Kruskal-Wallis analysis of the relative abundance (%) of bacteria at the Guánica Dry Forest as affected by wet and dry periods (n = 9).
\r\n\t
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The authors, Kyle Peck and Denise Dorricott, began the article by asking the question “If we removed all of the computers from schools tomorrow, would it make a big difference in the knowledge and skills students demonstrated upon graduation?” They answered, “Probably not.” In the minds of Peck and Dorricott, the introduction of computers in K-12 schools did not create an electronic highway of accelerated learning but rather a dirt road without clear expectations or purpose. More than two decades have passed, and in that time, technological progress has surpassed anyone’s imagination. Technologies are more capable, diverse, and accessible than ever. However, if we ask the same question again, we believe the answer is still no. This is probably because the pace of school reform is far behind the pace of digital progress. The techniques and tools that are used by today’s teachers to achieve learning goals are not fundamentally different from the ones used in previous decades [2]. Teachers use
Percentage of K-12 teachers engaged in the use of technologies in the USA. Note: Data source from Project Tomorrow’s 2017 Report [
Digital technologies are very diverse—different technologies have unique functions and features that are distinct from one another, and hence, generalization should be avoided when studying the use of technology in any field. Unfortunately, most current studies on technology in the field of education regard them as a singular concept without making any distinctions among different kinds of technologies—as if all technologies are homogeneous. To correct this widespread and long-lasting oversight, we will attempt to categorize technologies that have been employed in educational settings.
\nEducational technologies can be categorized into two groups:
The process and resources needed for teachers to adopt technologies are qualitatively different across different kinds of technologies [4]. Countless individual technologies can be employed in pedagogical practices, and pedagogical technologies can be further categorized into two large groups:
Tool-based technologies are the ones not specifically designed for education. They are merely tools that have been widely used in various fields, such as the Internet,
Program-based technologies, on the other hand, are the ones that are specifically designed for pedagogical purposes with premade learning content delivered through algorithm-enabled instruction, such as learning games and online personalized learning programs that use artificial intelligence to give each student individualized academic exercises. They are often developed by companies and large not-for-profit organizations. They give classroom teachers less control over the design and content. They are designed to replace considerable portions of teachers’ traditional work, such as delivery of instruction. Teachers and schools tend to focus on managing the logistics for the implementation of such technologies to fit into their learning goals. Program-based technologies are relatively new, emerging with the advancement of artificial intelligence. These technologies have received tremendous attention, largely due to Silicon Valley’s increasing interest in this field. For example,
Digitalized contents, such as e-books, slide shows,
Categorization of educational technologies.
Most studies on teachers’ use of technology refer to the use of tool-based technologies. Teachers’ successful adoption of this kind of technology, for themselves to either motivate students or deliver instructions more efficiently or for students to engage in learning activities using technology, depends on three crucial factors: professional support, teachers’ attitude, and learning goals.
\nThe use of tool-based technologies in educational settings highly depends on teachers’ competency to innovate and design. A misconception is that the introduction of technological tools to schools is equivalent to the introduction of educational technologies. On the contrary, teachers tend not to innovate when technologies are provided [6]. Teachers need to develop knowledge and skills to employ technological tools for educational purposes. Therefore, adequate professional support is needed, so teachers will be able to master the effective use of technologies specifically within a classroom setting. Teachers who have received professional development are more proficient in using technologies and are more likely to use them, whereas without professional development, teachers are not only less proficient but also likely to resist integration of technologies [4, 7]. Unfortunately, educational technology training is lacking in teacher preparation programs in universities [8]. Thereafter, in the teaching field, the majority of teachers only receive <8 h of professional development on educational technology annually [9].
\nA successful professional development program needs to pay attention to both its content and its format. It should contain content knowledge in three areas [10]:
Knowledge about technological tools: technical knowledge that helps teachers to become equipped with skills to use hardware and software
Technology-supported pedagogical knowledge: specific knowledge and skills that teachers need to learn that help them to use technology to design materials, deliver instructions, or engage students to achieve the learning goals in specific academic domains
Knowledge about technology-related classroom management: knowledge giving teachers insight into students’ reaction in a tech-infused learning environment, for example, how to prevent students from using the devices and the Internet to do inappropriate activities in disguise.
The effectiveness of such a program is closely tied to a school’s ability to develop a supportive learning community [7, 11, 12]. Professional development programs on educational technologies work less efficiently when they are only content- and knowledge-based; communication and interaction are of high significance [10]. A successful professional development program should be a place where:
Teachers can discuss their tangible and immediate needs related to the use of technologies [7, 13].
Teachers can share successful examples of the use of technologies in real educational settings [14, 15].
Teachers can have opportunities to work with knowledgeable peers [11].
Teachers have adequate time to explore the technologies on their own [4, 16].
Learning with real examples in the field created by peers has been proven to be essential in professional development. This is also true of teacher preparation programs. Preservice teachers who have real in-school experience learning about technologies in real educational practices are more likely to succeed [8, 14, 15, 17, 18]. To leverage the power of tool-based technologies in teaching and learning, educational technology training should be very content-specific—for example, how to use the visual features of
Teachers’ attitude toward the effectiveness of technology affects the adoption of tool-based technologies as well. Such effects can be played out on both personal and interpersonal levels. Teachers who individually believe technologies will help them conduct better education are more likely to succeed at using them [15, 16, 19, 20]. Many of these teachers believe that technologies can help to better engage students, introduce project-based learning, help students access more information, and enhance communication and collaborative learning [21, 22, 23]. However, it is common for teachers to hold negative impressions toward the use of certain technologies, which makes it harder for them to integrate those technologies [19, 24, 25]. This situation often happens when teachers are not given sufficient information and training to learn the specific benefits of technologies, which leads them to worry about risking educational resources and teaching time to integrate unnecessary or potentially detrimental technologies [26, 27]. Additional common negative attitudes among teachers include fear of losing control over technologies, technological misfunction and lack of IT support, and concerns about the lack of time to adjust to new pedagogical practices, risking student test scores [26, 27, 28].
\nOn the interpersonal level, experienced teachers’ attitude toward technology significantly influences young professionals’ impressions about technology. When experienced teachers exhibit a more positive and welcoming attitude toward technology, that often translates into a school culture that embraces technology and encourages teachers to support one another in terms of developing and designing learning programs that take specific advantage of technology [24, 25]. Moreover, a positive attitude among teachers also translates into positive attitudes toward education among students and better learning engagement [29].
\nResearch also shows that teachers who believe technologies can help them transform from lecture-based learning to student-centered learning are more likely to welcome technologies [21, 23]. Therefore, the foundation provided by a school’s learning goals, often reflected in institutional policy as well as practice, also significantly affects teachers’ adoption of technologies [7, 16, 30]. Teachers tend to avoid technologies if they believe technologies, even if helpful, deviate from the school’s learning goals [31]. For example, teachers may believe certain technologies can help students to do collaborative projects, but given the limited time and pressure from standardized testing, teachers may choose to teach to tests instead of integrating the technologies for new learning tasks.
\nOur current education model was largely invented for and defined by the Industrial Revolution, designed to meet the need of massive labor demand with standardized skill sets [32]. The advantage of technology has been restricted by the nature of our traditional education paradigm, where teaching and learning occur in a mechanical way with learning goals aimed at the mastery of knowledge. This learning goal can be very often achieved by traditional pedagogical techniques that do not require technological integration, such as direct instruction. Therefore, teachers often do not see the need to use technologies to conduct education in an efficient way to help students to achieve learning outcomes set by graduation standards and measured by standardized testing [1]. On the other hand, teachers are likely to have a positive impression of technology if they believe in constructivist learning [33, 34]. From a constructivist perspective, technology can serve as a powerful tool for both teachers and students to conduct research, assist in self-directed learning, and design and produce media-infused projects. Indeed, teachers tend to increase the use of technology if the learning goals are set up to be student-centered and project-based, focused on high-level skills such as creativity, research, and critical thinking [7, 21].
\nFundamentally, technologies should be offered as a way to achieve schools’ learning goals, and the question we should ask is: What can we do now with technology that was not possible before? [1]. However, very often, we do not have an identified problem in education that we hope technologies can help us solve, and we do not have a clear goal or expectation about how technology should be positioned in education to help with our learning goals [35]. We realize that technologies are something good to have, and it seems irresponsible if we fail to harness this power for education. Therefore, we have introduced technologies into schools, without changing any of our traditional practices, in an effort to enact their great potential. Instead, what we have largely done is carve out some tiny spaces for technology to fit into the traditional learning paradigm. If we go into a classroom, we will find out that the most popular technologies in schools are projectors, document cameras, and smartboards. Those technologies are helpful, but not necessary; the functions they perform could be done adequately before we had technology. Teachers who see technologies merely as supplemental tools for instruction are less likely to successfully adopt them [7]. Technology in today’s school setting gives teachers a third hand. It is something good to have, as it allows teachers to accomplish some tasks in a more convenient and efficient way [36]. However, its existence only brings quantitative difference without qualitative difference to the advancement of pedagogical practices [35]. Teachers who are experienced in teaching without technologies often do not see the necessity of having them [24, 25, 30]. Therefore, a true, successful adoption of tool-based technologies in education should start at the institutional level by redefining the learning goals that cannot be accomplished without technologies. For example, if our learning goals go beyond mastering of testable knowledge that can be obtained through direct instruction to creative and collaborative skills in project-based learning, we would arrange our class in such a way that students, under teachers’ guidance, could conduct research on the Internet and produce digital media such as videos and
Tool-based technologies are only as good as the way in which they are used by teachers. These technologies are not educational in nature but rather require teachers, through design and proper implementation, to transform technological tools into tool-based technologies that enhance teaching and learning. In the case of tool-based technologies, this adoption process is more important than the technologies themselves. Therefore, teachers are the key instead of machines, and teachers need to have the incentive and adequate skills to realize the process. Unfortunately, schools tend to spend tremendous resources to purchase and maintain equipment but often neglect to invest in helping teachers to adopt them [37]. The adoption process starts with redefining learning goals. Learning goals that demand less mechanical learning of content knowledge and value high-level skills—aligned with student-centered, constructivist learning and creative instruction—motivate teachers to see the unique value of technologies and develop a positive attitude toward their use. Suitable learning goals set direction for professional development for both preservice teachers in universities and in-service teachers in the field. Positive attitudes create a solid foundation for a collaborative learning community to take place, which helps teachers to be equipped with sufficient content knowledge and skills for adopting technologies to assist pedagogical practices. An efficient and thorough change starts with redefining learning goals, which are hopefully initiated top-down. The role of school leaders and experienced teachers is of the utmost importance (Figure 3).
\nTeachers’ adoption of tool-based educational technologies.
With recent advances in technology, we have entered the Information Era, especially after the invention of the Internet. Technology made digitalized content become the main resource from which we gain information and knowledge [38]. If we think of learning as a broad, lifelong process, most knowledge we learn today is not in classrooms. With technology, we expand the learning environment, which means that learning is no longer restricted to formal classroom instruction. Some believe that if we focus solely on the work of passing information and knowledge, technology is probably able to replace some components of traditional teaching. Others predict that mobile learning will partially take the place of teachers [39]. Mobile learning has several advantages. First, technology makes information and knowledge more accessible, and students can access more enriched resources of information through mobile learning. Second, learning environments can be expanded, and as long as students can access technology, they can learn anything, anytime, and anywhere. Third, mobile learning allows students to customize learning [40]. Among all the expected benefits, personalization of education has stirred up the most hope—traditionally, dozens of students receive the same information from one teacher in a classroom. However, with technology, every student has the opportunity to learn topics that have been individually tailored. Using technologies to fulfill personalized education has recently attracted tremendous attention from Silicon Valley, fueled with hundreds of millions of dollars from the Chan Zuckerberg Initiative [5, 41]. A program developed out of this initiative is called Summit Learning, which has been collaborating with hundreds of US schools to implement its personalized learning programs. These programs deliver individualized learning content of core academic subjects of grades 4–12, from a computer to a student, with the hope that students will study better with technologies than teachers [5]. These personalized learning programs are given to individual students based on an analysis of their learning attributes using an artificial intelligence algorithm. In such programs, technologies and learning contents included have been predeveloped by technology companies that give teachers little autonomy over the balance of teaching between teachers and machines. Also, many aspects of how the algorithm works often reside in a black box, remaining largely unknown to teachers or researchers. Learning through these technological programs, or, in other words, program-based technologies, is a fundamentally different pedagogical practice and learning experience than the use of tool-based technologies, which are still largely driven by teachers. However, program-based technologies are primarily driven by digital programs.
\nAlthough in the technology industry such distinction has been seldom made, the field of educational research has classified personalized education into two categories: outcome personalization and process personalization [42]. Outcome personalization gives students autonomy in the learning process. Many student-centered, project-based learning programs are designed in such a way that students may design a project of their choice, while the education process helps students to master necessary skills and knowledge to achieve the project. Outcome personalization is often filled by tool-based technologies, which give both teachers and students more creative power. However, most program-based technologies are used to fulfill process personalization, which gives students little choice over the learning process. Students are merely given customized learning materials selected based on computer algorithms, and the end goal of the process is to help students achieve standardized learning goals. In essence, program-based technologies could sufficiently fit into the demand of the traditional educational paradigm that emphasizes mastering standardized knowledge and skills. If implemented well, program-based technologies are expected to replace a considerable portion of teachers’ functionality.
\nAdvocates for the use of program-based technologies in personalized education believe that technologies can do a better job than traditional teachers because these technologies can unremittingly monitor individual students’ learning progress and simultaneously provide learning contents that are most suitable to individual students’ habits and learning attributes [43]. With a highly sophisticated algorithm, big data, and a large pool of well-tailored contents, technologies are expected to have certain advantages over human teachers in terms of delivering more effective instruction to each student. Additionally, advocates believe that technologies are more economically efficient and more accessible than human teachers, which can help to scale up good education and improve equity and equalization in education [40, 43]. Finally, teachers could be liberated from the mechanical work of teaching students basic knowledge and skills so they could be more focused on helping students with additional higher-level learning.
\nBefore using artificial intelligence for personalized learning, program-based technologies were largely made of learning games, with the hope that learning could be delivered in an attractive format. However, the downfall came when it became more and more clear that most educational games were not as attractive to students as regular computer games, and students easily lost interest over time [44, 45]. As a consequence, the interest in learning games has been gradually disappearing in the industry. Unfortunately, personalized learning technologies seem to share the fate of learning games—not only the fate of failure but also the specific inability to engage and motivate students in the learning process.
\nVery little research has been conducted on the effectiveness of Summit Learning’s personalized learning technologies; nor has there been much research on other program-based technologies on personalized learning [45]. Besides questionable learning outcomes, these technologies face tremendous challenges due to students’ negative reaction toward the learning experience under such programs. A study shows that students significantly feel less engaged in and experience less enjoyment in school due to lack of human interaction [46, 47]. Also, there have been news reports showing that personalized learning technologies face backlash among students and parents. Some students claim they feel they were like zombies sitting in front of computers all day long [41]. The intangible “joy” of learning, so often derived from human discussion and interaction, seems to be compromised by such programs. Overall, concerns about these technologies are as follows: they reduce students’ reported joy of learning; jeopardize students’ bond with teachers, while a healthy relationship between children and adults is essential in their development; isolate students; encourage unhealthy competition by exposing the difference in students’ learning progress; and are prone to misuse of student data by big corporations [48]. With all these perceived negative images in the public arena, it is not hard to assert that current efforts of using program-based technologies to conduct personalized education to replace teachers, represented by Summit Learning, will be far from successful. However, there is not much rigorous evaluation of such programs through imperial research, nor does it seem that the developers of these programs have any immediate intention to grant access to scholars to conduct any evaluation.
\nGiven that program-based technologies in education are largely developed by the technology industry instead of educators or educational researchers, as well as a special commercial interest in the industry, those technologies have seldom been well-examined in an empirical way, nor have their developers been given the incentive to conduct considerable research or comprehensive program evaluation. Chan Zuckerberg’s Initiative originally planned to work with the Harvard Graduate School of Education to examine the effectiveness of its Summit Learning Program, but it was called off by the initiative before the research started [41]. By the time this paper was written, we still did not know, despite students’ negative emotional reaction toward the program, whether the program could deliver its academic promises. Many factors may determine the success of program-based technologies, such as the content of learning materials, the artificial intelligence or other algorithms to assess students’ learning progress, and the implementation in school settings in relation to teachers’ assistance and other school activities. Many of the promises of technology-enabled personalized learning do not lose their attraction because of the failure of a first attempt. Future research is urgently needed to comprehensively examine these new technologies.
\nThe significance and advantage of human teachers cannot be easily replaced. Although knowledge can be easily accessed through program-based technologies, a lack of human interaction and motivation results in reduced knowledge acquisition among students. As learning is not a mechanical cognitive activity, students’ negative emotions could lead to
It has been a long-held misconception that educational technologies are homogeneous and they behave in a similar way in relation to teachers’ adoption and school implementation, among other factors. It is an oversight in the field of educational research that we have seldom made any distinction in the kinds of technologies that have been used in schooling, instead often studying them in a singular set. This was not an influential mistake when most technologies used in pedagogical practices were tool-based technologies and indeed shared many similarities. However, with the recent introduction of artificial intelligence into personalized education, new categories of technologies have emerged that are drastically distinct from the ones before. Therefore, a careful categorization of educational technologies should be made to help us study issues on educational technology in a well-structured way. Educational technologies are composed of pedagogical technologies (used in direct participation of teaching and learning activities) and operational technologies (used in the operative and administrative work of teachers).
\nPedagogical technologies can be further split into two groups: tool-based technologies and program-based technologies. Tool-based technologies are the most common, have a longer history, and have been well-researched. They refer to technologies that are not specifically designed for educational purposes and are versatile tools in nature. Teachers’ adoption of these technologies through a process of design and implementation transforms these technological tools into pedagogical technologies that assist in teaching and learning. Teachers are less inclined to use tool-based technologies if they are considered supplemental instructional tools for efficient lectures. On the other hand, teachers are more likely to use such technologies for student-centered constructivism learning because of technologies’ power to hone creative and critical thinking skills. Therefore, efficient adoption needs to be top-down, starting by setting learning goals that demand high-level creative skills instead of the mechanical acquisition of content knowledge. Suitable learning goals motivate teachers to see the value of developing positive attitudes toward technologies, which should fuel professional development programs, which should not only deliver adequate content knowledge but also create supportive and collaborative learning communities among preservice and in-service teachers. As such, teachers could be equipped with the skills, knowledge, and emotional drive to adopt tool-based technologies.
\nProgram-based technologies are predeveloped with learning contents that are delivered to students in a preprogrammed way. They leave less control to teachers and instead drive learning by their own artificial intelligence or other program algorithms. Although there has been high hope that they could replace teachers’ instruction to provide students with a personalized learning experience, the lack of human interaction often makes students feel less engaged in schooling and results in learning resistance. More research should be conducted in this field to study these technologies and the possibility of teachers working with algorithms in a more collaborative way instead of a either teacher or computer modal.
\nTechnologies bring the Information Era to schools. As the economy has shifted from labor-demanding to innovation-demanding, learning of basic skills and content knowledge is far from enough. A new competence set of creativity, collaborative learning, and research is more valuable than ever, which translates into new learning goals that demand students to be innovative and proactive learners. Technologies can help with that, but, without question, the role of teachers is still critical. Technologies cannot exclude teachers but should rather work with teachers to transform education from instruction-centered to student-centered. Tool-based technologies give teachers the means to be innovative and achieve that goal. Program-based technologies should be developed in a way that work seamlessly with teachers through research-based practices, instead of repeating the failure of pursuing student-centered learning by replacing teachers. After all, information can be digitalized, but learning itself is still a very human business.
\nArid and semiarid ecosystems comprise almost 1/3 of the Earth’s surface, and it is expected that these ecosystems will increase their total coverage area due to anthropogenic activities and climate change [1]. In tropical dry forests, seasonality and rainfall distribution fluctuate more often than in other ecosystems. Dry periods can extend for many months, and in some cases, they are accompanied by pulsed rainfall that can last from hours to days. These fluctuations control temporal growth patterns, productivity, turnover of organic matter, and other forest soil functional traits [2]. After a dry period, the first pulse of rainfall causes abrupt changes in soil moisture and water potential leading to microbial physiological stress and the reawakening of soil microbial communities. Seasonally tropical dry forests are already towards the extreme of water availability. Climate model predictions for the Caribbean point towards progressively drier periods, with precipitation loss between −10 and −50% [3]. There is limited information regarding the diversity of soil microbial communities in these ecosystems, and it needs to be assessed in order to establish baseline information that is crucial to help elucidate the degree of the ecosystems resilience to the proposed precipitation changes that are affecting these ecosystems.
The intrinsic effects of vegetation are strong influencers of soil properties. Due to the confounding factor of plant species and plant roots sharing the same area, there is very little information on the effect of specific plant species on microbial diversity and soil enzymatic activities [4, 5]. Seasonally dry ecosystem, such as the Guánica Dry Forest, can serve as a model system to better understand the impact of seasonal variations and tree species effect on microbial community composition and activity. In this forest the trees are growing in the cracks of the calcareous platform, forming individual islands of leaf litter and organic matter under similar climatic conditions [5, 6]. The canopies of the trees are close to ground level limiting the transfer of leaf litter between neighboring trees, thus forming individual islands of fertility. These individual islands of fertility prevent belowground competition for resources [6]. Given that plant species vary in their effects on soil properties [7, 8, 9], one of our objectives was to determine how responsive the soil microbial diversity is to plant species effects. Our second objective was to understand to what degree the soil microbial diversity shows resilience to rainfall variability and dry periods. The study was conducted during the rainiest period of 2011 (August) and the driest period of 2012 (January). We selected three tree species (a pantropical species and two native species) that are highly distributed in the forest [10]. We hypothesize that both rainfall and plant species will regulate of modify the soil microbiome.
The study was carried out at the Guánica Dry Forest which is situated in the semiarid region of Southwestern Puerto Rico (Figure 1A–C). Trees in this area are dwarfed, and the vegetation is located between 0 and 150 m from the coastline. The mean annual precipitation of this zone is 750 mm and exhibits a bimodal distribution. Even though monthly rainfall is highly erratic, most studies have documented that almost 50% of the annual precipitation occurs between September and November [11, 12]. Historical data also demonstrates that the forest also exhibits two periods of predominant drought that start in January and June. The data presented here correspond to samples that were taken during July 2011 (wet) and January 2012 (dry) representing the months of higher (wet) and lower (dry) rainfall [13], therefore allowing us to measure maximum and minimum response of the substrates microbiome.
Location and description of the study site. (A) The Island of San Juan Puerto Rico forms part of the Greater Antilles and is bordered by the Caribbean Sea. (B) The Guánica Dry Forest Biosphere Reserve found in the southwestern area of Puerto Rico. (C) Picture of the landscape of the study site. Here we observe the coastal area of the forest where trees are dwarfed and have established their growth in the cracks and crevices of the rocky substrate. (D) Representation of tree species used in this study.
The soils of the area are described as isohyperthermic Calcic Lithic Petrocalcids of the Pitahaya-Limestone outcrop-La Covana Association which consist of shallow, well-drained, very slowly permeable soils that formed or were deposited in material that weathered from limestone bedrock (USDA NRCS 2008). The depth of the substrate varies according to ground relief and among seasons [14]. The low stature woody vegetation grows on a rocky calcareous substrate where plants establish their roots in the holes, cracks, and crevices, of the rocky material accumulating water and very shallow soil substrates. Due to the high variability of the surface area soil sampling depth was not fixed; it ranged from 0 to 8 cm. We selected three (3) trees from three species, previously tagged and studied, that grow from 100 m to approximately 300 m from the coast. The tree species selected complied with the following characteristics: (a) they were interspersed within the study area, (b) each tree formed an island that was isolated from other trees by exposed rock, and (c) that their litter and belowground substrate originated from their own residue decomposition [14]. The three species selected were
Each tree was used as a sampling unit supported by the very high heterogeneity in the vegetation structure of the site and the actual physical separation of the trees. The minimum distance between any two trees was about 1 m, and the maximum was approximately 30 m. We collected one soil sample of each sampling unit (tree) during the months of the study. Soil samples were sieved in the field with a 2 mm mesh and placed in plastic bags. Samples were then placed on ice, taken to the laboratory, and frozen until they were sent to the Molecular Research Facility at Lubbock Texas. Total soil DNA extraction and 454 pyrosequencing were completed at the Molecular Research Facility. The molecular research facility reported all results as OUT tables.
Enzyme activities were performed as described in [5, 15]. The activities of enzymes relevant in C cycling (β-glucosidase), C and N cycling (β-glucosaminidase), P cycling (alkaline phosphatase, acid phosphatase, phosphodiesterase), and the S cycle (arylsulfatase) were assayed using 0.5 g of air-dried soil (<2 mm). Duplicate replicates and one control were used for all the soils that were tested; furthermore, the appropriate substrate was used for each assay, and reactions were incubated for 1 h at 37°C at their optimal pH as described in [5]. For the controls, the substrate was added after the 1 h incubation period and subtracted from a sample control value. Enzyme activity is expressed in mg p-nitrophenol (PN) released in kg−1 soil h−1.
Amplicon pyrosequencing (bTEFAP) was originally described by Dowd et al. (2008) and has been utilized in describing a wide range of environmental and health-related microbiomes including the intestinal populations of a variety of sample types and environments, including cattle [16, 17, 18]. The 16S universal eubacterial primers (F = AGRGTTTGATCMTGGCTCAG, R = GTNTTACNGCGGCKGCTGG) were used for PCR amplification. A single-step 30 cycle PCR using HotStarTaq Plus Master Mix Kit (Qiagen, Valencia, CA) was used under the following conditions: 94°C for 3 minutes, followed by 28 cycles of 94°C for 30 seconds; 53°C for 40 seconds and 72°C for 1 minute; and after which a final elongation step at 72°C for 5 minutes was performed. Following PCR, all amplicon products from different samples were mixed in equal concentrations and purified using Agencourt AMPure beads (Agencourt Bioscience Corporation, MA, USA). Samples were sequenced utilizing Roche 454 FLX titanium instruments and reagents and following manufacturer’s guidelines.
The sequence data derived from the sequencing analysis was processed using a proprietary analysis pipeline (www.mrdnalab.com, MR DNA, Shallowater, TX). Sequences were depleted of barcodes and primers, and all sequences shorter than <200 bp were removed. Sequences with ambiguous base calls were removed, and sequences with homopolymer runs exceeding 6 bp were also removed. All sequences were then denoised and chimeras were removed. Operational taxonomic units were defined after the removal of singleton sequences, clustering at 3% divergence (97% similarity) [16, 17, 18, 19, 20]. OTUs were then taxonomically classified using BLASTn against a curated Greengenes database [20] and compiled into each taxonomic level into both “counts” and “percentage” files. Operational taxonomic unit tables (OTU) tables reported by the Molecular Research Facility were used to complete all statistical analysis. Bacterial diversity was estimated by using the Shannon-Wiener (H′) and Equitability (J′) indexes; both were calculated using the PAST3 statistical program [22]. Nonparametric Kruskal-Wallis was calculated using the JMP10 statistical software to evaluate differences between diversity indexes as affected by tree species and rainfall. In the book “Microbial Source Tracking: Methods applications and case studies,” Cao et al. (2011), page 278, discusses that “common multivariate techniques used for the examination of microbial community structure include cluster analysis, principle components analysis (PCA), correspondence analysis (CA), and nonmetric multidimensional scaling (NMDS). All of these techniques belong to a group called indirect gradient analysis, which aims to reveal community similarities among sites or samples through grouping or ordering the sites or samples into either dendrograms or on a two (2D) or three-dimensional (3D) plot.” On the other hand, they also mention that “direct gradient analysis such as canonical correspondence analysis (CCA), aims to correlate the overall multivariate community profile with environmental variables.” To identify the influence of soil physicochemical characteristics on the bacterial community, canonical correspondence analysis (CCA) was performed using the OTU tables of each community and the soil physicochemical characteristics. Canonical correspondence analysis is a site/species matrix where each site has given values for one or more environmental variables. The ordination axes are linear combinations of the 169 environmental variables. It is a gradient analysis that shows species abundances as a response to an environmental gradient. Environmental variables are plotted as correlations with site scores. I reported two types of scaling. Type 1 emphasizes the relationship between sampling sites and environmental variables, and Type 2 emphasizes relationships between species and environmental variables [21, 22]. Indicator species analysis (ISA) was performed to identify the bacterial species responsible for changes in soil microbial communities between tree species and sampling periods. ISA analysis was completed in R using the IndVal script, where R calculates the indicator value d of species as the product of the relative frequency and relative average abundance [23].
Sequencing data revealed 17 predominant bacterial phyla for this forest (Table 1 and Figure 2). The phyla with the highest relative abundance were
Phyla | Dry | S.D. | Wet | S.D. | p value |
---|---|---|---|---|---|
Bacterial phyla | |||||
0.08 | 0.15 | 0.00 | 0.00 | 0.47 | |
0.07 | 0.15 | 0.00 | 0.00 | 0.47 | |
0.00 | 0.00 | 0.02 | 0.07 | >0.9999 | |
0.11 | 0.24 | 0.00 | 0.00 | 0.47 | |
0.04 | 0.12 | 0.00 | 0.00 | >0.9999 | |
0.02 | 0.07 | 0.01 | 0.02 | >0.9999 | |
0.05 | 0.10 | 0.08 | 0.13 | 0.86 |
Kruskal-Wallis analysis of the relative abundance (%) of bacteria at the Guánica Dry Forest as affected by wet and dry periods (n = 9).
Bold numbers represent significant differences (p < 0.05).
Relative abundance (%) of bacterial phyla at the Guánica Dry Forest during the wet (W) and dry (D) period under three different tree species (F =
Bacterial phyla | S.D. | S.D. | S.D. | p | |||
---|---|---|---|---|---|---|---|
Tree Species | |||||||
3.71 | 1.27 | 4.97 | 3.45 | 6.92 | 4.89 | 0.69 | |
1.91 | 1.39 | 1.29 | 1.24 | 1.84 | 1.19 | 0.70 | |
0.05 | 0.13 | 0.06 | 0.15 | 0.00 | 0.00 | 0.59 | |
27.95 | 11.7 | 29.16 | 14.5 | 24.77 | 13.07 | 0.85 | |
0.30 | 0.39 | 0.25 | 0.17 | 0.07 | 0.14 | 0.18 | |
0.00 | 0.00 | 0.07 | 0.17 | 0.04 | 0.10 | 0.59 | |
1.46 | 1.00 | 1.65 | 1.12 | 1.30 | 0.96 | 0.85 | |
0.53 | 0.49 | 0.22 | 0.17 | 0.36 | 0.35 | 0.65 | |
1.65 | 1.39 | 1.67 | 1.40 | 1.20 | 0.96 | 0.85 | |
1.03 | 0.91 | 0.59 | 0.63 | 1.28 | 0.80 | 0.20 | |
3.97 | 1.75 | 2.24 | 1.87 | 5.51 | 3.22 | 0.17 | |
0.04 | 0.09 | 0.00 | 0.00 | 0.00 | 0.00 | 0.37 | |
0.00 | 0.00 | 0.00 | 0.00 | 0.16 | 0.29 | 0.12 | |
57.23 | 17 | 57.77 | 15.4 | 56.51 | 14.77 | 0.98 | |
0.06 | 0.14 | 0.00 | 0.00 | 0.00 | 0.00 | 0.37 | |
0.04 | 0.09 | 0.00 | 0.00 | 0.01 | 0.03 | 0.59 | |
0.09 | 0.15 | 0.07 | 0.11 | 0.03 | 0.07 | 0.77 |
Kruskal-Wallis analysis of the relative abundance (%) of bacteria phyla at the Guánica Dry Forest as affected by tree species (Ficus citrifolia, Pisonia albida, and Tabebuia heterophylla).
Bold numbers represent significant differences (p < 0.05).
Nonparametric ANOVA for bacterial alpha diversity in soils as affected by tree species and sampling period at the Guánica Dry Forest.
Significant differences are found in bold.
The identification of species associated or indicative of groups of samples is a common aspect of ecological research [24]. Indicator species analysis (ISA) identified several bacterial (Table 4) species responsible for changes in soil microbial communities. Out of 185 bacterial OTUs, 10 served as indicator species for
Bacterial indicator species analysis (ISA) at the Guánica Dry Forest.
Axis 1 of the canonical correspondence analysis for bacterial community explained 80% of the variation (Figure 3). Two groups were segregated with regard to dry and wet periods (Figure 3). Samples that correspond to the wet period were associated with acid phosphatase, alkaline phosphatase, β-glucosaminidase, β-glucosidase, and arylsulfatase (Figure 4), whereas samples corresponding to the dry period are associated with phosphodiesterase (Figure 4). Microbial taxa associated with wet samples were Bacteroidetes, Proteobacteria, and Tenericutes. Microbial taxa associated with dry sampling points were
Canonical correspondence analysis (CCA) of bacterial phyla demonstrating the effect of wet/dry periods at the Guánica Dry Forest. Blue symbols represent wet periods and red symbols represent dry periods. Triangles, circles and plus sign represent tree species (Tabebuia heterophylla, Ficus citrifolia and Pisonia albida), respectively.
Canonical correspondence analysis (CCA) of bacterial phyla and soil enzyme activities (Phosdi = phosphodiesterasae, ArylSul = aryl sulphatase, APho = alkaline phosphatase, AcidPho = acid phosphatase, Bcosi = β-glucosaminidase, and Bglu = β-glucosidase). Vectors represent enzyme activities.
Historical rainfall patterns contribute to the acclimatization and resilience of soil bacterial communities to low and high rainfall events. Bacterial Shannon index (3.9) was similar to values reported by Žifčáková et al. (2016) for a Norway spruce forest (S = 3.5) and lower than the one reported for a hardwood forest (S = 6–6.5) or dry heath in a tundra (S = 7.5) [25]. Our study demonstrates that soil bacterial richness, diversity, and equitability were impacted by rainfall patterns and not by tree species. Both bacterial richness and equitability were higher during the dry period, but bacterial diversity was not impacted by rainfall regime. Our trends imply that a total number of bacterial species do not change during low rainfall events in this forest, but changes occur in the quantity of each species and in their distribution, indicating that soil bacterial communities have adapted to low rainfall at the Guánica Dry Forest. There is indirect evidence that microbial communities do become resistant and function optimally under their historical rainfall regime [26, 27, 28]. Cruz-Martínez et al. (2009) [29] found that soil microbial communities were more resilient to long-term changes in rainfall after a 7-year rainfall amendment study. They stated that after 7 years soil microbial communities developed a degree of robustness or acclimatization to the rainfall amendments. Additionally, other studies have reported acclimatization of soil heterotrophic communities to experimental warming and seasonal variation [30]. Compositional changes exhibit historical legacy with regard to moisture regimes [27] suggesting that microbial communities will be shaped in part by the historical climate to which they are exposed [30].
In this study the bacterial communities under all tree species were dominated by
Even though the most abundant bacterial phyla identified under all tree species were the same (
Amplicon-based pyrosequencing methods have major advantages over the tools that have been used in the past to study microbial community structure. Although the results presented in this chapter have a similar pattern as the results presented Rivera et al. (2018), it important to acknowledge certain biases that have been described for amplicon-based pyrosequencing. Even though 454 pyrosequencing has a higher resolving power than Sanger sequencing or EL-FAME analysis in 454 pyrosequencing, there are some sequencing errors and chimeras that can be retained in the datasets that can inflate the estimated richness of the sample. Bias can also occur with primer selection as the primers used can select for the most predominant DNA present in the sample underestimating the rare DNA in the sample [53]. Using inappropriate primers consequently can lead to questionable biological conclusions. Another concern is that the techniques used for processing amplicon pyrosequencing data can result in the detection of several hundred “false” OTUs, mostly at low abundance, rising the concern that species abundance can be overestimated [54]. More stringent techniques such as shotgun sequencing, Ion Torrent sequencing, and Illumina platforms have been developed that help mitigate some of the concerns with pyrosequencing, but these stringent technologies have biases of their own.
Soil bacterial communities have adapted to low rainfall at the Guánica Dry Forest; this could be a response to historical rainfall patterns encountered at the Guánica Dry Forest. The fact that 9 out of the 17 bacterial phyla identified were higher during the dry period supports this conclusion. For this forest, bacterial diversity did not change as a response to rainfall; however, equitability and richness changed demonstrating bacterial resilience. We are seeing how the same three bacterial phyla (
The project was funded by NSF Grant HRD-0734826 and is a contribution of the Centre of Applied Tropical Ecology and Conservation of the University of Puerto Rico. We appreciate the support of Mr. Larry Diaz, laboratory coordinator, and students from the Ecosystems Processes and Function laboratory of the University of Puerto Rico, Río Piedras Campus, that participated in the field collection of soil samples. Special thanks to Dr. Verónica Acosta-Martínez for offering her comments and suggestions in the preparation of this manuscript.
No conflict of interest.
Edited by Jan Oxholm Gordeladze, ISBN 978-953-51-3020-8, Print ISBN 978-953-51-3019-2, 336 pages,
\nPublisher: IntechOpen
\nChapters published March 22, 2017 under CC BY 3.0 license
\nDOI: 10.5772/61430
\nEdited Volume
This book serves as a comprehensive survey of the impact of vitamin K2 on cellular functions and organ systems, indicating that vitamin K2 plays an important role in the differentiation/preservation of various cell phenotypes and as a stimulator and/or mediator of interorgan cross talk. Vitamin K2 binds to the transcription factor SXR/PXR, thus acting like a hormone (very much in the same manner as vitamin A and vitamin D). Therefore, vitamin K2 affects a multitude of organ systems, and it is reckoned to be one positive factor in bringing about "longevity" to the human body, e.g., supporting the functions/health of different organ systems, as well as correcting the functioning or even "curing" ailments striking several organs in our body.
\\n\\nChapter 1 Introductory Chapter: Vitamin K2 by Jan Oxholm Gordeladze
\\n\\nChapter 2 Vitamin K, SXR, and GGCX by Kotaro Azuma and Satoshi Inoue
\\n\\nChapter 3 Vitamin K2 Rich Food Products by Muhammad Yasin, Masood Sadiq Butt and Aurang Zeb
\\n\\nChapter 4 Menaquinones, Bacteria, and Foods: Vitamin K2 in the Diet by Barbara Walther and Magali Chollet
\\n\\nChapter 5 The Impact of Vitamin K2 on Energy Metabolism by Mona Møller, Serena Tonstad, Tone Bathen and Jan Oxholm Gordeladze
\\n\\nChapter 6 Vitamin K2 and Bone Health by Niels Erik Frandsen and Jan Oxholm Gordeladze
\\n\\nChapter 7 Vitamin K2 and its Impact on Tooth Epigenetics by Jan Oxholm Gordeladze, Maria A. Landin, Gaute Floer Johnsen, Håvard Jostein Haugen and Harald Osmundsen
\\n\\nChapter 8 Anti-Inflammatory Actions of Vitamin K by Stephen J. Hodges, Andrew A. Pitsillides, Lars M. Ytrebø and Robin Soper
\\n\\nChapter 9 Vitamin K2: Implications for Cardiovascular Health in the Context of Plant-Based Diets, with Applications for Prostate Health by Michael S. Donaldson
\\n\\nChapter 11 Vitamin K2 Facilitating Inter-Organ Cross-Talk by Jan O. Gordeladze, Håvard J. Haugen, Gaute Floer Johnsen and Mona Møller
\\n\\nChapter 13 Medicinal Chemistry of Vitamin K Derivatives and Metabolites by Shinya Fujii and Hiroyuki Kagechika
\\n"}]'},components:[{type:"htmlEditorComponent",content:'This book serves as a comprehensive survey of the impact of vitamin K2 on cellular functions and organ systems, indicating that vitamin K2 plays an important role in the differentiation/preservation of various cell phenotypes and as a stimulator and/or mediator of interorgan cross talk. Vitamin K2 binds to the transcription factor SXR/PXR, thus acting like a hormone (very much in the same manner as vitamin A and vitamin D). Therefore, vitamin K2 affects a multitude of organ systems, and it is reckoned to be one positive factor in bringing about "longevity" to the human body, e.g., supporting the functions/health of different organ systems, as well as correcting the functioning or even "curing" ailments striking several organs in our body.
\n\nChapter 1 Introductory Chapter: Vitamin K2 by Jan Oxholm Gordeladze
\n\nChapter 2 Vitamin K, SXR, and GGCX by Kotaro Azuma and Satoshi Inoue
\n\nChapter 3 Vitamin K2 Rich Food Products by Muhammad Yasin, Masood Sadiq Butt and Aurang Zeb
\n\nChapter 4 Menaquinones, Bacteria, and Foods: Vitamin K2 in the Diet by Barbara Walther and Magali Chollet
\n\nChapter 5 The Impact of Vitamin K2 on Energy Metabolism by Mona Møller, Serena Tonstad, Tone Bathen and Jan Oxholm Gordeladze
\n\nChapter 6 Vitamin K2 and Bone Health by Niels Erik Frandsen and Jan Oxholm Gordeladze
\n\nChapter 7 Vitamin K2 and its Impact on Tooth Epigenetics by Jan Oxholm Gordeladze, Maria A. Landin, Gaute Floer Johnsen, Håvard Jostein Haugen and Harald Osmundsen
\n\nChapter 8 Anti-Inflammatory Actions of Vitamin K by Stephen J. Hodges, Andrew A. Pitsillides, Lars M. Ytrebø and Robin Soper
\n\nChapter 9 Vitamin K2: Implications for Cardiovascular Health in the Context of Plant-Based Diets, with Applications for Prostate Health by Michael S. Donaldson
\n\nChapter 11 Vitamin K2 Facilitating Inter-Organ Cross-Talk by Jan O. Gordeladze, Håvard J. Haugen, Gaute Floer Johnsen and Mona Møller
\n\nChapter 13 Medicinal Chemistry of Vitamin K Derivatives and Metabolites by Shinya Fujii and Hiroyuki Kagechika
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On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. 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Sheen",authors:[{id:"40911",title:"Dr.",name:"Volney",middleName:null,surname:"Sheen",slug:"volney-sheen",fullName:"Volney Sheen"},{id:"47427",title:"Dr.",name:"Jie",middleName:null,surname:"Lu",slug:"jie-lu",fullName:"Jie Lu"}]},{id:"49580",doi:"10.5772/61988",title:"AAV Biology, Infectivity and Therapeutic Use from Bench to Clinic",slug:"aav-biology-infectivity-and-therapeutic-use-from-bench-to-clinic",totalDownloads:3258,totalCrossrefCites:12,totalDimensionsCites:18,abstract:"Adeno-associated virus (AAV) has been isolated from numerous vertebrate species since 1966. Besides its wide and promiscuous tropism, AAV infection does not result in considerable toxicity or pathogenicity and is capable of achieving adequate and long-term levels of gene transfer, especially following generation of the AAV recombinant variant: rAAV. Due to these properties, rAAV has gained special attention as a viral vector for gene therapy in the last decade. Currently, there are 130 clinical trials taking place worldwide for several diseases testing the safety and efficacy profiles of rAAV. During preclinical and clinical studies, several challenges have arisen in terms of reaching the full therapeutic potential of rAAV, such as efficient delivery of the virus in a targeted and specific manner to a desired tissue. Importantly, the development of immune responses towards the viral capsids poses an obstacle to rAAV applicability in the clinical setting. Numerous approaches have been developed in order to tailor an optimized therapeutic virus for treating specific diseases, including the use of different AAV serotypes or the creation of recombinant capsid variants with distinctive transduction and immunological profiles. This chapter reviews current information on rAAV clinical trials and the potential for combining rAAV platform with other technologies, such as induced pluripotent cells and gene editing.",book:{id:"4754",slug:"gene-therapy-principles-and-challenges",title:"Gene Therapy",fullTitle:"Gene Therapy - Principles and Challenges"},signatures:"Melisa A. Vance, Angela Mitchell and Richard J. Samulski",authors:[{id:"174649",title:"Ph.D.",name:"Melisa",middleName:null,surname:"Vance",slug:"melisa-vance",fullName:"Melisa Vance"},{id:"175144",title:"Dr.",name:"R. Jude",middleName:null,surname:"Samulski",slug:"r.-jude-samulski",fullName:"R. Jude Samulski"},{id:"178296",title:"Dr.",name:"Angela",middleName:null,surname:"Mitchell",slug:"angela-mitchell",fullName:"Angela Mitchell"}]},{id:"62150",doi:"10.5772/intechopen.77366",title:"Renaissance of the Tautomeric Hypothesis of the Spontaneous Point Mutations in DNA: New Ideas and Computational Approaches",slug:"renaissance-of-the-tautomeric-hypothesis-of-the-spontaneous-point-mutations-in-dna-new-ideas-and-com",totalDownloads:1014,totalCrossrefCites:11,totalDimensionsCites:15,abstract:"In this chapter, we formulate basic physico-chemical principles that define the microstructural nature of the origin of the spontaneous incorporation and replication point errors—transitions and transversions—arising during DNA biosynthesis. At this point, we relied on the firstly discovered ability of the DNA base mispairs to tautomerize via the sequential intrapair proton transfer and highly stable, highly polar, zwitterionic transition states, accompanied by a significant shifting of the base mispairs toward DNA minor or major grooves. These tautomeric transitions are characterized by a change in geometry—from wobble to Watson-Crick and vice versa—of the purine·pyrimidine (A·T, G·C, G·T and A·C), purine·purine (A·A, A·G and G·G) and pyrimidine·pyrimidine (С·С, С·T and Т·Т) DNA base mispairs. Reported results allow us to explain, on one side, the origin of the mutagenic tautomers at the separation of the DNA strands before replication and, on the other side, how DNA base mispairs adapt to enzymatically competent size in the tight recognition pocket of the high-fidelity DNA polymerase.",book:{id:"6684",slug:"mitochondrial-dna-new-insights",title:"Mitochondrial DNA",fullTitle:"Mitochondrial DNA - New Insights"},signatures:"Ol’ha O. Brovarets’ and Dmytro M. 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Al-Allaf",authors:[{id:"28112",title:"Dr.",name:"Oleg",middleName:"E",surname:"Tolmachov",slug:"oleg-tolmachov",fullName:"Oleg Tolmachov"},{id:"71555",title:"Dr.",name:"Faisal A.",middleName:null,surname:"Al-Allaf",slug:"faisal-a.-al-allaf",fullName:"Faisal A. Al-Allaf"},{id:"71556",title:"Dr.",name:"Tanya",middleName:null,surname:"Tolmachova",slug:"tanya-tolmachova",fullName:"Tanya Tolmachova"}]},{id:"22180",title:"The Role of DNA Repair Pathways in Adeno-Associated Virus Infection and Viral Genome Replication / Recombination / Integration",slug:"the-role-of-dna-repair-pathways-in-adeno-associated-virus-infection-and-viral-genome-replication-rec",totalDownloads:2477,totalCrossrefCites:3,totalDimensionsCites:3,abstract:null,book:{id:"1281",slug:"dna-repair-and-human-health",title:"DNA Repair and Human Health",fullTitle:"DNA Repair and Human Health"},signatures:"Kei Adachi and Hiroyuki Nakai",authors:[{id:"56392",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Nakai",slug:"hiroyuki-nakai",fullName:"Hiroyuki Nakai"},{id:"58003",title:"Dr.",name:"Kei",middleName:null,surname:"Adachi",slug:"kei-adachi",fullName:"Kei Adachi"}]},{id:"49580",title:"AAV Biology, Infectivity and Therapeutic Use from Bench to Clinic",slug:"aav-biology-infectivity-and-therapeutic-use-from-bench-to-clinic",totalDownloads:3258,totalCrossrefCites:12,totalDimensionsCites:18,abstract:"Adeno-associated virus (AAV) has been isolated from numerous vertebrate species since 1966. Besides its wide and promiscuous tropism, AAV infection does not result in considerable toxicity or pathogenicity and is capable of achieving adequate and long-term levels of gene transfer, especially following generation of the AAV recombinant variant: rAAV. Due to these properties, rAAV has gained special attention as a viral vector for gene therapy in the last decade. Currently, there are 130 clinical trials taking place worldwide for several diseases testing the safety and efficacy profiles of rAAV. During preclinical and clinical studies, several challenges have arisen in terms of reaching the full therapeutic potential of rAAV, such as efficient delivery of the virus in a targeted and specific manner to a desired tissue. Importantly, the development of immune responses towards the viral capsids poses an obstacle to rAAV applicability in the clinical setting. Numerous approaches have been developed in order to tailor an optimized therapeutic virus for treating specific diseases, including the use of different AAV serotypes or the creation of recombinant capsid variants with distinctive transduction and immunological profiles. This chapter reviews current information on rAAV clinical trials and the potential for combining rAAV platform with other technologies, such as induced pluripotent cells and gene editing.",book:{id:"4754",slug:"gene-therapy-principles-and-challenges",title:"Gene Therapy",fullTitle:"Gene Therapy - Principles and Challenges"},signatures:"Melisa A. Vance, Angela Mitchell and Richard J. Samulski",authors:[{id:"174649",title:"Ph.D.",name:"Melisa",middleName:null,surname:"Vance",slug:"melisa-vance",fullName:"Melisa Vance"},{id:"175144",title:"Dr.",name:"R. Jude",middleName:null,surname:"Samulski",slug:"r.-jude-samulski",fullName:"R. Jude Samulski"},{id:"178296",title:"Dr.",name:"Angela",middleName:null,surname:"Mitchell",slug:"angela-mitchell",fullName:"Angela Mitchell"}]},{id:"63034",title:"Mitochondrial Dysfunction Associated with Doxorubicin",slug:"mitochondrial-dysfunction-associated-with-doxorubicin",totalDownloads:1684,totalCrossrefCites:6,totalDimensionsCites:13,abstract:"Cancer prevalence is scaling up each year. Anthracycline groups are still the best chemotherapeutic agent. The most popular anticancer drug in the group is doxorubicin (DOX). Unfortunately, DOX has potent toxicity on noncancerous tissues, e.g., heart, kidneys, etc. However, it is well documented that the severest toxicity of the drug affects heart tissue. Of course, some reasons have been suggested why and/or how the heart is so vulnerable to toxicity. The primary mechanism responsible for DOX’s cardiospecific toxicity remains unidentified so far; however, mitochondrial dysfunction induced by DOX is now considered one of the leading reasons for DOX’s toxicities and undesired side effects. Mitochondrial reactive oxygen production in the heart is a significant contributor to developing mitochondrial dysfunction-exposed DOX based on a variety of evidence. The objective of this review chapter is to critically evaluate and highlight the role of mitochondria in the development of DOX-induced cardiotoxicity.",book:{id:"6060",slug:"mitochondrial-diseases",title:"Mitochondrial Diseases",fullTitle:"Mitochondrial Diseases"},signatures:"Celal Guven, Yusuf Sevgiler and Eylem Taskin",authors:[{id:"192567",title:"Prof.",name:"Eylem",middleName:null,surname:"Taskin",slug:"eylem-taskin",fullName:"Eylem Taskin"},{id:"195229",title:"Dr.",name:"Celal",middleName:null,surname:"Guven",slug:"celal-guven",fullName:"Celal Guven"},{id:"206996",title:"Prof.",name:"Yusuf",middleName:null,surname:"Sevgiler",slug:"yusuf-sevgiler",fullName:"Yusuf Sevgiler"}]}],onlineFirstChaptersFilter:{topicId:"186",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:318,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:106,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:15,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"6",title:"Infectious Diseases",doi:"10.5772/intechopen.71852",issn:"2631-6188",scope:"This series will provide a comprehensive overview of recent research trends in various Infectious Diseases (as per the most recent Baltimore classification). Topics will include general overviews of infections, immunopathology, diagnosis, treatment, epidemiology, etiology, and current clinical recommendations for managing infectious diseases. Ongoing issues, recent advances, and future diagnostic approaches and therapeutic strategies will also be discussed. This book series will focus on various aspects and properties of infectious diseases whose deep understanding is essential for safeguarding the human race from losing resources and economies due to pathogens.",coverUrl:"https://cdn.intechopen.com/series/covers/6.jpg",latestPublicationDate:"June 25th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:13,editor:{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},editorTwo:null,editorThree:null},subseries:{paginationCount:6,paginationItems:[{id:"22",title:"Applied Intelligence",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",isOpenForSubmission:!0,editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",slug:"carlos-travieso-gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",biography:"Carlos M. Travieso-González received his MSc degree in Telecommunication Engineering at Polytechnic University of Catalonia (UPC), Spain in 1997, and his Ph.D. degree in 2002 at the University of Las Palmas de Gran Canaria (ULPGC-Spain). He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. He won the “Catedra Telefonica” Awards in Modality of Knowledge Transfer, 2017, 2018, and 2019 editions, and awards in Modality of COVID Research in 2020.\n\nPublic References:\nResearcher ID http://www.researcherid.com/rid/N-5967-2014\nORCID https://orcid.org/0000-0002-4621-2768 \nScopus Author ID https://www.scopus.com/authid/detail.uri?authorId=6602376272\nScholar Google https://scholar.google.es/citations?user=G1ks9nIAAAAJ&hl=en \nResearchGate https://www.researchgate.net/profile/Carlos_Travieso",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"23",title:"Computational Neuroscience",coverUrl:"https://cdn.intechopen.com/series_topics/covers/23.jpg",isOpenForSubmission:!0,editor:{id:"14004",title:"Dr.",name:"Magnus",middleName:null,surname:"Johnsson",slug:"magnus-johnsson",fullName:"Magnus Johnsson",profilePictureURL:"https://mts.intechopen.com/storage/users/14004/images/system/14004.png",biography:"Dr Magnus Johnsson is a cross-disciplinary scientist, lecturer, scientific editor and AI/machine learning consultant from Sweden. \n\nHe is currently at Malmö University in Sweden, but also held positions at Lund University in Sweden and at Moscow Engineering Physics Institute. \nHe holds editorial positions at several international scientific journals and has served as a scientific editor for books and special journal issues. \nHis research interests are wide and include, but are not limited to, autonomous systems, computer modeling, artificial neural networks, artificial intelligence, cognitive neuroscience, cognitive robotics, cognitive architectures, cognitive aids and the philosophy of mind. \n\nDr. Johnsson has experience from working in the industry and he has a keen interest in the application of neural networks and artificial intelligence to fields like industry, finance, and medicine. \n\nWeb page: www.magnusjohnsson.se",institutionString:null,institution:{name:"Malmö University",institutionURL:null,country:{name:"Sweden"}}},editorTwo:null,editorThree:null},{id:"24",title:"Computer Vision",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",isOpenForSubmission:!0,editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",slug:"george-papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",biography:"George A. Papakostas has received a diploma in Electrical and Computer Engineering in 1999 and the M.Sc. and Ph.D. degrees in Electrical and Computer Engineering in 2002 and 2007, respectively, from the Democritus University of Thrace (DUTH), Greece. Dr. Papakostas serves as a Tenured Full Professor at the Department of Computer Science, International Hellenic University, Greece. Dr. Papakostas has 10 years of experience in large-scale systems design as a senior software engineer and technical manager, and 20 years of research experience in the field of Artificial Intelligence. Currently, he is the Head of the “Visual Computing” division of HUman-MAchines INteraction Laboratory (HUMAIN-Lab) and the Director of the MPhil program “Advanced Technologies in Informatics and Computers” hosted by the Department of Computer Science, International Hellenic University. He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null},{id:"25",title:"Evolutionary Computation",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",isOpenForSubmission:!0,editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",slug:"sebastian-ventura-soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",biography:"Sebastian Ventura is a Spanish researcher, a full professor with the Department of Computer Science and Numerical Analysis, University of Córdoba. Dr Ventura also holds the positions of Affiliated Professor at Virginia Commonwealth University (Richmond, USA) and Distinguished Adjunct Professor at King Abdulaziz University (Jeddah, Saudi Arabia). Additionally, he is deputy director of the Andalusian Research Institute in Data Science and Computational Intelligence (DaSCI) and heads the Knowledge Discovery and Intelligent Systems Research Laboratory. He has published more than ten books and over 300 articles in journals and scientific conferences. Currently, his work has received over 18,000 citations according to Google Scholar, including more than 2200 citations in 2020. In the last five years, he has published more than 60 papers in international journals indexed in the JCR (around 70% of them belonging to first quartile journals) and he has edited some Springer books “Supervised Descriptive Pattern Mining” (2018), “Multiple Instance Learning - Foundations and Algorithms” (2016), and “Pattern Mining with Evolutionary Algorithms” (2016). He has also been involved in more than 20 research projects supported by the Spanish and Andalusian governments and the European Union. He currently belongs to the editorial board of PeerJ Computer Science, Information Fusion and Engineering Applications of Artificial Intelligence journals, being also associate editor of Applied Computational Intelligence and Soft Computing and IEEE Transactions on Cybernetics. Finally, he is editor-in-chief of Progress in Artificial Intelligence. He is a Senior Member of the IEEE Computer, the IEEE Computational Intelligence, and the IEEE Systems, Man, and Cybernetics Societies, and the Association of Computing Machinery (ACM). Finally, his main research interests include data science, computational intelligence, and their applications.",institutionString:null,institution:{name:"University of Córdoba",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"26",title:"Machine Learning and Data Mining",coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",isOpenForSubmission:!0,editor:{id:"24555",title:"Dr.",name:"Marco Antonio",middleName:null,surname:"Aceves Fernandez",slug:"marco-antonio-aceves-fernandez",fullName:"Marco Antonio Aceves Fernandez",profilePictureURL:"https://mts.intechopen.com/storage/users/24555/images/system/24555.jpg",biography:"Dr. Marco Antonio Aceves Fernandez obtained his B.Sc. (Eng.) in Telematics from the Universidad de Colima, Mexico. 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Saxena",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",institutionURL:null,country:{name:"India"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},subseriesFiltersForPublishedBooks:[{group:"subseries",caption:"Bacterial Infectious Diseases",value:3,count:2},{group:"subseries",caption:"Parasitic Infectious Diseases",value:5,count:4},{group:"subseries",caption:"Viral Infectious Diseases",value:6,count:7}],publicationYearFilters:[{group:"publicationYear",caption:"2022",value:2022,count:2},{group:"publicationYear",caption:"2021",value:2021,count:4},{group:"publicationYear",caption:"2020",value:2020,count:3},{group:"publicationYear",caption:"2019",value:2019,count:3},{group:"publicationYear",caption:"2018",value:2018,count:1}],authors:{paginationCount:229,paginationItems:[{id:"318170",title:"Dr.",name:"Aneesa",middleName:null,surname:"Moolla",slug:"aneesa-moolla",fullName:"Aneesa Moolla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/318170/images/system/318170.png",biography:"Dr. Aneesa Moolla has extensive experience in the diverse fields of health care having previously worked in dental private practice, at the Red Cross Flying Doctors association, and in healthcare corporate settings. 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:"419588",title:"Ph.D.",name:"Sergio",middleName:"Alexandre",surname:"Gehrke",slug:"sergio-gehrke",fullName:"Sergio Gehrke",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038WgMKQA0/Profile_Picture_2022-06-02T11:44:20.jpg",biography:"Dr. Sergio Alexandre Gehrke is a doctorate holder in two fields. The first is a Ph.D. in Cellular and Molecular Biology from the Pontificia Catholic University, Porto Alegre, Brazil, in 2010 and the other is an International Ph.D. in Bioengineering from the Universidad Miguel Hernandez, Elche/Alicante, Spain, obtained in 2020. In 2018, he completed a postdoctoral fellowship in Materials Engineering in the NUCLEMAT of the Pontificia Catholic University, Porto Alegre, Brazil. He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,institution:{name:"Universidad Católica San Antonio de Murcia",country:{name:"Spain"}}},{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. 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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. 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