmasova, Nikolai Konovalov and Aleksandr Gabibov",downloadPdfUrl:"/chapter/pdf-download/74798",previewPdfUrl:"/chapter/pdf-preview/74798",authors:[{id:"332132",title:"Dr.",name:"Georgii",surname:"Telegin",slug:"georgii-telegin",fullName:"Georgii Telegin"},{id:"332136",title:"Dr.",name:"Aleksandr",surname:"Gabibov",slug:"aleksandr-gabibov",fullName:"Aleksandr Gabibov"},{id:"332504",title:"Dr.",name:"Aleksandr",surname:"Chernov",slug:"aleksandr-chernov",fullName:"Aleksandr Chernov"},{id:"332506",title:"Dr.",name:"Nikolay",surname:"Konovalov",slug:"nikolay-konovalov",fullName:"Nikolay Konovalov"},{id:"332507",title:"Dr.",name:"Alexey",surname:"Belogurov",slug:"alexey-belogurov",fullName:"Alexey Belogurov"},{id:"332508",title:"Dr.",name:"Irina",surname:"Balmasova",slug:"irina-balmasova",fullName:"Irina Balmasova"}],corrections:null},{id:"74078",title:"Blood-Brain Barrier Dysfunction in the Detrimental Brain Function",doi:"10.5772/intechopen.94572",slug:"blood-brain-barrier-dysfunction-in-the-detrimental-brain-function",totalDownloads:348,totalCrossrefCites:3,totalDimensionsCites:3,hasAltmetrics:0,abstract:"The blood circulation interface and the neural tissue feature unique characteristics encompassed by the term blood -brain barrier (BBB). The barrier’s primary functions are maintenance of brain homeostasis, selective transport, and protection, all of them determined by its specialized multicellular structure. The BBB primarily exists at the level of the brain microvascular endothelium; however, endothelial cells are not intrinsically capable of forming a barrier. Indeed, the development of barrier characteristics in cerebral endothelial cells requires coordinated cell–cell interactions and signaling from glial cells (i.e., astrocytes, microglia), pericytes, neurons, and extracellular matrix. Such an intricate relationship implies the existence of a neurovascular unit (NVU). The NVU concept emphasizes that the dynamic BBB response to stressors requires coordinated interactions between various central nervous system (CNS) cell types and structures. 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Rogers"}],corrections:null},{id:"73588",title:"Physical and Cognitive Therapy (PCT) in Critically Ill Patient",doi:"10.5772/intechopen.94154",slug:"physical-and-cognitive-therapy-pct-in-critically-ill-patient",totalDownloads:264,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The condition of Critically ill patients in the Intensive Care Unit (ICU) can make heavier impairment physical and cognitive functions. The research objective is to prove that physical-cognitive therapy affects towards increasing physical and cognitive functions to Critically ill patients in ICU. The research design was a Randomized Controlled Trials (RCTs). The samples were Critically ill patients in the ICU of Kediri Baptist Hospital as many as 64 Critically ill patients according to inclusion and exclusion criteria. The research has got ethical clearance from the Committee Ethics Medical Faculty of Diponegoro University. The research instrument used Physical Function ICU Test (PFIT) Indonesian Version and Mini-Mental State Examination (MMSE) Indonesian Version. The differential test used Independent t-test on physical function and Mann-Whitney test on cognitive function towards the intervention group and control group. The results showed that physical-cognitive therapy significantly affected increasing physical function (P < 0.001) with a mean increase of 3.2 points and cognitive function (P < 0.001) with a mean increase of 7.3 points. The difference test of influence between the intervention group and the control group was done by testing the posttest data on physical function (P < 0.001) and cognitive function (P < 0.001) in both groups. Effect size >0.8 (Physical Function: 3.2; Cognitive Function: 1.9). In conclusion, there was affecting physical-cognitive therapy towards increasing physical and cognitive functions to Critically ill patients in ICU.",signatures:"Heru Suwardianto",downloadPdfUrl:"/chapter/pdf-download/73588",previewPdfUrl:"/chapter/pdf-preview/73588",authors:[{id:"324004",title:"Dr.",name:"Aa",surname:"Sdasa",slug:"aa-sdasa",fullName:"Aa Sdasa"}],corrections:null},{id:"74977",title:"Brain Functional Architecture and Human Understanding",doi:"10.5772/intechopen.95594",slug:"brain-functional-architecture-and-human-understanding",totalDownloads:336,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"The opening line in Aristotle’s Metaphysics asserts that “humans desire to understand”, establishing understanding as the defining characteristic of the human mind and human species. What is understanding and what role does it play in cognition, what advantages does it confer, what brain mechanisms are involved? The Webster’s Dictionary defines understanding as “apprehending general relations in a multitude of particulars.” A proposal discussed in this chapter defines understanding as a form of active inference in self-adaptive systems seeking to expand their inference domains while minimizing metabolic costs incurred in the expansions. Under the same proposal, understanding is viewed as an advanced adaptive mechanism involving self-directed construction of mental models establishing relations between domain entities. Understanding complements learning and serves to overcome the inertia of learned behavior when conditions are unfamiliar or deviate from those experienced in the past. While learning is common across all animals, understanding is unique to the human species. This chapter will unpack these notions, focusing on different facets of understanding. The proposal formulates hypotheses regarding the underlying neuronal mechanisms, attempting to assess their plausibility and reconcile them with the recent ideas and findings concerning brain functional architecture.",signatures:"Yan M. Yufik",downloadPdfUrl:"/chapter/pdf-download/74977",previewPdfUrl:"/chapter/pdf-preview/74977",authors:[{id:"325644",title:"Dr.",name:"Yan M.",surname:"Yufik",slug:"yan-m.-yufik",fullName:"Yan M. Yufik"}],corrections:null},{id:"73682",title:"The Neurofunctional Model of Consciousness: The Physiological Interconnectivity of Brain Networks",doi:"10.5772/intechopen.94221",slug:"the-neurofunctional-model-of-consciousness-the-physiological-interconnectivity-of-brain-networks",totalDownloads:487,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The present chapter integrates neural networks’ connectivity into a model that explores consciousness and volitional behavior from a neurofunctional perspective. The model poses a theoretical evidenced-based framework that organizes the brain journey of neural information flow from the ascending reticular activating system and non-specific thalamic nuclei, to cortical networks, such as the default mode network and the fronto-parietal network. These inter-connected brain networks can be divided within three hierarchical and inter-connected “functional neural loops”: (1) the “brainstem-thalamic neural loop” for arousal, (2) the “thalamo-cortical neural loop” for neural information distribution throughout the brain, and (3) the “cortico-cortical neural loop” for transforming neural information into the contents of consciousness that the individual can perceive and manipulate voluntarily. These three neural loops act as a global functional neural system, and its disruption due to brain damage can cause a person to experience catastrophic outcomes, such as a coma, a vegetative state, a minimal conscious state, or other cognitive and behavioral impairments.",signatures:"Umberto León-Domínguez",downloadPdfUrl:"/chapter/pdf-download/73682",previewPdfUrl:"/chapter/pdf-preview/73682",authors:[{id:"325488",title:"Dr.",name:"Umberto",surname:"León-Domínguez",slug:"umberto-leon-dominguez",fullName:"Umberto León-Domínguez"}],corrections:null},{id:"74696",title:"Interplay between Primary Cortical Areas and Crossmodal Plasticity",doi:"10.5772/intechopen.95450",slug:"interplay-between-primary-cortical-areas-and-crossmodal-plasticity",totalDownloads:520,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:1,abstract:"Perceptual representations are built through multisensory interactions underpinned by dense anatomical and functional neural networks that interconnect primary and associative cortical areas. There is compelling evidence that primary sensory cortical areas do not work in segregation, but play a role in early processes of multisensory integration. In this chapter, we firstly review previous and recent literature showing how multimodal interactions between primary cortices may contribute to refining perceptual representations. Secondly, we discuss findings providing evidence that, following peripheral damage to a sensory system, multimodal integration may promote sensory substitution in deprived cortical areas and favor compensatory plasticity in the spared sensory cortices.",signatures:"Christian Xerri and Yoh’i Zennou-Azogui",downloadPdfUrl:"/chapter/pdf-download/74696",previewPdfUrl:"/chapter/pdf-preview/74696",authors:[{id:"326935",title:"Ph.D.",name:"Christian",surname:"Xerri",slug:"christian-xerri",fullName:"Christian Xerri"},{id:"336153",title:"Dr.",name:"Yoh'I",surname:"Zennou-Azogui",slug:"yoh'i-zennou-azogui",fullName:"Yoh'I Zennou-Azogui"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"3846",title:"Neurochemistry",subtitle:null,isOpenForSubmission:!1,hash:"671f065e6c1035adb042edc442626b8a",slug:"neurochemistry",bookSignature:"Thomas Heinbockel",coverURL:"https://cdn.intechopen.com/books/images_new/3846.jpg",editedByType:"Edited by",editors:[{id:"70569",title:"Dr.",name:"Thomas",surname:"Heinbockel",slug:"thomas-heinbockel",fullName:"Thomas Heinbockel"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1657",title:"Neuroscience",subtitle:null,isOpenForSubmission:!1,hash:"e9a76a5d4740bdeefa66bb4cd6162964",slug:"neuroscience",bookSignature:"Thomas Heinbockel",coverURL:"https://cdn.intechopen.com/books/images_new/1657.jpg",editedByType:"Edited by",editors:[{id:"70569",title:"Dr.",name:"Thomas",surname:"Heinbockel",slug:"thomas-heinbockel",fullName:"Thomas Heinbockel"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"5521",title:"Synaptic Plasticity",subtitle:null,isOpenForSubmission:!1,hash:"9eea3c7f926cd466ddd14ab777b663d8",slug:"synaptic-plasticity",bookSignature:"Thomas Heinbockel",coverURL:"https://cdn.intechopen.com/books/images_new/5521.jpg",editedByType:"Edited by",editors:[{id:"70569",title:"Dr.",name:"Thomas",surname:"Heinbockel",slug:"thomas-heinbockel",fullName:"Thomas Heinbockel"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"6089",title:"Sensory Nervous System",subtitle:null,isOpenForSubmission:!1,hash:"87928c04aaa3d4dc4117bd9bb6b599e7",slug:"sensory-nervous-system",bookSignature:"Thomas Heinbockel",coverURL:"https://cdn.intechopen.com/books/images_new/6089.jpg",editedByType:"Edited by",editors:[{id:"70569",title:"Dr.",name:"Thomas",surname:"Heinbockel",slug:"thomas-heinbockel",fullName:"Thomas Heinbockel"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"7329",title:"Histology",subtitle:null,isOpenForSubmission:!1,hash:"9af2e2fd8f28c4d1b8b9510c3d73e1ec",slug:"histology",bookSignature:"Thomas Heinbockel and Vonnie D.C. 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He was an ENT registrar at the Royal Infirmary, Middlesbrough, United Kingdom in 1993 and subsequently a JW Fulbright scholar at the University of Pittsburgh, USA in 1997. During his Fulbright experience, he also worked at the Hospital of University of Pennsylvania (HUP), Philadelphia and St Joseph’s Hospital, Chicago, USA with sub-specialty interest in rhinology and aesthetic nasal surgery. Dr BS Gendeh retired after 38 years government service as a consultant ENT surgeon at the National University of Malaysia Medical Centre (UKMMC) in 2014, and presently is a Visiting Professor at the Department of Otorhinolaryngology-Head and Neck Surgery at UKMMC and is a resident ENT consultant at Pantai Hospital Kuala Lumpur since 2014. Is an executive member of numerous National and International bodies including Board Chairman of Malaysian American Commission on Educational Exchange (MACEE) from 2013-2015. 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\n\t\t\t
1. Introduction
\n\t\t\t
Energy medicine (EM) is medicine based on physics instead of biochemistry. Energy medicine works with subtle forms of energy known as chi or prana that exist in and around the human body. EM treats with the understanding that all illness results from disturbances in this energy known as the human biofield. Physics does not override biochemistry, it drives it. Biology and chemistry behave according to the laws of physics. Physics is the study of energy. The human body is made of energy. It has structure (bones), plumbing (digestive tract), and electricity (nervous systems), all infused with energy. Energy is a property of all matter, therefore cells, molecules, and atoms are all made of energy. Science has begun to measure the subtle but important energy field around the human body and research is showing that when the natural flow of energy is obstructed, disordered, and depleted, the body becomes diseased [1]. Pharmaceuticals affect chemical signals in the body but EM affects electromagnetic signals in the body. EM heals using an integrated system that supervises the interaction of all the body’s systems and is not only faster, but more efficient. A continuous, uninterrupted flow of energy through the biofield plays the main role in health and healing.
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In 1989 the term energy medicine was coined by the International Society for the Study of Subtle Energy and Energy Medicine which studies the science of medical and therapeutic applications of subtle energies. Energy medicine came under government guidelines in 1992 when the National Institutes of Health (NIH) established the National Center for Complementary and Alternative Medicine [2]. According to the NIH, energy medicine is defined as a form of complementary and alternative medicine which has two distinct categories:
\n\t\t\t
\n\t\t\t\tVeritable energy medicine, which uses mechanical vibration (sound) and electromagnetic radiation (light) in order to affect health and healing. Veritable EM involves the use of specific, measurable wavelengths and frequencies to treat patients. Many of the human body electrical systems and electromagnetic fields are well known, and veritable forms of EM are being used in well established models for patients in today’s medicine. Examples of veritable forms of EM are the use of lasers and magnetic pulses which have been found to be therapeutic. Commonly used forms of veritable EM such as electrocardiogram (EKG), electroencephalogram (EEG), Computerized Tomography (CT or CAT) Scan, Magnetic Resonance Imaging (MRI) and ultrasound equipment are currently being used in traditional medical applications.
\n\t\t\t
For many years it was thought that electromagnetic field (EMF) exposure would cause only harmful effects in the body, but it is now understood that the amount of energy (field strength or amplitude), and the frequency of the field is what determines whether it is harmful, therapeutic or benign [3]. In particular, ionizing radiation has been shown to cause harmful effects by breaking the electron bonds that hold molecules like DNA together[4, 5]. Ionizing radiation includes alternating current (AC) that is produced by power lines, electrical wiring, and electrical equipment. Some epidemiological studies have suggested there is an increased risk of cancer associated with magnetic field exposure near electrical power lines [3, 6, 7]. The energy in non-ionizing radiation, however, is not strong enough to break ion bonds in atoms and molecules [8, 9]. Depending on the frequency and amplitude, the beneficial effect of non-ionizing EMF has been reported to affect natural killer cells fighting cancer and viruses [10-16], traumatic brain injury, post-operative infections, as well as bacterial and viral related inflammatory responses that are major complications in today’s medicine [17-19]. Extra low frequency electromagnetic field (ELF-EMF) in the 50 Hz range has been reported to prohibit bacterial growth and improve immune response against bacterial infection [20].
\n\t\t\t
Veritable EM treatments also include pulsed electromagnetic field (PEMF) therapy. A Pulsed Electromagnetic Field device has been approved by the US Food and Drug Administration (FDA) for bone repair, although it remains widely unused due to physician misunderstanding and lack of knowledge concerning the treatment [21]. PEMF therapeutic devices can be applied in two different ways - either by capacitive or inductive coupling. In capacitive coupling there is no contact with the body, whereas direct coupling requires the placement of opposing electrodes in direct contact with the surface of the skin of the targeted tissue [22]. Inductive coupling does not require electrodes to be in direct contact with the skin because it produces a field (see Faraday’s Law of Induction) that emanates in all directions. Research shows that therapeutic applications of PEMF at extra low frequency (ELF) levels (3-300 Hz) are beneficial to the immune system by suppressing inflammatory responses at the cell membrane level [23]. PEMF can pass through the skin and into the body’s conductive tissue [24-26], resulting in reduced pain and the onset of edema shortly after trauma. Where edema is already present, treatment exhibits significant anti-inflammatory effects [27]. In a study of the effect of PEMF therapy on arthritis, three hours of exposure to a 50-Hz magnetic field revealed that experimentally-induced inflammation in rats was significantly inhibited as a result [28]. Strong beneficial effects have also occurred using 75 Hz frequency MF treatment in patients suffering from fractures of the ankle joints [29]. PEMF treatments also promote cell activation and endothelial cell proliferation through the cell membrane. ELF levels can increase the rate of formation of epithelial cells in partially healed wounds [30] and also quicken the healing time of skin wounds [31]. Fields at 15 Hz were used to significantly accelerate wound healing in diabetic mice [32]. Skin wounds have electrical potentials that can be stimulated by ELF-EMF to aid in the healing process by dedifferentiating cells near the wound, thereby accelerating cell proliferation [23]. In a study examining the effects of whole body magnetic fields (50-165 Hz) on patients suffering from different forms of cancer, results showed the MF therapy had overall beneficial effects, particularly with respect to improved immune status and postoperative recovery [33]. Treatment consisted of 15 cycles, each 1-20 minutes in duration coupled with more traditional cancer therapies. PEMF has also been reported to reduce pain and inflammation after traumatic brain injury [34], decrease osteoarthritic inflammation [35], and reduce neuropathic pain [36], as well as control the growth of lymphocytes [37].
\n\t\t\t
EMF treatments appear to improve certain psychological conditions as well. A study of twelve patients with posttraumatic stress disorder (PTSD) and major depression underwent PEMF treatment of either 1 Hz or 5 Hz as an adjunct to antidepressant medications. Seventy-five percent of the patients had a clinically significant antidepressant response after treatment, and 50 percent had sustained that response at 2-month follow-up as compared with controls. Comparable improvements were seen in anxiety, hostility, and insomnia [38]. Low-frequency PEMF therapy at 0.1 – 64 Hz has been shown to improve mobility function, pain, and fatigue in fibromyalgia patients [39] as well. It has been firmly established that tissues such as blood, muscle, ligaments, bone and cartilage respond to biophysical input, including electrical and electromagnetic fields. Research shows that certain field strengths and frequencies of PEMF appear to be disease-modifying [Table 1].
Postoperative pain was significantly reduced for a decrease in the need for analgesic resolve
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\n\t\t\t\t
Table 1.
Veritable EM therapies applied to various conditions. * B=magnetic field; G=Gauss; T=Tesla; Hz=Hertz; 1 mT=10 Gauss
\n\t\t\t
\n\t\t\t\tHow do veritable EMF therapies work?\n\t\t\t
\n\t\t\t
The mechanism for action of EMF on cells and tissues is based on how cells can detect and generate electromagnetic fields in general. Biological systems such as cells communicate not only with each other but also interact with their environment [61, 62]. This is done through several mechanisms at many levels depending on the type of cell tissue and nature of the information being communicated. Most known mechanisms in the literature address cell-cell interaction as chemical or electrical signaling, but intercellular interaction can also be attributed to electromagnetic fields (EMFs) [63]. Burr et al published a report on stable voltage gradients in various biological systems back in 1935 [64]. Since then researchers have discovered that these stable gradients can be altered when the whole organism undergoes biological processes such as growth, localized injury and microbial invasion. Because EMFs radiate, they behave in a wave-like manner (Figure 1).
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Figure 1.
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The biological effects of low-frequency magnetic fields have been the subject of extensive studies since they can penetrate deep into tissues [65-72]. It has been shown that low-frequency EMF can act at the cellular level affecting various cell functions, including cell proliferation and differentiation [73-76], apoptosis [77-79], DNA synthesis [80, 81], RNA transcription [82], protein expression [83], protein phosphorylation [84], re-dox mediated rises in NFkB and cell damage [85, 86], microvesicle motility [87], ATP synthesis [88], hormone production [89], antioxidant enzyme activity [90], metabolic activity [91], and the inhibition of adherence [92]. It has been proposed that the initial interaction occurs outside the plasma membrane, but could also involve interactions with transmembrane proteins [93, 94]. For example, NIH3T3 cells exposed to a 50 Hz PEMF for over 2 h significantly increased the clustering of intermembrane proteins compared with controls [95]. Investigators concluded that the signal was likely being propagated and amplified through the intracellular signal transduction pathways [96]. An example of this is when the calcium stored in the intracellular compartment prompting mitochondria to produce free radicals (which increase DNA response) [97] can be controlled by PEMF[98], providing a first order effect in preventing the onset of inflammatory responses. The impact of EMF on calcium channel protein has been reported many times [99-102]. The genes that encode ion channels are important because they produce the gradients that determine downstream cell behavior. Future advances in this work will fully integrate bioelectric cascades. Increased understanding of how these mechanisms work will lead directly to devices that stimulate cell treatment directly to the damaged region producing the bioelectromagnetic changes needed to repair and regenerate tissues.
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\n\t\t\t\tEffect of EMF on cytokine production\n\t\t\t
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It is now well established that exogenous applied EMFs affect cell signaling and cytokine production. PEMF treatment appears to be disease-modifying in a model studying osteoarthritis [103]. Since transforming growth factor beta (TGF-β) is understood to upregulate gene expression for aggrecan (a cartilage-specific core protein), downregulate matrix metalloprotease and IL-1 activity, and upregulate inhibitors of matrix metalloprotease, the stimulation of TGF-β could be considered a mechanism by which PEMF favorably affects cartilage homeostasis.
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Application of PEMF does not appear to alter the cell immunophenotype of fibroblast-like cell populations, but does appear to decrease the production of inflammatory cytokines IL-1β and TNF-α. PEMF also appears to increase anti-inflammatory cytokine IL-10 [104]. Both IL-1 and TNF-α concentration in the synovial fluid were significantly lowered while TGF-β was significantly higher compared with controls. Large bone formation was also observed one month after osteochondral graft implantation using PEMF treated grafts which favor early graft stabilation [105]. PEMF exposure at 75 Hz, 45 mT limited bone resorption in the subchondral bone while cytokine assessment in the synovial fluid indicated a more favorable articular environment for the graft.
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\n\t\t\t\tEMF and Inflammation\n\t\t\t
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EMF has many well documented physiological effects on cells and tissues including anti-inflammatory effects. MF therapies can provide noninvasive, safe and easy to apply methods to directly treat the source of pain, injury, inflammation and dysfunction [106]. Low-frequency EMF has a long term record of safety, backed by tissue culture, animal and clinical studies which have been conducted for over two decades [107]. Although the exact mechanism of anti-inflammatory effect is unclear, the cell membrane is most often considered the main target for EMF signals [106]. It has been reported that EMF affects membrane mediated signal transduction processes, especially the Ca2+ transport system [108]. Early events in signal transduction play a critical role in calcium influx in the lymphocyte. Because calcium is an important second messenger for a wide variety of important cellular processes such as RNA, DNA and protein synthesis; modulation of calcium signaling by electromagnetic fields has the potential to influence these cell functions [108]. Studies have demonstrated that EMF can stabilize the cell membrane by restoring membrane protein activity (Ca2+ -ATPase) and maintain intracellular Ca2+ levels [109, 110]. Biological systems in transition have been shown to be more sensitive to EMF exposure than in stationary systems. In one study immune compromised animals constituting systems in transition state were shown to be more sensitive to EMF exposure; whereas healthy animals, considered to be in relatively stable systems, exhibiting no sensitivity to the same field parameters [111]. Low-frequency, low-intensity EMF was reported to be beneficial in reducing inflammation without potential side effects indicating its value as a viable alternative for treating inflammatory responses. In living systems, from planarian flatworms to humans, mechanisms involved strongly suggest that therapeutic EMF applications stop inflammation first, then initiate healing [98].
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2. Veritable EM Devices
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\n\t\t\t\tPEMF Knee Device\n\t\t\t
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The PEMF knee device is an FDA-approved device consisting of a cuff that surrounds the knee. It has a coil and heating pads that send magnetic pulses and heat through injured tissue. This device combines PEMF energy and thermal therapy to increase circulation, reduce swelling, relieve chronic pain and arthritis, as well as improve range of motion. It has been reported to benefit patients with osteoarthritis [112].
Transcutaneous electrical nerve stimulation (TENS) uses electric current to stimulate nerves to induce therapeutic treatment. These devices are usually connected to the skin using electrodes. A typical TENS device is able to modulate pulse width, frequency, and intensity of the electrical field it uses. TENS applied at frequencies above 50 Hz uses intensity below motor contraction (sensory intensity). TENS applied at frequencies below 10 Hz, use an intensity that produces motor contractions [113]. Studies show that TENS stimulates nerves in order to reduce both acute and chronic pain [114, 115].
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\n\t\t\t\tPEMF Mats\n\t\t\t
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PEMF mats produce a therapeutic pulsed electromagnetic field (PEMF) that surrounds the entire body. PEMF whole-body mats are promoted in many countries for a wide range of therapeutic applications. Randomized, sham-controlled, double-blind trials focusing on osteoarthritis of the knee (3 trials) or the cervical spine (1 trial), fibromyalgia (1 trial), pain perception (2 trials), skin ulcer healing (1 trial), multiple sclerosis-related fatigue (2 trials), or heart rate variability and well-being (1 trial) have been performed, with outcomes varying between improvement and ineffective [116]. PEMF mats are primarily advertised and distributed over the internet, and are often used without medical supervision. More research is needed to repeat outcomes. As of 2012 they have not been approved by the US Food and Drug Administration (FDA).
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The second type of energy medicine is known as putative energy medicine.
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\n\t\t\t\tPutative energy medicine is based on the idea that human beings are able to influence subtle forms of energy with their hands, intentions, or meditation. By focusing on these subtle energies, EM practitioners are able to feel vibrational frequencies with their hands and align the biofield through healing treatments [117]. Putative energy medicine is an all-inclusive term used for practices that include, but are not limited to Acupuncture, Alexander Technique, Bowen Technique, Chakra Balancing, Craniosacral Therapy, Eden Energy Medicine, Energy Psychology, Feldenkrais, Healing Touch (HT), Nambudripad\'s Allergy Elimination Techniques (NAET), Polarity Therapy (PT), Reiki, Rolfing, Therapeutic Touch (TT), Traditional Chinese Medicine (TCM), Trager Approach and yoga.
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Putative EM is based on the understanding that a therapist instead of a device is able to facilitate healing by balancing disturbances in a patients’ energy field. Practitioners are able to generate sub extremely low frequency (sub ELF) fields (0.3-30 Hz) from their hands through meditation and intention [118, 119]. This subtle energy entrains the biofield of the patient and initiates a healing effect. Instruction on body movement is also used to shift energy imbalances. Treatments are carried out in an integrative and holistic manner. The concept of holism in medicine dates back to 460 B.C. with Hippocrates, the father of medicine, positing the idea that every aspect of our body and mind are interrelated to every other aspect of our being [120]. Manipulation of the holistic field allows for healing throughout the entire being – body, mind and spirit.
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\n\t\t\t\tHow Putative EM Techniques work\n\t\t\t
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The hands of EM practitioners produce coherent electromagnetic fields that affect the human biofield in many ways. A measuring device called the Superconducting Quantum Interference Device (SQUID) is a magnetometer used to detect very weak biomagnetic fields. SQUID has detected frequencies coming from the hands of practitioners in the sub extra low frequency electromagnetic field (sub ELF-EMF) range of 0.3 to 30 Hz [121]. The signal emitted by a practitioner is not steady or constant, but moves through the range of sub ELF-EMFs with an average range around 7 – 8 Hz. EM techniques are capable of producing healing results because they directly affect mechanical vibrations in the membrane and the cytoskeleton of human cells as well as the biofield in general. Many research studies have detected the frequency limit of cell oscillations to be only 30 Hz [122-126], which is the same frequency range coming from the hands of EM practitioners. This suggests a subtle resonance involved in the healing process. An interesting characteristic of energy emission from any living organism is that it stays somewhat organized in its fields. It has a tendency to remain stable and does not randomly dissipate [127]. Biofield vibrations are like tuning forks, acting as both transmitters and receivers of vibration coming from their environment. They resonate at specific harmonic pitches when we are healthy. When we are not healthy a non-coherent type noise vibrates from our cells and our biofield. Valerie Hunt, PhD, Professor Emeritus in the UCLA Department of Physiological Sciences has been conducting research in this field for over 40 years. She was the first to research the relationship between changes in bioenergy fields and human health. In mapping bioenergy fields, Hunt has found that each individual has a unique resting pattern she calls the Signature Field. “The Signature Field of a healthy human being is composed of balanced, coherent energy patterns running the full spectrum of frequencies (4 – 20 microns in wavelength [128]). This coherency shows up on a graph as smooth, gentle, shallow waves evenly distributed throughout the frequency spectrum”. There are two types of patterns in the Signature Fields of people who have (or are soon going to develop) disease: deficiency patterns, and hyperactive patterns. They appear in graphs as thick, jagged waves concentrated in the high- or low-frequency bands (Figure 2).
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Figure 2.
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Deficiency diseases like cancer and chronic fatigue syndrome have what Hunt calls “anti-coherent” patterns in the high frequency ranges, with almost no energy at all in the lower frequencies. Hyperactive conditions like colitis, hypertension, and skin problems show anti-coherent patterns in the low frequencies, with absent vibrations in the high frequencies [129]. The sub ELF-EMF frequency emitted from the hands of EM practitioners is capable of retraining the incoherent frequencies back to a healthy state. Gentle changes in body movement exhibited in EM therapies such as Alexander Technique, Feldenkrais and yoga retrain the cells and biofield back to a healthy vibrational state as well. The application of energy medicine, whether from a medical device or from the hands of a practitioner, is a viable alternative or complement to conventional medicine. Free flowing energy throughout the body eliminates physical health problems attributed to pain, disease and structural dysfunction [130]. EM significantly increases energy levels even if no specific problem exists [131]. It is used as both a preventative as well as a healing treatment.
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\n\t\t\t\tEnergy Medicine Therapies\n\t\t\t
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More people are turning to energy medicine because of its holistic approach that includes not just the physiological, but mental, emotional and spiritual aspects of disease. Being diagnosed with a life threatening illness is very emotionally and psychologically disruptive; EM helps the patient find solace despite challenge. It also eases or counteracts the side effects of conventional therapies [131]. When it comes to selecting an EM therapy there are a variety of options. The following EM treatments are substantiated by peer reviewed published research:
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\n\t\t\t\tAcupuncture uses meridians of Eastern medicine traditions which form a continuous, semiconducting network. This Chinese medical procedure uses the stimulation of specific points on the body where the insertion of needles through the skin removes blockages in the flow of chi through the body’s meridians to reinstate health. Acupuncture needles are metallic, solid, and hair-thin. Experienced differently, most people feel little or minimal pain while the needles are inserted. Some feel energized by treatment, others feel relaxed. Acupuncture has been shown to improve treatment related pain in cancer patients [132], pain management for women in labor [133], treatment of temporomandibular (TMJ) disorders [134], treat infertility, improve symptoms of menopause [135], improve insomnia [136], and improve chances of successful in vitro fertilization [137]. Relatively few complications have been reported from the use of acupuncture; however, acupuncture can cause potentially serious side effects if not delivered properly by a qualified practitioner. Make sure the practitioner is a certified Licensed Acupuncturist (L.Ac.).
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\n\t\t\t\tAlexander Technique improves physical postural habits, particularly those that have become ingrained or are conditioned responses. The technique has been purported to improve athletic performance, self observation and impulse control, as well as relieve chronic stiffness, tension and stress. It changes movement habits in everyday activities, improving ease and freedom of movement, balance, support and coordination, teaching the use of appropriate amount of effort for a particular activity, increasing energy. It is not a series of treatments or exercises, but rather a reeducation of the mind and body. It can be applied to sitting, lying down, standing, walking, lifting, and other daily activities. Strong evidence exists for the effectiveness of Alexander Technique lessons for chronic back pain and moderate evidence in Parkinson\'s-associated disability [138].
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\n\t\t\t\tBowen is a gentle technique involving a series of moves held for several seconds and then released. The therapist gently pulls the skin on the back of the neck, knees, or affected body part away from the muscle or tendon beneath it and applies light pressure following a specific pattern. Bowen relieves both physical and psychosocial problems, including pain, sports injuries [139], shoulder problems [140], postpartum symptoms [141], fatigue, anger and depression [142].
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\n\t\t\t\tChakra balancing based on the seven energy centers along the center of the human body starting from the base of the spine to the top of the head. Chakras are responsible for keeping vital energy flowing through the biofield. They create openings for life energy to flow into and out of the aura. Their function is to vitalize the physical body and to bring about the development of our self-consciousness. They are associated with physical, mental and emotional interactions. An energy worker trained in chakra balancing will determine which chakras are functioning poorly and which chakras are over stressed in order to keep the body’s energy balanced. When one or two chakras are performing at a reduced level, the remaining chakras have to work harder. Having a non-functioning or closed chakra can cause another chakra to blow, creating havoc in the biofield [143]. Blown chakras cause pain and initiate disease. Chakra balancing reprograms the chakra system to flow as nature intended.
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\n\t\t\t\tCraniosacral therapy (CST) is a manipulation technique involving light touch to the cranium (skull) and sacrum (tailbone). It is based on the theory that the movement of bones within the skull and the lower back, as well as the rhythmic flow of cerebrospinal fluid (in and around the spinal cord), play a central role in the body’s overall function. Obstruction of this flow of spinal fluid contributes to problems in the brain, spine and endocrine system. Research shows statistically significant improvements in the treatment of migraine headache using CST [144].
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\n\t\t\t\tEden Energy Medicine activates the body’s natural healing ability by restoring weak or disturbed energy. Eden EM utilizes techniques from acupuncture, yoga, kinesiology, and qi gong. Energy is brought back into balance by tapping, massaging, pinching, twisting, or connecting specific energy points (acupoints) on the skin; by tracing or swirling the hand over the skin along specific energy pathways; through exercises or postures designed for specific energetic effects; by focused use of the mind to move specific energies; and/or by surrounding an area with healing energies. There is qualitative evidence that Eden EM relieves pain; stimulates immune function, relieves headaches, releases stress, improves memory, enhances digestion, relieve arthritis, neck, shoulder, and low back pain [145].
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\n\t\t\t\tEnergy Psychology (EP) addresses the relationship of energy systems to emotion, cognitive behavior and health [146]. Energy psychology uses imagery, narrative, and hyperarousal associated with traumatic memory or threatening situations to resolve traumatic memory [147]. When the brain reprocesses traumatic memory, the new association is retained by reducing it to hyperarousal. This leads to treatment outcomes that involve less time with fewer repetitions and higher impact. These techniques show less chance of retraumatization [147]. During EP treatments, mental/emotional/spiritual problems are healed through the biofield. The biofield is connected through the consciousness, thought processes and spirit, and includes the electrical activity of the nervous system, heart, meridians, biophotons (energy field particles), and chakras.
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\n\t\t\t\tFeldenkrais Method uses gentle movement and directed attention to improve range of motion and enhance human functioning. Based on principles of physics, biomechanics and an empirical understanding of learning and human development, Feldenkrais exercises have been reported to be an effective way to improve balance and mobility, flexibility and coordination, helping to offset age-related declines in mobility and reduce the risk of falling among community-dwelling older adults [148].
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\n\t\t\t\tHealing Touch (HT) is an energy medicine practice involving the relationship between the practitioner, the patient, intention, and the power of touch to facilitate healing. Like most EM treatments the patient is lying on a massage-type table, where the practitioner applies different forms of touch in order to assess the patient’s biofield imbalances. HT is widely used to help ease pain, stress and anxiety [149]. Patients receiving music, imagery and touch therapy during angiograms or other cardiac procedures were 65 percent less likely to die in the following six months than patients who received no such intervention [150]. Other research shows that HT lowers blood pressure, heart and breathing rates, fatigue, mood disturbances, and pain in patients receiving chemotherapy [151]. HT is endorsed by the American Holistic Nurses’ Association.
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\n\t\t\t\tNambudripad\'s Allergy Elimination Techniques (NAET®) is an EM treatment designed to alleviate allergies using a combination of energy balancing, testing and treatment procedures from acupuncture/acupressure, allopathy, chiropractic, nutritional, and kinesiological disciplines of medicine. Research suggests it is effective in treating allergies to milk, sugar, egg whites, pork meat and other foods causing eczema and dyspnea [152].
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\n\t\t\t\tPolarity Therapy (PT) uses touch, verbal interaction, exercise, and nutrition [153] to balance and restore the natural flow of energy in the biofield. Blocked and stagnant energy is responsible for both emotional and physical pain as well as disease. Energy medicine treatments are patient-practitioner oriented, where both the giver and receiver of the energy treatment work in tandem to facilitate treatment. The practitioner grounds and centers his/her body, meaning all thoughts, emotions and physical sensations are neutralized through intention. This mindset begins the healing process for both the practitioner and the client. PT balances the subtle energy of the biofield which can be detected and manipulated by movements of the practitioner’s hands. The practitioner provides the resonating template for the patient’s biofield to follow. Change occurs on a spiritual or unconscious level, and most people do not feel much other than becoming very relaxed. This mind-body state is optimal for healing and cell regeneration. After effects of the treatment last from hours to days with feelings of calm, focus, peace and serenity. PT bases its philosophy in the traditional system of Ayurvedic medicine, which defines patterns of health as energy moving through the Five Elements of Life – Ether, Air, Fire, Water and Earth. The practice of PT focuses on the balance of these elements as the foundation of good health. It integrates philosophies of Ayurvedic medicine, hermetic or ancient Egyptian medicine, Traditional Chinese Medicine (TCM), chakra balancing and the balance of yin and yang. PT understands that energy flows through the body along five pathways, enabled by positive and negative poles of the body. Five energy centers along the body represent the five elements of Ayurvedic tradition relating to different organs and functions in the body. Practitioners aim to correct disturbances and enable optimal physical, emotional as well as spiritual healing. Along with energy balancing sessions, cleansing diet and energy exercises are part of the therapy. PT has been shown to reduce cancer related fatigue [154], and improve the quality of life for caregivers of dementia and Alzheimer’s patients [155] as well as improved stress reduction in burned out oncology professionals [131].
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\n\t\t\t\tReiki is an ancient Tibetan Buddhist practice in which practitioners serve as facilitators for life force energy (chi). Reiki is used to reduce stress, improve health and quality of life, and promote mental clarity. Practitioners use 12 – 15 specific hand positions each held for a few minutes on the patient’s clothed body. Sessions last 30-90 minutes and the number of treatments may vary. Like other EM therapies, Reiki practitioners assert treatments can be effective over long distances. Formal scientific evidence has shown that Reiki can increase quality of life and reduce pain when used with standard medications [156]. Reiki has also been reported to relieve stress and improve psychological well being in patients with heart rate variability [157], and pain management issues [158].
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\n\t\t\t\tRolfing focuses on fascia tissue that connects all internal structures within the human frame. Connective tissue unites the structure of the body and divides it into individual functioning parts. Fascia is constantly changing and adapting in response to demands placed on the body. It reacts to trauma to a joint for instance by producing extra tissue to enhance stability and support; however, it can produce more than is necessary. In time, rather than stabilizing movement it can actually reduce mobility, leading to a changed posture and altered patterns of movement. After completing ten sessions a client can expect greater ease of movement and all over range of motion, along with better posture. Rolfing has been shown to significantly decrease pain and increase range of motion in adults who have cervical spine dysfunction [159].
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\n\t\t\t\tTherapeutic Touch (TT) is similar to PT and HT, except practitioners usually do not actually touch the patient, but hold their hands 4-8 inches (10-18 cm) from the body in order to detect energy imbalances and correct them. TT has been shown to significantly reduce pain and increase the quality of life in fibromyalgia patients [160], significantly decrease pain and improve function in patients with osteoarthritis [161], produce significant reductions in behavioral symptoms of dementia [162], and chemical dependency in pregnant women who suffer from anxiety [163]. TT is mainly practiced by nurses.
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\n\t\t\t\tTraditional Chinese Medicine (TCM) suggests that the basis for disease results from the disruption in the flow of subtle energy known as qi or chi. TCM works with imbalance in the forces of yin (feminine principle) and yang (masculine principle). Practices such as Chinese herbs, meditation, massage and acupuncture aid healing by restoring yin-yang and Qi to homeostasis. This same subtle energy is known as ki in the Japanese Kamp system.
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\n\t\t\t\tTrager Approach is a combination of massage, meditation and movement education. The head, torso, arms and legs are manipulated with rhythmic pull and rotation techniques in order to release tension, increase mobility and clear the mind. Movement awareness is emphasized to promote relaxation and ease neuromuscular pain. The Trager Approach has been shown to reduce symptoms of chronic headache along with reduction of headache medication [164].
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\n\t\t\t\tYoga is an ancient Indian practice uniting the spirit, the body and mind accomplished through physical postures, controlled breathing exercises, and meditation, often accompanied by healthy lifestyle and search for higher consciousness. Yoga is not a religion but a philosophy and way of life. Hatha yoga is most commonly practiced in North America and Europe, using a sequence of postures or asanas held statically or moved through dynamically in sequence, using the breath and hand positions for balance. Ashtanga yoga builds strength, stamina and flexibility, more commonly known in the United States as power yoga. Bikram yoga is practiced in rooms heated to 100 °F (39 °C). Profuse sweating loosens muscles and tendons while promoting inner cleansing. This type of yoga should only be practiced after consulting with a physician. Research has shown the practice of yoga can reduce pain, and increase energy, flexibility, and function during physical activity, as well as relieve stress and anxiety in breast cancer survivors[165]. It has also been shown to reduce pain associated disability [166], reduce stress [167], and as a complementary therapy for major psychiatric disorders [168].
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As with pharmaceuticals, the effectiveness of these treatments varies with each patient. It is important to speak with a practitioner before scheduling an appointment to discuss your needs and ask questions about what to expect during your visit. Most of these therapies are practiced with the patient fully clothed except for shoes, socks and jewelry. Although human biofields have as yet been proved measurable with conventional scientific equipment, medical journals have published articles suggesting the existence of such fields [169-171]. Please consult with a physician to determine any health issues (recent surgeries or trauma) which may not allow for physical manipulation. Many EM treatments are not recommended for people who have multi-personality disorder or schizophrenia as manipulation of the biofield can sometimes exacerbate delusion, hallucination and bring out multiple personalities at once.
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\n\t\t\t\tIn Summary\n\t\t\t
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The growth and maintenance of correct vibrational patterning of tissues and organs is the hallmark of good health. Current biomedical interventions ultimately attempt to restore the body’s optimal vibrational patterns. In order to accomplish this goal it is imperative to understand the key aspects of immune response with respect to cellular communication, as well as biochemical, bioelectrical, and bioelectromagnetic processes; and to develop technologies to facilitate the body’s use of this information during the repair and regeneration process.
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\n\t\n',keywords:null,chapterPDFUrl:"https://cdn.intechopen.com/pdfs/40433.pdf",chapterXML:"https://mts.intechopen.com/source/xml/40433.xml",downloadPdfUrl:"/chapter/pdf-download/40433",previewPdfUrl:"/chapter/pdf-preview/40433",totalDownloads:4013,totalViews:293,totalCrossrefCites:0,totalDimensionsCites:0,totalAltmetricsMentions:1,introChapter:null,impactScore:0,impactScorePercentile:17,impactScoreQuartile:1,hasAltmetrics:1,dateSubmitted:"April 26th 2012",dateReviewed:"August 28th 2012",datePrePublished:null,datePublished:"December 18th 2012",dateFinished:"October 23rd 2012",readingETA:"0",abstract:null,reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/40433",risUrl:"/chapter/ris/40433",book:{id:"3369",slug:"alternative-medicine"},signatures:"Christina L. Ross",authors:[{id:"156977",title:"Dr.",name:"Christina",middleName:"L.",surname:"Ross",fullName:"Christina Ross",slug:"christina-ross",email:"chrross@wakehealth.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Wake Forest University",institutionURL:null,country:{name:"United States of America"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Veritable EM Devices",level:"1"}],chapterReferences:[{id:"B1",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tOschman\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2000\n\t\t\t\t\tEnergy Medicine: The Scientific Basis.Churchill Livingstone,. 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Commun292\n\t\t\t\t\t2\n\t\t\t\t\t355\n\t\t\t\t\t361\n\t\t\t\t\n\t\t\t'},{id:"B78",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTofani\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBarone\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCintorino\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDe Santi\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFerrara\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tOrlassino\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tOssola\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPeroglio\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRolfo\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRonchetto\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2001\n\t\t\t\t\tStatic and elf magnetic fields induce tumor inhibition and apoptosis.\n\t\t\t\t\tBioelectromagnetics\n\t\t\t\t\t22\n\t\t\t\t\t6\n\t\t\t\t\t419\n\t\t\t\t\t428\n\t\t\t\t\n\t\t\t'},{id:"B79",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSantini\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFerrante\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRainaldi\n\t\t\t\t\t\t\tG.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tIndovina\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tIndovina\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2005\n\t\t\t\t\tExtremely low frequency (ELF) magnetic fields andapoptosis: a review.\n\t\t\t\t\tInternat J Rad Biol\n\t\t\t\t\t81\n\t\t\t\t\t1\n\t\t\t\t\t1\n\t\t\t\t\t11\n\t\t\t\t\n\t\t\t'},{id:"B80",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTakahashi\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKaneki\n\t\t\t\t\t\t\tI.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDate\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFukada\n\t\t\t\t\t\t\tE.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1986\n\t\t\t\t\tEffect of pulsing electromagnetic fields on DNA synthesis in mammalian cells in culture.Cellular and Molecular Life Sciences42\n\t\t\t\t\t2\n\t\t\t\t\t185\n\t\t\t\t\t186\n\t\t\t\t\n\t\t\t'},{id:"B81",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLitovitz\n\t\t\t\t\t\t\tT.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKrause\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMontrose\n\t\t\t\t\t\t\tC.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMullins\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1994\n\t\t\t\t\tTemporally incoherent magnetic fields mitigate the response of biological systems to temporally cohreent magnetic fields.\n\t\t\t\t\tbioelectromagnetics\n\t\t\t\t\t15\n\t\t\t\t\t5\n\t\t\t\t\t399\n\t\t\t\t\t410\n\t\t\t\t\n\t\t\t'},{id:"B82",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGoodman\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBassett\n\t\t\t\t\t\t\tC.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHenderson\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1983\n\t\t\t\t\tPulsing electromagnetic fields induce cellular transcription.Science220\n\t\t\t\t\t4603\n\t\t\t\t\t1283\n\t\t\t\t\n\t\t\t'},{id:"B83",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGoodman\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHenderson\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1988\n\t\t\t\t\tExposure of salivary gland cells to low-frequency electromagnetic fields alters polypeptide synthesisProceed Nat Acad Sci USA85\n\t\t\t\t\t11\n\t\t\t\t\t3928\n\t\t\t\t\n\t\t\t'},{id:"B84",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSun\n\t\t\t\t\t\t\tW.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tChiang\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFu\n\t\t\t\t\t\t\tY.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tYu\n\t\t\t\t\t\t\tY.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tXie\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLu\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2001\n\t\t\t\t\tExposure to 50 Hz electromagnetic field induces the phosphorylation and activity of stress-activated protein kinase in cultures cells.Electromag Biol Med20\n\t\t\t\t\t3\n\t\t\t\t\t415\n\t\t\t\t\t423\n\t\t\t\t\n\t\t\t'},{id:"B85",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tWolf\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTorsello\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTedesco\n\t\t\t\t\t\t\tB.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFasanella\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBoninsegna\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tD’Ascenzo\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGrassi\n\t\t\t\t\t\t\tC.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tAzzena\n\t\t\t\t\t\t\tG.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCittadini\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2005\n\t\t\t\t\t50-Hz extremely low frequency electromagnetic fields enhance cell proliferation and DNA damage; possible involvement of redox mechanism.\n\t\t\t\t\tBiochimica et Biophysica Acta (BBA) Molecular Cell Research\n\t\t\t\t\t1743\n\t\t\t\t\t1-2\n\t\t\t\t\t120\n\t\t\t\t\t129\n\t\t\t\t\n\t\t\t'},{id:"B86",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRegoli\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGorbi\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMachella\n\t\t\t\t\t\t\tN.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTedesco\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBenedetti\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBocchetti\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tNotti\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGattorini\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPiva\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPrincipato\n\t\t\t\t\t\t\tG.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2005\n\t\t\t\t\tPro-oxidant effects of extremely low frequency electromagnetic fields in the land snail Helix aspersa.Free Radical biol and med39\n\t\t\t\t\t12\n\t\t\t\t\t1620\n\t\t\t\t\t1628\n\t\t\t\t\n\t\t\t'},{id:"B87",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGolfert\n\t\t\t\t\t\t\tF.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHofer\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tThummler\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBauer\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFunk\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2001\n\t\t\t\t\tExtremely low frequency electromagnetic fields and heat shock can increase microvesicle motility in astrocytes.\n\t\t\t\t\tBioelectromagnetics\n\t\t\t\t\t71\n\t\t\t\t\t78\n\t\t\t\t\n\t\t\t'},{id:"B88",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tZrimec\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tJerman\n\t\t\t\t\t\t\tI.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLahajnar\n\t\t\t\t\t\t\tG.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2002\n\t\t\t\t\tAlternating electric fields stimulate ATP synthesis in Escherichia coli\n\t\t\t\t\tCell Mol Biol Letters\n\t\t\t\t\t7\n\t\t\t\t\t1\n\t\t\t\t\t172\n\t\t\t\t\t175\n\t\t\t\t\n\t\t\t'},{id:"B89",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPaksy\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tThuroczy\n\t\t\t\t\t\t\tG.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tForgacs\n\t\t\t\t\t\t\tZ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLazar\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGaati\n\t\t\t\t\t\t\tI.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2000\n\t\t\t\t\tInfluence of sinusoidal 50-Hz magnetic field on cultured human ovarian granulosa cellsElectromag Biol Med19\n\t\t\t\t\t1\n\t\t\t\t\t91\n\t\t\t\t\t97\n\t\t\t\t\n\t\t\t'},{id:"B90",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKula\n\t\t\t\t\t\t\tB.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSobczak\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKuska\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2000\n\t\t\t\t\tEffects of static and ELF magnetic fields on free-radical processes in rat liver and kidneyElectromag Biol Med19\n\t\t\t\t\t1\n\t\t\t\t\t99\n\t\t\t\t\t105\n\t\t\t\t\n\t\t\t'},{id:"B91",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMilani\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBallerini\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFerraro\n\t\t\t\t\t\t\tL.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tZabeo\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBarberis\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCannone\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFaleri\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2001\n\t\t\t\t\tMagnetic field effects on human lumphocytes.\n\t\t\t\t\tElectromag Biol Med\n\t\t\t\t\t20\n\t\t\t\t\t1\n\t\t\t\t\t81\n\t\t\t\t\t106\n\t\t\t\t\n\t\t\t'},{id:"B92",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tJandova\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHurych\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPokorny\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCoeek\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTrojan\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tNedbalova\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDohnalova\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2001\n\t\t\t\t\tEffects of sinusoidal magnetic field on adherence inbition of leukocytes.\n\t\t\t\t\tElectromag Biol Med\n\t\t\t\t\t20\n\t\t\t\t\t3\n\t\t\t\t\t397\n\t\t\t\t\t413\n\t\t\t\t\n\t\t\t'},{id:"B93",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMc Leod\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRubin\n\t\t\t\t\t\t\tC. 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H.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMinakuchi\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKashimoto\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKitamura\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tKinouchi\n\t\t\t\t\t\t\tY.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tYoshizaki\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMiyamoto\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2005\n\t\t\t\t\tEffects of a time-varying strong magnetic field on transient increase in Ca2+ release induced by cytosolic Ca2+ in cultured pheochromocytoma cellsBiochim Biophys Acta1724\n\t\t\t\t\t8\n\t\t\t\t\t16\n\t\t\t\t\n\t\t\t'},{id:"B99",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLieb\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tRegelson\n\t\t\t\t\t\t\tW.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tWest\n\t\t\t\t\t\t\tB.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tJordan\n\t\t\t\t\t\t\tR. L.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDe Paola\n\t\t\t\t\t\t\tD. P.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1980\n\t\t\t\t\tEffect of pulsed high frequency electromagnetic radiation on embryonic mouse tissue palate in vitro.\n\t\t\t\t\tJ Dent Res\n\t\t\t\t\t59\n\t\t\t\t\t1649-1652\n\t\t\t\t\n\t\t\t'},{id:"B100",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMc Leod\n\t\t\t\t\t\t\tB.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLiboff\n\t\t\t\t\t\t\tA. R.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSmith\n\t\t\t\t\t\t\tS. D.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t1992\n\t\t\t\t\tElectromagnetic gating of ion channels.J Theor Biol158\n\t\t\t\t\t15\n\t\t\t\t\t31\n\t\t\t\t\n\t\t\t'},{id:"B101",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBaureus\n\t\t\t\t\t\t\tKoch. C.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSommarin\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPersson\n\t\t\t\t\t\t\tB. 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Practice47\n\t\t\t\t\t271\n\t\t\t\t\t277\n\t\t\t\t\n\t\t\t'},{id:"B162",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tWoodsa\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBeckb\n\t\t\t\t\t\t\tC.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tSinha\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2009\n\t\t\t\t\tThe Effect of Therapeutic Touch on Behavioral Symptoms and Cortisol in Persons with Dementia\n\t\t\t\t\t16\n\t\t\t\t\t3\n\t\t\t\t\t181\n\t\t\t\t\t189\n\t\t\t\t\n\t\t\t'},{id:"B163",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLarden\n\t\t\t\t\t\t\tC.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tPalmer\n\t\t\t\t\t\t\tL.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tJanssen\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2004\n\t\t\t\t\tTherapeutic Touch Eases Anxiety for Pregnant, Chemically Dependent Women.\n\t\t\t\t\tJournal of Holistic 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Med\n\t\t\t\t\t10\n\t\t\t\t\t5\n\t\t\t\t\t40\n\t\t\t\t\t46\n\t\t\t\t\n\t\t\t'},{id:"B165",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGalantino\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tGreene\n\t\t\t\t\t\t\tL.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tArchetto\n\t\t\t\t\t\t\tB.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBaumgartner\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHassall\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMurphy\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tUmstetter\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDesai\n\t\t\t\t\t\t\tK.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2012\n\t\t\t\t\tA qualitative exploration of the impact of yoga on breast cancer survivors with aromatase inhibitor-associated arthralgiasExplore8\n\t\t\t\t\t1\n\t\t\t\t\t40\n\t\t\t\t\t47\n\t\t\t\t\n\t\t\t'},{id:"B166",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tBüssing\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tOstermann\n\t\t\t\t\t\t\tT.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLüdtke\n\t\t\t\t\t\t\tR.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMichalsen\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2012\n\t\t\t\t\tEffects of yoga interventions on pain and pain-associated disability: a meta-analysisJ Pain13\n\t\t\t\t\t1\n\t\t\t\t\t1\n\t\t\t\t\t9\n\t\t\t\t\n\t\t\t'},{id:"B167",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tWhite\n\t\t\t\t\t\t\tL.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2012\n\t\t\t\t\tReducing stress in school-age girls through mindful yogaJ Pediatr Health Care26\n\t\t\t\t\t1\n\t\t\t\t\t45\n\t\t\t\t\t56\n\t\t\t\t\n\t\t\t'},{id:"B168",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tCabral\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMeyer\n\t\t\t\t\t\t\tH.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tAmes\n\t\t\t\t\t\t\tD.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2011\n\t\t\t\t\tEffectiveness of yoga therapy as a complementary treatment for major psychiatric disorders: a meta-analysis.Prim Care Companion CNS Disord13\n\t\t\t\t\t4\n\t\t\t\t\t8\n\t\t\t\t\n\t\t\t'},{id:"B169",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tAnderson\n\t\t\t\t\t\t\tJ.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tTaylor\n\t\t\t\t\t\t\tA.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2011\n\t\t\t\t\tEffects of healing touch in clinical practice: a systematic review of randomized clinical trials.J Holist Nurs29\n\t\t\t\t\t3\n\t\t\t\t\t221\n\t\t\t\t\t228\n\t\t\t\t\n\t\t\t'},{id:"B170",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHart\n\t\t\t\t\t\t\tL.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tFreel\n\t\t\t\t\t\t\tM.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tHaylock\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tLutgendorf\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2011\n\t\t\t\t\tThe use of healing touch in integrative oncologyClin J Oncol Nurs15\n\t\t\t\t\t5\n\t\t\t\t\t519\n\t\t\t\t\t525\n\t\t\t\t\n\t\t\t'},{id:"B171",body:'\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tMills\n\t\t\t\t\t\t\tP.\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tJain\n\t\t\t\t\t\t\tS.\n\t\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t2010\n\t\t\t\t\tBiofield therapies and psychoneuroimmunology\n\t\t\t\t\tBrain Behav Immun\n\t\t\t\t\t24\n\t\t\t\t\t8\n\t\t\t\t\t1229\n\t\t\t\t\t1230\n\t\t\t\t\n\t\t\t'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Christina L. Ross",address:" chrross@wakehealth.edu",affiliation:'
Department of Energy Medicine, Akamai University, U. S. A.
Research Fellow, Wake Forest Institute for Regenerative Medicine, School of Medicine, Winston-Salem, U. S. A.
'}],corrections:null},book:{id:"3369",type:"book",title:"Alternative Medicine",subtitle:null,fullTitle:"Alternative Medicine",slug:"alternative-medicine",publishedDate:"December 18th 2012",bookSignature:"Hiroshi Sakagami",coverURL:"https://cdn.intechopen.com/books/images_new/3369.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:null,printIsbn:"978-953-51-0903-7",pdfIsbn:"978-953-51-7054-9",reviewType:"peer-reviewed",numberOfWosCitations:29,isAvailableForWebshopOrdering:!0,editors:[{id:"82603",title:"Prof.",name:"Hiroshi",middleName:null,surname:"Sakagami",slug:"hiroshi-sakagami",fullName:"Hiroshi Sakagami"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1127"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},chapters:[{id:"41480",type:"chapter",title:"Cancer and Its Treatment in Main Ancient Books of Islamic 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1. Introduction
A central content focus of the module AF A, “Industrial and Organizational Psychology,” in the bachelor’s degree program in Psychology at the University of Hagen (FUH) [1] is industrial psychology [2], which deals with the effect of work on the working person. The critical teaching of theoretical basics of psychological work design, which is mainly done by reading and discussing relevant theories and research results, is unfortunately mostly lacking in the experience of actual work design during studies. This can only be achieved by experiencing and trying out different forms of work design. However, confrontation, one’s own experience and trying out, as well as intensive reflection on what is experienced is an essential prerequisite for the acquisition of action competencies [3], as they are also demanded within the framework of the recommendations of the German Psychological Society for the design of psychology studies [4, 5]. According to [6], the main tasks of work psychology consist of analysis, evaluation, and design of work activities and systems according to defined human criteria. Accordingly, theories and models are taught in the study of work psychology that explain and predict the effect of specific characteristics of work (characteristics of work content, work processes, or social interactions, [7]) on people, their work performance, their motivation, and their health (e.g., action regulation theory, job demand-control model, JDR model, effort-reward imbalance, cf. Lehrbrief Modul AF A Grundlagen und Arbeitspsychologie: p.66, p.126f, p.132ff.). The topic has gained relevance due to an increased social focus on psychological stress at work, which has also been reflected in the consideration of the subject in the Occupational Health and Safety Act. A growing field of work for (industrial) psychologists has emerged. Psychologically relevant task features (e.g., time pressure, work interruptions, information overload, social support, feedback, and task variability) can be systematically manipulated from the outside. After the processing, the feedback of the results, the own reflection of individual and condition causes for specific results, and the debriefing with a systematic analysis of the work situation and the independent derivation of solution suggestions for a better work design occurs. The planned didactic innovation’s primary learning objective is to acquire competencies in occupational psychology to analyze, evaluate, and design work tasks according to defined human criteria [6]. In addition, going through the simulation task and the subsequent reflection should lead to a deeper and better understanding of the differentiation between situational and behavioral prevention, which is central in occupational science and condition-related and person-related interventions [8]. Through minor adjustments, other learning objectives can also be focused on (e.g., employees’ leadership, communication organization, and information flow). Methodological competencies are also developed through a systematic work analysis, which the students must carry out following a work task they have experienced themselves. The development of digital technologies in the form of so-called serious/applied gaming (SG/AG) [9] allows the use of computer-based simulations to enable experiences in the completion of work tasks quasi-virtually, which are typically only possible in actual practical activities. These experiences are at least like those in real life and allow the reflection of unexpected or surprising results [10].
According to the results from [10], the learners’ follow-up/simulated training success is to be captured with a final quiz and then measured using learning analytics (LA) [10] and map it to training outcomes and corresponding qualifications in terms of factual knowledge (competencies) and action knowledge (skills and proficiency levels) on the topic area of job design. The factual knowledge and action knowledge refer to declarative and procedural knowledge definitions of the adaptive control of thought-rational (ACT-R) theory [11]. Action knowledge refers to the procedural knowledge that indicates how something should be executed. This is the knowledge about the appropriate execution of actions [12]. Factual knowledge refers to the declarative knowledge of the ACT-R theory [13]. To accomplish a task or problem, an interplay of both bits of knowledge is needed [14].
The PAGEL project has the aim to provide an AG within the so-called knowledge management ecosystem portal (KM-EP) [15] in combination with the learning management system (LMS) Moodle [16]. As outlined in a previous paper [10], currently, the qualifications-based learning model (QBLM) [17, 18] supports the assignment of competencies and qualifications (CQ) [18], which are the achievements of the learning objectives and learning successes of the game/simulation sequences within an integrated applied game (AG) or any other learning unit. The learning management system (LMS) used at the FUH is Moodle [16] and offers digital learning content at the FUH. Therefore, the already existing LMS will be used as a basis in this work [19]. A didactical structural template (DST) [20, 21] supporting QBLM can be used as a starting point to describe the underlying process and provide the measurement criteria for the success of achieving learning objectives regarding CQs. This includes the success of training skills on different proficiency levels in a game-based simulation. DSTs represent the didactical structure of a course.
Furthermore, it can support a hybrid environment existing of a “classical” course in combination with applied gaming content, like a pedagogical structure for AG. For example, the AG can be a web-based computer game or a VR/AR-based game; therefore, one DST can have different modalities [20, 21].
Within the framework of the PAGEL project, there is a “classical” course with study books [10] for teaching theoretical content and factual knowledge. After successfully completing the “classical” course, the knowledge of action is to be imparted with the help of an AG [10]. “The DST, with its possibilities, offers the option to provide the learner with different media types for the same learning content. The same contents can be given for different platforms or in different modalities. The DST can provide the information cross-media. Some courses are more useful in a texture-based form, others as a game or video. The most obvious dimension in choosing a media type is the content. For example, it does make sense to provide learners in a driving school with a game or simulator to teach them driving, more than giving them a text with technical instructions. On the other side, a list of traffic symbols would also be meaningful. A mixture seems to be a good solution. However, other dimensions are also conceivable. These additional dimensions depend on the situation and can vary based on some parameters. Learners have different preferences and strategies for learning. Some learners have already acquired knowledge or CQs, making the course partly a repetition. That should lead to an abbreviated form of that content” [22]. Subsequently, the measured results from the AG are to be explained in a final quiz using the previously imparted theory knowledge [10]. These results are to be evaluated accordingly concerning the achievement of a CQ using LA. The results are stored in a competence and qualifications profile (CQP) [23]. Whether parts of the course have to be attended or not has to be checked in advance. Here, it should be checked whether the learners have already stored the corresponding CQs in their CQP or not [24].
The motivation of the book chapter is to enable the dynamic playout of the different course contents of the PAGEL project based on DSTs and to attest to corresponding CQs in a CQP [23] based on the learning outcomes and check in advance whether the learners have to attend this course at all.
Several problem statements (PS) can be derived from the objectives and motivation mentioned above.
Problem statement 1 (PS1) is that from today’s perspective, for the PAGEL project, the DST is based on the current course structure [10], and to be added, AG does not exist. PS2 is that it is impossible today to store and read out the acquired CQs in a CQP to play out courses and learning units adaptively. PS3 is that from today’s point of view, it is not possible to check, based on the CQs in a CQP, whether learners already have all the prior knowledge to complete a course or whether they first need to acquire further CQs. PS4 is that currently it is impossible to track the progress inside a DST implementation. Progress tracking across DST implementations is required to allow learners to switch the modality inside the learning unit. The possibility of switching the modality while executing an ACT and continuing at the same position in the learning progress inside another DST implementation is desirable for learners. This enables the learners to switch according to their current needs.
The PSs mentioned above result in the following research questions (RQs): RQ1: “What does a DST for the PAGEL project need to look like?”, RQ2: “What components and interfaces are needed to adaptively play out a course based on the data in a CQP?”, RQ3: “How can the progress tracking in a DST based on the CQs of a learner be tracked and verified?”, and RQ4: “How can the progress across DST be tracked?”
Based on the research methodology of [25], the following research objectives (ROs) were derived from the RQs. RO1 is assigned to the observation phase (OP). This phase identifies suitable interoperability standards for interfaces for the CQs exchange. Also, suitable systems and tools are identified. RO2 is assigned to the theory-building phase (TBP). A concept is designed that shows what system components and interfaces are needed. The system development phase (SDP) moves the concept into a prototype and is assigned to RO3. The result of the SDP is evaluated in the evaluation phase (EP) in the context of a cognitive walkthrough (CW) [26]. Finally, the EP is assigned to RO4. In this phase, all RQs are evaluated.
The remainder of this paper is structured according to the ROs. This means that in state-of-the-art section, the OP is described. In conceptual design section, the TBP is described, and the SDP is presented in this paper in proof-of-concept implementation section. In evaluation section, the EP is presented. Finally, the paper concludes with a summary and indications of future developments.
2. State of the art and technology
The previous section has already mentioned some research projects and software systems related to the research goals. In the following, the most important are described in more detail.
2.1 Qualifications-based learning model
To increase the comparability of learning objects based on qualifications, the QBL-approach described by [17, 18] was implemented at the FUH [1]. The QBLM has evolved out of the CQ-based learning approach [18]. The QBLM approach includes a domain model (QDM), an architectural model, and several service distribution models. The QDM introduces the qualifications-relevant learning element (QRLE). A QRLE instance can de facto stand for a personal development plan (e.g., a study program), a unit of learning, a learning activity, or a knowledge resource. In QBL, CQ-based learning goals (LGs) and access requirements (ARs) are represented by CQPs consisting of CQ instances (the actual CQs). CQPs are applied to specify QRLE-related LGs and ARs and describe students’ personal LG (target profiles) and the current state of attested CQs (actual profiles). After successfully completing a QRLE, the students’ actual profiles are updated. The gap between the actual and the target profile must be bridged by appropriate CQ programs, including suitable QRLEs such as courses, learning activities, and knowledge resources [18]. In addition, KM-EP [15] has been developed within the project Realizing an Applied Gaming Ecosystem (RAGE) [17]. In addition, the portal offers various web-based tools for knowledge management and user-friendly course authoring tools (CATs) to create Moodle courses without much previous knowledge [17].
The KM-EP enables QBLM-based work with CQs. For this purpose, a CQ administration enables creating CQPs and assigning LUs (modules, courses, and teaching resources within courses) to these profiles. Furthermore, courses with assigned CQs can be exported to Moodle and executed [17]. Moodle stands for modular object-oriented dynamic learning environment [16] and is a freely available open-source software under the GNU Public License. It is software with which courses can be conducted and developed via the internet.
With the learning tools interoperability (LTI) standard, further applications such as games can be integrated into an LMS like Moodle [16]. To transfer QBLM-based CQs to Moodle, [18] developed the plugin QBL4Moodle. This plugin is the interface between Moodle and KM-EP. QBL4Moodle is used to work with QBLM in Moodle itself and map CQs created with it to the CQy approach of Moodle itself. The plugin also imports QBLM-based CQs, profiles, and frameworks from other systems. Currently, this is realized for the KM-EP [18] only.
The LMS used at FUH is Moodle. This LMS already offers digital learning content at FUH. Therefore, the already existing LMS will be used in this work. Within the KM-EP, it is possible to define CQs as conditional- and goal profiles (CP and GP) for courses [22]. QBL4Moodle also allows the transfer of CPs and GPs for courses to Moodle and directly connects them with the courses [18]. This feature has been extended to make it possible in the KM-EP to define CPs and GPs on every level or element below the course level [27]. In addition, the QBL4Moodle-Plugin and Moodle have been extended in the same way that it is possible to define CPs and GPs on every course element [28].
To support, for example, adaptive learning or the dynamic playout for courses, [23] extended Moodle in the way that explicit CQPs exist for learners. Until then, learners did not have a specific CQP. When learners wanted to know which CQy profile they had, they had to gather every single CQ spread over different Moodle pages. With the implementation of [23], learners can go to a specific page in Moodle to see which CQs they have. At the same time, the CQPs in Moodle have been designed and implemented; [24] designed and implemented a possibility for Moodle to support a dynamic outplay for courses. Dynamic outplays mean that if course A has qualification A’, course B needs qualification B′ and course C needs qualification C′, and the student has already acquired qualification A’ and the student wishes to start course C, then course B must be offered to the student. To realize the dynamic outplay of courses in Moodle, [24] analyzed Moodle’s functionalities and how it would be possible to extend Moodle so that CQs can be supported for the dynamic outplay. Due to the fact that [23, 24] have been designed and implemented at the same time, the CQP did not exist in Moodle, so [24] had to assume that a CQP exists to build his design accordingly. Therefore, the remaining challenge is to bring both parts together so that the result of [24] uses the implemented CQPs [29].
2.2 Didactical structural templates
The so-called didactical structural templates (DSTs) have been introduced in [30] and extended in [20]. As described, the DSTs are based on the IMS learning design (IMS-LD) [31] and represent the didactical structure of a course and cannot only be used as a didactical structure for creating courses. The DSTs can also be used as a didactical structure for a hybrid environment existing of a “classical” course with integrated applied gaming content, just like a pedagogical structure for the applied game, which can be a web-based computer game. Therefore, one DST can have different implementations. The advantage of this approach is that learners will be able to switch between different implementations of one DST whenever they want to. They have got the same learning progress as if they had used only one specific implementation of this DST. This means that if learners like gaming, they can use the applied gaming implementation to work on the learning content. For example, suppose it is easier for the learners to answer the self-test or the final test—to stay in the exemplary stated pedagogical structure of a course—for example, multiple-choice quizzes. In that case, they can switch to a course within an LMS to answer the questions. Therefore, the DSTs have the following hierarchical structure:
Method: There are many different ways a person can learn or teach. Each learning method is a sequence of learning processes.
Play: It is a key part of the learning design, representing a teaching-learning process. Like a theatrical play with a sequence of acts, when an act is completed, the next act begins until the completion condition is met.
Act: An act represents a series of simultaneous activities and activity structures.
Activity: It is one of the core elements of learning design, which relates to many learning environments.
Activity structure: Activities can be combined into an activity structure with sequence mechanisms or freely selectable structuring. To access the DSTs, we have provided a RESTful API described in [32]. With the DSTs, we can provide the didactical structure of learning content in a standard, conform way.
2.3 E-learning interoperability standards
To fulfill the RO for the OP, corresponding interoperability standards were consulted and examined regarding their suitability for the given use case. “In general, the purpose of e-learning interoperability standards is to provide standardized data structures and communications protocols for e-learning objects and cross-system workflows. When these standards are incorporated into vendor products, users of e-learning can purchase content and system components from multiple vendors, based on their quality and appropriateness, with confidence that they will work together effectively” [33]. According to [33], the interoperability standards can be divided into the following five categories:
Metadata
Content Packaging
Learner Profile
Learner Registration
Content Communication
The “metadata” type [33] is used in the e-learning context to ensure that data is stored, indexed, searched, and retrieved appropriately [33]. For this purpose, corresponding standardized exchange formats have been developed for platform-independent exchange by different organizations [33]. The type “Content packaging” [33] is used to exchange course data between different learning systems [33]. Specification examples according to [33] are IMS Content Packaging specification, IMS Simple Sequencing specification [33], Sharable Content Object Reference Model (SCORM) [34] or Aviation Industry CBT Committee (AICC) guidelines [35]. The “Learner profile standards [33] allow different system components to share information about learners across multiple system components. Learner profile information can include personal data, learning plans, learning history, accessibility requirements, certifications and degrees, knowledge assessments (skills/CQs), and the status of participation in current learning” [33]. According to [33], examples of specifications for the Learner profile standards are IMS Learner Information Package (LIP) [36] or the Personal and Private Information (PAPI) [37] specification. The Learner Registration standard is intended to enable learning management components to know what learning content to deliver to each learner [33]. Examples of this are IMS Enterprise and Schools Interoperability Framework [33]. The Content Communication Standard allows information about various activities to be communicated to individual pieces of learning content [33]. Activities can include but are not limited to the start of the learning content or the completion of a learning content [33]. The completion status ranges from test results to course grades or achieved CQs [33]. Currently, two initiatives create standardized communication protocols and data models for content communication [33]. One is the Computer Managed Instruction (CMI) [38] standard of the AICC [35], and the other is the SCORM standard [39]. An even newer standard in the context of content communication is the Experience Application Programming Interface (xAPI) standard [34, 40]. In addition to the standard scope of SCORM functionalities, the xAPI standard also offers further functionalities such as tracking data in serious games or simulations [34].
To export CQs from the personal CQP, currently, only an interoperability standard of the type “Learner Profile” [33] can be considered. This allows information about the learners to be shared, such as personal data and data about degrees or assessments of knowledge [33]. According to [33], the exchange formats LIP [36] and PAPI learners [37] can be considered. IMS LIP was chosen because it also supports the transfer of CQs. One standard published by IMS is the learner information package specification (LIP) [36]. The purpose of the specification is to define a set of packages that can be used to import data into an IMS LIP-compliant system and extract the data from it [41]. In addition to a textual description of the standard, an extensible markup language (XML) [41, 42] schema is also provided. The LIP is based on a data model that describes the characteristics of learners [43]. A LIP consists of 11 main information pieces considered the basis for the learner information data structures [43]. The learner information [43] element acts as the container [43]. Each of the 11 main structures can occur any number of times within the learner information structure [44]. The content information, the so-called content type [43] element, refers to the data described with the LIP [43]. Each content type consists of a referential [43], temporal [43], and privacy [43]. The 11 main structures can contain content information and sub-content in addition to their content. The content information here allows a specific reference to the data described there, for example, for a CQ , an ID with the help of which one can find the CQ in a table [43]. With the sub-content, recursive substructures can be defined [43].
To import CQs into a personal CQP, the interoperability standard of the type “Content Communication” is used since results of, for example, learning games or a quiz can be transmitted with this. As shown above, the CMI guidelines [38] and xAPI are available from the AICC. Since the CMI [38] is a standard that can only communicate with systems that have also implemented the CMI standard, xAPI was chosen. The experience API (xAPI) is a free specification that enables learning technologies to collect data about a person’s diverse experiences (online and offline) [40]. The collected data are managed consistently about a person or group [40]. Disparate systems can thus communicate securely by capturing and sharing this stream of activities using xAPI’s simple vocabulary [40]. xAPI statements describe an experience (usually a learning experience, but it can be any other activity or state of affairs) that a person has performed [45]. The general structure of a statement is described in English as “I did this“ or formalized as “[actor] [verb] [object]” [45]. An xAPI statement is represented as a JavaScript Object Notation (JSON) document [46]. It contains at least three components, namely actor, verb, and object [46]. An actor is an individual or a group whose activity is recorded with the statement [46]. A special feature is that no ID has to be used for internal identification (in the sense of a record within a database table) [46]. Instead, other data or methods can be used for unique identification, such as e-mail addresses. The verb is the action performed by the actor within the activity [46].
Verbs are represented as Internationalized Resource Identifiers (IRI) and can optionally be extended with a short textual description in different languages. IRIs are an evolution of the Uniform Resource Identifier (URI), using Unicode characters instead of American Standard Code for Information Interchange (ASCII) characters [47]. There are no restrictions on the definition of verbs. It only has to be a valid IRI [46]. However, this circumstance makes it possible for a verb to be defined multiple times with different URIs. To prevent this, there is a central registry for normalizing common verbs [48]. An object represents the experience, activity, or other states of affairs that an actor has performed [46]. A type property can be used to specify what type it is. By default, an activity is assumed. Depending on the type, the further structure of the object is determined. As with verbs, there is also a registration point for normalization [49, 50].
3. Concept
This section of the chapter represents the results of the ROs for the TBP. First, the overall system architecture will be represented. Afterward, the concept for the CQPs and the adaptive playout will be described. Finally, in the last subsection, the concept for the usage of DSTs will be described in more detail. Except for subsection 3.2, which is placed in Moodle, all other components described in the other subsections are within the KM-EP.
3.1 DST-based system architecture with established features
This section of the chapter will present the concept for the overall system using the CQP and DSTs.
The KM-EP holds the modules for the following provided features. As a base for the course, the DST is used. The implementation of a DST is named a didactical application (DA). The DA is registered in the KM-EP as the didactical application configuration (DAC). The DAC contains the reference to the DST identifier, a title, a Uniform Resource Identifier (URI)—the implementation is reachable with—and a Universally Unique Identifier (UUID). The UUID is used to link the external system with the DAC. An extension of the KM-EP is implemented to provide the possibility to add and edit DACs, allowing the simultaneous existence of different DAs for one DST.
The system suggests to the user that data rank the registered DAs out of the related DACs. For the recommendation, the system uses several classification parameters to describe learners and the DA. For the DA, the DAC holds the parameters. The parameters are different devices the media type is introduced, which offers a generic categorization. The DAC contains the flags for accessibility (“readout available,” “audio required,” and “plain language”), information about the possible screen resolutions, an extended reality flag, and a flag to describe the need for user interaction (input device) and the level of interactivity. The concept for the level of interactivity is derived from [51]. It describes six stages of possible levels.
Learners are described by multiple parameters, which describe the learners’ preferences, limitations, and devices. The visual aural read kinesthetic (VARK) profile [52] is used to adjust the preferences. Fleming and Mills introduced the model in 1992 [52]. The model categorizes the learners into four types: visual, aural, read, and kinesthetic. Via a test, learners can identify four dimensions points in four dimensions and push them into a radar diagram. The radar shows afterward the preference meaning a higher swing to one of the four dimensions. The limitations of learners are reflected by three flags, which are “visual impairment,” “hearing impairment,” and “plain language requested.” The device and its attributes are automatically derived from the browsers’ information and contain the resolution, XR device, and interaction possible (input device) [52].
In the DA recommendation, these two classifications are confronted with each other. This is done via a transposition of the DA classification as a point into a two-dimensional graph. This graph contains the centric point of the VARK profile. The distance between both points defines the rating for a recommendation. If the points are close, the learners’ preferences coincide with the DA. The learners’ limitations overrule the recommendation process to offer the learners only the DAs they can consume. For example, the DA recommendation offers blind persons (“visual impairment”) only DAs with the flag “readout available” true. After rating the different DAs, they are listed in a UI in descending order.
DA recommender and learner adaptive flow enrich this system with additional features for tracking the learners’ progress and a CQ-based learning path for every individual learner.
According to the learners’ presets according to their VARK profile and their impairments, the registered DAs, and the media type, the so-called didactical application recommender (DAR) calculates the best-fitting DAs. This calculation shows all eligible DAs in descending ranking order in a table so that the learners can choose on their own the DA they want to continue with learning. For more information on how the ranking is calculated, see [22, 53].
As shown in Figure 1 on the right side, the architecture of Moodle consists of six components [15]. The core, the subsystems, the plugins, the plugin types, the sub-plugins, and the dependencies. In Figure 1, the three components, namely core, plugin, and subsystems, are represented [50]. The Moodle concept is explained in more detail in [50]. The PAGEL learning resources are part of the core of Moodle. The core contains all the basic functions of Moodle [15].
Figure 1.
Overall system architecture.
The course authoring tool (CAT) on the right side offers a user-friendly CAT to create Moodle courses without much previous knowledge [17].
On the left side in Figure 1 are placed all components within the KM-EP, which are used in the context of this paper and described in further subsections.
3.2 Concept for the adaptive playout of CQs with CQPs
As shown in the use cases in [50], a CQP is a profile that is assigned to an individual learner. CQPs describe each student’s personal learning goals (LG) (target profile) and the current state of attested CQs (actual profile) [50].
As shown in Figure 2, the LMS Moodle is required. The architecture of Moodle consists of six components [15], which are the core, the subsystems, the plugins, the plugin types, the sub-plugins, and the dependencies. In Figure 2, the three components, namely core, plugin, and subsystems, are represented [50]. The Moodle concept is explained in more detail in [50].
Figure 2.
System concept for the adaptive playout of CQs with CQPs [29].
The functionality of a subsystem can be partially enabled or disabled by configuration. As an example, it serves the package CQs, which contain the functionality of the CQs. The plugin component [54] contains optional components that extend the basic functionality of Moodle. Plugins such as QBL4Moodle are optional components. The QBL4Moodle plugin contains a bidirectional communication relationship realized via core hacks [50]. To check the course prerequisites, the corresponding interfaces, described in Section 2, query the respective CQs of an individual learner from the CQP [29, 50]. To combine the dynamic outplay of courses in [24] with the learners’ CQP [23], the implementation of [23, 55] has to extend the way that the just described interface is called when the CQ-checks are executed. Additionally, it has to be ensured that the checks and the interface work with the same structure of the CQs—either the one Moodle provides or the one QBL4Moodle provides [29, 50].
To export CQs from the CQP, a representational state transfer (REST) [56] interface needs to be provided. A web service called “QBL personal qualification profiles” must be added to the plugin QBL4Moodle. The web service is named “local_qbl_datastructures_personal_ profiles,” according to Moodle naming conventions for web services. This provides the functions that a client can call, such as an educational game [23, 50]. To export the CQP, an IMS LIP document containing the CQs is generated from a personal CQP. As a container of all competence/qualifications instances (CQIs) [17, 18] in the CQP, it summarizes them. To import a CQ to a CQP, an xAPI statement must contain all the necessary information to generate a CQI. To identify a single learner, a personal e-mail address is used prerequisite; the address is not used in multiple user accounts. The following structure of the IRI [47] is defined for the object: “qblm://CQI/<CQF Unique identifier>>/<CQS Unique identifier>>/<PL>>.” By specifying the unique identifiers for CQF and CQS and a PL, a CQI can be generated and entered in a personal CQP [23, 50].
3.3 Concept for the didactical structural template for the PAGEL project
To be able to use the QBLM and DST software infrastructure inside an actual course at FUH for the PAGEL project, first of all, a DST has to be conceptionally created. Therefore, the course and game flow described in [10] will be used as a basis.
Currently, the course “Industrial and Organizational Psychology” consists of three study books, which give the learners an overview of the theoretical background of industrial and organizational psychology. In addition, an AG should be developed to provide the learners with hands-on experience and action knowledge in the subdomain work task design, as described previously and in [10]. In the AG, the learners should experience the psychological effects of work task design for themselves. To check the learned factual and action CQs afterward, it should be possible that the game results are explained and analyzed using the previously acquired theoretical knowledge. In the end, the learners should receive a detailed overview of their results, including a review [10].
AS described previously, a DST has a hierarchical structure with different hierarchy types. At the top level of the hierarchy for a DST is the DST name. In the given case, this should be the name of the project PAGEL for easier identification. On the level below is the play level. A play element represents a learning process. When one play element is finished, the next one starts. In the PAGEL project, three learning processes could be identified. These would be the preparation, the play, and the course completion. Finally, each play element has the respective act elements on the level below. An act describes activities or activity structures that can run parallel in a play. An activity element is a core element of the learning design. Activity structure elements can be used to combine several activities.
For the PAGEL project and the identified play elements, the structure of the DST results is shown below.
The preparation includes only the theoretical background. This was thought of as an act element because this element and its activities must be completed before the play and evaluation can take place. The activities here are the three study booklets, which the learners can work on in any order.
The play element contains the “work task simulation.” In the PLC, it should be possible for the player to carry out various activities in parallel with so-called tools [10]. The tools are each represented as a separate activity.
After the play element preparation and game are completed, the play element course completion can start. The course completion is divided into three ACTs: final quiz, evaluation, and results, each of which has its own activity (Figure 3).
Figure 3.
Concept for the DST for the PAGEL project.
3.4 Concept for learner adaptive flow based on didactical structural templates
The learner adaptive flow is introduced to support a learning journey, adapting itself according to the preset of already gained CQs. The learner adaptive flow controller controls the learner adaptive flow. It compares the target CQs of a learning objective (act, activity structure, or activity) with the learners’ CQs within the KM-EP. A learning section skip is possible if the learners’ CQs contain all target CQs. This skip is offered to the user via a dialog inside the start DA process. The dialog pops up if a learning section skip is possible and lists all possible skips. As the experts for their skills and their need for repetition, the learners select then the desired skips. A learning journey skip is reflected in the system as a completed activity. This is applied in the DSTS and loaded by the started DA afterward [22, 53].
3.5 Concept for didactical progress tracking
As described earlier, the DAs existence is independent of the KM-EP and the DST. That results in the circumstance that the execution of a DA is detached, and the KM-EP or other DAs do not receive any update about the progress of learners. With the didactical progress tracker (DPT), this gap is closed. The DPT holds for every learner’s journey a didactical structural template session (DSTS). The DSTS maintains information about the successful completion of activities inside the journey. All activities of the learners’ journey DST have an entry inside the DSTS, which is initially “not completed.” While executing a DST-based learning journey in a DA, the DSTS gets updates from the DAs after completing an activity. This feature allows tracking in a central place as well as the sharing of the progress through DAs.
This sharing results in the possibility of switching between different DAs. When a DA is started, it requests the DSTS from the KM-EP to get the learner’s progress. It then has to define the already completed activities as finished inside itself.
To support the switch of a DA inside a journey, a control panel allows the learners to call a different DA at any time. The DA is called with a link, which contains the reference to the DSTS to allow the called DA to load the DSTS, respectively, the already gained progress.
A management dashboard shows all DSTS, including the learners and their progress. In addition, it allows root users to maintain their progress and support the learners in completing their journeys [22, 53].
4. Proof-of-concept realization
This section of the chapter represents the results of the ROs for the SDP. First, the proof-of-concept (PoC) realization for the adaptive playout of CQs with CQPs will be presented, and afterward, the realization of the DSTs components.
4.1 Realization of the adaptive playout of CQs with CQPs
This section will describe the realization of the combination of both concepts of [23, 24]. Because Moodle is the target platform for the described extensions, the implementation will be done with PHP [57] in combination with JavaScript [58], respectively, jQuery [59]. For the prototypical implementation in [24], Moodle had to be extended to different surface components, which are presented with different code snippets and sequence diagrams to show how the prototypical implementation will work. The prototypical implementation in [23] is presented with different code snippets and screenshots to display the layout of the extended pages in Moodle. The conceptual part of this paper shows how the two separate works [50, 55] can be combined. The prototypical implementation of this part is open and will be presented in a separate paper [29].
4.2 Realization of the didactical structural template for the PAGEL project
Based on the concept for the DST, the DSTM was opened in the KM-EP. The corresponding structures from the concept were created in the DSTM. The finished DST is shown in Figure 4.
Figure 4.
Realized DST for the PAGEL project.
4.3 Realization of the learner adaptive flow based on didactical structural templates
For ACTs and elements below that hierarchy, possible learning section skips are provided to offer an adaptive learner flow. The learners’ CP is compared with the goal CQs of the DST learning elements. If the learners’ CP contains the goal CQs, the element is a candidate for a skip. The possible learning section skips are provided to the learners, and they decide whether the learning section skip is executed or not. The skip is reflected as a preset of the learning elements’ ACTIVITIES to “completed” in the DPT [22, 53]. A detailed overview and description of the implementation can be found in [22, 53].
4.4 Realization of the didactical progress tracking
The introduced DPT tracks the progress of the learners based on ACTIVITIES. The DAs have to send a progress update to the KM-EP after finalizing an ACTIVITY. From inside the running DA or with a control panel, the learners can switch to another DA. The learners only lose their progress within an ACTIVITY [22, 53]. A detailed overview and description of the implementation can be found in [22, 53].
5. Evaluation
In the form of a cognitive walkthrough (CW) [26], an initial evaluation of the proof-of-concept implementation was accomplished by domain experts in the field of education in computer science. The evaluation’s primary goal is to estimate the productive capacity of the implementation and orientate future development. The developed DST for the PAGEL project for RQ1 was presented and accepted by all project participants during a CW. The CWs for RQ2, RQ3, and RQ4 have been documented in [22, 23, 24, 29, 50, 53, 55]. The occurred errors and misbehaviors have been defined and fixed accordingly. Based on the evaluation, improvements and renewals were identified. These will be implemented and considered in future work.
6. Conclusion and future work
We have demonstrated in this chapter how it is possible to extend Moodle with CQPs, and a dynamic outplays of courses. In the past, both parts were not combined; we have shown how a combination of both concepts is possible through a conceptual model. The remaining challenge is the prototypical implementation of the combination of the CQPs, the dynamic outplays of courses, and an evaluation of this combination.
The DST is independent of the DAs. Multiple DAs implement the same DST received by the XML export, the endpoint, or the CAT. Afterward, the author can register the DA as a DAC in the KM-EP. In addition, the DAC contains characteristics about the DA as well as a link to redirect learners to the DA.
Before starting into a DA to execute the learning journey, learners have to enter their preferences into a UI. The preferences are the restriction flags (visual impairment, hearing impairment, and plain language requested), the learners’ VARK profile values, and the media type of the learners’ device. These are compared with the characteristics of the available DACs related to the requested DST. The DA recommendation provides a rating for the DACs. The learners can then select from the sorted list a DA to start the journey.
The introduced DPT tracks the progress of the learners based on activities. The DAs have to send a progress update to the KM-EP after finalizing an activity. From inside the running DA or with a control panel, the learners can switch to another DA. The learners only lose their progress within an activity.
For acts and elements below that hierarchy, possible learning section skips are provided to offer a learner adaptive flow. The learners’ CP is compared with the goal CQs of the DST learning elements. If the learners’ CP contains the goal CQs, the element is a candidate for a skip. The possible learning section skips are provided to the learners, and they decide whether the learning section skip is executed or not. The skip is reflected as a preset of the learning elements’ activities to be “completed” in the DPT.
For the PAGEL project, we have shown a DST concept and the DST definition in the DSTM.
The learners’ CQP, used for the adaptive playout, is placed in Moodle and does not interact with the KM-EP. On the other hand, the learner adaptive flow is based on the learners’ CQP placed in the KM-EP. To make the learner adaptive flow possible within the KM-EP, the learners’ CQP has to be synchronized with the learners’ CQP placed in Moodle (and other systems when other systems are involved in the process).
\n',keywords:"competence-based learning, adaptive playout, competence profiles, applied educational games, learning data, qualifications-based learning model, QBLM, didactical structural templates, DST",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/82471.pdf",chapterXML:"https://mts.intechopen.com/source/xml/82471.xml",downloadPdfUrl:"/chapter/pdf-download/82471",previewPdfUrl:"/chapter/pdf-preview/82471",totalDownloads:6,totalViews:0,totalCrossrefCites:0,dateSubmitted:"May 9th 2022",dateReviewed:"May 23rd 2022",datePrePublished:"July 8th 2022",datePublished:null,dateFinished:"July 1st 2022",readingETA:"0",abstract:"In this chapter, a competency-based approach, based on the qualifications-based learning model (QBLM), will be presented, which makes it possible to store the acquired competencies and qualifications (CQ) in a so-called CQ-profile (CQP) while playing an educational game. The game and the course are based on a didactical structural template (DST), making it possible to switch between the course and the game. Before the educational game can be played, it must be checked whether a learner has all the required CQs for the course or learning unit in which the educational game is included. Therefore, this chapter shows an approach to how the CQPs can be implemented, and the data from the CQP can be used to check course prerequisites. Finally, a prototypical implementation with its evaluation and the remaining challenges will be presented in this chapter.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/82471",risUrl:"/chapter/ris/82471",signatures:"Ramona Srbecky, Michael Winterhagen, Simon-Alexander Wetzel, Ivo Ochsendorf, Andre Hedderoth, Matthias Then, Benjamin Wallenborn, Felix Fischman, Binh Vu, Wieland Fraas, Jan Dettmers and Matthias Hemmje",book:{id:"11552",type:"book",title:"Gamification - Analysis, Design and Development",subtitle:null,fullTitle:"Gamification - Analysis, Design and Development",slug:null,publishedDate:null,bookSignature:"Dr. Ioannis Deliyannis",coverURL:"https://cdn.intechopen.com/books/images_new/11552.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-80356-261-2",printIsbn:"978-1-80356-260-5",pdfIsbn:"978-1-80356-262-9",isAvailableForWebshopOrdering:!0,editors:[{id:"103622",title:"Dr.",name:"Ioannis",middleName:null,surname:"Deliyannis",slug:"ioannis-deliyannis",fullName:"Ioannis Deliyannis"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. State of the art and technology",level:"1"},{id:"sec_2_2",title:"2.1 Qualifications-based learning model",level:"2"},{id:"sec_3_2",title:"2.2 Didactical structural templates",level:"2"},{id:"sec_4_2",title:"2.3 E-learning interoperability standards",level:"2"},{id:"sec_6",title:"3. Concept",level:"1"},{id:"sec_6_2",title:"3.1 DST-based system architecture with established features",level:"2"},{id:"sec_7_2",title:"3.2 Concept for the adaptive playout of CQs with CQPs",level:"2"},{id:"sec_8_2",title:"3.3 Concept for the didactical structural template for the PAGEL project",level:"2"},{id:"sec_9_2",title:"3.4 Concept for learner adaptive flow based on didactical structural templates",level:"2"},{id:"sec_10_2",title:"3.5 Concept for didactical progress tracking",level:"2"},{id:"sec_12",title:"4. 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Integration of pattern-based learning management systems with immersive learning content. In: CERC 2020 Proceedings. Belfast, Northern-Ireland: CERC-WS.org; 2020. pp. 211-221. Available from: http://ceur-ws.org/Vol-2815/CERC2020_paper13.pdf'},{id:"B33",body:'Sun Microsystems Inc. E-Learning Interoperability Standards [Internet]. 2021. Available from: http://proyectosuricata.cicei.com/sites/default/files/mapa_de_conocimiento/eLearning_Interoperability_Standards.pdf [Accessed: May 8, 2022]'},{id:"B34",body:'Rustici Software LLC. SCORM vs the Experience API (xAPI) [Internet]. 2022. Available from: https://xapi.com/scorm-vs-the-experience-api-xapi/ [Accessed: May 8, 2022]'},{id:"B35",body:'AICC. Welcome to aicc.org [Internet]. 2022. Available from: https://www.aicc.org/ [Accessed: May 8, 2022]'},{id:"B36",body:'IMS Global. IMS Learner Information Package Accessibility for LIP Information Model [Internet]. 2022. Available from: https://www.imsglobal.org/accessibility/acclipv1p0/imsacclip_infov1p0.html [Accessed: May 8, 2022]'},{id:"B37",body:'Dolog P, Nejdl W. Challenges and Benefits of the Semantic Web for User Modelling. 2003. Available from: https://www.researchgate.net/publication/2564039_Challenges_and_Benefits_of_the_Semantic_Web_for_User_Modelling [Accessed: May 8, 2022]'},{id:"B38",body:'McDonald W-A, Hyde J, Montgomery A. CMI Guidelines for Interoperability AICC. AICC [Internet]; 2004. Available from: https://github.com/ADL-AICC/AICC-Document-Archive/releases/tag/cmi001v4. [Accessed: June 18, 2022]'},{id:"B39",body:'Srbecky R, Wallenborn B, Then M, Hemmje M. Towards learning analytics in higher educational platforms in consideration of qualification-based learning. In: Edulearn 21 Proceedings; 5-6 July 2021. Online Conference. Spain: IATED; 2021. pp. 5067-5076'},{id:"B40",body:'Rustici Software LLC. xAPI Overview [Internet]. 2022. Available from: https://xapi.com/overview/ [Accessed: May 8, 2022]'},{id:"B41",body:'IMS Global. IMS Learner Information Package Specification [Internet]. 2022. Available from: https://www.imsglobal.org/profiles/index.html [Accessed: May 8, 2022]'},{id:"B42",body:'selfHTML. XML [Internet]. 2022. Available from: https://wiki.selfhtml.org/wiki/XML#:~:text=XML%20(Extensible%20Markup%20Language)%20ist,f%C3%BCr%20die%20Anwendung%20im%20Web [Accessed: May 8, 2022]'},{id:"B43",body:'IMS Global. IMS Learner Information Packaging Information Model Specification Final Specification Version 1.0 [Internet]. Available from: https://www.imsglobal.org/profiles/lipinfo01.html [Accessed: May 8, 2022]'},{id:"B44",body:'Bakhouyi A, Dehbi R, Talea M, Hajoui O. Evolution of standardization and interoperability on E-learning systems: An overview. In: 16th International Conference on Information Technology Based Higher Education and Training (ITHET). 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Available from: https://registry.tincanapi.com/#home/activityTypes [Accessed: May 8, 2022]'},{id:"B50",body:'Srbecky R, Ochsendorf I, Then M, Winterhagen M, Wallenborn B, Hemmje M. Implementing a competence and qualifications profile component to support competence and qualification based learning in higher educational institutions. In: Edulearn22 Proceedings; 4-6 July 2022. IAETD: Palma de Mallorca, Mallorca; 2022'},{id:"B51",body:'Rey G-D. E-Learning – Theorien, Gestaltungsempfehlungen und Forschung. 1st. ed. Bern: Huber; 2009. p. 240. ISBN: 978-3456847436'},{id:"B52",body:'Bay Atlantic University. 4 Types of Learning Styles: How Do Students Learn Best? [Internet]. 2020. Available from: https://bau.edu/News/types-oflearning-styles/ [Accessed: September 6, 2021]'},{id:"B53",body:'Winterhagen M, Wetzel S, Srbecky R, Heutelbeck D, Wallenborn B, Hemmje M. Didactical structural templates enabling learner adaptive flow. 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Available from: https://jquery.com/ [Accessed: May 8, 2022]'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Ramona Srbecky",address:"ramona.srbecky@fernuni-hagen.de",affiliation:'
Fernuniversität Hagen Department Multimedia and Internet Applications, Germany
Fernuniversität Hagen Department Multimedia and Internet Applications, Germany
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His research interests include the application of agent technology for achieving agile control in the manufacturing environment.",institutionString:null,institution:null},{id:"605",title:"Prof",name:"Dil",middleName:null,surname:"Hussain",slug:"dil-hussain",fullName:"Dil Hussain",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/605/images/system/605.jpg",biography:"Dr. Dil Muhammad Akbar Hussain is a professor of Electronics Engineering & Computer Science at the Department of Energy Technology, Aalborg University Denmark. Professor Akbar has a Master degree in Digital Electronics from Govt. College University, Lahore Pakistan and a P-hD degree in Control Engineering from the School of Engineering and Applied Sciences, University of Sussex United Kingdom. Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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Many times the failure of a particular fracturing treatment is blamed on the fluid because that is a major unknown from the design engineer's viewpoint. Many of the components and processes used to manufacture the fluid are held proprietary by the service company which adds to the confusion and misunderstanding. This paper makes an attempt to describe the components used in fracturing fluids at a level that the practicing frac engineer can understand and use. 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The proposed element includes the desired aspects of the XFEM so as to model crack propagation without explicit remeshing. In addition, the fluid pressure degrees of freedom have been defined on the element to describe the fluid flow within the crack and its contribution to the crack deformation. Thus the fluid flow and resulting crack propagation are fully coupled in a natural way and are solved simultaneously. Verification of the element has been made by comparing the finite element results with the analytical solutions available in the literature.",book:{id:"3204",slug:"effective-and-sustainable-hydraulic-fracturing",title:"Effective and Sustainable Hydraulic Fracturing",fullTitle:"Effective and Sustainable Hydraulic Fracturing"},signatures:"Zuorong Chen",authors:[{id:"166734",title:"Dr.",name:"Zuorong",middleName:null,surname:"Chen",slug:"zuorong-chen",fullName:"Zuorong Chen"}]},{id:"44711",title:"Fractures and Fracturing - Hydraulic fracturing in Jointed Rock",slug:"fractures-and-fracturing-hydraulic-fracturing-in-jointed-rock",totalDownloads:5681,totalCrossrefCites:12,totalDimensionsCites:19,abstract:null,book:{id:"3204",slug:"effective-and-sustainable-hydraulic-fracturing",title:"Effective and Sustainable Hydraulic Fracturing",fullTitle:"Effective and Sustainable Hydraulic Fracturing"},signatures:"Charles Fairhurst",authors:[{id:"166474",title:"Dr.",name:"Charles",middleName:null,surname:"Fairhurst",slug:"charles-fairhurst",fullName:"Charles Fairhurst"}]},{id:"44661",title:"Quantitative Evaluation of Completion Techniques on Influencing Shale Fracture ‘Complexity’",slug:"quantitative-evaluation-of-completion-techniques-on-influencing-shale-fracture-complexity-",totalDownloads:3824,totalCrossrefCites:8,totalDimensionsCites:11,abstract:null,book:{id:"3204",slug:"effective-and-sustainable-hydraulic-fracturing",title:"Effective and Sustainable Hydraulic Fracturing",fullTitle:"Effective and Sustainable Hydraulic Fracturing"},signatures:"N. 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\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
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\r\n\tThis Series focuses on covering research and applied research involving the five Ps through the following topics:
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\r\n\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
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\r\n\t4. Climate Change and Environmental Sustainability comprising SDG 13 on Climate Action, SDG 14 on Life Below Water, and SDG 15 on Life on Land
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\r\n\t5. Urban Planning and Environmental Management embracing SDG 7 on Affordable Clean Energy, SDG 9 on Industry, Innovation and Infrastructure, and SDG 11 on Sustainable Cities and Communities.
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\r\n
\r\n\tThe series also seeks to support the use of cross cutting SDGs, as many of the goals listed above, targets and indicators are all interconnected to impact our lives and the decisions we make on a daily basis, making them impossible to tie to a single topic.
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from Tehran University of Medical Sciences, Iran. He also obtained an MSc in Molecular and Genetic Medicine, and a Ph.D. in Clinical Immunology and Human Genetics from the University of Sheffield, UK. He also completed a short-term fellowship in Pediatric Clinical Immunology and Bone Marrow Transplantation at Newcastle General Hospital, England. Dr. Rezaei is a Full Professor of Immunology and Vice Dean of International Affairs and Research, at the School of Medicine, Tehran University of Medical Sciences, and the co-founder and head of the Research Center for Immunodeficiencies. He is also the founding president of the Universal Scientific Education and Research Network (USERN). Dr. Rezaei has directed more than 100 research projects and has designed and participated in several international collaborative projects. He is an editor, editorial assistant, or editorial board member of more than forty international journals. He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. 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