Educational Service Robots for Blended Learning.
\r\n\tFood insecurity results in fear of hunger and starvation that ultimately affects one’s ability to work for sustainability and economic growth of the country. In addition to this, food insecurity results in various chronic diseases due to reduce immunity that ultimately, a burned on the county economy. Therefore, this book will intend to discuss in detail about the food insecurity challenges and their effect on the quality of life. This book will also aim to provide an overview about the new trends and future prospective that help to resolve the food security issues.
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The origin of corn is quite unknown but history revealed that corn was first domesticated in Mexico’s Tehuacan Valley. There are several types of corn which include sweet corn, popcorn, pod corn, flint corn, flour corn, waxy corn and dent corn. In the United States corn is known to be an important crop and in the past few years, the country’s corn farmers experienced constant increases in annual revenues [4].
However, during preharvest and postharvest operations, insect pests and microorganisms attack maize, thereby reducing both the qualitative and quantitative value of maize [5]. In addition to the reduction of production yield, some pathogens produce toxins that are detrimental to both man and animals’ health, they also reduce the nutritive value of maize and thus negatively impacting world food security [6]. A vast number of pathogenic microorganisms (fungi, bacteria, virus) and insects damage maize grains and plant; leading to worldwide annual losses of 9.4%. Insects are known to the the most important cause of deterioration and low yield of maize followed by fungi [7, 8]. Maize pests happens to be one of the major challenges of growing maize and some of the major threat to maize mainly include insect pests (stalk borers and armyworms) and soil pests (wireworms and rootworms). The damaged caused by the western corn rootworm (
There are three significant and most noxious soil-borne pathogens that infest maize in the field namely;
Microbial biological control agents (MBCAs) are applied to crops for biological control of plant pathogens, they use various modes of action. Their mode of action may include nutrient competition, antagonist relationship (hyperparasitism and antibiosis) against the pathogen or by inducing resistance or priming plants without any direct interaction with the targeted pathogen [23]. In addition to using microorganism as biocontrol of pathogens, microorganisms known as entomopathogens are used in the control arthropods such as insects, mites, and ticks that infest and deteriorate maize. Diverse species of bacteria, fungi, nematodes, and viruses are used in pest management. The use of entomopathogens as biopesticides in pest management is referred to as microbial control, which can be an integral part of integrated pest management (IPM) [24].
In rhizosphere of plants, microorganisms do interact and display different associations, some may be mutualistic, commensal or even pathogenic [25, 26, 27]. Interestingly, maize’ rhizosphere contains some specific microorganisms that are beneficial to its growth [28, 29]. Positive interactions in rhizospheres are known to be of importance all through the plant’s life-cycle [30]. In recent years, there have been an increased interest on the issue of inoculating rhizobacteria into the agricultural soil because they are known to increase productivity and quality of agriculturally important crops and help to the stabilize agroecosystems [31]. Inoculation of maize with various plant growth-promoting rhizobacteria (PGPR) strains, however could result in significant increases in plant biomass, root and shoot length and uptake of essential plant nutrients. The use of plant growth-promoting rhizobacteria (PGPR) is a promising alternative method to external chemical inputs to improve crop yield in sustainable agricultural systems [32]. PGPR’s modes of action include nutrient uptake, stress protection, induced resistance and plant growth promotion by production of phytohormones [33, 34, 35].
With respect to the severe maize’ annual losses, and threat to food security caused by pathogens and insect pests, thus the need for Microbiological control methods to minimize losses caused by pathogens and insect pests. This scope of this chapter concentrates on the use of microbiological agents; an alternative, safe, less toxic, and less disruptive method of controlling the growth and development of pathogens and insect pests of maize, and optimizing maize production.
Maize is known to be one of the world’s most important cereal crops. It has a wide genetic diversity and diverse uses which accounts for its cultivation in a vast range of agro-ecological environments. Apart from the consumption of maize by man and animals, maize is also used to produce corn ethanol and other maize products, such as corn starch and corn syrup [36].
Andean countries of South America, Mexico, Central America and the Caribbean, Africa and South and Southeast Asia are known to consume maize as human food much higher than half of its maize production. Interestingly, maize accounts for at least 15 percent of the total calories daily intake in almost all the countries in Africa and Latin America. The economy of the developed and developing countries is significantly impacted by maize production [37]. The world market has recorded an enormous growth in maize production in the most especially in countries with temperate environment where hybrids and high yielding agronomic practices are used. The main maize exporters are: United States, Argentina, France, China P.R., Hungary, Canada, South Africa. China is a relatively new exporter being the main suppliers of Asian neighbor countries. There was a prediction for developing countries by Ortiz et al. [13] that there will be a growing demand for maize alone as food to increase by around 1.3% per annum until 2020. Furthermore, another prediction by Rosegrant et al. [38] stated a double demand for maize by 2050 in the developing world, and maize is predicted to become the crop with the greatest production globally, and in the developing world by 2025.
Abiotic and Biotic factors (pests, pathogens and weeds) significantly contribute to grain loses and thus affects food supply. About one-third of potential crop yield is lost to pre-harvest pests, pathogens and weeds [39]. Coupled with pre-harvest losses, the losses occurring during transport, pre-processing, storage, processing, packaging, marketing and plate waste are also important. An average of 35% of potential crop yield is lost to pre-harvest pests worldwide [40].
There are different number of ways pests reduce crops productivity; their effects include, stand reducers (damping-off pathogens), photosynthetic rate reducers (fungi, bacteria, viruses), leaf senescence accelerators (pathogens), light stealers (weeds, some pathogens), assimilate sappers (nematodes, pathogens, sucking arthropods), and tissue consumers (chewing animals, necrotrophic pathogens) [41].
Post-harvest loss occurs between harvest and consumptions. The major physiological, physical and environmental causes of post-harvest losses are high crop perishability; mechanical damage; excessive exposure to high ambient temperature, relative humidity and rain; contamination by spoilage fungal and bacteria; invasion by birds, rodents, insects and other pests; and inappropriate handling, storage and processing techniques [42]. Post-harvest losses lead to high food prices thus reducing food in the market. Reducing post-harvest losses in maize is an important element in any strategic planning to make more food available without increasing the burden on the natural environment.
Maize kernels contaminated with
Some other economically important pathogens that infest maize and their corresponding diseases are listed as follows:
Globally, insect pests are categorized into two classes; (1) field pests such as stalk borer (
The most important arthropod pests of maize in Europe is known as European corn borer,
One of the most reliable method of controlling plant disease is planting of resistant varieties [60]. It is one of the most attractive approaches and can be considered as an ideal method if good quality plants are adapted to the growing regions with sufficient levels of tolerance and durable resistance This method is considered ideal and mostly used in many crops because its less expensive as compared to pesticides cost and residual effects on man, animals and the environment. Although its economical as compared to pesticides, these resistant varieties often take decades to develop and GM-plants suffer from extremely high regulatory approval cost and consumer acceptance. Its ultimately used by farmers provided quality plants are selected and adapted to exhibit adequate levels of tolerance and substantial resistance to pathogens [61]. Inspite of its advantages, it is faced with some backlash as regards the time in developing Genetically Modified (GM) plants, cost of approval and acceptance rate by customers. There have been also cases where resistance breakdown was recorded in several crops coupled with pathogens mutating their virulence gene, inconsistent uniformity in the genetics of the plants. Such cases were observed in cotton leaf curl disease [62].
Agrochemicals have been adapted over the years to secure food production and improve crop yield thus protecting crops from pests and pathogens. Since the 1960s, there have been an increase in pesticides use. They help in preventing losses and damages of crops; it has now become an integral component in Integrated Pest Management (IPM) [63]. It cannot be overemphasized the advancement that pesticides have brought to the agricultural sector as regards improving crop quality and annual agricultural output [64]. Nevertheless, the development of resistance genes by pathogens and pests coupled with the growing concern of accumulation off these chemicals in feeds and the ecosystem has been a great concern to farmers [65, 66].
Heimpel and Mills [67] defined biological control of plant diseases to be the suppression of the populations of plant pathogens by the use of living organisms. In plant pathology, beneficial organisms (crops, insects and microorganisms) are selected to diminish the effects of pathogenic organisms and improve the crop yield microorganisms. Other examples of biological control include the application of natural products and chemical compounds extracted from different sources, such as plant extracts, natural or modified organisms or gene products control [68]. This method was developed to minimize the dependence on agrochemical use and the risks for human health and the environment [69].
There are various interactions between plants, biological control agent and pathogens, they include mutualism, commensalism, neutralism, competition, amensalism, parasitism, protocooperation and predation [70, 71, 72]. The interactions between the microbes and plants occurs naturally at both macroscopic and microscopic level [68].
Timely harvesting, proper harvesting and processing methods are the best strategy for controlling insect pest in maize. Proper sanitation, removal of old stock, avoid storing infected crops inside the storage facility. Other methods used by farmers to reduce infestation of maize by insect pest include the use of material such as ashes (it is known to abrasive and lethal effect on the insects’ cuticle), sand, crushed limestone, mineral and oil in which physical barrier effects are responsible for the control of insects, storing dried maize that are properly dried or re-drying when infestation is detected, the use of sheaths in storing maize for protection by the husk, the use of repulsive local herbs and plants to scare off the pests (Nim ground seed, leaves of acanthaceae, acardiaceas, annonaceae, myrtaceae, other plants extract [73].
In modern agriculture, biological control of pathogens using microorganism is playing a major role in disease control of crops. Beneficial microorganisms are used as biopesticides and is known to be the most effective methods for safe crop-management practices [74].
The rhizosphere was discovered by Hiltner [75] to be the layer of soil dominated by the root, and is much richer in bacteria than the surrounding bulk soil. The plant rhizosphere is regulated by the synergistic relationship between the soil, plant root, and the microbes present and is controlled by the soil pH, texture, complexity and plant roots exudates mainly composed of sugars, amino acids and various nutrients [27]. The rhizosphere is a zone of soil that surrounds the plant root, is a niche colonized by numerous organisms and is considered as one of the most complex ecosystem on Earth [76].
There are some heterogeneous group of bacteria known as Plant growth-promoting rhizobacteria (PGPR), they are free-living soil bacteria mostly found in the rhizosphere, at the rhizoplane or in association with roots. They are used as biocontrol agent for the control of plant pests and disease by suppressing the activity and growth of phytopathogenic organisms, and also help to improve the extent or quality of plant growth directly or indirectly [77] by providing nutrients, synthesizing phytohormones, solubilizing phosphate, reducing stress, alleviating soil contamination with heavy metals [78, 79, 80, 81, 82, 83] or improving the microbial community structure of the rhizosphere [84, 85]. The following genera of bacteria have been reported as PGPR:
Microorganisms that have the ability to grow in plant rhizophere are considered to be ideal for use as biological control agents. The rhizophere provides a leading edge defense for plants roots against disease causing microorganisms by suppressing pathogens growth and infestation. Pathogen-antagonizing metabolites produced by beneficial microbes that colonize the plant root, help to suppress phytopathogens’ growth and thus preventing them from penetrating the root system [87]. Furthermore, this antagonistic relationship displayed between the beneficial microbes and pathogens often results to significant disease control, in which the established metabolites produced by active beneficial microbes protects plants either by directly antagonizing pathogen activity directly, by outcompeting pathogens or by stimulation of host plant defenses (priming) [88], also displays its antagonism against pathogens by antibiosis which is the secretion of diffusible antibiotics, volatile organic compounds, and toxins, as well as the development of extracellular cell wall degrading enzymes such as chitinase, β-1,3-glucanase, beta-xylosidase, pectin methylesterase and many more [87, 89].
Microbes that inhabit plant rhizophere are nourished with nutrients obtained from plant roots in the form of root exudate and lysates. The plant-microbe interaction is not only beneficial to the microbe but it also improves plant nutrition, growth and proliferation and do enhances plant’s ability to prevail over biotic and abiotic stress. This associoation gives the plant a good competitive advantage due to the presence of rhizophere [90]. Various endophytic bacteria and free-living rhizobacteria that inhabit the root surface and rhizosphere secrete metabolite substances that suppress deleterious pathogen growth and activity which invariably leads to the control plant diseases caused by fungi or bacteria [91, 92, 93, 94].
Furthermore, microorganisms can be directly involved in plant growth promotion, by acting as agents for stimulation of plant growth and management of soil fitness, for example through the production of auxin [95].
Allelochemicals/antimicrobial compounds produced biological control bacteria helps improve the plant-microbe rhizophere niche. Example of such compounds include iron-chelating siderophores, antibiotics, biocidal volatiles, lytic enzymes (chitinases and glucanases), and detoxification enzymes. These chemical may have detrimental effect on target pathogens, some help the plant to induce resistance against pathogen infestation and attack while some assist in nutrient absorption which promotes plant growth [96, 97, 98]. For example, rhizobacteria include antibiotic-producing strains such as
Van Peer et al. [111] first discovered rhizobacteria-induced systemic resistance or ISR, also referred to in its early stage as priming. It is as an enhanced defensive capacity of the whole plant to multiple pathogens induced by beneficial microbes in the rhizosphere [112] or elicited by specific environmental stimuli which lead to potentiation of the plant’s innate defense against biotic challenges [113]. Non-pathogenic rhizobacteria are capable of activating defense mechanisms in plants in a similar way to pathogenic microorganisms, including reinforcement of plant cell walls, production of phytoalexins, synthesis of PR proteins and priming/ISR [112]. Plants that possess ISR displays stronger and/or faster activation of defense mechanisms after a subsequent pathogen or insect attack or as a response to abiotic stress, when inoculated with rhizobacteria [114].
Entomopathogens are microorganisms that are pathogenic to arthropods such as insects, mites, and ticks. Various species of naturally occurring bacteria, fungi, nematodes, and viruses infect a several arthropod pests and play an important role pest management. Some entomopathogens are produced in large scale as in vitro (bacteria, fungi, and nematodes) or in vivo (nematodes and viruses) and sold commercially. In some scenario, they are also produced on small scale for non-commercial local use. The use of entomopathogens as biopesticides is an alternative method to chemical control and a novel approach pest management, which can be a profound part of integrated pest management (IPM) against several pests [24].
They typically cause infection when spores come in contact with the arthropod host. Fungal spores germinate and breach the insect cuticle through enzymatic degradation and mechanical pressure to gain entry into the insect body provided the environmental conditions such as moderate temperatures and high relative humidity are in place. Once inside the body of the insect, the fungi multiply, invade the insect tissues, emerge from the dead insect, and produce more spores [24]. Fungal pathogens have an eclectic host range and are especially suitable for controlling pests that have piercing and sucking mouthparts reason being that spores do not have to be ingested. However, entomopathogenic fungi are also effective against a variety of pests such as wireworms and borers that have chewing mouthparts [24].
The potential use entomopathogenic fungus has been reported by some researchers. For example,
Entomopathogenic bacteria are well known for their ability to produce a plethora of protein insecticidal toxins [126]. Bacterial toxins acting as virulence factors have been shown to range from very specific to broad insecticidal spectrum ever since it was first discovered in the 19th century. When compared with chemical insecticides, bacterial toxins displayed high diversity of simultaneous action, contributing to the sustainability of bacteria-based bio-pesticides by limiting insect resistances.
As compared to entomopathogenic bacteria, entomopathogenic viruses are also required to be ingested by the insect host and are therefore ultimate in controlling pests that have chewing mouthparts. Diverse lepidopteran pests are important hosts of baculoviruses including nucleopolyhedroviruses (NPV) and granuloviruses (GV). These related viruses have various types of inclusion bodies in which the virus particles (virions) are implanted. Virus particles attack the nucleus of the midgut, fat body or other tissue cells, compromising the integrity of the tissues and liquefying the cadavers. Before the insect pathogen dies, infected larvae climb higher in the plant canopy, which helps in dispersing virus particles from the cadavers to the lower parts of the canopy. This conduct assists in the proliferation of the virus to cause infection in healthy larvae. Viruses are host specific and can cause remarkable reduction of host populations. Examples of some commercially available viruses include
They are microscopic, soil-inhabiting worms that are detrimental to insects. Diverse species of
A suitable method for suppressing plant pathogens in the spermosphere and rhizosphere is dressing seeds with biocontrol agents [132]. Recently, bacterial inoculants have been used to antagonize soil-borne plant pathogens such as
Inoculation of rhizophere with biocontrol agents by alters the rhizosphere microbiota, thereby antagonizing soil-borne plant pathogens and promote plant growth.
Entomopathogens viz., fungi, bacteria, virus and nematodes have an important place in the biological control because they have a wide host range, are harmless to the environment and human, and could be applied with conventional sprayers. They can be used more against stored product pests with the development of new biotechnical methods such as collecting pests in some stations to meet them with entomopathogens [137].
Many farmers have adopted the use of microbiological control agents (MCAs). Bt maize is an example of MCA, it has provided maize farmers testimonies coupled with both economic and environmental advantages. Many farmers quote unique opportunities to protect yield and reduce handling (and use) of insecticides to explain their rapid adoption of Bt maize [138].
Over the years, maize farmers had challenges in controlling corn borers because insecticides are not successful after larvae have tunneled into the stalk. In 1990, entomologists experimented the use of Bt maize and found out the “bullet proof” effect it gave to corn borer. Until then, plant breeders were able to increase host plant resistance, but none of these plants were “bullet proof”. That has been the reason why farmers chose to use Bt maize which resulted in higher yields due to this reduced insect injury [139].
The use of Bt maize also helps to reduce the occurrence of ear mold on the field. This is as a result of the reduction of insect attacks that provides a site for infection by molds, Bt-protected maize can have lower levels of toxins produced by molds (i.e., mycotoxins), especially fumonisin and deoxynivalenol [140, 141]. Consequences of contamination with mold may be serious, as fumonisins can cause fatal leukoencephalomalacia in horses, pulmonary edema in swine, and cancer in laboratory rats. Economic analysis suggests that USA farmers save $23 million annually through reduced mycotoxins [142] and mycotoxin reduction also could be a significant health benefit in other parts of the world where maize is a diet staple [143].
The presented chapter outlines the use microbiological control, an ecofriendly, non-toxic, effective and biodegradable alternative to chemical pesticides. It is also an effective strategy for pest and disease management but it requires developing beneficial microorganisms that are native to the soils where maize is grown [144]. However, for biological methods to reach their full potential, an increased research effort is required. Future functional studies are still needed to fully unravel this intricate alternative approach to pest and disease management of maize and thus help boost maize yield and improve food security.
All authors declare no conflict of interest.
To date, there have been many studies that have deployed robots as learning and teaching assistants in educational settings to investigate their pedagogical effects on learning and teaching. Hendler (2000) categorized the robots with which learners may interact in the future into five categories, i.e., toy robotics, pet robotics, interactive displays, service robotics including assistive ones, and educational robotics. Goodrich and Schultz (2007) classified the educational service robots into assistive and educational robotics. The robots that can serve for educational purposes can be divided into two categories: educational robotics (also referred to as hands-on robotics), and educational service robotics. The difference between these two types of robotics stems from the primary user groups. Educational robotics has been used by prosumers, a blend of producers and consumers, while educational service robots show a clear boundary between the producers and consumers. In general, the latter takes anthropomorphized forms to substitute or support teachers. It can also add more than what computers have offered to aid language learning because their anthropomorphic figures lower the affective filter and provide Total Physical Response (TPR) in terms of actions, which may lead to form social interactions. This chapter focuses on educational service robots.
\n\t\t\t\n\t\t\t\tTaylor (1980) emphasized that computers have played important roles as educational tutors, tools and tutees. It seems that educational service robots can act as emotional tutors, tutoring assistants (teaching assistants), and peer tutors. The tutor or teaching assistant robots can also be a kind of assistant for innovative educational technologies for blended learning in order to obtain the knowledge and skills under the supervision and support of the teacher inside and outside the classroom. Examples of this include computers, mobile phones, Sky TV or IP TV channels and other electronics. The studies of Mishra and Koehler (2006) probed into teachers’ knowledge, building on the idea of Pedagogical Content Knowledge (PCK) suggested by Shulman (1987). They extended PCK to consider the necessary relationship between technology and teachers’ subject knowledge and pedagogy, and called this Technological Pedagogical Content Knowledge (TPCK), as shown in Fig. 3. An educational service robot as a teaching and learning assistant for blended learning is divided into three categories: the tele-operated (or tele-conference, tele-presence) type, autonomous type, and transforming type, according to the location of TPCK, as displayed in Table 1.
\n\t\t\tTypes of Robots | \n\t\t\t\t\t\tThe location of TPCK | \n\t\t\t\t\t\tApplications | \n\t\t\t\t\t\tTele-operator | \n\t\t\t\t\t
tele-operated (tele-presence, tele-conferenc) | \n\t\t\t\t\t\ttele -operator’s brain | \n\t\t\t\t\t\tPEBBLES SAKURA Giraffe Some Korean robots | \n\t\t\t\t\t\ta child children and teacher parents native speakers | \n\t\t\t\t\t
Autonomous | \n\t\t\t\t\t\tRobot’s intelligence | \n\t\t\t\t\t\tIrobi , Papero, RUBI | \n\t\t\t\t\t|
Transforming (Convertible) | \n\t\t\t\t\t\ttele- operator’s brain or robot’s intelligence | \n\t\t\t\t\t\tiRobiQ | \n\t\t\t\t\t
Educational Service Robots for Blended Learning.
Tele-operated robots in educational environments have substituted teachers in remote places, and have provided the tele-presence of educational services through instructors’ remote control. The PEBBLES (Providing Education By Bringing Learning Environments to Students) of Telebotics Inc., which are remote-controlled mobile video conferencing platforms, enable a child due to illness or for other reasons, who is far away, to enjoy all the benefits of real-school life face to face (Williams et al., 1997). The Giraffe of HeadThere Inc. provides the service of babysitter supervision, and it can be used like PEBBLES. The physical version of the speech-driven embodied group-entrained communication system SAKURA with InterRobots and InterActor (Watanabe et al., 2003; 2007) is one of this kind of robot. Since 2008, some tele-operated robots have been commercialized to teach foreign languages to Korean children by English-speakers in the USA or Australia. Since the robots’ anthropomorphic forms resemble the English-speakers, it may reduce the language learners’ affective filter and strengthens the argument for a robot-based education that is remotely controlled by a native speaker. Furthermore, tele-operated robots, because of their anthropomorphic bodies, might fairly overcome the two outstanding issues of videoconferencing, eye contact and appearance consciousness. These issues are preventing videoconferencing from becoming the standard form of communication, according to Meggelen (2005).
\n\t\t\tWith respect to the autonomous robots, the TPCK acts as the robots’ intelligence. Hence, it can function as an instructor, instructor assistant, and peer tutor. Because robots have technological limitations in artificial intelligence, robot-based education should prefer focusing more on children’s education. Although current autonomous robots narrowly have TCK, and not TPCK, many previous studies (Kanda et al., 2004; Han et al., 2005; Hyun et al., 2008; Movellan et al., 2009) have displayed positive results in using iRobiQ, Papero, RUBI in teaching children. This will be discussed further in the next chapter. Convertible robot can provide both tele-operation and autonomous control, and converts between the two depending on the surroundings or the command. These robots speak in TTS when they are in the autonomous mode, but in the voice of a remote instructor when it is in the tele-operated mode. The conversion between machine and natural voices might confuse children about the robot’s identity. Therefore, the mode of transformation should be explicitly recognizable to children.
\n\t\t\tRobotic learning (r-Learning) is defined as learning by educational service robots, and has been identified as robot-aided learning (RAL), or robot assisted learning, in this study. The collection of educational interaction offered by educational service robots can be referred to as r-Learning Services (Han et al., 2009a; Han & Kim, 2009; Han & Kim, 2006). The purpose of this chapter was to describe the service framework for r-Learning, or RAL. This study begins by a review of literature on educational service robots to classify the r-Learning taxonomy. Then, this study demonstrates case studies for the adoption of r-Learning services in an elementary school. Also, this study discusses the results, focusing on how r-Learning services teachers and students feel, and the possibility of commercialization of this technology. Finally, this study discusses future work in this field.
\n\t\tA growing body of work investigates the impact on RAL through educational service robots. In Table 2, the mains of existing studies are categorized into groups by the type of robot, the role of the robot, the target group, subjects taught, use of visual instruction material (such as Computer Aided Instruction, or CAI, and Web-based Instruction, or WBI), the type of educational service provided, and the number and duration of each field experiment.
\n\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | Fels & Weiss | \n\t\t\t\t\t\tKanda et al. | \n\t\t\t\t\t\tHan & Kim | \n\t\t\t\t\t\tWatanabe et al. | \n\t\t\t\t\t\tOsada | \n\t\t\t\t\t\tHyun et al. | \n\t\t\t\t\t\tYou et al. | \n\t\t\t\t\t\tMovellan et al. | \n\t\t\t\t\t\tYu Jin | \n\t\t\t\t\t
Type | \n\t\t\t\t\t\tAutonomous | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t |
Tele-operated | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t | |
Transforming | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t|
Role | \n\t\t\t\t\t\tTutor | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | Avatar | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t |
Tutoring Assistant | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t|
Peer Tutor | \n\t\t\t\t\t\tNot tutor (Peer) | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | Avatar | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t|
Target Group | \n\t\t\t\t\t\tToddler | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t
Children | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t|
Silver | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t | |
Subject | \n\t\t\t\t\t\tEnglish | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\tAny Subject | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t
Domestic Language | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t||
Etc | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\tNursing | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t||
Instruct-ion | \n\t\t\t\t\t\tVisual | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t
Not Visual | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t | |
Services | \n\t\t\t\t\t\tConversation | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t
Edutainment | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t|
Showing Instruction | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t|
Calling User | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | ● | \n\t\t\t\t\t\t● | \n\t\t\t\t\t|
VR or AR | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | AV | \n\t\t\t\t\t\tVR, AR | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | \n\t\t\t\t\t\t | AR | \n\t\t\t\t\t|
Experi-ment | \n\t\t\t\t\t\tTerm | \n\t\t\t\t\t\t6 weeks | \n\t\t\t\t\t\t2 weeks | \n\t\t\t\t\t\t40mins x 3 | \n\t\t\t\t\t\t185 days | \n\t\t\t\t\t\t185 days | \n\t\t\t\t\t\t1 month | \n\t\t\t\t\t\t40mins x 2 | \n\t\t\t\t\t\t2 weeks | \n\t\t\t\t\t\tN/A | \n\t\t\t\t\t
Effect | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\tMotive | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\tN/A | \n\t\t\t\t\t\tN/A | \n\t\t\t\t\t\t● | \n\t\t\t\t\t\t\n\t\t\t\t\t\t | ● | \n\t\t\t\t\t||
N/A: we did not obtain related information in detail | \n\t\t\t\t\t
Some Reviews of Literature on RAL.
\n\t\t\t\t
Most of the recent studies about the types of robots (e.g., Kanda et al., 2004; Han et al., 2005; Han & Kim, 2006; You et al., 2006; Hyun et al., 2008; Movellan et al., 2009; Han et al. 2009a) have concentrated on the autonomous types of educational service robots. Tele-operated robots for educational purposes were shown in Williams et al. (1997), Fels and Weiss (2001), Watanabe et al. (2003), and You et al. (2006). The tele-operators of these studies were students or parents, not teachers or teaching assistants, except in You et al. (2006). iRobiQ, made by Yujin Robot Inc., has commercialized a transforming type that can act as both an autonomous and a tele-operated unit. In the study by Fels and Weiss (2001), the perception of the remote sick students’ attitude toward the PEBBLES interactive videoconferencing system became more positive over time, although there appeared to be an increasing trend that is not significant for their health, individuality, and vitality. Watanabe (2001, 2007) and Watanabe et al. (2003) developed a speech-driven embodied communication system that consisted of a virtual system with InterActor and a physical system with InterRobot. The system was operated by speech of tele-operators that might be teachers or students.
\n\t\t\t\n\t\t\t\t
With respect to the role of a robot, peer-tutor took the dominant form (e.g., Kanda et al., 2004; Han et al., 2005; Hyun et al., 2008; Movellan et al., 2009) followed by teaching assistant robots (e.g., Han & Kim, 2006, 2009; You et al., 2006; Yujin, 2008) as shown in Fig 1. Study targets comprised pre-school children (e.g., Hyun et al., 2008; Movellan et al., 2009; Yujin, 2008), and elementary school children (Kanda et al., 2004; Han et al., 2005; Han & Kim, 2006, 2008; You et al., 2006; Han et al., 2009a). Some robots, such as Papero, embraced a wide range of user targets, including pre-school children, adults, and even elders (Osada, 2005) taking the role of a younger partner, an assistant, an instructor, and an elder partner, respectively.
\n\t\t\tRoles: Teaching Assistant Robot in English and Peer Tutoring Robot.
\n\t\t\t\t
\n\t\t\t\tHan and Kim (2006) performed a Focus Group Interview (FGI) study with 50 elementary school teachers who were relatively familiar with robots and information technology. The survey results showed that the classes that teach foreign language, native language, and music are suitable for r-Learning services. Most teachers used educational service robots for language courses, such as English class (Kanda et al., 2004; Han et al., 2005; Han & Kim, 2006), native language class to acquire vocabulary (Hyun et al., 2008; Movellan, 2009), Finnish vocabulary (Tiffany Fox, 2008), and Chinese class (Yujin, 2008). However, robots also assisted other classes, including ethnic instrument lessons (Han and Kim, 2006), and music class (Han et al., 2009a). In addition, Yujin (2008) expanded the range of robot learning in various areas, such as teaching science, learning how to cook, and supervising homework.
\n\t\t\t\n\t\t\t\t
The teaching interaction provided by these robots may or may not include teaching materials from a screen-based robot. A teaching assistant robot that uses screen-based material can share much of its educational frame with e-Learning (electronic-Learning). Indeed, the teaching interactions of robots often request screen-based teaching materials such as CAI or WBI. r-Learning services may often need screen-based materials. Educational service robots have provided instruction materials in the following literature: Han et al. (2005), Han and Kim (2006, 2008), Hyun et al. (2008), Han et al. (2009a, 2009b), Movellan et al. (2009), and Yujin (2008). Most of the instruction materials were created via Flash, which has often been used as an authorized tool for WBI. Thus, instructors can interact by displaying instruction materials based on e-Learning for robots that have a touch screen. The screen- based interaction has the advantage of being able to also be used as the replacement for failed voice or vision recognition, which makes this technology appropriate for r-Learning services.
\n\t\t\t\n\t\t\t\t
Robovie in Kanda et al. (2004) offered voice-based casual English conversation, and non-verbal communication such as playing rock-paper-scissors. Also, Osada (2005) made Papero perform the following activities: conversation, different reactions for touching different points, roll-call of attendees, quizzes, communication over mobile phone, and making stories. Kanda et al. (2007) revealed that robots might need to use children’s native language in order to establish relationships as well as to teach foreign languages. Robovie serves hundreds of interactive behaviours such as shaking hands, hugging, playing rock-paper-scissors, exercising, greeting, kissing, singing, briefly conversing, and pointing to an object in the surroundings. Moreover, Robovie could call children’s names by RFID tags and confide personal matters to the children who had interacted with it for an extended period of time. Those services made children interact with Robovie over the long-term.
\n\t\t\tThe teaching assistant robots in Han and Kim (2009), and Han et al. (2009a) provided class management services, such as checking students’ attendance, getting attention, being a time clock for activities, selecting random presenters, and instructing classes, such as giving quizzes. In these studies, RUBI, a fun-looking, and bandana-wearing robot tutor interacted with children to teach them numbers, colours, vocabulary and other basic concepts. RUBI sang popular songs and danced, while presenting a related video clip on the screen, and provided Flash-based educational games with its physical activities for improving toddler’s vocabulary. You et al. (2006) from Taiwan utilized tablet PC and blue-tooth technology in order to deploy Robosapien as a teaching assistant. Robosapien had five models: storytelling model, Q&A model, cheerleader model, let’s act model, and pronunciation leading model.
\n\t\t\tRobots with touch screens can provide augmented reality (AR), the overlaying of computer graphics onto the real worldview, as well as augmented virtuality (AV), the overlaying of real objects into the virtual space view, as presented in Milgram’s virtual reality continuum (Milgram & Kishino, 1994). Han and Kim (2006) identified that the service using robots’ touch screens can positively stimulate children in class. In their study, they made the robot display children’s photos to use them for checking attendance and selecting a presenter. Han et al. (2009b) suggested that there is a high potential for the commercialization of robots in educational settings, and expected that the AV service of robots to be a positive influence in opening the robot markets. Similarly, Movellan et al. (2009) offered an AV service that allowed clicking on children’s faces. Hence, the relationship between robots and children may become more intimate and solid, one that will last for the long-term when in the future such AR service based screens become technically affordable. Yet, not all robot services utilize touch screens. Watanabe (2007) introduced the AR version of SAKURA, which activated group communication between a virtual teacher, InterActor, students, and InterRobot in the same classroom. This study forecasts that AR can enhance human-robot collaboration, particularly in learning and teaching because AR technology has many benefits that may help create a more ideal environment and communication channels such as an ego-centric view and ex-centric view mentioned by Green et al. (2008).
\n\t\t\t\n\t\t\t\t
Field experiments of educational service robots require the robots’ stable operation, parental and school’s consent, and a means to protect privacy. If the robot acts as an assistant, the study may need a lot of resources in terms of time and money, and the interaction capability of the instructor remains as a factor of non-sampling error. Also, a field study that involves a robot as an assistant may be largely influenced by the degree of technology acceptance of the main teacher. A theoretical basis for new technology spread, using the Innovation Diffusion Theory of Rogers (1995), can be found in the Technology Acceptance Model (TAM) proposed by Davis (1989). Davis (1989) attempted to explain an individual’s actual behavior or behavioral intentions, based upon the user’s perception of the usefulness and ease of use of a particular piece of Information Technology (IT). Furthermore, a study that involves children should be carefully devised to control the factor of non-sampling error in children’s responses. Also, an existing theory on the adoption and distribution of a new technology can be applied to educational robots since their software design and manufacture are based upon IT. Therefore, in experiments where robots act as peer tutors, they interact with children for two weeks straight as in Kanda et al. (2004) or Movellan et al. (2009). In experiments using a robot as an assisant teacher, robots are either exposed for a longer period with four repetitive sessions per month, such as in Hyun et al. (2008), or robots interact with a larger group of participants in a single session with some pre-study activities to miminze novelty effect, as in Han et al. (2005).
\n\t\t\tWhether it lasts for a single session or for a month, all these studies have suggested meaningful results in movitation to learn language and in academic achievement. In general, studies have primarily assessed how effectively robots convey verbal communication, non-verbal communcation, such as gestures, and TPR and so forth. Han et al. (2005) reported that the RAL group showed the biggest achievement among the non-computer-based learning group, web-based learning group, and RAL group. Also, Hyun et al. (2008) reiterated the improved linguistic ability of pre-teen children through a series of story making tests, vocabulary tests, story understanding tests, and word recognition tests. Movellan et al. (2009) investigated the effects on knowledge of target words taught by RUBI, which is fully autonomous and has a touch screen, to toddlers over a period of two weeks. They reported that there was a significant improvement in the learning of 10 words to the 9 toddlers (aged 15 through 23 months). Finally, Tomio (2007) and Yujin (2008) began commercializing educational assistant robots for toddlers.
\n\t\tIn general, r-Learning services can be currently defined as pedagogical and interactive activities which can be reciprocally conducted and interacted between learners and anthropomorphic educators, i.e. robots, in both the real and virtual worlds. There exist some significant differences between totally internet-based e-Learning and robot-based r-Learning. First, there is reciprocal authority to start learning. E-learning is passive and can only start when the learner logs in of his own accord. However, robots have the ability to suggest that the learner start, making r-Learning somewhat active. Second, there is more responsiveness of teaching and learning activities. General computers do not take action but instead let the learner’s action happen to them, but robots based on autonomous recognition can be responsive to the learner. Third, there is greater frequency of physical and virtual space. E-Learning can only occur in the virtual world, but r-Learning can be conducted not only physically in the real world, such as in classroom, but also in the virtual world, such as through the touch screen of robots or on TV. Furthermore, unlike computers, robots can interact with learners by direct contact, i.e. warmly hugging learners. Fourth, the anthropomorphism of media for learning is better in robots. Robots can function as both learning media and anthropomorphic educators that can make relationships and interactions between learners and robots. On the other hand, computers used for e-learning are simply learning media. Moreover, robots are avatars themselves both in the real world and in the virtual world, whereas there is nothing for computers to do but to insert avatars into the virtual world. Fifth, robots can provide physical activities to reinforce learning. Learners can directly and physically contact robots by seeing and touching them, imitating them and moving with them. Robots are very suitable for TPR learning. So the learners’ physical interaction with robots is much better than in e-Learning, where learners have to stay in front of a computer screen. Sixth, robots serve as a convenient means of communication between teachers and parents, one that may incidentally reinforce the relationship between children and their parents. Robots can take photos of the children engaged in classroom activities for the children\'s class portfolios, and then send the photos to parents via e-mail or mobile phone. Seventh, robots simplify providing fantasy for immersion learning. Robots can more automatically serve augmented virtuality via their camera, mobility and search functions as shown in Figure 7. Computers cannot compete at the same level. The service of augmented virtuality can help learners enhance both their motivation and immersion.
\n\t\t\t\tr-Learning services: Interaction between Learner and Teaching Robot.
R-Learning services are based on the interactions between a teaching robot and learners. The interaction occurs through the knowledge framework of a teaching (or teaching assistant) robot after perceiving data from external sensors, as shown in Figure 2. The sensing data may be influenced by real environmental factors, such as light, sound, and obstacles. Educational service robots should possess some level of artificial intelligence, so that they are equipped to perceive physical events and take appropriate action based on the TPCK framework.
\n\t\t\t\tHowever, the knowledge framework of a teaching robot is still at an early stage due to the limitations of today’s technology. For a tele-operated TA robot, the TPCK framework may be supported as shown in (a) of Figure 3 (the TPCK framework image is from the site http://www.tpck.org/). Moreover, the autonomous robots are a long way from the teacher’s framework of TPCK. That is, the r-Learning services of autonomous robots would be in the teaching assistant framework of TCK along with pedagogical knowledge from the teacher. Autonomous robots have TCK that autonomously shares content via touch screen and TV with children but present robots have technological limitations by not being equipped with TPCK, as shown in (b) of Figure 3.
\n\t\t\t\tTeaching Assistant Robot in TPCK framework.
R-Learning services include learning activities that utilize a direct physical experience, such as chanting and dancing (Kanda et al., 2004; Han et al., 2009a; Yujin, 2008), and learning that uses teaching props such as toys (Yujin, 2008; Movellan et al., 2009), and that delivers multi-media contents through a touch screen (Han et al., 2005; Han and Kim, 2006; Hyun et al., 2008). This final type of activity for delivery of multi-media contents can sub-divided into two categories: class management and class instruction (Han et al., 2009a). Class instruction can further be sub-divided into contents delivery type (Han et al. 2005; Han and Kim, 2006; Hyun et al., 2008) and participatory type through augmented virtuality (Han et al., 2009b), depending on the participation of the learners.
\n\t\t\tA service is a non-material product that is well consumed and utilized by the requesting consumer to support his need. Webservice is a software system designed to support interoperable machine-to-machine interaction over a network defined by the W3C. Robot service consists of a collection of interactions between human and robot in authentic environments. Robot service is similar to a pure and pure commodity goods service. Although some utilities actually deliver physical goods, utilities are usually treated as services. For example, robots bring a physical good (a cup of water and medicine to elders when in need), but also provide services (calling their attention to their health). Similarly, r-Learning services refer to the interactions that robots provide for educational purposes. To date, most of the reviews of literature from previous studies in this field have not mentioned the framework of r-Learning services. In this study I have constructed an r-Learning services framework for autonomous robots based on web-based services because r-Learning services have stemmed from e-Learning services. The framework of tele-operated robot services is similar to that of videoconferencing, and consists of tele-operated robots and the supporting system to control their multi-modal interface via the Internet.
\n\t\t\t\tWeb services refer to those that provide a variety of services to users by inter-connecting devices and applications through networks. Web service is required for users to access the system through any device. A web-based e-Learning system interacts with an operational environment, called the Learning Management System (LMS), through SCORM (Sharable Content Object Reference Model) standards, which are a collection of standards and specifications for web-based e-Learning. These define communications between the client side content and a host system, called the run-time environment (commonly a function of the learning management system). LMS is a system that plans, communicates and manages educational materials in on-line and virtual classrooms both. LCMS, however, is a multi-user system that can produce, store, recycle, and manage digital learning materials, and transfer them to users. The following figure suggests a framework for e-Learning and r-Learning services.
\n\t\t\t\tService Framework for Teaching Robots.
In the e-Learning service framework, users learn educational materials provided by LCMS and LMS in their personal devices, such as a computer, and a PDA. In this case, learners only initiate the interaction because the devices do not have sensors. In the r-Learning service framework, the Teaching Content Management System (TCMS) is necessary for managing robot-based contents. The contents in TCMS differ from those in LCMS because robot-based learning requires emotional interaction that has expression and action. Therefore, in order for LCMS contents to transfer to robot-based multi-modal contents, it needs MMI (Multi Modal Interface). In the same way, e-Learning service providers should convert e-Learning contents into robot-based contents through MMIS. Teaching robots should download appropriate robot-based contents and utilize them autonomously. To this end, the robot service provider should support TMS (Teaching Management System), which allows robots to interact with TCSM on the network and be able to instruct. TMS not only manages teaching based on learner information and learning history, but also contains various teaching activities. The r-Learning service framework should have an RMS (Robot Management System) that can manage robots on the network. Namely, a robot provider can even manage information (e.g. model number and software version) on schools that bought robots, on the physical environment in which it operates, and on the service record. Also, it may have information on its hardware capability, information on the user (school or teacher), information on some objects (e.g. text books, teaching props) and environment (e.g. number of classrooms, position of robots among classrooms) and essential knowledge to support the basic service when it is off the network.
\n\t\t\tThis section discusses the factors that need to be considered when designing r-Learning services. There is an example of dynamic services of a teaching assistant robot in Figure 5.
\n\t\t\t\tExamples of Constructing Dynamic r-Learning Services of Teaching Assistant Robots.
The first r-Learning service operates the command of class management from an instructor through a facial recognition system. The second r-Learning service provides an augmented virtuality service using a camera that operates on voice commands given in the class. The ith r-Leaning service is an educational game, or edutainment, that a child plays after he or she has been recognized through a RFID tag. The mth r-Learning service uses the touch screen for command because of failed-voice recognition.
\n\t\t\t\tThis study explains the design requirements of the three types of services (physical activities, teaching props, multimedia contents based touch screen) discussed in Section 3.1. For r-Learning services that utilize physical activities, such as TPR, it is important to make children practice with their own bodies. For r-Learning services that utilize teaching props, such as books or balls, the design is required to include tactile sensing and object recognition. For the r-Leaning services that use multi-media contents, the design needs to support tools, such as Flash, and should utilize both vision and voice recognition to understand a learner’s progress. Consequently, this type of service requires a multi-modal script design consisting of TTS and expressions modelled based on pedagogical knowledge, such as educational psychology. Furthermore, it requires a high quality augmented virtuality service, which will enhance the motivation of children in class.
\n\t\t\t\tThe process of design for r-Learning services is as follows: (1) analysis of the technical capacity of vision, voice, emotion, non-verbal, and object recognition to maximize the autonomy of the robot hardware and software; (2) planning of a knowledge framework for the robot within given technical specifications; (3) developing the teaching scenario, which consists of a series of robot actions and Flash-based (in most of the cases) visual materials for the touch screen, created based on the knowledge framework; (4) GUI design for the visual material in the scenario occurs; (5) final assessment to confirm whether the teaching scenario has maximized the autonomy of the robot hardware, including anthropomorphism, and to consider the collaborative efforts with the teachers; (6) design reiteration begins after this evaluation.
\n\t\t\tThis chapter discusses case studies relating to r-Learning services using an assistive robot. Two field studies were conducted: one in an elementary school and the other in a kindergarten. The r-Leaning services in each arena aimed to provide class management and learning materials, respectively. Also, the study explains the insights from children and instructors with more detail in the following sections.
\n\t\t\tThe teaching assistant robot, Tiro can help teachers as an educational media in class, and a classmate of the children for English learning. This study tried to reflect the concept of a
Scene of Role Playing and Experiment in Classroom.
Tiro’s services contained multimedia objects such as the Flash files (SWF format), children’s photos and names. Tiro’s services were divided into two categories: (1) class management, such as checking students’ attendance, getting attention, acting as a timer for activities, and selecting presenters; (2) learning materials transmitted to TV, such as providing lesson objectives, conversation scripts, English chants and dancing, storytelling and role playing, praising and cheering up, providing reviews and quiz games, and more. This study matched these types of services with the models suggested by You et al. (2006) as illustrated in Table 3.
\n\t\t\t\tServices in classroom | \n\t\t\t\t\t\t\tHan et al. (2006, 2009a, 2009b) , Han and Kim (2009), Yujin (2008) | \n\t\t\t\t\t\t\tYou et al. (2006) | \n\t\t\t\t\t\t
C lass Management | \n\t\t\t\t\t\t\tC alling the roll Concentration Timer for activity Selection of presenters Checking homework Recording the history of rewards | \n\t\t\t\t\t\t\t\n\t\t\t\t\t\t |
Language Learning | \n\t\t\t\t\t\t\tStorytelling and role play English chant and dance Augmented reality r ole p laying Quiz for checking pronunciation Quiz Cheering up or praising after the q uiz | \n\t\t\t\t\t\t\tStorytelling /let’s act model Let’s act model Pronunc i ation leading model Q&A model Cheerleader model | \n\t\t\t\t\t\t
Comparison with You et al. (2006)’s model for a teaching assistant robot.
The following Figure 7 illustrates Tiro’s teaching services. In the first column,
Some of Tiro Services as Teaching Assistant.
Experiments were executed in three English classes in a Korean elementary school. Each class lasted for 40 minutes. In total, 117 children participated in the classes while 20 teachers monitored the classes. To investigate children’s responses, the study randomly selected 27 out of the 117 children, and then surveyed them. The study asked questions such as ‘Which do you prefer among Tiro’s services?’, and the children could choose plural preferences. Figure 8 displays the four favourite services that came out of the study, and categorizes them according to who used the service and how much they cooperated. The services preferred by children are illustrated in a yellow circle, those preferred by teachers are represented in blue hexagons and those preferred by both groups are represented in a green rectangular. In general, children liked services that were centred around them, while teachers preferred those that focused on them. Attendance checking was one exception. It was guessed that children preferred it because of the novelty effect of robots recognizing each individual. Teachers spoke of it less desirably because robots had difficulties in recognizing children’s voices and faces in the noisy and busy classroom environment, which made this activity more time-consuming than before.
\n\t\t\t\tPopularity of Tiro’s Services in English Class.
The most popular service was Tiro’s praising and cheering up, which enhanced the relationship between children and Tiro in English class. The second one was face-to-face conversation and role play with Tiro. Particularly, the skits using identification based augmented virtuality appear to have had effects on children’s motivation for learning. Next in rank was English chant and dance. Calling the roll and selecting a child to present ranked similarly, but the former carried a bigger impact because all children could interact with Tiro. For the teacher group, teachers preferred Tiro’s accommodating services rather than those that enhanced the relationship between children and Tiro. The results also showed that teachers preferred face-to-face conversation and role play with Tiro because the robot could pronounce English words better than them. Tiro’s praising and cheering up service and display of multimedia presentations were ranked next. Through Tiro’s assistance, teachers expected to have more time to interact with and help students individually by reducing the amount of time they spent at the front of the classroom to change slides on the computer. The teachers’ expectation on the learning effect with Tiro was positive, with an average value of 3.6 (p-value=0.0001) on a five-point-scale. In follow-up interviews, the teachers also recommended that the encyclopaedia services of Tiro be used during break time and that Tiro could take photos of classroom activities and automatically upload these photos to the school web server for viewing by parents.
\n\t\t\tUp to now, Yujin robotics has begun r-Learning services using iRobiQ in about a hundred kindergartens (Yujin, 2008). The following figure (Figure 9) shows an example of a TMS server. This system comprises a set of menus, such as an introduction for this r-Learning service and iRobiQ, uploading and downloading of r-Learning contents, classroom management for teachers, and general information for parents.
\n\t\t\t\tAn Example of TMS Server (http://www.edurobot.net/).
Under teachers’ supervision, iRobiQ performs such activities as checking attendance, supporting English learning, reading books, playing music, guiding and arranging daily activities (e.g., making beds, eating, and cleaning), compiling academic portfolios, and then transferring them to parents. If iRobiQ fails to recognize children’s faces when checking attendance, it provides a photo menu for children themselves to enter the information. The following Figure 10 illustrates a situation in which iRobiQ dances with children in a TPR dance class. To instruct daily activities, teachers let iRobiQ inspect the cleaning, sing a lullaby during naptime, and teach general eating etiquette, such as standing a line in a cafeteria, washing hands before eating, and more. Also, iRobiQ takes photos of the children engaged in classroom activities for the children\'s class portfolios, and then send the photos to parents via e-mail or mobile phone. The compiled portfolios are historically valuable to both children and parents, and allow the parents to understand and follow the kindergarten life of their children more closely.
\n\t\t\t\tA teacher said that “Although iRobiQ does not walk on two feet like a humanoid and delivers a cup of water, it supports linguistic development by interacting with children as an assistant teacher and instructs everyday knowledge by how to behave in daily life. Furthermore, it is very important that iRobiQ can share emotional experiences with children as their friend. Most importantly, iRobiQ frees up more time for the teachers to give extra attention to students because it shares our workload.” Another teacher commented that children who are the only child tend to think of iRobiQ as a younger sibling and try to become a role model for it. A growing number of studies with similar topics have been conducted, and the results will soon be available through publications. Also, the teacher added that vicarious reinforcement occurred at the beginning as children mimicked the robot and sang and danced in the rigid form that iRobiQ demonstrated. However, the teacher assured that it happened out of curiosity, and faded away soon after.
\n\t\t\t\tiRobiQ’s Services as Teaching Assistant.
Very recently, many researchers have shown much more interest in the pedagogical effects of educational service robots. Depending on the location of the knowledge framework of educational service robots, the robots are categorized into three types: autonomous, tele-operated, and convertible. Most of the current educational service robots inter-connect their knowledge framework with a web service. These types of robotic services are referred to as r-Learning, or robot-aided learning.
\n\t\t\tIn this study, r-Learning services are defined as the interaction between a learner and a robot that occurs for educational purposes. To date, the knowledge framework of educational service robots primarily consists of technology and subject contents with almost no pedagogical knowledge, making the teacher’s pedagogical knowledge still important. Therefore, referring to it as r-Learning instead of R-Learning may be more appropriate until the day when there is unity between artificial intelligence and human intelligence, as forecast by Kurzweil (2005).
\n\t\t\tAlso, this study reviewed previous studies relating to r-Learning, and categorized them into r-Learning services according to the types of robots, their role, and so on. A literature review revealed that most of the existing r-Learning services utilize web-based contents as the information that robots provide. Many of them confirm that the use of robots can positively contribute to improving learners’ motivation for learning, which has led to the commercialization of a teaching assistant robot.
\n\t\t\tThis study concludes r-Learning has the seven advantages: reciprocal authority to start learning, responsiveness of teaching and learning activities, greater frequency of physical and virtual space, the anthropomorphism of media for learning, providing physical activities, convenient communication for teachers and parents, providing fantasy for immersion learning. It was proposed r-Learning service frameworks based on the frameworks of web-based services and teacher’s knowledge. Also, this study defined r-Learning services as a set of activities in the knowledge frameworks built around the perceived sensor data, and divided the activities of r-Learning services into three types: physical experience type, using teaching prop type, and multimedia content based on screen type.
\n\t\t\tThe design of r-Learning services are made up of five steps: the design of vision, voice, emotion, non-verbal, and object recognition; the construction of robots’ knowledge framework within a given technical circumstance; the creation of a robot education scenario within the boundary of the knowledge framework of robots, in which the scenario normally includes robot actions and visual materials (normally Flash-based) for the touch screen; the design of GUI for the visual material in the scenario; and confirming whether the teaching scenario maximized the autonomy of the robot hardware, included anthropomorphism, and considering the collaborative efforts with the teachers. Design reiteration begins after this evaluation.
\n\t\t\tCase studies conducted on r-Learning services development in an elementary school and a kindergarten were introduced. By observing how students and teachers interacted with r-Learning services, the study found an r-Learning paradigm based on its educational impact and emotional communication in the upcoming future.
\n\t\t\tHowever, challenges remain. The challenges for tele-presence robots include ethical violations that may come from the field. These robots may invade privacy by intruding into personal school lives of students. Other challenges include protecting the system from misuse outside of a class led by a tele-presence system with a remote instructor, such as information leaks on the classroom itself, unapproved visual and audio recordings, and distribution of such recordings. Next, in the case of an autonomous robot, the recognition technology and the knowledge framework of a teaching robot are still limited. Robot expressions are minimized to meet the minimal hardware specifications required for commercialization. Recognition often fails in a real environment. The cost benefit and uniqueness have been controversial in comparison with computer based content services that also utilize camera and recognition techniques. A high level of TPCK is required for teachers to constantly interact with robots.
\n\t\t\tFinally, among TPCK, the PK that can elicit a long-term interaction beyond the novelty effect needs to be studied in depth. Several possibilities exist to overcome these challenges including the improvement of a recognition technology, such as using RFID, the development of a new interaction service between the physical activity type and teaching prop type, the development a means to increase the relationship with a robot, continuous studies on an acceptance model of teachers to use a teaching assistant robot.
\n\t\tThis work is supported by Korea Evaluation Institute of Industrial Technology Grant # KEIT-2009-S-032-01.
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\n\nBook Chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen maintains a very flexible Copyright Policy that ensures that there is no copyright transfer to the publisher. Therefore, Authors retain exclusive copyright to their work. All Monographs are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) and journal articles are distributed under a Creative Commons 4.0 International Licence.
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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:null},{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. His research interests include pattern recognition, bioinformatics, and biometric systems (fingerprint classification and recognition, signature verification, face recognition).",institutionString:null,institution:null},{id:"496",title:"Dr.",name:"Carlos",middleName:null,surname:"Leon",slug:"carlos-leon",fullName:"Carlos Leon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Seville",country:{name:"Spain"}}},{id:"512",title:"Dr.",name:"Dayang",middleName:null,surname:"Jawawi",slug:"dayang-jawawi",fullName:"Dayang Jawawi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Technology Malaysia",country:{name:"Malaysia"}}},{id:"528",title:"Dr.",name:"Kresimir",middleName:null,surname:"Delac",slug:"kresimir-delac",fullName:"Kresimir Delac",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/528/images/system/528.jpg",biography:"K. 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Women are diagnosed with PTSD approximately twice as often as men. In this review, we outline the evidence of gender differences related to PTSD, and the factors of resilience and susceptibility differ between men and women.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Jingchu Hu, Biao Feng, Yonghui Zhu, Wenqing Wang, Jiawei Xie\nand Xifu Zheng",authors:[{id:"190985",title:"Dr.",name:"Xifu",middleName:null,surname:"Zheng",slug:"xifu-zheng",fullName:"Xifu Zheng"},{id:"194981",title:"BSc.",name:"Yonghui",middleName:null,surname:"Zhu",slug:"yonghui-zhu",fullName:"Yonghui Zhu"},{id:"194982",title:"MSc.",name:"Wenqing",middleName:null,surname:"Wang",slug:"wenqing-wang",fullName:"Wenqing Wang"},{id:"194985",title:"Dr.",name:"Jingchu",middleName:null,surname:"Hu",slug:"jingchu-hu",fullName:"Jingchu Hu"},{id:"194986",title:"MSc.",name:"Biao",middleName:null,surname:"Feng",slug:"biao-feng",fullName:"Biao Feng"},{id:"194987",title:"Ph.D. Student",name:"Jiawei",middleName:null,surname:"Xie",slug:"jiawei-xie",fullName:"Jiawei Xie"}]},{id:"52472",doi:"10.5772/65410",title:"Gender and Health",slug:"gender-and-health",totalDownloads:3395,totalCrossrefCites:5,totalDimensionsCites:11,abstract:"Research has found differences between women and men in some health indicators. Women’s life expectancy is higher than men’s, but research on differences in morbidity has proved less consistent than on the differences in mortality. These differences vary in terms of the type of health indicator used, the life cycle period analyzed, and even the country where research is conducted. Generally, men have more life-threatening chronic diseases at younger ages, including coronary heart disease, as well as more externalizing mental health problems and substance use disorders. Women present higher rates of chronic debilitating conditions such as arthritis, frequent or severe headaches, gallbladder conditions, and also more internalizing mental problems such as affective and anxiety disorders. Results of research on the differences between women and men in self-rated health have also highlighted the complexity of gender differences in health. Although several studies have shown that women have poorer self-rated health than men, this is not the case in all countries. Also, differences in self-rated health vary depending on other psychosocial and demographic variables. The present study reviews the main differences in women’s and men’s health as well as the most relevant factors that may account for them.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"María Pilar Matud",authors:[{id:"189729",title:"Prof.",name:"M. Pilar",middleName:null,surname:"Matud",slug:"m.-pilar-matud",fullName:"M. Pilar Matud"}]},{id:"52503",doi:"10.5772/65457",title:"Gender and Leadership",slug:"gender-and-leadership",totalDownloads:4065,totalCrossrefCites:5,totalDimensionsCites:8,abstract:"The topic of leadership has been addressed and applied for millennia. Yet, it is only within the past 80 years that leadership has been a topic of serious discussion. It is important to understand variables relevant to effective leadership. Gender is one such variable that must be examined with regard to optimizing leadership effectiveness. The topic of gender and leadership deserves serious and thoughtful consideration and discussion because of professional, political, cultural, and personal realities of the twenty‐first century. Women and men have been, are, and should be leaders. Gender must be considered to determine how each leader can reach maximum potential and effectiveness. The FourCe‐PITO conceptual framework of leadership is designed to help guide leadership development and education. The present chapter uses this conceptual framework of leadership to discuss how consideration of gender may affect and optimize leadership development and effectiveness. It is the goal of this chapter to lay out the issues that educators of leaders, potential leaders, and “practicing” leaders should be aware of, to achieve success for the good of the groups and individuals they have the responsibility to lead.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Kathryn E. Eklund, Erin S. Barry and Neil E. Grunberg",authors:[{id:"191531",title:"Dr.",name:"Neil E.",middleName:null,surname:"Grunberg",slug:"neil-e.-grunberg",fullName:"Neil E. Grunberg"},{id:"191532",title:"Dr.",name:"Erin S.",middleName:null,surname:"Barry",slug:"erin-s.-barry",fullName:"Erin S. 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I am giving examples from my developmental psychology research where the split-sample analysis by gender showed amazing and often unexpected effects.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Chris Lange-Küttner",authors:[{id:"190245",title:"Prof.",name:"Chris",middleName:null,surname:"Lange-Küttner",slug:"chris-lange-kuttner",fullName:"Chris Lange-Küttner"}]},{id:"53721",doi:"10.5772/66093",title:"Professional Women's Experience of Autonomy and Independence in Sindh-Pakistan",slug:"professional-women-s-experience-of-autonomy-and-independence-in-sindh-pakistan",totalDownloads:1623,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"This chapter summarises the part of findings of my doctoral studies at the University of Sussex, Brighton, UK. In this case study, there are elements of both qualitative and quantitative approaches; the former is the principal approach to this research while the latter works as complementary. Participants of the research were divided into two categories: academic and non‐academic. Forty semi‐structured interviews (20 from each category) and 100 survey questionnaire (50 from each category) were collected. This research argues that existing concepts of ‘autonomy’ and ‘independence’ may not be useful indices/indicators for measuring the social status or position of women in Sindhi society, due to variations in understanding or the meanings attributed to these concepts across the globe. Findings argue that these professional women perceived concepts of ‘autonomy’, ‘independence’ and ‘individuality’ categorically different than those of Westernised understandings. This research asserts that Sindhi society, similarly to that of Tamil society, emphasises social groups rather than individuals. Hence, ‘collective identities’ are the essence of Sindhi society; however, individuals find their autonomy, independence and individuality in the context of ‘others’, which means to be more responsible for group's interests.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Mukesh Kumar Khatwani",authors:[{id:"196384",title:"Dr.",name:"Mukesh",middleName:"Kumar",surname:"Khatwani",slug:"mukesh-khatwani",fullName:"Mukesh Khatwani"}]}],mostDownloadedChaptersLast30Days:[{id:"52503",title:"Gender and Leadership",slug:"gender-and-leadership",totalDownloads:4065,totalCrossrefCites:5,totalDimensionsCites:8,abstract:"The topic of leadership has been addressed and applied for millennia. Yet, it is only within the past 80 years that leadership has been a topic of serious discussion. It is important to understand variables relevant to effective leadership. Gender is one such variable that must be examined with regard to optimizing leadership effectiveness. The topic of gender and leadership deserves serious and thoughtful consideration and discussion because of professional, political, cultural, and personal realities of the twenty‐first century. Women and men have been, are, and should be leaders. Gender must be considered to determine how each leader can reach maximum potential and effectiveness. The FourCe‐PITO conceptual framework of leadership is designed to help guide leadership development and education. The present chapter uses this conceptual framework of leadership to discuss how consideration of gender may affect and optimize leadership development and effectiveness. It is the goal of this chapter to lay out the issues that educators of leaders, potential leaders, and “practicing” leaders should be aware of, to achieve success for the good of the groups and individuals they have the responsibility to lead.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Kathryn E. Eklund, Erin S. Barry and Neil E. Grunberg",authors:[{id:"191531",title:"Dr.",name:"Neil E.",middleName:null,surname:"Grunberg",slug:"neil-e.-grunberg",fullName:"Neil E. Grunberg"},{id:"191532",title:"Dr.",name:"Erin S.",middleName:null,surname:"Barry",slug:"erin-s.-barry",fullName:"Erin S. 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In this review, we outline the evidence of gender differences related to PTSD, and the factors of resilience and susceptibility differ between men and women.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Jingchu Hu, Biao Feng, Yonghui Zhu, Wenqing Wang, Jiawei Xie\nand Xifu Zheng",authors:[{id:"190985",title:"Dr.",name:"Xifu",middleName:null,surname:"Zheng",slug:"xifu-zheng",fullName:"Xifu Zheng"},{id:"194981",title:"BSc.",name:"Yonghui",middleName:null,surname:"Zhu",slug:"yonghui-zhu",fullName:"Yonghui Zhu"},{id:"194982",title:"MSc.",name:"Wenqing",middleName:null,surname:"Wang",slug:"wenqing-wang",fullName:"Wenqing Wang"},{id:"194985",title:"Dr.",name:"Jingchu",middleName:null,surname:"Hu",slug:"jingchu-hu",fullName:"Jingchu Hu"},{id:"194986",title:"MSc.",name:"Biao",middleName:null,surname:"Feng",slug:"biao-feng",fullName:"Biao Feng"},{id:"194987",title:"Ph.D. Student",name:"Jiawei",middleName:null,surname:"Xie",slug:"jiawei-xie",fullName:"Jiawei Xie"}]},{id:"52472",title:"Gender and Health",slug:"gender-and-health",totalDownloads:3395,totalCrossrefCites:5,totalDimensionsCites:11,abstract:"Research has found differences between women and men in some health indicators. Women’s life expectancy is higher than men’s, but research on differences in morbidity has proved less consistent than on the differences in mortality. These differences vary in terms of the type of health indicator used, the life cycle period analyzed, and even the country where research is conducted. Generally, men have more life-threatening chronic diseases at younger ages, including coronary heart disease, as well as more externalizing mental health problems and substance use disorders. Women present higher rates of chronic debilitating conditions such as arthritis, frequent or severe headaches, gallbladder conditions, and also more internalizing mental problems such as affective and anxiety disorders. Results of research on the differences between women and men in self-rated health have also highlighted the complexity of gender differences in health. Although several studies have shown that women have poorer self-rated health than men, this is not the case in all countries. Also, differences in self-rated health vary depending on other psychosocial and demographic variables. The present study reviews the main differences in women’s and men’s health as well as the most relevant factors that may account for them.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"María Pilar Matud",authors:[{id:"189729",title:"Prof.",name:"M. Pilar",middleName:null,surname:"Matud",slug:"m.-pilar-matud",fullName:"M. Pilar Matud"}]},{id:"53212",title:"Broken Dreams—Balancing Self and Family Well-Being: The Experiences of Women Immigrants to Hamilton, ON",slug:"broken-dreams-balancing-self-and-family-well-being-the-experiences-of-women-immigrants-to-hamilton-o",totalDownloads:1481,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This chapter presents the preliminary analysis of a study conducted in Hamilton, ON. It explores the intersection of women’s immigration, integration and mental health. Their perceptions of what is needed from them in relation to the various challenges/changes that moving to a new country entails is a particular focus of this research. To begin with, the term “women immigrant” (WI) is used, rather than immigrant women as commonly used—as the participants were women long before they became immigrants. 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In the process of validating a scale of consumer boycott in Brazil, the 13 items of the original scale were kept, but were grouped in different factors. The emerged factors were perception of guilt, influence from others, boycott efficiency, and purchase frequency. Testing relationship among demographic variables and these factors, only gender was significant on perception of guilt. In this sense, we seek in psychology, psychoanalysis (also briefly in anthropology and history), features that could explain the reasons why women feel guiltier than men, and thus are more likely to boycott.",book:{id:"5472",slug:"gender-differences-in-different-contexts",title:"Gender Differences in Different Contexts",fullTitle:"Gender Differences in Different Contexts"},signatures:"Breno de P.A. Cruz, Ricardo José Marques Pires-Jr. and Steven D. 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He completed a one-year Post-Doctoral Fellowship awarded by the DFAIT (Foreign Affairs and International Trade Canada) at the Institute of Biomedical Engineering of the University of New Brunswick (Canada) in 2010. Currently, he is Professor in the Faculty of Electrical Engineering (UFU). He has authored and co-authored more than 200 peer-reviewed publications in Biomedical Engineering. He has been a researcher of The National Council for Scientific and Technological Development (CNPq-Brazil) since 2009. He has served as an ad-hoc consultant for CNPq, CAPES (Coordination for the Improvement of Higher Education Personnel), FINEP (Brazilian Innovation Agency), and other funding bodies on several occasions. He was the Secretary of the Brazilian Society of Biomedical Engineering (SBEB) from 2015 to 2016, President of SBEB (2017-2018) and Vice-President of SBEB (2019-2020). 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She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Univeristy of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:null},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:null},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"355660",title:"Dr.",name:"Anitha",middleName:null,surname:"Mani",slug:"anitha-mani",fullName:"Anitha Mani",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"355612",title:"Dr.",name:"Janani",middleName:null,surname:"Karthikeyan",slug:"janani-karthikeyan",fullName:"Janani Karthikeyan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"334400",title:"Dr.",name:"Suvetha",middleName:null,surname:"Siva",slug:"suvetha-siva",fullName:"Suvetha Siva",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"334239",title:"Prof.",name:"Leung",middleName:null,surname:"Wai Keung",slug:"leung-wai-keung",fullName:"Leung Wai Keung",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Hong Kong",country:{name:"China"}}}]}},subseries:{item:{id:"10",type:"subseries",title:"Animal Physiology",keywords:"Physiology, Comparative, Evolution, Biomolecules, Organ, Homeostasis, Anatomy, Pathology, Medical, Cell Division, Cell Signaling, Cell Growth, Cell Metabolism, Endocrine, Neuroscience, Cardiovascular, Development, Aging, Development",scope:"Physiology, the scientific study of functions and mechanisms of living systems, is an essential area of research in its own right, but also in relation to medicine and health sciences. The scope of this topic will range from molecular, biochemical, cellular, and physiological processes in all animal species. Work pertaining to the whole organism, organ systems, individual organs and tissues, cells, and biomolecules will be included. Medical, animal, cell, and comparative physiology and allied fields such as anatomy, histology, and pathology with physiology links will be covered in this topic. Physiology research may be linked to development, aging, environment, regular and pathological processes, adaptation and evolution, exercise, or several other factors affecting, or involved with, animal physiology.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/10.jpg",hasOnlineFirst:!1,hasPublishedBooks:!1,annualVolume:11406,editor:{id:"202192",title:"Dr.",name:"Catrin",middleName:null,surname:"Rutland",slug:"catrin-rutland",fullName:"Catrin Rutland",profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",biography:"Catrin Rutland is an Associate Professor of Anatomy and Developmental Genetics at the University of Nottingham, UK. She obtained a BSc from the University of Derby, England, a master’s degree from Technische Universität München, Germany, and a Ph.D. from the University of Nottingham. She undertook a post-doctoral research fellowship in the School of Medicine before accepting tenure in Veterinary Medicine and Science. Dr. Rutland also obtained an MMedSci (Medical Education) and a Postgraduate Certificate in Higher Education (PGCHE). She is the author of more than sixty peer-reviewed journal articles, twelve books/book chapters, and more than 100 research abstracts in cardiovascular biology and oncology. She is a board member of the European Association of Veterinary Anatomists, Fellow of the Anatomical Society, and Senior Fellow of the Higher Education Academy. Dr. Rutland has also written popular science books for the public. https://orcid.org/0000-0002-2009-4898. www.nottingham.ac.uk/vet/people/catrin.rutland",institutionString:null,institution:{name:"University of Nottingham",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null,series:{id:"10",title:"Physiology",doi:"10.5772/intechopen.72796",issn:"2631-8261"},editorialBoard:[{id:"306970",title:"Mr.",name:"Amin",middleName:null,surname:"Tamadon",slug:"amin-tamadon",fullName:"Amin Tamadon",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002oHR5wQAG/Profile_Picture_1623910304139",institutionString:null,institution:{name:"Bushehr University of Medical Sciences",institutionURL:null,country:{name:"Iran"}}},{id:"251314",title:"Dr.",name:"Juan Carlos",middleName:null,surname:"Gardón",slug:"juan-carlos-gardon",fullName:"Juan Carlos Gardón",profilePictureURL:"https://mts.intechopen.com/storage/users/251314/images/system/251314.jpeg",institutionString:"Catholic University of Valencia San Vicente Mártir, Spain",institution:null},{id:"245306",title:"Dr.",name:"María Luz",middleName:null,surname:"Garcia Pardo",slug:"maria-luz-garcia-pardo",fullName:"María Luz Garcia Pardo",profilePictureURL:"https://mts.intechopen.com/storage/users/245306/images/system/245306.png",institutionString:null,institution:{name:"Miguel Hernandez University",institutionURL:null,country:{name:"Spain"}}},{id:"283315",title:"Prof.",name:"Samir",middleName:null,surname:"El-Gendy",slug:"samir-el-gendy",fullName:"Samir El-Gendy",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRduYQAS/Profile_Picture_1606215849748",institutionString:null,institution:{name:"Alexandria University",institutionURL:null,country:{name:"Egypt"}}}]},onlineFirstChapters:{paginationCount:20,paginationItems:[{id:"80964",title:"Upper Airway Expansion in Disabled Children",doi:"10.5772/intechopen.102830",signatures:"David Andrade, Joana Andrade, Maria-João Palha, Cristina Areias, Paula Macedo, Ana Norton, Miguel Palha, Lurdes Morais, Dóris Rocha Ruiz and Sônia Groisman",slug:"upper-airway-expansion-in-disabled-children",totalDownloads:35,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Oral Health Care - An Important Issue of the Modern Society",coverURL:"https://cdn.intechopen.com/books/images_new/10827.jpg",subseries:{id:"1",title:"Oral Health"}}},{id:"80839",title:"Herbs and Oral Health",doi:"10.5772/intechopen.103715",signatures:"Zuhair S. 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Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. 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