\r\n\tSQL is worth learning because it’s a programming language that’s in demand in the tech industry and in other sectors that need technology. Most software developers who know SQL earn respectable salaries. Learning SQL can not only enhance your skills, but it can also give you a better understanding of the applications you work with daily. In this book, we will go through the details of SQL and how to use it effectively. The goal of this book is to have many practical application examples that will help learners easily acquire and self-study SQL.
",isbn:"978-1-83969-946-7",printIsbn:"978-1-83969-945-0",pdfIsbn:"978-1-83969-947-4",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"d1d908cd61561c1e813552fbd6cb9ed1",bookSignature:"Ph.D. Duc-Man Nguyen and Dr. Van-Loi Nguyen",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11919.jpg",keywords:"Database Classification, Types of Databases, SQL Basic, Drop Statement, Aggregate Functions, Conversion Function, Date Function, Mathematical Functions, User-Defined Types, User-Defined Functions, String Data Type, Pivoting Data in SQL",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"May 3rd 2022",dateEndSecondStepPublish:"July 6th 2022",dateEndThirdStepPublish:"September 4th 2022",dateEndFourthStepPublish:"November 23rd 2022",dateEndFifthStepPublish:"January 22nd 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"4 days",secondStepPassed:!1,areRegistrationsClosed:!1,currentStepOfPublishingProcess:2,editedByType:null,kuFlag:!1,biosketch:"Dr. Nguyen Duc Man is a member of the DSA-Da Nang Software Association, Vietnam. He was awarded the Award for Excellent effort in Training and Management by the Duy Tan University, Vietnam for several years in a row, and received the Certificate of Merit for Excellent effort in Training and Management by the Ministry of Education and Training, Vietnam. His current research interests are software testing, mobile testing, test automation, test case generation, context-driven testing, and ML for testing.",coeditorOneBiosketch:"Dr. Van-Loi Nguyen received his Master of Engineering in Computer Science from the University of Danang, Vietnam in 2010, and a Ph.D. degree from Soongsil University, Korea, in 2017. He is currently a lecturer at the Vietnam - Korea University of Information and Communication Technology, the University of Danang. He has over 18 years of experience teaching and researching programming, databases, machine learning, information retrieval, multimedia, and artificial intelligence.",coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"227628",title:"Ph.D.",name:"Duc-Man",middleName:null,surname:"Nguyen",slug:"duc-man-nguyen",fullName:"Duc-Man Nguyen",profilePictureURL:"https://mts.intechopen.com/storage/users/227628/images/system/227628.jpg",biography:'1.\tName:\tNguyen Duc Man\n\tOffice: Room 601, 254 Nguyen Van Linh, Danang, Vietnam\n\tTel: +84-2363 650 403 (Ext 601)\n Mobi: 0904 235 945\n\tEmail: mannd@duytan.edu.vn\n\n2.\tEducation:\nBSc.\tInformation Technology\tDuy Tan University, Vietnam\t1999\nMSc.\tComputer Science\tDanang University, Vietnam\t2009\nPhD.\tComputer Science\tDuy Tan University, Vietnam\t2020\n\n3.\tAcademic experience:\nDuy Tan University, Vietnam\tTeaching\tLecturer\t2004- Present\tFT\n\t\n4.\tNon-academic experience:\nHSD Corporation, Ho Chi Minh, Vietnam\tAnalysis, Design and Code, DB Design\tSoftware Developer\t1999-2001\tFT\nDuy Tan Software Center, Vietnam\tTeam leader, Planning, A&D\tProject Lead\t2001-2003\tFT\n\n5.\tCertifications or professional registrations:\n-\tCertificate for completion of Train the Trainer courses (Software Capstone Project, Requirements Engineering, Software Architecture, Software Project management, software Process and Quality management, Software Integration Practices). Institute of Software Research, Carnegie Mellon University, USA. (2010, 2014, 2016, 2017, 2018, 2019).\n-\t7 Professional Development Hours for participation in the Fundamentals of Program Assessment Workshop, ABET Symposium (2017)\n-\t7 Professional Development Hours for participation in the Self-Study Development Workshop ABET Symposium (2017)\n-\t14 Professional Development Hours for participation at the 2017 ABET\nSymposium, ABET Symposium (2017)\n-\tSoftware Testing and Automation Conference. VISTACON 2011, Ho Chi Minh, Vietnam (2011).\n-\tFagan Software Inspection Method. ECCI Group, Vietnam (2011).\n-\tHP Train the Trainer courses: HP QTP, LoadRunner, Quality Center (2011).\n\n6.\tMembership in professional organizations:\n-\tMember of DSA-Da Nang Software Association, Vietnam.\n\n7.\tHonors and awards:\n-\tAwards for Excellent effort in Training and Management. Duy Tan University, Vietnam (2003, 2006, 2007, 2008, 2009, 2010, 2012).\n-\tCertificate of Merit for Excellent effort in Training and Management. Ministry of Education and Training, Vietnam (2008- 2009, 2010- 2011, 2013- 2014).\n-\tCertificate of Merit of the People Committee of Da Nang. Danang, Vietnam (2011-2012).\n\n8.\tService activities:\n-\tInstitutional service: \n•\tStudents’ Awards Committee \n•\tFaculty Development Committee \n•\tScholarship Committee \n•\tFaculty Council \n\n9.\tPublications and presentations from the past five years:\n\n1.\t\tCheng, Y. H., Chang, P. C., Nguyen, D. M., & Kuo, C. N. (2020). Automatic Music Genre Classification Based on CRNN. Engineering Letters, 29(1).\n2.\t\tHuynh, Q. T., Pham, L. T., Ha, N. H., & Nguyen, D. M. (2020). An Effective Approach for Context Driven Testing in Practice—A Case Study. International Journal of Software Engineering and Knowledge Engineering, 30(09), 1245-1262.\n3.\t\tNguyen, D. M., Huynh, Q. T., Ha, N. H., & Nguyen, T. H. (2020). Automated test input generation via model inference based on user story and acceptance criteria for mobile application development. International Journal of Software Engineering and Knowledge Engineering, 30(03), 399-425.\n4.\t \tNguyen, D. M., Do, H. N., Huynh, Q. T., Vo, D. T., & Ha, N. H. (2018, August). Shinobi: A Novel Approach for Context-Driven Testing (CDT) Using Heuristics and Machine Learning for Web Applications. In International Conference on Industrial Networks and Intelligent Systems (pp. 86-102). Springer, Cham.\n5.\t\tHoang-Nhat, D. O., NGUYEN, D. M., HUYNH, Q. T., & Nhu-Hang, H. A. (2018). One2Explore-Graph Builder for Exploratory Testing from a Novel Approach.\n6.\t\tNguyen, M. D., Huynh, T. Q., & Nguyen, T. H. (2016, November). Improve the Performance of Mobile Applications Based on Code Optimization Techniques Using PMD and Android Lint. In International Symposium on Integrated Uncertainty in Knowledge Modelling and Decision Making (pp. 343-356). Springer, Cham.\n7.\t\tBao Le Nguyen, Nguyen Duc Man, Minh Nguyen Cong and Luong Vo Van (2013). Difficulties in the Operation of an International Program in Vietnam. FICAP-1 Proceedings, BrownWalker Press, 2013, ISBN-13: 9781612337043.\n8.\t\tDuc Nguyen Duc Man, Tien Vu Truong, Nguyen Bao Le (2013). Deployment of Capstone Projects in Software Engineering Education at Duy Tan University as Part of a University-wide Project-based Learning Effort. Learning and Teaching in Computing and Engineering (LaTiCE), IEEE Computer Society -CPS, 2013, E-ISBN :978-0-7695-4960-6 (pp. 184 -191).\n9.\t\tGia Nhu Nguyen, Nhat Tan Tran, Thanh Trung Nguyen and Nguyen Duc Man (2014). The Benefits of CDIO for ABET Preparation from a Hands-on Study in Vietnam. Proceedings of the 10th International CDIO Conference. Barcelona \n10.\t\tVu T Truong, Bao N Le, Man N Duc, Thang M Nguyen (2014). Accessing the Maturity of Teamwork Capabilities through CDIO Projects. Proceedings of the 10th Annual International CDIO Conference. Universitat Politècnica de Catalunya, Barcelona, Spain.\n11.\t\tPhuong A Pham, Man D Nguyen, Long Q Nguyen, Thang M Nguyen, Bao N Le (2014). Learning Computer Programming In Cdio’s Team Settings. Proceedings of the 10th Annual International CDIO Conference. Universitat Politècnica de Catalunya, Barcelona, Spain.\n12.\t\tVo, Q. N., Tran, N. P., Van Dat Ngo, V. H. T., Huynh, Q. T., Ha, N. H., & Nguyen, D. M. LEVERAGE THE BLOCKCHAIN TECHNOLOGY TO MANAGE SMART CONTRACT IN ASSET TRADING. Kỷ yếu Hội nghị KHCN Quốc gia lần thứ XII về Nghiên cứu cơ bản và ứng dụng Công nghệ thông tin (FAIR); Huế, ngày 07-08/6/2019 DOI: 10.15625/vap.2019.00032\n\n13.\t\tHa, N. H., Nguyen, D. M., Liu, C. A., Van Van, T., Nguyen, A. D., & Huynh, Q. T. AN EMPIRICAL STUDY OF THE IMPACT OF THE MPOS SYSTEM ON THE PROCESS CHANGE OF RESTAURANTS. Kỷ yếu Hội nghị KHCN Quốc gia lần thứ XII về Nghiên cứu cơ bản và ứng dụng Công nghệ thông tin (FAIR); Huế, ngày 07-08/6/2019 DOI: 10.15625/vap.2019.00032\n\n14.\t\tNguyễn Thanh Hùng, Nguyễn Đức Mận, Huỳnh Quyết Thắng (2019), Thử Nghiệm Đánh Giá Áp Dụng Một Số Kỹ Thuật Kiểm Thử Để Nâng Cao Độ Tin Cậy Cho Ứng Dụng Di Động Trong Môi Trường Phát Triển Linh Hoạt. Section on Information and Communication Technology (ICT) - No. 13, Journal of Science and Technique - Le Quy Don Technical University - No. 199, ISSN 1859-0209\n15.\t\tHuỳnh Quyết Thắng, Nguyễn Đức Mận, Nguyễn Thị Bảo Trang, Nguyễn Thị Anh Đào (2016). Kỹ thuật kiểm thử hồi qui hiệu quả cho phát triển ứng dụng di động. Kỷ yếu Hội nghị khoa học công nghệ quốc gia lần thứ IX, ngày 4-5/8/2016 - "Nghiên cứu cơ bản và ứng dụng Công nghệ thông tin" (FAIR 2016), trang 255-265. Nhà xuất bản Khoa học tự nhiên và Công nghệ. ISBN 978-604-913-472-2\n\n10.\tRecent professional development activities:\n-\tCoordinator and Assistant Director of ACM/ICPC Asia Regional Contest, Danang, Vietnam (2013). \n-\tParticipated in the 7th National Conference on Fundamental and Applied IT Research (2014).\n-\tAttended the 7 Professional Development Hours the Fundamentals of Program Assessment Workshop (2017).\n-\tParticipated in the 12th National Conference on Fundamental and Applied IT Research (2019).\n-\tINISCOM 2018, INISCOM 2019, KSE 2019, CITA2021, CITA2022\n-\tAttended the CDIO Regional Meeting - Asia-Pacific (2019).',institutionString:"Duy Tan University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"Duy Tan University",institutionURL:null,country:{name:"Vietnam"}}}],coeditorOne:{id:"473326",title:"Dr.",name:"Van-Loi",middleName:null,surname:"Nguyen",slug:"van-loi-nguyen",fullName:"Van-Loi Nguyen",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003Sa5QKQAZ/Profile_Picture_2022-05-10T10:01:50.jpg",biography:"Dr. Van-Loi Nguyen received his Master of Engineering in Computer Science from the University of Danang, Vietnam in 2010, and a Ph.D. degree from Soongsil University, Korea in 2017. 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The Case of Hue, Vietnam",slug:"world-heritage-listing-and-implications-for-tourism-the-case-of-hue-vietnam",signatures:"Jo Vu and Quynh-Du Ton-That",authors:[{id:"118444",title:"Dr.",name:"Jo",middleName:null,surname:"Vu",fullName:"Jo Vu",slug:"jo-vu"}]},{id:"35717",title:"Cultural Districts, Tourism and Sustainability",slug:"cultural-districts-tourism-and-sustainability",signatures:"Giulio Maggiore and Immacolata Vellecco",authors:[{id:"118072",title:"Dr.",name:"Immacolata",middleName:null,surname:"Vellecco",fullName:"Immacolata Vellecco",slug:"immacolata-vellecco"},{id:"118597",title:"Dr.",name:"Giulio",middleName:null,surname:"Maggiore",fullName:"Giulio Maggiore",slug:"giulio-maggiore"}]},{id:"35718",title:"The Bottom-Up Approach of Community-Based Ethnic Tourism: A Case Study in Chiang Rai",slug:"the-bottom-up-approach-of-community-based-ethnic-tourism-a-case-study-in-chiang-rai",signatures:"Polladach Theerapappisit",authors:[{id:"111426",title:"Dr.",name:"Polladach",middleName:null,surname:"Theerapappisit",fullName:"Polladach Theerapappisit",slug:"polladach-theerapappisit"}]},{id:"35719",title:"Modern Cableways - 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The active learning permits us to get research competencies, namely problem-solving, and uses several types of strategies [2], very useful for the one who wants to be creative and be more acumen in using teaching techniques like data visualization [3], and at the same time, test them according to an established task path such as: active comprehension and active production [4]. On the other hand, active learning empowers our relationship with the technology and gives us more understanding and domination with our relationship with data [5] and with the active learning algorithmic practice [6]. This relationship extends to the organizational practice, where active learning develops environments conducive to business practice [7] and reinforced by the online context [8], reducing the time of treatment and data interpretation and translating into a significant improvement in the review and design of financial, social and commercial scenarios, and strategies. Therefore, we are dealing with a very practical and very motivational way of knowledge transmission [9] and to increase interest in various subjects [10] namely in practicing medicine [11] and to choose collected data about informal nonhuman aspects for human condition explanation [12] combining soft and technical skills with physical activity to improve the performance [13] and using technology kits to increase experiences and increase the subjective knowledge [14].
\nIn addition, in classrooms in Tomar, Portugal, we set active learning team, tasks representing their self-mastery of knowledge being inside the indoor and outdoor work contexts. Following that, we tried to define and explore the concept of active learning through references about active learning increasing self-confidence and problem-solving in strategic scenery, and to measure active learning with development tasks and presentations. The above studies have the dual purpose of investigating the issues and extending them to different types of populations.
\nThere are many forms and techniques to apply active learning and increase the students which increase students’ ability to systematize and consolidate knowledge. So, we use the following active learning techniques for case study active learning strategy [15]:
preparation for the debate [16]
teamwork [17]
exposition and communication [18]
preparation for improvisation [19]
ability to argue [20]
involvement in the activity [21]
problem-solving [22].
Meanwhile, these techniques have been reinforced with Organizational Development techniques practice, during the discipline development [23] as it follows:
Training-group (an interactive technique where people learn from each other, the best-known technique is the psychodrama) [24].
Team-building (use of intervention different types that enhance social relationships and clarify the roles of group members, one of the known techniques is outdoor) [25].
Delphi technique (use of an experts group to compare unstructured or individual groups) [26].
Technique of help interview/consultation (consultation process—technique of psychological interview) [27].
Force-field analysis technique (the technique of events diagnosis for results optimization) [28].
Confrontation group technique (a technique that means having the courage to tell a person what they have seen or heard, to show that they are worried about them and to suggest that they are willing to help) [29].
Data feedback technique (data feedback—ability to give and receive opinions, criticisms and suggestions about our attitudes, behaviors, and/or performances, with the purpose of reorienting and/or stimulating a particular individual or group action) [30].
Third-party technique (the third party—is a procedure for the resolution of controversies—is one of the alternative methods to classic judiciary litigation), [31].
“All at the same time in the same room” technique (getting the whole system in the room—streamlining communication for the whole organization) [32].
Grid organization development technique (detection of personality styles in relation to task and relationship) [33].
“Transactional analysis” technique (studies and analyzes the exchanges of stimuli and responses, or transactions between individuals) [34].
World café technique (flexible, sensitive, and powerful process for generating collaborative dialogs between individuals, in which they can share their knowledge and discover new opportunities for joint action) [35].
Open space technology technique (how to gather people in a conference, retreat, or meeting) [36].
Sensitivity laboratory technique (temporary residential community, structured according to participants’ learning requirements) [37].
E-learning technique (formation in O.D. from distance) [38].
Consulting techniques in O.D. (assumed forms of paper by the consultant), [39].
Based on active learning techniques, we proposed those that justified the link between revealed autonomy and the ability to solve problems in a strategic scenario, in our theme, case study resolution, and the results achieved with tasks execution and presentations. Several contributions try to explain advantages, constraints, and active learning utility, on this book that we divide in to three sections:
Active learning properly: where we talk about the concept humanization, namely the relation with learners and the active learning practice implementation focusing cases.
Technologies and active learning: where we talk about the use of technology in the active learning, its boundary between technology and learners, with the inherent advantages and some constraints provoked by what the change brought about the challenges of this new knowledge approach.
Related trends: where we talk about the future of active learning in an ethical-pedagogical approach, ending in its entrepreneurial character.
In the first section, we begin with an excellent article from PdD Radwan Akran, about active machine learning use where, in a clear explanation, he conveys to us this technique knowledge, taking, in particular, into account, increasing in teaching and learning. At the same time, he showed us how the humans learn faster with better performance when they can actively select the informative instances from a pool of unlabeled data instead of random sampling, and discuss the challenges that this technique has to win.
\nFollowing, we have another interesting article from the Dr. Sewagegn Abatihun Alehegn and Dr. Boitumelo M. Diale, who presents us a learners’ role empowerment scenario, where they achieve competencies using active learning, a focus on student-centered teaching and skills.
\nOn the path of what we deal with in this section, we have a fabulous article form Prof. Yamada Reiko that offers an overview of an introduction case about the use of active learning methodologies in higher education program, in Japan, revealing the achieved success factors.
\nWe complete this section with a great article from prof. David Johnson about cooperative learning, which reveal us the adaptability of this methodology in adaptation by small groups, achieving effective results. Thus, he reveals us the focus on cooperative learning theories, types and behaviors, implicit in this technique he offers us an extraordinary practice to master and apply the knowledge.
\nIn the second section, we have a set of investigations that present us with an extraordinary dynamics in the practical active learning approach in the future direction based on information and communication technologies.
\nAccording with that, Dr. Abdolrezapour Pariza shows us a computer mediation active learning activities with good results in students’ performance, an excellent experimental work that translates very satisfactory results to face this type of learning as the future dynamics in the knowledge acquisition and application.
\nContinuing with this section, we have another good example with the contribution of Dr. Aouag Sofiane regarding an innovative approach for renewing instructional design focus with a precision microinstructional engineering design, in an innovative way, that transports us into a new world.
\nThe section concludes with an excellent and visionary article by Dr. Mario Barajas that points us to the future orientation of active learning, and it also points out that creativity in conjunction with digital technologies contributes to students’ enrichment competencies, in particular, creative competencies.
\nThe third section addresses issues related to active learning namely social dilemmas, coaching strategies and entrepreneurship. In the first article, Dr. Bishara Saied gives us a strong and appellative work about the form that the teaching counselors must deal with students with disabilities, researching for an active way to solve several dilemmas.
\nDrs. Enisa Mede and Kıvılcım Vermez present an excellent case study on a coaching process to enrich the skills of new teachers in order to be able to teach actively.
\nWe end the section and the book with a spectacular chapter by Dr. Emete Toros about female entrepreneurship that, through active factors and personality traits, develops active learning to create their own businesses and professions.
\nThe active learning strategy put into practice is the case study in the use of in organizational change and intervention techniques [24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40]. The students organize in groups and begin to investigate a given case study with the teacher supervision, when applied a set of O.D. methods and techniques in a change process follow-up participation [41] and organizational intervention [42], for presenting in a short space of time, in the classroom. The students, doing the investigation consult several sources (books, videos, HRM consulting sites, technical and scientific articles, and other documents), being that the final result is intended to illustrate the knowledge obtained by the student through this process.
\nThe case study strategy has the following structure:
Theoretical foundation
Technique nature and objective
When and to whom the technique is directed.
Consultant role.
The students must represent O.D. consultant roles [43], in practical presentation examples, which can be real or created, presenting the situation that leads to the intervention, also justifying the technique utility for the presented situation and how it should be applied.
\nThe work is measured in a way inspired by a case base learning Blooms Taxonomy [44] where students are evaluated according to a punctuation of 0 to 20 points in each technique with weighted scale in each executed techniques either, that we mention again:
Preparation for the debate [16]. Student’s efforts in the sense to obtain relevant consistent data for their fundamental speech in order to confront other speeches from other students, about some case or cases, for getting a solid argumentation to confront doubts, facts, and tendencies revealed (10% weight).
Teamwork [17]. Means students organization capacity support themselves, helping each other by motivating, cooperating and communicating, addressing risk scenarios, and taking decisions about their resources in competition according to their own means, where they synergistically take attitudes to win the challenges (20% weight).
Exposition and communication [18]. Students draw a proposal about their investigations, questioning critically, arguing, and seeing beyond the future, and own interests or ideologies, giving and asking for feedbacks, creating a positive and constructive speech, changing experiences, and potentiating the speech (20%weight).
Preparation for improvisation [19] and ability to argue [20]. Students search additional opportunities to speak and write in ways that convey the essence and significance of their research clearly and accurately. They search networking possibilities that could help in their guidelines to speak in an associative way the several and different subjects, and use a strategy for defending subjective constraints to what the others consider appropriate, who is mistaken for sense and the ability to demonstrate the existing differences and diversity (30%weight).
Involvement in the activity [21]. Students do a transformational form involve them on practice, searching references, and doing experiences and categorize data samples, discussions, results, and conclusions, during the investigation timeline, complying with all determinations made between everybody compromised (10%weight).
Problem solving [22]. Students develop a wide range of ideas with flexibility and resources, according to a well-defined problem, to solve in a creative form (10%weight).
Considering the highest score of each technique, we obtain a profile according to the respective techniques, therefore:
Organizer [45]: a student that can obtain communication planning competencies to meet the interlocutor’s needs and expectations, namely student colleagues in the classroom social dynamics. The students receive highest punctuation in preparation for debate.
Collaborator [46]: a student who improves the study questions, brings experimental knowledge, establishes trust among the colleagues, helps you search for data and interpret it laterally, assists colleagues in collective learning processes, from various perspectives, and to check that the analysis seems appropriate. The students receive highest punctuation in teamwork.
Communicator [47]: a student who delivers dialogs with logic conducting the others to generate communicational attitudes, which discloses information on change, in an appropriate manner, seeks to learn from peers and to help those improve their ability to provide answers, and helps them to be able to confront the criticism and manipulation, indicating clues for searching solutions to improve the dialog. The students receive highest punctuation in exposition and communication.
Improviser [48] and arguer [49]: a student who uses spontaneously and creatively his talent to explore unusual issues and makes unplanned decisions, helping her colleagues to solve problems, taking critiquing decisions. The students receive highest punctuation in preparation for improvisation, and use rhetoric and other modes of argumentation and discursive strategies helping others to develop empathy characteristics with their dialogues and provide transparent forms of explanation regarding the issues. The students receive highest punctuation in preparation for improvisation and ability to argue.
Committed to work [50]: a student makes inquiries and uses independent and creative thinking skills helping others in the same way to get more results from the workflow and never gives up the flow. The students receive highest punctuation in involvement in the activity.
Problem solver [51]: a student who shares interests, resilience, immersions, with other colleagues in team activities toward a solution, a strategy, and an objective, to solve a problem and overcome challenges. The students receive highest punctuation in problem solving.
Other scores (maximum score) are intended to differentiate from each other independently of the obtained profile.
This profile is not inflexible, depends from many human factors in a task development, and from previously acquired competences, but it will not have a restrictive character since active learning, at least as far as organizational development is concerned, is a continuum for the future, for the change, and evolution.
\nOur research sample translates a finalist group, composed of 22 students (17 females and 5 males), with the age average of 22 years, from a higher education course of a higher institution published during the frequency of an Organizational Development signature from a HRM graduation on which active learning and O.D. techniques were applied. We also use communication instruments, such as e-mail and the social net “whatsapp”, for doing the work anytime and everywhere for the necessities, interests, and needs, and databases about O.D. techniques. For consultation and evaluation, consulting works and presentations, and measure, we used Excel and SPSS as instruments.
\nAccording to what we observed, the active learning techniques with an average punctuation by the students are as follows:
\n1st: preparation for improvisation and ability to argue (42, 22)
\n2nd: teamwork (37)
\n3rd: exposition and communication (34)
\n4rd: preparation for the debate (22, 3)
\n5th: involvement in the activity (22)
\n6th: problem solver (21).
\nIn a certain way, the students obtained good achievements with this, where we can say that the active learning is better than the classical techniques (expositive learning), they work in an interactive way, they prepare the studies, the meetings, and the presentations, working together, and made excellent projects. Nevertheless, we still continue to develop the techniques, because the students are not so good in argumentations and either in the commitment to the action or in the problem solving, where this last aspect concerns us since they are creative, and as we did not measure their creative profile, we cannot know what type are they. Supposedly, they seem as disseminators because they disseminate activities around the case ideas, and get things done adapting it to work discarding theories but not fitting the facts. They also try things out than thinking and try too many approaches till one is completely acceptable, but taking action is more difficult. So, maybe these are the truth, cause them main active learning profile is improvisators and wranglers, and together are team workers and communicators. The correlation with the main techniques is significative by applying the Pearson correlation as follows:
\n1st: preparation for improvisation and ability to argue:
correlation with teamwork (, 867) and with exposition and communication (, 911).
2nd: team work:
correlation with preparation for improvisation and ability to argue (, 867) and with exposition and communication (, 992).
3rd: exposition and communication:
correlation with teamwork (, 992) and with preparation and ability to argue (, 911).
We had the privilege to verify, through the direct experience with the students, that the use of active learning is very useful to the students because this helps them to grow up their knowledge, and apply it in several determinated areas for their future, but more allows to increase their curiosity, essential competencies for the progress of personal knowledge, and increase the relationship between students and teachers, and working together with teams that provides live experiences in an interactive way evolving with the technology and creating it.
\nWe think that active learning improves, essentially, the student’s communication competencies and the mutual trust with each other. By another way, it establishes bridges between them to develop collective and individual attitudes to study, create, and offer solutions for work in better sharing utilities and facilities to win the challenges of tomorrow frontiers.
\nIn future, active learning will give us more active students and teachers and models increasingly for online learning [52], gives us new devices for health and well-being [53], and provides feasible paths to obtain data resources through artificial intelligence [54] strategies for students to learn, study, and live with their own resources like service learning, metacognition, e-portfolios, open space dynamics, and e-team working [55]. This transition to the technology will help to extract more information that will be used as based for another type of learning it is an evolution process [56] that which climax is codification, by the subjects, critical thinking aspects, social and academic skills [57]. A good example of this is that the active learning will spread motivation, more and more, dealing and managing difficulties before the problems [58] increase in the way that people can develop the attitudes of curiosity and research to aim new answers from new questions [59]. In higher education, we will see active learning becoming an everyday life practice, where students exchange experiences, research approaches, and visit more degree programs [60], working and knowing better than ever, but each case is a case, and the knowledge world is very diverse, so what we know about the future? What we are waiting for? We hope this book may tell you!
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Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. 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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"}}}]}},subseries:{item:{id:"11",type:"subseries",title:"Cell Physiology",keywords:"Neurodevelopment and Neurodevelopmental Disease, Free Radicals, Tumor Metastasis, Antioxidants, Essential Fatty Acids, Melatonin, Lipid Peroxidation Products and Aging Physiology",scope:"\r\n\tThe integration of tissues and organs throughout the mammalian body, as well as the expression, structure, and function of molecular and cellular components, is essential for modern physiology. The following concerns will be addressed in this Cell Physiology subject, which will consider all organ systems (e.g., brain, heart, lung, liver; gut, kidney, eye) and their interactions: (1) Neurodevelopment and Neurodevelopmental Disease (2) Free Radicals (3) Tumor Metastasis (4) Antioxidants (5) Essential Fatty Acids (6) Melatonin and (7) Lipid Peroxidation Products and Aging Physiology.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/11.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11407,editor:{id:"133493",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",profilePictureURL:"https://mts.intechopen.com/storage/users/133493/images/3091_n.jpg",biography:"Prof. Dr. Angel Catalá \r\nShort Biography Angel Catalá was born in Rodeo (San Juan, Argentina). He studied \r\nchemistry at the Universidad Nacional de La Plata, Argentina, where received aPh.D. degree in chemistry (Biological Branch) in 1965. From\r\n1964 to 1974, he worked as Assistant in Biochemistry at the School of MedicineUniversidad Nacional de La Plata, Argentina. From 1974 to 1976, he was a Fellowof the National Institutes of Health (NIH) at the University of Connecticut, Health Center, USA. From 1985 to 2004, he served as a Full Professor oBiochemistry at the Universidad Nacional de La Plata, Argentina. He is Member ofthe National Research Council (CONICET), Argentina, and Argentine Society foBiochemistry and Molecular Biology (SAIB). His laboratory has been interested for manyears in the lipid peroxidation of biological membranes from various tissues and different species. Professor Catalá has directed twelve doctoral theses, publishedover 100 papers in peer reviewed journals, several chapters in books andtwelve edited books. Angel Catalá received awards at the 40th InternationaConference Biochemistry of Lipids 1999: Dijon (France). W inner of the Bimbo PanAmerican Nutrition, Food Science and Technology Award 2006 and 2012, South AmericaHuman Nutrition, Professional Category. 2006 award in pharmacology, Bernardo\r\nHoussay, in recognition of his meritorious works of research. Angel Catalá belongto the Editorial Board of Journal of lipids, International Review of Biophysical ChemistryFrontiers in Membrane Physiology and Biophysics, World Journal oExperimental Medicine and Biochemistry Research International, W orld Journal oBiological Chemistry, Oxidative Medicine and Cellular Longevity, Diabetes and thePancreas, International Journal of Chronic Diseases & Therapy, International Journal oNutrition, Co-Editor of The Open Biology Journal.",institutionString:null,institution:{name:"National University of La Plata",institutionURL:null,country:{name:"Argentina"}}},editorTwo:null,editorThree:null,series:{id:"10",title:"Physiology",doi:"10.5772/intechopen.72796",issn:"2631-8261"},editorialBoard:[{id:"186048",title:"Prof.",name:"Ines",middleName:null,surname:"Drenjančević",slug:"ines-drenjancevic",fullName:"Ines Drenjančević",profilePictureURL:"https://mts.intechopen.com/storage/users/186048/images/5818_n.jpg",institutionString:null,institution:{name:"University of Osijek",institutionURL:null,country:{name:"Croatia"}}},{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBDeQAO/Profile_Picture_1623411145568",institutionString:"BLDE (Deemed to be University), India",institution:null},{id:"79615",title:"Dr.",name:"Robson",middleName:null,surname:"Faria",slug:"robson-faria",fullName:"Robson Faria",profilePictureURL:"https://mts.intechopen.com/storage/users/79615/images/system/79615.png",institutionString:null,institution:{name:"Oswaldo Cruz Foundation",institutionURL:null,country:{name:"Brazil"}}},{id:"84459",title:"Prof.",name:"Valerie",middleName:null,surname:"Chappe",slug:"valerie-chappe",fullName:"Valerie Chappe",profilePictureURL:"https://mts.intechopen.com/storage/users/84459/images/system/84459.jpg",institutionString:null,institution:{name:"Dalhousie University",institutionURL:null,country:{name:"Canada"}}}]},onlineFirstChapters:{paginationCount:26,paginationItems:[{id:"82112",title:"Comparative Senescence and Lifespan",doi:"10.5772/intechopen.105137",signatures:"Hassan M. 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