Factors of zoom fatigue (reprinted from [36]).
\r\n\tOver the years, the concept of maintenance became more comprehensive, reducing fault occurrence and increasing industrial system availability. Besides, reliability, safety, and criticality requirements were associated with the system or equipment under analysis. Maintenance strategies or schemes can be classified as corrective (run-to-break), preventive (time-based), and predictive (condition-based maintenance). Corrective maintenance is only performed after an occurrence of a fault. Therefore, it involves unexpected breakdowns, high costs, changes in the production chain, and it could lead to catastrophic events. Preventive maintenance and interventions occur based on a scheduled maintenance plan or the equipment's mean time between failures. Although it is more effective than corrective maintenance, unexpected failure may still occur by preventing most failures. Additionally, the process cost is still high, especially the costs associated with labor, inventory, and unnecessary replacement of equipment or components.
\r\n\tOn the other hand, predictive maintenance analyses the equipment condition so that a possible fault can still be identified at an early stage. Predictive maintenance aims to identify a machine anomaly so that it does not result in a fault. Such maintenance involves advanced monitoring, processing, and signal analysis techniques, which are generally performed non-invasively and, in many cases, in real-time. In the case of machines or processes, these techniques can be developed based on vibration, temperature, acoustic emission, or electrical current signal monitoring. It should be noted that monitoring such signals or parameters to verify the operating condition is called condition monitoring. Condition monitoring aims to observe the machine's current operational condition and predict its future condition, keeping it under a systematic analysis during its remaining life. In this sense, a fault condition can be detected and identified from systematic machine condition monitoring. A diagnosis procedure can be established, whereby properly investigating the fault symptoms and prognosis.
\r\n\t
\r\n\tThis book will aim to merge all these ideas in a single volume, aggregate new maintenance experiences, apply new techniques and approaches, and report field experiences to establish new maintenance processes and management paradigms.
\r\n\t
The routinely use of antibiotics decreased their efficiency and allowed bacteria to adapt to antibiotics, resulting in the emergence and rapid propagation of resistant bacterial strain [1]. This feature is a serious health and economic problem, leading to increased rates of morbidity and mortality associated with bacterial infections caused by multi resistant bacteria [2] such as Methicillin-Resistant
Bacteriocins possess a key treats that makes them a good alternative to antibiotics [20]:
Various bacteriocins such as nisin [22] have demonstrated distinct mode of action compared to conventional antibiotics.
The use of bacteriocin with narrow spectrum of inhibition preserves the natural healthy microbiota [23].
The long term bacteriocin exposure is safe with no side effects and do not lead to bacterial resistance [24, 25].
The study of bacteriocin structures and amino acids composition helps to understand their detailed mechanism of action. This feature is critical towards the development of bacteriocins as therapeutics and can also be used to prioritize hits in their genome mining studies [26]. Hence a library of synthetic bacteriocin variants served as a tool; to recognize key residues responsible for activity and could continue to inspire the development of new therapeutic agents [27].
Bacteriocins are ribosomally synthetised peptides produced by Gram positive, Gram negative bacteria and fungi to kill or inhibit significant pathogenic bacteria [28]. Bacteriocin was discovered for the first time by A. Gratia in 1925 when he was involved in the method of searching for approaches to kill bacteria. The first bacteriocin that inhibited
During the years of discovery, numerous approaches have been taken to classify bacteriocins into a number of groups. This includes the nature of the producing strains, the methods by which these molecules are produced, common resistance mechanisms and the peptides mechanism of actions [34]. The most useful classification established by Claenhamer et al. (1993) subdivides bacteriocin into four classes [35] as follow:
ClassI: small bacteriocin with a molecular weight less than 5 kDa, heat stable and harbor non-standard amino acids such as lanthionine, β methyllanthionine, dehydrobulyrine, dehydroalanine and labyrinthine [36]. Class I is subdivided into:
class Ia (lantibiotics): consists of flexible, elongated, positively charged, and hydrophobic peptides associated with a pore formation in bacterial membranes. Nisin is the most representative bacteriocin of this group.
class Ib (labyrinthopeptins): it regroups globular and inflexible bacteriocins that are negatively charged or with no net charge. These bacteriocins can inhibit catalytic enzymes crucial for the proliferation of susceptible bacteria [37].
class Ic (sanctibiotics) are sulfur-to-α-carbon-containing peptides [38]. Nisin is the most studied class I bacteriocin [39].
ClassII: Class II bacteriocin regroups peptides with a molecular weight less than 10 kDa, heat stable and with no modified amino acids. This class is subdivided into four sub-classes. Class IIa also named pediocin like bacteriocins [40]. It regroups bacteriocin typically comprised of 25–28 AA with a conserved amino acid sequence YGNGV on their
Class III: the large and heat labile bacteriocins. Colicin is one of the well-characterized Class III bacteriocin They have a bacteriolytic (IIIa) or nonlytic mechanism of action (class IIIb) [44].
Class IV: this class regroups complex protein associated with one or more chemical moieties either lipid or carbohydrate [45].
Bacteriocins are primary metabolites with simpler biosynthetic machinery [46]. Bacteriocin coding genes are generally in operon clusters with the minimum genetic machinery, composed of the structural gene and the associated immunity. The clusters harbored in the genome, plasmid or other mobile genetic elements [47]. Bacteriocins are synthesized as inactive precursor peptides composed of an N-terminal leader peptide close to the C-terminal pro-peptide. The leader peptide serves as a recognition site for the biosynthetic enzymes implicated in the maturation process and its transport outside of the producer strain [2]. Bacteriocins are transported and cleaved to generate the mature form through enzymatic processes [48]. Recently, various leaderless bacteriocin has been reported [49, 50] with no common biosynthesis and regulation mechanism [51]. Leaderless bacteriocins do not undergo post translational modification and become active after [51]. Coelho et al. (2016) have reported that a complex mechanism involving a protein with a helix-turn-helix (HTH) AurR, an alternative transcription factor σB, and a phage regulator ϕ11, regulates the production of aureocin A70 [52]. An ABC-type multi-drug resistance transporter protein, LmrB, has been reported to be implicated in secretion and immunity of the LsbB, leaderless bacteriocin [53].
Usually, Gram-negative bacteria are naturally resistant to the bacteriocins, due to their outer membrane, which acts as an effective barrier [54, 55]. Microcin B17 (MccB17) is an antibacterial peptide produced by strains of
The bacteriocin MccJ25 is recognized by the iron siderophore receptor FhuA at the outer membrane and requires TonB and SbmA at the inner membrane to go through the cell. After entering the cell, MccJ25 block the secondary channel of RNA polymerase resulting on the transcription inhibition [57]. MccC7-C51, passes through the inner layer of the
Illustration of mechanism of action of representative bacteriocins that inhibit gram-positive (a) and gram-negative bacteria [
The general cationic nature of bacteriocins plays a key role in their initial interaction with the cell membrane of the target strains. The negative charge of bacterial cell membranes and the positive charge of bacteriocin generate an electrostatic interaction between them, thus facilitating the approach of the molecules to the membranes [60]. Lantibiotic such as nisin have dual killing mechanism that require its interaction with lipid II receptor leading to i) pore forming that induces the dissipation of the membrane potential and the efflux of small metabolites such as ions, amino acids, nucleotides and other cytoplasmic solutes, resulting in the execution of all biosynthetic processes and the cell death. ii) prevention of peptidoglycan, the main component of the bacterial cell wall, synthesis, causing cell death [61]. Whereas, Members of class IIa bacteriocins have been shown to bind to mannose phosphotransferase system (Man-PTS) proteins, the sugar-uptake system of target bacteria, to exhibit their antimicrobial activity [62]. Their anti listerial activity is due to the conserved N-terminal YGNGV motif, while the less conserved C-terminal domain is responsible for their antimicrobial activity against other strains [41]. Circular bacteriocin such as enterocin AS-48, gassericin A, subtilosin A, and carnocyclin do not require a receptor molecule for their activity. Their basic amino acid residues patch on the surface of their compact hydrophobic globular structure was responsible for the electrostatic interaction between the bacteriocin and the surface membrane of the target cell [63]. However, garvicin ML, a new member of circular bacteriocins, exhibits its activity through binding to a maltose ABC-transporter protein as a target receptor of garvicin ML, which facilitates the efflux of intracellular solutes resulting to the cell death [42].
Leaderless bacteriocins have been shown to not involve a receptor molecule to exhibit their antimicrobial activity [51]. Fujita et al. [64] characterized the mode of action of Lacticin Q, leaderless bacteriocins produced by
Illustration of different mechanism of action of three classes’ bacteriocins [
NMR resolution structure of circular bacteriocins such as; enterocin AS-48, carnocyclin A, enterocin NKR 5-3B and acidocin B demonstrates a conserved structural motif consisting of four to five α-helices surrounding a hydrophobic core, with the C-terminus and N-terminus ligation occurring within an helix secondary structure [63, 69, 70, 71, 72] (Figure 3). Various studies suggested that the circularization is not essential for antimicrobial activity but more important for stabilization of the three-dimensional structure of the bacteriocin [73, 74, 75, 76]. Jimenez et al. (2005) demonstrated that a fragment of enterocin AS-48 harboring the cationic putative membrane interacting region exhibited competitive membrane binding with no antibacterial activity. This result suggests that the cationic surface patches are involved in an initial electrostatic interaction between the peptide and the negatively charged phospholipids bilayer of target cell membrane. Furthermore, other physicochemical properties of the bacteriocins may be required for antimicrobial action [42, 51, 77]. Additionally, mutation of aromatic residues in AS-48 reduced activity which shed light on the role of aromatic amino acids on antimicrobial activity.
Crystal structure of AS-48 (PDB 1O82) [
Furthermore, the crystal structure and site directed mutagenesis of plantacyclin B21AG reveals that Phe8, Trp45 and Lys19 are essential for antimicrobial activity and a significant reduction in activity was observed with Alanine substitution mutagenesis supporting the notion of a similar role of these residues [78] (Figure 4). Moreover, many Trp rich AMPs (TrAMPs) has shown interesting antifungal activity such as synthetic peptides PW2 [79], PAF2 [80] and PEP6 [81]. Also, Blondelle et al. have synthesized Combi-1, Combi-2 and Cyclo-Combi, three TrAMPs with high antimicrobial activity against
Crystal structure of B21AG showing amino acids essential for activity [
Various studies have illuminated the picture of structural and functional relationships in nisin. Thus, the specific mutation shed light on the key regions essential for antimicrobial activity. N-terminal was found to be crucial for nisin binding to the lipidII pyrophosphate region [84]. Therefore, the first two residues IL1 and Dhb2 associated with N-ter lanthhionine ring A and methyl lanthionine ringB forms a pocket that encloses the lipidII. This interaction is ensured by the hydrogen binding between the pyrophosphate group of lipidII and the backbone amides [26] (Figure 5). Wiedemann et al. have demonstrated that C-terminal region is crucial for binding to membrane with a negative surface charge. However, aa33 and aa34 did not play any role in vivo activity [85]. Also, the substitution of Val32 by Lys or Glu residue results on the drastic decrease of activity associated with a significant reduction on K+ release. This feature demonstrated that the presence of a charged residue in the central segment of the molecule is not tolerable and affect the pore forming process [85]. The C and N-terminal regions are separated by a few residues that proceed as a flexible pivot around which the C-terminal of nisin can rotate and insert vertically into the phospholipids bilayer [26].
NMR structure (PDB: 1WCO) of nisin bound to a lipid II analog. Nisin is shown as a space-filling model and the lipid II analog is shown as sticks. The N-terminal (methyl)lanthionine rings (space-filling tan) of nisin envelop the pyrophosphate moiety (magenta and cyan sticks) of lipid II [
Subtilosin A a bacteriocin produced by
The crystal structure of subtilosin A (PDB:1PXQ) illustrates a rigid hairpin-like structure. Acidic (D16, D21, E23) and basic (K2) amino acids are localized at different ends of the folded peptide. Residues participating in thioether linkages are shown as gold sticks [
In recent years, the increased number of MDR pathogens has become a serious problem, and developing a new generation of antimicrobial agents is becoming urgent.
Increased interest has been shown in bacteriocin, AMPs produced by bacteria, particularly the one produced by lactic acid bacteria (LAB) [90]. Numerous bacteriocins have been shown to be effective against many pathogenic bacteria [24]; however, Nisin is the only bacteriocin legally approved by the WHO and by FDA for use in the food, medicine and veterinary industry [91]. Many, derivatives of nisin have been developed and used in various applications.
Bacteriocins are diverse with different mechanism of action. A deepest comprehensive of mechanism of action and the identification of key amino acids and receptor crucial for activity helps to understand the detailed mechanism of action. This feature leads to the development of new antibiotics effective against MDR bacteria and to solve the problem of bacterial resistance.
To address this issue, in this chapter, we have compiled available data to shed light on the structural function relationship of various bacteriocins.
Mandatory societal lockdowns and social distancing measures necessitated by a global health pandemic in 2020 rapidly transformed how people worked and learned. Individuals instinctively turned to synchronous online video communication technologies in unprecedented numbers as a substitute for face-to-face interactions. Videoconferencing platforms, such as Zoom and Microsoft Teams, quickly became a considerable part of many people’s everyday activities. While videoconferencing closely simulated face-to-face instruction, many reported using the tools was “exhausting,” prompting journalists in the popular press to label this new phenomenon “Zoom fatigue” [1, 2].
The use of videoconferencing platforms exploded in spring 2020. Zoom, one of the most popular of the videoconferencing platforms, increased thirtyfold as the use of its service from December 2019 to March 2020 jumped from 10 million daily users to 300 million daily users [3, 4]. In higher education, professors rapidly transitioned their previously face-to-face courses to fully online instruction in a matter of days, and the majority used videoconferencing to continue to lecture to their classes [5, 6]. Whereas web videoconferencing platforms had fulfilled niche needs for remote meetings prior to the pandemic, the technology’s use abruptly became normalized as a way for people to work, learn, and socialize during the widespread lockdowns caused by the pandemic, and users began spending extended hours communicating on the videoconferencing tools.
The coronavirus pandemic dramatically changed day-to-day life, as individuals and families lived primarily in isolation while local, state, and national lockdown mandates were enacted, and communication technologies provided a way for individuals to stay connected in a socially distant world. Remote working became routine during the crisis with 42% of people working from home [7]. Distance education also gained widespread acceptance as more than 90% of students of all ages (K-12 and postsecondary) turned to online learning [8]. Experts predict remote working will retain a significant influence in the workplace as estimates predict 25–30% of employees will be working remotely multiple days a week [9]. Online learning is also predicted to remain in high demand as college and universities struggle to find the most efficient and affordable ways to deliver educational content [10]. Meanwhile, students, who are now accustomed to online learning, are planning to include online education in their future educational plans, with 22% of 2021 high school seniors prioritizing colleges with online classes [11]. Remote working and online education seem likely to be relevant and widespread in the future, so the extensive presence of videoconferencing in everyday life will likely continue [4].
Driven by the need for remote working and learning, videoconferencing is now an integral part of everyday life, helping users navigate the challenges of social distancing, remote work, and online learning [12]. When face-to-face communication is not possible, videoconferencing intuitively feels like a logical substitution due to its media richness [13] and similarities to in-person interactions. Videoconferencing simulates face-to-face encounters because users can see and hear others simultaneously, in real-time [1]. Traditionally, videoconferencing was used in business and educational contexts as a supplemental method of interacting with people across geographic distances. The technology was not designed to serve as the dominate form of communication for educational purposes. As videoconferencing became more prevalent, concerns about its implementation developed.
The massive pivot to online instruction and exponential growth of videoconferencing quickly presented new challenges for its users [14]. About 80% of faculty members used videoconferencing tools in their courses during spring 2020 [6]; however, early into the transition to online learning, both faculty and students described Zoom as exhausting [2]. For all videoconferencing’s benefits, the increased use of video calls in people’s daily lives also led to intense feelings of tiredness. The mediated alternative to face-to-face interactions drained users because communicating through videoconferencing takes more effort and energy than in-person communication [1, 15, 16]. A new phenomenon that emerged from the overuse of videoconferencing platforms is commonly known as “Zoom fatigue,” although the same feeling occurs with other such platforms, including Microsoft Teams and Skype [1, 3, 4, 15, 17, 18]. Zoom fatigue posed previously unknown complications for videoconferencing users to understand and address.
While videoconferencing technology has existed for about 50 years, its integration into educational contexts occurred much later. Early distance education research considered televised broadcasts and large videoconference systems that required site-to-site operation, but over time, technology advanced and distance educators used broadcast media less and integrated computer-mediated instruction more. Likewise, researchers concentrated their consideration more on distance learning through computer-based instruction and online education, rather than videoconferencing [19]. More recently, affordable, convenient web videoconferencing platforms renewed instructors’ interest in videoconferencing as a method to increase presence and engagement in their online courses. The global pandemic of 2020 further solidified videoconferencing’s use in online education.
The ability to transmit visual and verbal communication simultaneously over long distances was dreamt about for years before science made it a reality. Soon after the introduction of the telephone in the late nineteenth century, the idea of a videophone was first imagined [20]. The desire of businesses to better collaborate and communicate over long distances primarily fueled the development of the technology throughout the 20th century, but mass adoption of the technology occurred in the 21st century after computers and networks advanced to become more accessible and affordable for consumers. The availability of current user-friendly videoconferencing platforms is primarily due to the convergence of videoconferencing, computer, and networking technologies that developed over time, leading to the affordability of the necessary hardware, software, and bandwidth [21]. According to 20, “Today, the act of placing a video call is as simple as pressing a button. However, the systems we know and use have evolved after about a century of research in the field” [p. 1]. As is the case with many technologies, the initial scientific innovation to bring videoconferencing to a screen took extensive time as did the adoption of its use to a mass audience.
Videoconferencing technology was the culmination of decades of innovative scientific research by the Bell System’s Lab. The first functioning ikonophone was built in 1927 and used a television signal broadcast over a telephone line, but that technology was not scalable, meaning it was not feasible to implement it to a mass audience [20, 22]. Decades later, the public was awed by the introduction of the Bell System’s experimental “picturephone” at the 1963 World’s Fair in Queens, NY [22, 23]. Afterwards, three picturephone booths were placed in Washington, D.C., New York, and Chicago, but the devices could only communicate with each other and for a steep price. In 1970, the Bell System launched the first commercial picturephone service in Pittsburgh. Few businesses nationwide adopted the expensive service, but it paved the way for future videoconferencing technology and use by businesses, education institutions, and consumers [24].
Videoconferencing evolved during the 1970s and 1980s as a result of corporate demand. Business organizations recognized the benefits of videoconferencing to collaborate and communicate over geographic distances, saving travel time and costs while enabling organizational members to conduct efficient meetings in dispersed locations [21, 23]. The significant expenses required to use the technology restricted the extent of videoconferencing’s adoption. Costly equipment and specialized systems reserved the use of the technology to the wealthiest of companies and their upper-level executives and stakeholders [23].
As technology advanced and costs decreased somewhat in the 1990s, videoconferencing gained momentum within organizations who adopted the technology to enable virtual meetings that included visual and verbal communication through computer conferencing. Although substantial cost and effort were still required, with systems costing $70,000–$90,000 [21], more organizations, including higher education institutions began to implement videoconferencing by the late 1990s [23]. During this time, the emergence of the Web also spurred consumer interest in videoconferences, but the average computer system with its dial-up modem and internet service could not yet handle the technical demands. Prohibitive high costs did not allow for widespread adoption of videoconferencing until the availability of broadband internet and competitively priced devices flooded the marketplace [21, 23].
Technological advances spurred the growth of videoconferencing services in the late 1990s and early 2000s, expanding the industry’s focus to include individual consumers. The development of the webcam in 1998 and increased internet transmission speeds led to consumer-based videoconferencing products and services, such as Skype in 2003, a pioneer in desktop computer-based videoconferencing [21]. Consumer demand soon drove technological progress. The impact of widespread videoconferencing can be traced to the introduction of 3G technology and smartphones as they made synchronous and immediate video sharing possible for consumers worldwide [23]. Further, Apple played a major role in the proliferation of videoconferencing with its introduction of FaceTime in 2010. These advancements caused a major shift in focus from business-centered products and services to consumer-centered videoconferencing [21].
Today, continued technological enhancements allow individuals to connect on video calls and videoconferences through a variety of platforms and personal devices, providing a rich communicative experience. The advent of cloud computing makes the organizational infrastructure required to utilize videoconferencing more affordable because large capital expenses are no longer necessary. The current technical focus is on improving the quality, convenience, and ease of videoconferencing for organizations and individuals. Videoconferencing has become an expectation in many settings as more and more people apply videoconferences in business, health, and educational settings [21]. Telemedical visits and virtual job interviews were becoming more prevalent even before the pandemic of 2020.
As video technology advanced, its use in educational settings also expanded. 23 explained, “In a society saturated with the visual image and in which digital video is penetrating the personal mobile market, the future of videoconferencing as a medium of communication in both commerce and schooling would seem to be assured” [p. 296]. In 2020, the use of videoconferences for synchronous online instruction became commonplace, and its extensive use drew concerns from both faculty and students.
While videoconferencing technology had played a role in educational settings for years, college faculty turned to the technology in record numbers to teach because they sought to closely simulate the in-person classroom environment. Furthermore, existing research demonstrated that synchronous communication in online college courses led to increased student engagement and improved student outcomes [25, 26]. However, the technology, selected for its inherent media richness [13], came with disadvantages as well. Videoconference users reported intense feelings of exhaustion, which caused problems for college faculty and students who were seeking to connect throughout the day in an online learning environment [1, 2, 3, 4, 15]. In fact, users faced several challenges in the mediated communication environment of the videoconference classroom.
Much of the distance education research literature that compares synchronous and asynchronous instructional deliveries is based upon early site-to-site videoconferencing technology that required students to attend sessions together at remote locations and connect with instructors through videoconferences [27]. Today’s synchronous online learning sharply contrasts with the synchronous distance education of the past, and the expanded use of web videoconferencing has only recently encouraged researchers to compare asynchronous and synchronous course delivery modes in online learning [26, 28, 29, 30].
Often, videoconferencing appears in the distance learning literature in comparison to face-to-face instruction [28, 30, 31, 32, 33] or in opposition to asynchronous online education [26, 29, 34, 35]. Comparing various instructional delivery modalities, research shows faculty and students prefer synchronous face-to-face instruction, asynchronous online instruction, and then, synchronous online videoconference instruction [30, 36]. In terms of student performance, synchronous online courses achieve the same student learning outcomes as face-to-face courses [28]; however, students rate synchronous online courses lower than face-to-face courses in terms of instructor presence, communication, and interaction [31, 33].
Synchronous videoconferencing is viewed as a method to increase the interaction, communication, collaboration, and presence in online courses, which higher education institutions assume will lead to improved online retention rates [26]. Synchronous media offer viable alternatives for online education that had predominately relied on asynchronous communication, which include discussion boards, email, and use of recorded video [26, 35]. Online synchronous learning includes live-streamed videoconferences, with its defining characteristics being immediate, real-time, and allowing for instant feedback [26, 35]. While both asynchronous and synchronous learning environments can effectively engage students with course material [35], motivation is a determining factor in students’ preferences [26, 29]. While one study found students prefer asynchronous learning to synchronous learning online [29], another study found students preferred synchronous online learning to asynchronous learning and that student performance improved in synchronous online environments [35]. Some studies found students’ sense of connection increases in synchronous online learning compared to asynchronous online environments because there is instant feedback and interaction [28, 37]. However, other research found students did not report increased connection and community from synchronous online instruction [36]. Combining asynchronous and synchronous instruction in online courses may lead to greater engagement and retention [38].
Adding synchronous interactions to online education is a method for instructors to closely proximate face-to-face courses by including a real-time, verbal and non-verbal communication component with students in geographically dispersed locations [25, 28, 32, 39]. While outcomes are similar in online courses delivered through videoconferencing and face-to-face courses, students rate videoconferencing courses lower than in-person courses in presence, interaction, and communication [28, 33, 34, 36]. In comparing synchronous to asynchronous online courses, videoconferencing has been demonstrated to improve immediacy and social presence in some studies [25, 34, 40]. Other studies identified student motivation, interaction, and collaboration are encouraged by the implementation of videoconferences in online courses [34, 41, 42]. Diverging from these studies, other research did not find videoconferencing increased student satisfaction nor decreased transactional distance in online learning [36, 43]. In a case study of videoconferencing use in college courses, students reported they felt hidden in their videoconference class sessions because instructors either ask them to turn off their video and audio feeds to preserve bandwidth and limit distractions, or there are so many students in a course that the instructor cannot see everyone on screen at one time [36]. Students also felt deterred from participating in synchronous class sessions because the structure of the videoconference made them feel as if they asked questions, they would interrupt the instructor or talk over other students [36].
While videoconferencing can be transformative for online education, instructors must tailor their teaching to use the tool effectively [44]. Re-envisioning pedagogy requires significant time commitment on the part of faculty as well as institutional support through training [36, 39, 44, 45, 46]. Videoconferencing is merely a delivery tool for instruction, and its successful implementation requires instructors to be innovative and creative in their course design [36, 41, 44]. Scholars have suggested a variety of pedagogical structures to increase student satisfaction in online courses through videoconferences, including the use of break-out groups, virtual poster sessions, show-and-tell, whole group discussions, polling features, chat, virtual hand raising, and small group meetings [36, 37, 45]. Conversely, long lectures do not transition well to videoconferences [36, 37, 38, 39]. While instructors instinctively apply the same teaching methods in the new media rich, videoconference environment, this practice is not pedagogically sound [39, 44, 46]. Other researchers recommend instructors increase their presence during videoconference instruction through specific immediacy behaviors, including the use of more gestures, vocal variety, eye contact, smiles, informal speech, humor, self-disclosure, present tense verbs, and inclusive pronouns [33, 47]. Through careful, planned course design and implementation, instructors can use videoconferences to better engage students in their online courses, yet it is imperative colleges and universities must support these efforts through relevant training and infrastructure.
In 2020, remote workers and learners experienced a significant, abrupt paradigmatic escalation in the use of videoconferences, driven by the COVID-19 global pandemic. Forced into home lockdowns by local, state, and national policies, people suddenly flocked to videoconferencing platforms as a substitute for face-to-face experiences. Videoconferences became a routine part of many people’s day. The massive pivot to online instruction and exponential growth of videoconferencing quickly presented new challenges for its users, namely an intense feeling of exhaustion after videoconferences that the popular press dubbed Zoom fatigue [1, 3, 4, 15, 17, 18]. It is essential videoconferencing platform companies and those organization who use them better understand Zoom fatigue.
Fatigue is approached differently by various disciplines, such as psychology, medicine, occupational health, and information technology [15, 48]. The problem with much of the fatigue research is that the concept is often studied without defining it [48]. “In practice, there are no medical criteria for fatigue,” criticized ([48], p. 196). Further complicating the study of fatigue is whether fatigue is a chronic condition or a temporary state [48]. Health professionals also differentiate between subjective physical fatigue, subjective mental fatigue, physical fatigability, and mental fatigability, with fatigability referring to difficulty in maintaining preferred levels of activity [48]. Overall, most literature considering fatigue considers issues related to mental and physical effects. Physical fatigue includes such concerns as muscle and eye strains, while mental fatigue includes psychological impacts, such as tiredness, stress, and burnout [49, 50].
Existing research on fatigue and new technologies has found both physical and psychological effects. For instance, the type of VR display technology does not affect visual fatigue, but time was significantly associated with visual fatigue [51]. Fatigue is also a component of technostrain in describing technostress, maintaining that fatigue is a common negative psychological experience from using communication technologies [52].
Zoom fatigue is also related to recent research about the use of online social networking tools and their association with feelings of fatigue [15, 49, 50]. Social media fatigue is defined as a form of fatigue that is marked by “the mental exhaustion after experiencing various technological, informative and communicative overloads” ([49], p. 141) through participation and interaction on various social media platforms. Other research has determined social media fatigue can lead to both physical and psychological effects [15]. Social media fatigue can be described as “a subjective, self-evaluated feeling of tiredness and an outcome of stress” ([15], p. 52). Social media fatigue leads some users to refrain from social media use either temporarily or permanently because they feel overwhelmed by information overload [53]. While social media fatigue is weariness related to the voluntary use of social media for entertainment and leisure purposes, Zoom fatigue is different because it is the result of the required use of videoconferencing for work and educational purposes. Whereas users may unplug and refrain from the information overload associated with social media fatigue by refraining from social media for a time period, that solution is not viable for videoconference users who are mandated to participate in the platforms for school or work.
Attempts to explain Zoom fatigue have primarily been reported in the popular press and discuss the communication problems with videoconferencing from a psychological perspective that emphasizes the increased cognitive load associated with videoconferences. Fatigue may be explained from a neuropsychological perspective, claiming the fatigue is related to reward assessment and how the brain responds to costs and rewards [15]. Other scholars asserted the fatigue is attributable to the increased mental and emotional effort it takes to participate in online meetings due to several factors [1, 16, 18]. It takes more effort to process nonverbal communication cues on video than it does in person because even small delays in transmission create dissonance for viewers to interpret [1, 54, 55]. An emphasis on facial cues [1, 18, 56] and the ability to see oneself, at a hyper-awareness level, further increase the stress-level and cognitive fatigue [1, 3, 17, 18, 56]. It’s easier to lose focus in video meetings due to the constant barrage of visual cues and distractions [17]. One proposed a theoretical argument for Zoom fatigue that attributes the phenomenon to prolonged eye gaze, cognitive load, mirror feedback, and reduced mobility [1]. Zoom fatigue appears to be a multi-dimensional phenomenon that requires a communication perspective to understand.
While psychologists explain Zoom fatigue through a consideration of cognitive load, many of the problems are founded within the distinct differences in how the communication process operates through videoconferences compared to in-person communication. Videoconferencing is viewed as a substitute for face-to-face interactions, but the two media are not the same. Although videoconferences offer both verbal and nonverbal information in real-time, those cues are mediated, and the time is not, in fact, real; there are slight delays in transmission [57]. Even short delays of 1.2 seconds produce negative perceptions of individuals on videoconferences, causing viewers to perceive them as less friendly or focused [55]. These seemingly minor differences from videoconference environments and in-person environments create some intense interpersonal challenges for videoconference users to overcome [57, 58]. Little nonverbal and real-time feedback prevents seamless communication [57]. Videoconference presents itself as an alternative to face-to-face communication, but the interpersonal communication behaviors exhibited through videoconferences are unnatural and disconcerting for many users [1, 36]. The technology that allows for synchronous verbal and nonverbal communication also impedes that communication through its channel transmission.
The mediated communication through videoconferences is different than face-to-face interactions. Cognitively, it is easier to process in-person verbal and nonverbal cues because they aren’t being filtered through low-quality cameras or intermittent internet connections. 3 explained, “We can’t see people well enough to discern such information as easily as we could if they were sitting across a table from us, but we can’t help but try. Communicating is both more difficult and less successful” [p. 23]. The whole conversational framework is lost through the virtual channel. Psychologist Jocelyn Brewer maintained:
With video, we are monitoring for non-verbal cues and information with much less stimulus. We get tiny 2D thumbnails of faces, often at weird angles with people looking in different directions and not at the person speaking. So, the brain goes into “scanning mode,” trying to fill in the gaps to get enough information to make sense of what’s happening and receive the communication, ideas, or actions ([59], p. 50).
Many interpersonal communication behaviors are negatively affected through the mediated videoconferences. Listening is different on videoconferences than in face-to-face conversations because there is a need for constant gaze to demonstrate you are listening on video calls, which differs from listening in person, and the intense eye contact feels unnatural [1, 17]. The mediated technology makes it more difficult for communication partners to analyze pauses and facial expressions, disrupting the natural rhythm of conversational patterns [36, 54, 56, 57, 58, 59, 60]. Common conversational patterns, such as overlapping, are not practical on videoconferences [36, 60]. Silence presents another issue on videoconferences because silence creates anxiety about whether the technology is working [36, 54]. Videoconferences limit normal conversation patterns, resulting in more formality in interactions [16, 36, 60]. Interpersonal communication feels less natural when it is mediated through a videoconference [36].
The arrangement and features of the online videoconference display also produce challenges for users. Videoconferencing creates a simulated, mediated stage in which users perform for the others on the call, typically appearing as a square box that emphasizes the head and upper torso, increasing the salience of facial features compared to face-to-face interactions [16]. Users view a gallery of faces, including themselves, contributing to the mental and emotional exhaustion [1, 36, 59]. “It’s this pressure to really be on and be responsive,” according to Vaile Wright, the director of clinical research and quality for the American Psychological Association ([61], para. 6). This pressure results from the extreme closeness of people’s faces presented on the screen. This up-close view is meant to permit users to better distinguish facial expressions and other nonverbal cues, but the unintended consequence is a scrutiny on faces, which is almost unnerving after a prolonged time. It is also difficult to maintain eye contact with a matrix of faces [1, 59].
Others discuss the stress from staring at oneself on the camera [1, 20, 36, 54, 57]. Marissa Shuffler, an associate professor at Clemson University who studies workplace wellbeing, stated, “When you’re on a video conference, you know everybody’s looking at you; you are on stage, so there comes the social pressure and feeling like you need to perform” ([54], para. 6). The online display screen generates a hyper-awareness of the self.
Several issues may result from the intense focus on the self during videoconferences. The self-presentation feedback is a continuous loop, and this feedback increases self-consciousness, self-awareness, and may affect self-esteem [20]. The effect seems to be greatest at the start and end of video calls. Research demonstrated that participants look at themselves often during the beginning and end of videoconference sessions, but they gaze at themselves less when they are working on a task [22]. However, videoconference users reported they are concerned about their appearance, and this can lead to uncomfortable feelings and distractions, contributing to the sense of videoconferencing fatigue [20, 22, 36].
Many users participate in videoconferences at home, which causes a range of distractions [17, 36, 56, 59]. Potential environmental distractions and disruptions add to the emotional fatigue level. Students typically prefer to keep their professional (academic) spaces separate from their personal (social) spaces [62], but videoconferences often blend the two spaces. This blurring of the personal and professional realms contributes to students’ dissatisfaction with synchronous videoconference instruction [36]. Distracted by their environments, students in videoconference classes also reported they often turn off their video and microphone feeds during lectures to multi-task [36, 37]. Finally, a range of technical issues occur during videoconference meetings as users struggle with connection speeds, the mute button, camera angles, and lighting [36, 59]. A variety of environmental factors potentially contribute to feelings of Zoom fatigue.
To explore the effect of videoconferencing on faculty and students in higher education, a qualitative case study approach was employed that included document analysis, surveys, and in-depth interviews. This type of research is well suited to exploratory, interpretive studies that require close collaboration between the researcher and participants [36].
The site of the case study was a small liberal arts university that is typical of other small, independent institutions. Document review involved the analysis of 1,358 narrative comments from students written as part of course evaluations, 103 completed online surveys from students and faculty, and 572 minutes of recorded faculty and student interviews. Data analysis included word frequency, sentiment, thematic analysis, and descriptive statistical analysis [36].
The findings from the case study present a complex, interesting story of how faculty and students experience videoconferencing in online courses. Document analysis revealed students primarily evaluated videoconferencing positively, often equating faculty’s use of videoconferencing with “caring” and “availability.” According to faculty surveys, faculty members used videoconferencing an average of 16.8 hours per week. Their reactions about the communication technology were mixed. They thought videoconferencing was a way of connecting to students in real time; however, students did not interact much on the videoconference sessions, and many faculty and students experienced internet disruptions. All of the respondents admitted to feeling Zoom fatigue, and they described it as both mental and physical fatigue. A majority, 88%, of student survey respondents had participated in synchronous videoconferencing class sessions, and the majority of them had also experienced Zoom fatigue. The faculty and student interviews provided a deeper understanding of videoconferencing in college classes [36].
In interviews, faculty and students reported the media rich videoconferences were deficient in a number of ways, negatively affecting the communication technology’s ability to facilitate natural conversation and interaction. Faculty and student experiences with videoconferences in courses greatly diverged, although both expressed frustration and dissatisfaction. Faculty members felt disappointed because many students did not interact on the videoconferences, with most students opting to keep their cameras off during the sessions. This produced an environment in which faculty were often teaching to a wall of black boxes and unable to coax students to engage with the material or them. Meanwhile, in an apparent contradiction, students reported feeling hidden and muted on videoconferences because the organizational structure of the mediated environment deterred their active participation. They cited instructor policies that required microphones be muted to prevent random external noises as creating an unintended outcome that discouraged direct feedback. Students felt uncomfortable with the process of muting and un-muting the microphone feature to ask or answer questions because they feared interrupting or overlapping. In short, videoconferencing complicates many of the dimensions of the communication process, including feedback and nonverbal communication. Stifled communication and disjointed videoconferences left faculty and students desiring more natural interaction. As one student explained, videoconference class sessions are “not genuine.” The result was faculty members realized they were not reaching students, and students felt they were not learning [36].
Since synchronous online interactions through videoconferencing is likely to remain a prevalent form of communication in higher education and other settings, it is imperative that more is known about the causes of Zoom fatigue. Through further analysis and interpretation of the case study data, a model of Zoom fatigue emerged [36]. Participants recognized multiple factors caused their feelings of tiredness. Further analysis and interpretation of survey and interview data led to a proposed theoretical model of Zoom fatigue that includes four key dimensions: situational factors, individual trait factors, environmental factors, and communication factors (see Figure 1).
Model of zoom fatigue (reprinted from [
These factors are outlined inTable 1. Situational factors are defined as aspects related to the specific conditions of a videoconference, such as the number of videoconferences scheduled a day, the size of the videoconference, the relationship among participants, the type of content shared in the videoconference, the level of participation (host or participant), and the amount of interaction during the videoconference. Individual trait factors include a participant’s characteristics, which consist of personality type, anxiety level, motivation, self-awareness, and self-esteem. Environmental factors encompass those external elements, including background distractions, physical location, furniture, type of device, camera and microphone settings, and internet connectivity. Finally, communication factors emphasize the interaction components of verbal and nonverbal communication, which include conversation flow, lack of nonverbal cues, awkward silences, interruptions, overlapping, and feedback. The combination of these factors functions to impact the level of Zoom fatigue videoconferencing participants feel, according to survey and interview data [36].
Situational | Individual Trait | Environmental | Communication |
---|---|---|---|
number | personality | background | gestures |
size | anxiety level | physical location | facial expression |
relationship | self-awareness | furniture | eye contact |
content type | self-esteem | device accessibility | pauses |
role | camera setting | interruptions | |
interaction | microphone setting | overlapping | |
internet connectivity feedback |
Factors of zoom fatigue (reprinted from [36]).
Zoom fatigue is a multifaceted problem. To prevent Zoom fatigue, videoconference participants should consider controllable factors in the model and plan accordingly for the aspects they cannot control. Situational and environmental factors are elements participants can actively affect. Scheduling can be controlled, so participants should not schedule serial Zoom sessions as back-to-back, continuous videoconferences significantly add to Zoom fatigue. Therefore, space videoconferences apart, avoid too many in one day, and be sure to practice self-care by taking breaks in between sessions. To the degree possible, videoconference participants should control their background and environment; if participating at home, attempt to create a professional space within the private space, if possible. Even more important is the type of furniture participants use for videoconferences, as posture is important during the session, and it also contributes to the physical fatigue after a session. Another factor that participants can control is their level of engagement. Interacting on the videoconference through direct feedback, chatting, or the use of reactions will keep participants focused and motivated to listen, whereas passive listening behaviors cause more fatigue. While videoconference participants cannot control every dimension of the session, controlling certain factors will help alleviate some Zoom fatigue.
While videoconferencing technology had existed for years, the events of 2020 accelerated their implementation and usage in exponential ways. Faculty members selected the communication technology to deliver content due to its inherent media richness, perceiving the medium to closely approximate the face-to-face classroom experience. The prevalent use of videoconferencing in higher education resulted in unintended challenges for faculty and students. Videoconferencing can be used as a valuable method for instruction if it is applied in appropriate contexts with proper training and preparation. The indiscriminate utilization of videoconferencing in college courses as an absolute substitution for in-person interactions is ill advised as there are several critical differences between videoconferences and face-to-face communication.
The use of videoconferencing in college classrooms should be implemented intentionally after extensive training and familiarity with the application and with much planning and preparation on the part of faculty members. Videoconferencing is a complex construct for the higher education online classroom, and its utilization should be carefully designed as part of an online course’s overall pedagogy. In short, videoconferencing is appropriate in some, but not all, classroom contexts. As past scholars have illuminated, pedagogy, not content delivery, should guide learning [19, 60, 63]. Videoconferencing is a communication tool for content delivery, and its successful use in the online classroom should be situated in an understanding of the larger scope of online education. The implementation of videoconferences into online course instruction should be planned and purposeful. For this reason, faculty members should not plan sessions for a set time just because that is the course time. If a live, synchronous session is planned on videoconference, that session should have a purpose and function. Students criticize class sessions that waste their time, or they deem “pointless” [36]. For instance, videoconferences should not be used to provide long lectures that feature primarily one-way communication from instructor to students. This type of instruction is not effective as a videoconference. When there is a large amount of content that instructors need to deliver to students remotely, chunking the information into short, recorded videos is both preferred by students and more effective for achieving learning outcomes [36].
Further, instructors should realize large classes do not transition well into videoconference sessions because instructors are not able to see all of the students’ screens at one time, essentially creating a virtual barrier between students and faculty that discourages student interaction [36]. If videoconferences are used for large class sizes, the classes should be broken into smaller groups as small groups communicate more effectively on videoconferences [36]. Setting up smaller group videoconference sessions to cover content is advised so that all students feel seen and heard. Smaller groups tend to encourage students to participate in videoconferences with their cameras on, adding to the potential for engagement, and faculty may encourage the use of videoconferences for small groups either through the breakout group functions during class videoconference sessions or through group project assignments they complete on their own time [36]. Students are disappointed when they cannot easily communicate with peers through class videoconference sessions, so intentionally designing those opportunities will increase student–student interaction, which improves learning outcomes.
Students also prefer when professors do not mandate synchronous videoconference class sessions. Students prefer autonomy in their learning [36]. Therefore, scheduling optional sessions, recording them, and encouraging attendance through incentives are effective strategies to appeal to students.
In addition, to encourage interaction, faculty members should provide guidelines that address how students should ask questions during videoconferences [36]. These guidelines should refer to how and when they can participate with their microphone unmuted as well as the use of the chat box and reactions, such as hand-waving emojis. Faculty members need to ensure students understand and are comfortable with these policies prior to holding online videoconference discussions. Along those lines, faculty members should consider the use and functionality of the chat box and provide students directions for its use. Identifying a class member or teaching assistant to monitor the chat box will improve its successful implementation. Including the use of polling and reactions during videoconference class sessions also improves student focus and engagement, according to faculty respondents.
Another method of facilitating concentration on the part of students and faculty members is to keep content simple [36]. Faculty members should not plan to include too many screen switches during a class session; less is more. Faculty members who switch between PowerPoint slides, videos, demonstration screens, and others continuously throughout a class session get overwhelmed and lose focus while students also struggle to keep up with too many messages in a single session. Faculty members should narrow the content to manageable bits of information and ensure that any screen changes are smooth and necessary to avoid information overload [36].
There are suggestions for higher education administrators as well [36]. To begin, videoconferencing should be seen as a supplemental tool for online course delivery and not a substitute for in-person instruction. Secondly, administrators should realize not all types of courses can effectively use videoconferences. For instance, while some scientific laboratory sessions can be taught using online simulations, not all can. Administrators should work with their faculty members to ensure a sound pedagogy is in place in which videoconferencing is part of the online delivery methods. To assist that process, training is desired and required [36]. Additionally, if a course plans to use synchronous online videoconferences, the course size needs to be kept manageable. All participants should be able to be viewed on one screen on the videoconference. Administrators have relied on videoconferencing for many meetings and workshops, and to alleviate fatigue, they should schedule these sessions similarly to in-person meetings, being careful to schedule breaks and being cognizant of length of the videoconference and time of day. Do not assume participants will turn off their camera and microphone to accommodate needed breaks because many will not. Finally, administrators need to respect faculty members’ boundaries and privacy. Teaching remotely does not mean that faculty members are suddenly on the clock 24 hours a day. The ability to Zoom does not guarantee that a faculty member is available any time of the day. Respect free time and family time. Administrators need to understand the difficulties and challenges of blurred work and private spaces by demonstrating respect and communicating they appreciate their time and sacrifices.
Business demands drove the initial development of videoconference technology, so corporate organizations could save time and money by virtually meeting over geographic distances to collaborate and achieve organizational outcomes. Globalization efforts in the late 1990s and 2000s intensified the desire and need for such remote technological solutions. Educational institutions realized the potential benefits of videoconferencing once the capital costs associated with such systems became feasible for them to incur [23]. When affordable web conferencing was introduced, higher education embraced videoconferencing as a method to increase online retention by improving interaction and engagement in online education [25]. In business and higher education contexts, videoconferences were limited in use to supplement organizational activities and bring together small groups of remote audiences for brief goal-centered encounters. Early videoconference research determined videoconferencing was adequate to complete tasks with low interpersonal involvement, including information transmission, problem solving, and generating ideas, but cautioned it was not effective for tasks requiring high interpersonal involvement [64].
However, since videoconferencing is commonly viewed as a close alternative to in-person meetings, when remote working and learning became prevalent in 2020 in response to a global health pandemic, its use increased exponentially within a variety of contexts. Videoconferencing has been widely accepted in higher education when face-to-face instruction is not possible. Pedagogically, college faculty embraced videoconferencing in spring 2020 because it intuitively felt like the best alternative to face-to-face instruction [2]. The sudden shift to videoconferencing allowed people to connect with verbal and non-verbal cues present; however, those cues are presented differently through the mediated channel. Challenges to the predominate use of videoconferencing include a sense of exhaustion, known as Zoom fatigue.
The future of higher education continues to be shaped by technology and online learning. It is essential stakeholders realize how to best reach students through online education as its prominence in higher education is well established. Faculty members included videoconferences as part of their response to an abrupt transition to teaching online because videoconferencing was perceived as a rich medium to communicate with students, closely mirroring face-to-face classroom interactions. In practice, faculty and students find the videoconferences differ significantly from face-to-face interactions because natural conversation patterns are primarily lost [36]. While videoconferences can effectively be implemented within college courses, the effort requires significant training, time, and design by faculty to ensure students are engaged with the material and do not view the sessions as “pointless” [36].
Further, Zoom fatigue, a recently identified phenomenon, is associated with the prevalent use of videoconferencing. This chapter presents a working model of Zoom fatigue to explain the multi-dimensional factors that lead to videoconferencing fatigue. As videoconferencing will likely remain a dominant method of communication in the foreseeable future, it is essential its impact on education, relationships, work, worship, and leisure continue to be examined. The proposed model of Zoom fatigue offers a foundation for understanding how the phenomenon affects videoconferencing participants. Although the mediated, virtual communication environment offers opportunities and challenges for its participants to negotiate, the question remains, “Who’s Zoomin’ who?”
This work is based upon dissertation research completed at Liberty University and funded, in part, by a fellowship from the Appalachian College Association. The author acknowledges the mentorship and assistance of members of Liberty’s School of Communication and the Arts, including her committee chair, Dr. Carol Hepburn, committee member, Dr. Carey Martin, and program director, Dr. Robert Mott. Thank you also to Amanda Mae Arts and Haley Fannin for proofing a previous version of this work.
The author declares no conflict of interest.
This chapter is based upon the author’s previous unpublished dissertation: Massner, C. Zooming in on Zoom fatigue: A case study of videoconferencing and Zoom fatigue in higher education [dissertation]. Lynchburg, VA: Liberty University. 2021.
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His studies in robotics lead him not only to a PhD degree but also inspired him to co-found and build the International Journal of Advanced Robotic Systems - world's first Open Access journal in the field of robotics.",institutionString:null,institution:{name:"TU Wien",country:{name:"Austria"}}},{id:"441",title:"Ph.D.",name:"Jaekyu",middleName:null,surname:"Park",slug:"jaekyu-park",fullName:"Jaekyu Park",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/441/images/1881_n.jpg",biography:null,institutionString:null,institution:{name:"LG Corporation (South Korea)",country:{name:"Korea, South"}}},{id:"465",title:"Dr.",name:"Christian",middleName:null,surname:"Martens",slug:"christian-martens",fullName:"Christian Martens",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Rheinmetall (Germany)",country:{name:"Germany"}}},{id:"479",title:"Dr.",name:"Valentina",middleName:null,surname:"Colla",slug:"valentina-colla",fullName:"Valentina Colla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/479/images/358_n.jpg",biography:null,institutionString:null,institution:{name:"Sant'Anna School of Advanced Studies",country:{name:"Italy"}}},{id:"494",title:"PhD",name:"Loris",middleName:null,surname:"Nanni",slug:"loris-nanni",fullName:"Loris Nanni",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/494/images/system/494.jpg",biography:"Loris Nanni received his Master Degree cum laude on June-2002 from the University of Bologna, and the April 26th 2006 he received his Ph.D. in Computer Engineering at DEIS, University of Bologna. On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. 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Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. From 1985 to 1986, he was a Research Fellow in the Research Institute for Electronic Equipment, ZZU AD, Plovdiv, Bulgaria. In 1986, he joined the Department of Control Systems, Technical University of Sofia at the Plovdiv campus, where he is presently a Full Professor. He has held long-term visiting Professor/Scholar positions at various institutions in South Korea, Turkey, Mexico, Greece, Belgium, UK, and Germany. And he has coauthored one book and authored or coauthored more than 80 research papers in conference proceedings and journals. His current research interests are in the fields of intelligent control and robotics.",institutionString:null,institution:{name:"Technical University of Sofia",country:{name:"Bulgaria"}}},{id:"585",title:"Prof.",name:"Munir",middleName:null,surname:"Merdan",slug:"munir-merdan",fullName:"Munir Merdan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/585/images/system/585.jpg",biography:"Munir Merdan received the M.Sc. degree in mechanical engineering from the Technical University of Sarajevo, Bosnia and Herzegovina, in 2001, and the Ph.D. degree in electrical engineering from the Vienna University of Technology, Vienna, Austria, in 2009.Since 2005, he has been at the Automation and Control Institute, Vienna University of Technology, where he is currently a Senior Researcher. 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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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Das and Mallanagouda Shivanagouda Biradar",coverURL:"https://cdn.intechopen.com/books/images_new/7009.jpg",editedByType:"Edited by",editors:[{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"5906",title:"Pathophysiology",subtitle:"Altered Physiological States",isOpenForSubmission:!1,hash:"b277409ee570d9c47798ff5b42638603",slug:"pathophysiology-altered-physiological-states",bookSignature:"David C. Gaze",coverURL:"https://cdn.intechopen.com/books/images_new/5906.jpg",editedByType:"Edited by",editors:[{id:"71983",title:"Dr.",name:"David C.",middleName:null,surname:"Gaze",slug:"david-c.-gaze",fullName:"David C. Gaze"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}],booksByTopicTotal:2,seriesByTopicCollection:[],seriesByTopicTotal:0,mostCitedChapters:[{id:"63036",doi:"10.5772/intechopen.80226",title:"Glycolysis Fermentative By-Products and Secondary Metabolites Involved in Plant Adaptation under Hypoxia during Pre- and Postharvest",slug:"glycolysis-fermentative-by-products-and-secondary-metabolites-involved-in-plant-adaptation-under-hyp",totalDownloads:956,totalCrossrefCites:3,totalDimensionsCites:5,abstract:"Floods inducing hypoxia (reduction of available O2) in the plants are current major constrains for agricultural production. Oxygen deficiency in the plant cells induces the secondary response of anatomical and physiological modifications. Hypoxia triggers glycolysis fermentative pathway and other alternative pathways, when the plant lacks energy. During cultivation, some submerged plants can adapt themselves to survive by modifying some parenchyma cells in the roots to be aerenchyma cells to detain available oxygen for oxidative phosphorylation. Furthermore, carbon sources in the cells will be accumulated in N store that recovers back to a C source at the end of hypoxia. In postharvest, long period in modified atmosphere storage could activate hypoxia in the plant parts that produce off-flavor perception. However, in some fruits at a particular maturity, ethanol, a hypoxic product, can be modified into ethyl ester compounds as the detoxification.",book:{id:"7009",slug:"hypoxia-and-anoxia",title:"Hypoxia and Anoxia",fullTitle:"Hypoxia and Anoxia"},signatures:"Chalermchai Wongs-Aree and Sompoch Noichinda",authors:[{id:"252240",title:"Dr.",name:"Sompoch",middleName:null,surname:"Noichinda",slug:"sompoch-noichinda",fullName:"Sompoch Noichinda"},{id:"253569",title:"Dr.",name:"Chalermchai",middleName:null,surname:"Wongs-Aree",slug:"chalermchai-wongs-aree",fullName:"Chalermchai Wongs-Aree"}]},{id:"57416",doi:"10.5772/intechopen.70599",title:"Alteration in Nasal Cycle Rhythm as an Index of the Diseased Condition",slug:"alteration-in-nasal-cycle-rhythm-as-an-index-of-the-diseased-condition",totalDownloads:1397,totalCrossrefCites:5,totalDimensionsCites:5,abstract:"Breathing is the vital function based on the conductance of air through a system of branching tubes that taper off and eventually connect to the alveoli. Nose act as an interface between atmospheric air and lower respiratory system, constitute the moist respiratory epithelium, which performs various vital physiological functions like filtering the inspired air, warming, and humidifying. Several anatomical and physiological factors are responsible for the passage of airflow in two nostrils, which are asymmetric in nature. The inequality airflow passage in both the nostrils exists for a specific duration. This phenomenon of altering asymmetrical airflow from one nasal passage to the other is called ‘nasal cycle’. For every regular interval of time period, the swap of predominant nasal airflow between two nostrils determines the nasal patency. This cycle is controlled by the central regulator located at hypothalamus by coordinating the autonomic nervous system that comprises sympathetic and parasympathetic nerves that clog the nasal mucosa. The nostril decongest when the sympathetic nerves in one nostril become active. In this biorhythm, if the sympathetic nerves of one nostril drop, immediately the parasympathetic nerves take over, so that the other nostril congests. It is unclear why these cycles exist but the total nasal airway resistance is almost unchanged. There are a range of activities and reflexes, which can affect the nasal airway. This biorhythm is categorized under ultradian cycle since the mean duration of nasal cycle is about two and a half hours. In this study, it observed changes in nasal airflow duration, pattern, and rhythm that correspond to various disease states in human.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Elangovan Muthu Kumaran",authors:[{id:"205096",title:"Dr.",name:"E.",middleName:null,surname:"Muthu Kumaran",slug:"e.-muthu-kumaran",fullName:"E. Muthu Kumaran"}]},{id:"63092",doi:"10.5772/intechopen.80456",title:"Hypoxia Signaling in Cardiovascular Diseases",slug:"hypoxia-signaling-in-cardiovascular-diseases",totalDownloads:1265,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"Cardiovascular diseases such as stroke, coronary artery disease, and thrombosis remain a global health burden. Understanding the mechanism of these diseases paves the way for development of prophylactics/therapeutics. It is well known at cellular levels; the pathophysiology of most of the cardiovascular disease involves a complicated yet coordinated signaling networks triggered in response to either cellular or tissue levels of hypoxic milieu. Information related to types of hypoxia and signaling mechanism associated to such complications if complied and presented in a comprehensive manner shall prove relevant in proposing common therapeutic targets for wide array of cardiovascular complications. The relative functional roles of hypoxia-triggered signaling pathways are also an area of current research. Based upon these facts, this chapter discusses the types of hypoxia and role of hypoxia-mediated signaling pathways in various types of commonly occurring cardiovascular disorders.",book:{id:"7009",slug:"hypoxia-and-anoxia",title:"Hypoxia and Anoxia",fullTitle:"Hypoxia and Anoxia"},signatures:"Neha Gupta and Mohammad Zahid Ashraf",authors:[{id:"237259",title:"Prof.",name:"Mohammad Zahid",middleName:"Zahid",surname:"Ashraf",slug:"mohammad-zahid-ashraf",fullName:"Mohammad Zahid Ashraf"},{id:"246598",title:"Dr.",name:"Neha",middleName:null,surname:"Gupta",slug:"neha-gupta",fullName:"Neha Gupta"}]},{id:"55194",doi:"10.5772/intechopen.68725",title:"Transthyretin in the Evaluation of Health and Disease in Human and Veterinary Medicine",slug:"transthyretin-in-the-evaluation-of-health-and-disease-in-human-and-veterinary-medicine",totalDownloads:1101,totalCrossrefCites:1,totalDimensionsCites:4,abstract:"Transthyretin (also known as prealbumin) is an important transport protein, which plays an essential role in the binding of thyroid hormones and retinol with varying affinities in mammalian, as well as avian species. The determination of transthyretin concentrations may be used as a diagnostic tool for some disease conditions in humans, but is more often used as a nutritional marker to assess protein-calorie malnutrition and as prognostic indicator in critically ill patients. Transthyretin has shorter half-life (2–3 days) than that of albumin and belongs to negative acute phase proteins. This may complicate the use of transthyretin as a nutritional marker and the interpretation of results in the diagnosis of diseases. Although some studies have been carried out to determine the usefulness of transthyretin in selected disease conditions and disorders also in animals, it is a relatively rarely used parameter to evaluate health state and illness in veterinary medicine. The usefulness of transthyretin in the diagnosis of diseases and evaluation of nutritional status in humans and animals are reviewed in this article, including the laboratory assays available to measure its concentrations and the possible clinical application of the results, as well as its usefulness as a prognostic indicator in some disease conditions.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Csilla Tóthová and Oskar Nagy",authors:[{id:"47101",title:"Prof.",name:"Oskar",middleName:null,surname:"Nagy",slug:"oskar-nagy",fullName:"Oskar Nagy"},{id:"62758",title:"Dr.",name:"Csilla",middleName:null,surname:"Tothova",slug:"csilla-tothova",fullName:"Csilla Tothova"}]},{id:"60898",doi:"10.5772/intechopen.76446",title:"Body Dysmorphic Disorder: Characteristics, Psychopathology, Clinical Associations, and Influencing Factors",slug:"body-dysmorphic-disorder-characteristics-psychopathology-clinical-associations-and-influencing-facto",totalDownloads:1438,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"Body dysmorphic disorder (BDD) is defined by a recurring and persistent concern characterized by psychic suffering caused by a possible physical imperfection in appearance. It is a severe psychiatric condition, duly confirmed by neuroanatomical findings, very peculiar repetitive behaviors, and specific personalities. The prevalence of BDD is increasing around the world and differs between countries, because of cultural differences and different health-care systems. This increase is worrying because BDD is a pathology that presents comorbidity like severe depression, suicidal ideation, and functional and social impairment. However, BDD is an unrecognized and often not diagnosed in our society. Many patients are ashamed of their complaints and do not usually seek psychiatric help with ease, and unfortunately, they seek help in cosmetic and surgical treatments to improve their appearance, and these professionals are not yet prepared to assist in the diagnosis of this disorder. Therefore, this chapter presents not only the psychopathology of BDD but also its associations with other pathologies and their main factors of influence. Finally, we present a clinical experience with a detailed description of a clinical case. The aim is to contribute to the diagnosis and treatment of this pathology and also to future research that may benefit society and these patients.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Patricia Tatiana Soler, Cristina Michiko Harada Ferreira, Jefferson da\nSilva Novaes and Helder Miguel Fernandes",authors:[{id:"110403",title:"Prof.",name:"Helder",middleName:"Miguel",surname:"Fernandes",slug:"helder-fernandes",fullName:"Helder Fernandes"},{id:"215707",title:"MSc.",name:"Patricia Tatiana",middleName:null,surname:"Soler",slug:"patricia-tatiana-soler",fullName:"Patricia Tatiana Soler"},{id:"215708",title:"Prof.",name:"Jefferson Da Silva",middleName:null,surname:"Novaes",slug:"jefferson-da-silva-novaes",fullName:"Jefferson Da Silva Novaes"},{id:"215709",title:"Dr.",name:"Cristina Michiko Harada",middleName:null,surname:"Ferreira",slug:"cristina-michiko-harada-ferreira",fullName:"Cristina Michiko Harada Ferreira"}]}],mostDownloadedChaptersLast30Days:[{id:"60898",title:"Body Dysmorphic Disorder: Characteristics, Psychopathology, Clinical Associations, and Influencing Factors",slug:"body-dysmorphic-disorder-characteristics-psychopathology-clinical-associations-and-influencing-facto",totalDownloads:1436,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"Body dysmorphic disorder (BDD) is defined by a recurring and persistent concern characterized by psychic suffering caused by a possible physical imperfection in appearance. It is a severe psychiatric condition, duly confirmed by neuroanatomical findings, very peculiar repetitive behaviors, and specific personalities. The prevalence of BDD is increasing around the world and differs between countries, because of cultural differences and different health-care systems. This increase is worrying because BDD is a pathology that presents comorbidity like severe depression, suicidal ideation, and functional and social impairment. However, BDD is an unrecognized and often not diagnosed in our society. Many patients are ashamed of their complaints and do not usually seek psychiatric help with ease, and unfortunately, they seek help in cosmetic and surgical treatments to improve their appearance, and these professionals are not yet prepared to assist in the diagnosis of this disorder. Therefore, this chapter presents not only the psychopathology of BDD but also its associations with other pathologies and their main factors of influence. Finally, we present a clinical experience with a detailed description of a clinical case. The aim is to contribute to the diagnosis and treatment of this pathology and also to future research that may benefit society and these patients.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Patricia Tatiana Soler, Cristina Michiko Harada Ferreira, Jefferson da\nSilva Novaes and Helder Miguel Fernandes",authors:[{id:"110403",title:"Prof.",name:"Helder",middleName:"Miguel",surname:"Fernandes",slug:"helder-fernandes",fullName:"Helder Fernandes"},{id:"215707",title:"MSc.",name:"Patricia Tatiana",middleName:null,surname:"Soler",slug:"patricia-tatiana-soler",fullName:"Patricia Tatiana Soler"},{id:"215708",title:"Prof.",name:"Jefferson Da Silva",middleName:null,surname:"Novaes",slug:"jefferson-da-silva-novaes",fullName:"Jefferson Da Silva Novaes"},{id:"215709",title:"Dr.",name:"Cristina Michiko Harada",middleName:null,surname:"Ferreira",slug:"cristina-michiko-harada-ferreira",fullName:"Cristina Michiko Harada Ferreira"}]},{id:"59625",title:"An Overview on Prostate Pathophysiology: New Insights into Prostate Cancer Clinical Diagnosis",slug:"an-overview-on-prostate-pathophysiology-new-insights-into-prostate-cancer-clinical-diagnosis",totalDownloads:1583,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"The prostate is an accessory gland of the male reproductive tract, and its presence is universal in mammals. It is committed to the prostatic fluid production and storage, which is released with other semen components during ejaculation. Such fluid contributes to increasing motility and fertility of the spermatozoa, and the neutralization of the vagina, thus playing an important role in fertilization. Few pathological complications, often progressively aggravated with age, can affect this gland (i.e. benign and malignant proliferative changes; all to be described next in this chapter). Nowadays, the neoplastic expansion is the main motivator and contributor for studies on enlightening of growth regulation mechanisms and physiology of the prostate.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Gustavo Ferreira Simoes, Paula Sakuramoto, Caroline Brito dos\nSantos, Nilva Karla Cervigne Furlan and Taize Machado Augusto",authors:[{id:"219765",title:"Dr.",name:"Taize",middleName:"Machado",surname:"Augusto",slug:"taize-augusto",fullName:"Taize Augusto"},{id:"222944",title:"Dr.",name:"Gustavo",middleName:null,surname:"Simoes",slug:"gustavo-simoes",fullName:"Gustavo Simoes"},{id:"222945",title:"Dr.",name:"Nilva",middleName:null,surname:"Cervigne",slug:"nilva-cervigne",fullName:"Nilva Cervigne"},{id:"222946",title:"Ms.",name:"Paula",middleName:null,surname:"Sakuramoto",slug:"paula-sakuramoto",fullName:"Paula Sakuramoto"},{id:"222947",title:"Ms.",name:"Caroline",middleName:null,surname:"Santos",slug:"caroline-santos",fullName:"Caroline Santos"}]},{id:"63036",title:"Glycolysis Fermentative By-Products and Secondary Metabolites Involved in Plant Adaptation under Hypoxia during Pre- and Postharvest",slug:"glycolysis-fermentative-by-products-and-secondary-metabolites-involved-in-plant-adaptation-under-hyp",totalDownloads:956,totalCrossrefCites:3,totalDimensionsCites:5,abstract:"Floods inducing hypoxia (reduction of available O2) in the plants are current major constrains for agricultural production. Oxygen deficiency in the plant cells induces the secondary response of anatomical and physiological modifications. Hypoxia triggers glycolysis fermentative pathway and other alternative pathways, when the plant lacks energy. During cultivation, some submerged plants can adapt themselves to survive by modifying some parenchyma cells in the roots to be aerenchyma cells to detain available oxygen for oxidative phosphorylation. Furthermore, carbon sources in the cells will be accumulated in N store that recovers back to a C source at the end of hypoxia. In postharvest, long period in modified atmosphere storage could activate hypoxia in the plant parts that produce off-flavor perception. However, in some fruits at a particular maturity, ethanol, a hypoxic product, can be modified into ethyl ester compounds as the detoxification.",book:{id:"7009",slug:"hypoxia-and-anoxia",title:"Hypoxia and Anoxia",fullTitle:"Hypoxia and Anoxia"},signatures:"Chalermchai Wongs-Aree and Sompoch Noichinda",authors:[{id:"252240",title:"Dr.",name:"Sompoch",middleName:null,surname:"Noichinda",slug:"sompoch-noichinda",fullName:"Sompoch Noichinda"},{id:"253569",title:"Dr.",name:"Chalermchai",middleName:null,surname:"Wongs-Aree",slug:"chalermchai-wongs-aree",fullName:"Chalermchai Wongs-Aree"}]},{id:"62932",title:"Introductory Chapter: Primary Concept of Hypoxia and Anoxia",slug:"introductory-chapter-primary-concept-of-hypoxia-and-anoxia",totalDownloads:1210,totalCrossrefCites:1,totalDimensionsCites:3,abstract:null,book:{id:"7009",slug:"hypoxia-and-anoxia",title:"Hypoxia and Anoxia",fullTitle:"Hypoxia and Anoxia"},signatures:"Shrilaxmi Bagali, Gavishsidappa A. Hadimani, Mallanagouda S. Biradar and Kusal K. Das",authors:[{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das"},{id:"188854",title:"Prof.",name:"M.S.",middleName:null,surname:"Biradar",slug:"m.s.-biradar",fullName:"M.S. Biradar"},{id:"263841",title:"Dr.",name:"Shrilaxmi",middleName:null,surname:"Bagali",slug:"shrilaxmi-bagali",fullName:"Shrilaxmi Bagali"},{id:"265434",title:"Dr.",name:"Gavishiddappa A.",middleName:null,surname:"Hadimani",slug:"gavishiddappa-a.-hadimani",fullName:"Gavishiddappa A. Hadimani"}]},{id:"59825",title:"Polycystic Ovary Syndrome, Pathophysiology, and Reproductive Health Implications",slug:"polycystic-ovary-syndrome-pathophysiology-and-reproductive-health-implications",totalDownloads:1449,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Polycystic ovary syndrome (PCOS) is one of the most common endocrine disorders in women of reproductive age. The clinical picture characterized by both endocrine disorders (hyperandrogenism, menstrual cycle disorders, obesity) and metabolic alteration with implications for women’s health and reproductive and metabolic consequences. Leventhal described for the first time a syndrome characterized by polycystic ovaries associated with menstrual cycle disorders, hirsutism, and obesity. The pathophysiology and other metabolic disorders that make the PCOS more complex than originally described are the most common cause of infertility linked to chronic anovulation. In fact, this is a multifactorial disorder that involves the hypothalamus, pituitary, ovary, adrenal, and peripheral adipose tissues, which are simultaneously involved in the pathogenesis of the syndrome.",book:{id:"5906",slug:"pathophysiology-altered-physiological-states",title:"Pathophysiology",fullTitle:"Pathophysiology - Altered Physiological States"},signatures:"Bassim Alsadi",authors:[{id:"204687",title:"Ph.D.",name:"Bassim",middleName:null,surname:"Alsadi",slug:"bassim-alsadi",fullName:"Bassim Alsadi"}]}],onlineFirstChaptersFilter:{topicId:"1104",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:320,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:133,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:17,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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Saxena",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",institutionURL:null,country:{name:"India"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},subseriesFiltersForPublishedBooks:[{group:"subseries",caption:"Bacterial Infectious Diseases",value:3,count:2},{group:"subseries",caption:"Parasitic Infectious Diseases",value:5,count:4},{group:"subseries",caption:"Viral Infectious Diseases",value:6,count:7}],publicationYearFilters:[{group:"publicationYear",caption:"2022",value:2022,count:2},{group:"publicationYear",caption:"2021",value:2021,count:4},{group:"publicationYear",caption:"2020",value:2020,count:3},{group:"publicationYear",caption:"2019",value:2019,count:3},{group:"publicationYear",caption:"2018",value:2018,count:1}],authors:{paginationCount:301,paginationItems:[{id:"116250",title:"Dr.",name:"Nima",middleName:null,surname:"Rezaei",slug:"nima-rezaei",fullName:"Nima Rezaei",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/116250/images/system/116250.jpg",biography:"Professor Nima Rezaei obtained an MD 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:null},{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. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. 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He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"322007",title:"Dr.",name:"Maria Elizbeth",middleName:null,surname:"Alvarez-Sánchez",slug:"maria-elizbeth-alvarez-sanchez",fullName:"Maria Elizbeth Alvarez-Sánchez",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universidad Autónoma de la Ciudad de México",country:{name:"Mexico"}}},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. 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Novel computational algorithms for image analysis, scene understanding, biometrics, deep learning and their software or hardware implementations for natural and medical images, robotics, VR/AR, applications are some research directions relevant to this topic.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",hasOnlineFirst:!0,hasPublishedBooks:!1,annualVolume:11420,editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",slug:"george-papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",biography:"George A. Papakostas has received a diploma in Electrical and Computer Engineering in 1999 and the M.Sc. and Ph.D. degrees in Electrical and Computer Engineering in 2002 and 2007, respectively, from the Democritus University of Thrace (DUTH), Greece. Dr. Papakostas serves as a Tenured Full Professor at the Department of Computer Science, International Hellenic University, Greece. Dr. Papakostas has 10 years of experience in large-scale systems design as a senior software engineer and technical manager, and 20 years of research experience in the field of Artificial Intelligence. Currently, he is the Head of the “Visual Computing” division of HUman-MAchines INteraction Laboratory (HUMAIN-Lab) and the Director of the MPhil program “Advanced Technologies in Informatics and Computers” hosted by the Department of Computer Science, International Hellenic University. He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null,series:{id:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403"},editorialBoard:[{id:"1177",title:"Prof.",name:"António",middleName:"J. 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