Characteristics of schools participating in the school improvement program.
\r\n\tThe outcome of cancer therapy with radiation has been improving over the years due to technological progress. However, due to the biological property of cancer, current radiotherapy has limitations. Therefore, in consideration of the dynamics of tumor cells caused by radiation irradiation, attempts are being made to overcome the current drawbacks and to improve radiotherapy. It is expected that carbon ion beams, hyperthermia, oxygen effect, blood flow control, etc. will be used in the future in order to improve the treatments. This book aims to introduce research results of various radioprotective agent development research and hypoxia sensitizers.
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To achieve this demanding goal, new teaching practices should be developed in collaboration between universities and schools. This also means that every school should focus on their students’ individual needs—instead of implementing already existing approaches, new solutions should be created or modified to fit into local context. When adapting new teaching and learning methods, important questions arise: what is the impact of these approaches and what other factors are influencing the outcomes.
\nIn this new situation, schools continuously develop their practices, analyze the needs of teachers’, and find ways for their professional development. Hansen and Wasson [2] have pointed out that there is a need to change teachers’ professional development format—instead of traditional participation in training courses, teachers should be supported in developing and improving their existing practice through teacher inquiry. Nowadays, capacity building, inquiry-oriented practice, and data-driven decisions are considered as central themes of educational improvement [3, 4]. Concepts like practitioner research and teacher inquiry have been widely used for several decades—yet schools still face difficulties in using evidence for school improvement processes [1].
\nIn the age of big data, it is difficult to imagine any educational improvement that does not include data as a key pillar [6]. Developing evidence-driven school improvement processes through school-university collaboration is one option for helping schools work with evidence. Therefore, school-university joint programs are initiated and the Future School Program was launched in Estonia. The aim of the Future School Program is to support whole-school innovation and sustainable improvement of teaching practices by enhancing the teaching and learning culture through school-university co-creation of new methodologies and implementation of evidence-driven innovation.
\nIn this chapter, we analyze how to strengthen the evidence-driven school improvement in school-university partnership program. Following questions are discussed:
How evidence-driven school improvement is actualized in school development programs?
What are the enablers and barriers of using evidences in school development program?
Nowadays, educational innovation is not only the “business” of scholars—practitioners are actively involved and discussions about educational improvements revolve around the importance of evidence and data. Different authors use distinct terminology [7] evidence-informed education [8], evidence-informed practices [9], evidence-based practice [10], evidence-based education [11, 12], data-based decision-making [13, 14], data-informed practice [15], data-driven decision-making [16, 17], data-based decision-making [18], data use [7, 19, 20, 21] and practice-informed evidence [22]. The main idea behind these concepts seems to be concurrent; however, the use of different terms is not incidental. One of the broadest explanation has been given by Davies [23], who sees evidence-based education as a set of principles and practices, which can alter the way people think about education, the way they go about educational policy and practice, and the basis upon which they make professional judgments and deploy their expertise—but it is not the provider of readymade solutions to the demands of modern education. In the following sections, we compare and analyze how different concepts supplement each other and how the evidence-based improvement can be identified for the schools.
\nTo start with, we need to unravel the concepts of evidence as they are widely used. Evidence is a kind of information, which points to the truth or validity of a claim and is the joint starting point for all authors; opinions differ on how truth or validity is achieved. It is assumed that the main source of evidence practitioners should consider when making decisions in social science research, namely experimental research and randomized controlled trials [10, 11, 24]. The idea that research can make a major contribution to improving practice stems from the assumption that it is systematic and rigorous and provides explicit evidence, which can be assessed objectively [10]. It can be concluded that one sub-concept of evidence-based education concentrates on implementation of research results, especially implementation of these teaching techniques and methods, which have been found to have a positive effect on students’ assessment results. In the following, we distinguish this sub-concept as a research-based school development.
\nResearch-based evidence as a source for school development and teachers’ professional development has been criticized from different aspects. The disapproval of research-based evidence has been argued with the nature of research, its generalizability, and objectivity. It is recognized that professional judgments cannot be made without taking into consideration the value-based foundation of education [11]. However, research findings merely inform practitioners about what the general outcomes are of different kinds of decisions [24], and there are a variety of formal and informal sources of information that also contribute to the decision-making process [10, 24]. Schools and teachers cannot wait until the valid and reliable research results say how to implement new teaching practices.
\nEvidence-based education operates at two levels. First is to utilize existing evidence from worldwide research and literature on education and associated subjects [23]. This gives a broader base for professional knowledge-in action [15]. The second level is to establish sound evidence where existing evidence is lacking or of questionable, uncertain, or weak in nature [23]. It requires acquiring, using, critiquing, and creating the evidence base by the lived experience of observing and assessing students in particular contexts on a regular basis [15]. This type of professional knowledge relies on multiple values, tacit judgment, local knowledge, and skill; research usually cannot supply what the notion of evidence-based practice demands of it—specific and highly reliable answers to questions about what works and what does not [10]. In this case, the basis for innovating instruction is the data what the context offers. The data about the students, their background, their previous achievements, as well as teaching processes, and school organizational existence is wide and the potential of this data is unused.
\nThe definition of data is broad. The focus is on raw data that must be organized, filtered, and analyzed to become information, then combined with stakeholder understanding and expertise to become actionable knowledge. The data not only enclose student test results, but also any other form of structurally collected qualitative or quantitative data on the functioning of the school, such as outcomes, inputs, processes, and perceptions [13, 25]. In short, data are the information that is collected and represent some aspect of schools [26]. If the evidence incorporates the question and the answer, the data comprehend only the question and the potential of the answer. The evidence incorporates the interpretive and evaluative elements, which are missing from the data. In conclusion, we distinguish the second sub-concept of evidence-driven school improvement as a data informed.
\nIn addition to the data-informed and research-based dimensions of evidence, the distinction of the outcomes can be identified [7]. The expected outcomes of the evidence usage describe the goals for which the evidence is used, more specifically, the aspect of the school culture which is expected to be improved and changed according to the conclusions made from the evidence.
\nDiscussions of evidence-based or evidence-informed practice refer to teachers, their classroom activities, and interactions with students [7, 9]. The data and evidence use are implemented with the goal of improving instruction. The quality of teachers’ instruction is an important influence on student achievement, and using data for improving instruction can enhance student achievement [13].
\nData and evidence can also be used to inform decision-making in school management and leadership levels. This process is often called data-based or data-driven decision-making [13, 16]. Data-driven decision-making is the purposeful process of selecting, gathering, and analyzing relevant data to define school problems, develop alternatives, estimate outcomes of the alternatives, and choose the preferred alternative [16]. Data do not objectively guide decisions on their own—but people do. To do so, they select particular pieces of data to negotiate arguments about the nature of problems as well as the potential solutions [14]. The use of data is not only a matter of new competencies and skills, it is more about the new culture to arise. Good things do not happen thanks to data—it should be supported by data-informed leaders. Leaders should take the responsibility to evaluate what types of data are useful and for what purposes [17]. Organizational practices have an important role in affecting the way that people in organizations think and work, so it is possible to shift patterns of practice by creating organizational supports and incentives that give greater prominence to the consideration of research findings and their implications [8]. In such a case, the data and evidence can be used for school development purposes and it refers to schools using data to improve themselves; for instance, student satisfaction surveys and exam results can be used to evaluate the extent to which the school is achieving its goals [13]. The processes of decision-making and interpretation happen in parallel; this way, there is potentially a higher coherence among the data, the decision, contextual factors, as well as the risk of misinterpretation or biased interpretation.
\nIn conclusion, we have identified two dimensions of the concept of evidence-driven school improvement (Figure 1). One of the dimensions is the input dimension, which refers to different inputs of the evidence: the evidence can be data informed or research based. The data-informed evidence can appear from assessment results, characteristics of teaching staff, national or school surveys, etc. The research-based evidence can be the result of some experimental study or qualitative study on teachers’ behavioral patterns. The second dimension characterizes the output of evidence: whether the evidence is influencing decisions made for school development, incorporating the organizational aspects like the structures, communication, or decisions made for the improvement of instruction by the teacher, usually in the interaction with the student and used educational method.
\nDimensions of evidence-driven school improvement and some examples.
Studies of data use have analyzed the factors influencing evidence-driven school improvement, and based on the synthesis of recent studies [13], it can be concluded that these factors are organizational characteristics, user characteristics, and data characteristics. Organizational factors include the shared vision and clear norms for data usage, encouragement by the school leader, possible expert support, time, and conditions provided for collaboration between teachers. Data use depends on the user characteristics of teachers. In order to use data, teachers need to have the knowledge and skills needed to analyze and interpret different forms of data; they need to understand the quality criteria for data use and data-use concepts; and they need skills to diagnose student-learning needs and adjust instruction accordingly. Data characteristics are identified as access to student relevant data, and the usability and high quality of data. It is important to note that these factors can be enablers or barriers depending on the goal of the data use. The study [13] shows that data use for school development is influenced by organizational and data characteristics, but data use for improving teaching and learning is influenced by organizational and user characteristics.
\nAdditionally, the evidence-driven school improvement implemented in school-university partnerships is influenced by the character of the relationship. The partnership can be as two types of relationships between schools and universities: one type of partnership can be labeled as transactional and refers to a relationship, which is driven by individual purposes—in this case, the organizations remain unchanged; the second type is transformational partnership, where the parties come together to pursue a common purpose and create the possibility of growth and change through mutual interaction as they apply their resources to address complex problems [27]. Studies [7, 17, 25, 28] investigating strategies of school-university partnerships for supporting evidence-driven school improvement have identified four key domains: (1) human support, (2) leadership, (3) technology support, and (4) designed routes.
\nOne possibility to offer human support is to use coaches. In order for coaching on data use to be effective, teachers needed to believe that the coach possesses strong interpersonal skills, content, and pedagogical knowledge that would be useful for them to learn. Facilitation of coaches includes assessing teachers’ needs, modeling how to interpret and act upon data, and observing teachers while they attempt to engage in the data-use process. Another possibility is to support professional development, but from previous studies, it is evident that the structured training in how to use data is not common in schools. A third approach to human support is networking with a university: either the researcher guides the process of data analysis and brings a theoretical framework to the practice or relies primarily on workshops and ongoing consultancy.
\nSchools make efforts to have technology support: data systems that organize and analyze interim assessment data, and data warehouses with current and historical student data. It is acknowledged that the trainings for school teams on data use are rare and focus primarily on technological support and how to access the data management system. Technological support needs to be combined with other strategies.
\nSchool leadership—principals are key players in facilitating data use among teachers, they play an important role in allocating resources and time to enable teachers to use data effectively. Their espoused beliefs about data use are critical as well, so they help set the tone for data use among in school teams. For the school leader, it is important to have a whole school perspective on the improvement initiated. If the instructional and organizational improvements are not aligned, it is confusing and unmotivating for the teachers to participate. It is important to communicate for the teachers why the evidence is being collected in classroom level and how it helps to monitor the big picture of the improvement and data are not used to blame-and-shame teachers. The evidence-driven school improvement cannot be implemented without data-literate and research-wise school leader, so the crucial target to support strategies is the leaders in schools.
\nSchools are required to follow norms and designed routes—specific data-driven decision-making practices—when developing their school improvement plans or for teachers to follow when using data to guide instruction. One of the primary ways that is used to build teachers’ capacity to use data is providing structured time for collaboration. This includes adoption of data-discussion protocols in order to ensure that discussions about data occurred and that actions were taken on the basis of these conversations.
\nFactors that influence the successful implementation of a school development program with the aim to support evidence-driven school improvement have been studied. Schools are more successful, if the entire school team participates in the program, the school staff is stable and the school leader provides their teachers with sufficient time and materials. It is concluded that school leaders and trainers should pay attention to developing clear guidelines and agreements on the execution of evidence-driven school improvement activities [18].
\nThe research context is formed around the school improvement program established at the Tallinn University. The program aims to support the evidence-driven improvement in Estonian schools for improving teaching and learning culture. Five schools applied (Table 1), based on their interest, to join the program in 2018/2019. Each school team consisted of 5–6 members, whereas 1–2 of them where members of the management and each school formulated their own student-centered goal for the improvement they aimed to achieve.
\nCharacteristics of schools participating in the school improvement program.
In the first phase of the program, each school prepared an action plan for improvement. Before creating the action plan, an analysis of the state of the school, built on existing evidence, had to be carried out. Some of the schools used data collected at the national level (satisfaction surveys, students’ study results, and existing research studies) to understand the current situation, defining the problem, and formulating the action plan. When analyzing the evidence, three school teams changed their initial goals because they did not find clear evidence about the problem they thought the school had or they identified another problem based on the evidence. During program activities, schools had to monitor and reflect on their own activities to understand their improvement processes. Each team agreed upon their own approach and tools for monitoring and data collection, which were discussed with their university coach. In addition to the regular monitoring, each school had to design their own action research plan, carry out the study in a classroom setting, analyze the collected data, and come up with suggestions on how the data will be used in the next decision-making steps.
\nThe program consisted of elements of human support, support for leadership, and designed joint activities. The school team—where the school leader was a compulsory member—participated in monthly seminars, where the next steps of the program were explained through theoretical underpinnings and practical suggestions. The seminars were used in the program, because the studies have shown that supporting professional development is essential in raising data-literacy skills of educational practitioners [25]. The networking aspect of the seminars is also effective to support for schools. Between seminars, the school team was supported by their university assigned coach. The coach is recognized as one of the key elements in offering human support [25]. Each step was scaffolded with the special task designed according to principles of change management and evidence-driven improvement. Data use can be improved by data-use routines, ensuring that it is a recurrent and patterned interaction that guides how people engage with each other and data [7].
\nWe followed the case-study approach, which has been acknowledged as an appropriate method in educational studies about evidence use [28]. Case studies do not aim to produce generalizable theories, but aim to provide practical wisdom, which is “about understanding and behavior in specific situations” [29]. That was also the aim of our study—to better understand the collaborative practices supporting schools in implementing evidence-driven school improvement.
\nData were collected throughout the program and after the completion of the program. A variety of data gathering techniques that are summarized in Table 2 were used.
\nOverview of data collection.
Data were analyzed based on the framework from theoretical underpinnings, where different dimensions of evidence use for school improvement were defined (Table 3). Instructional-level decision-making refers to the teachers’ decisions to improve their own teaching, assessment, feedback, etc. Organizational-level decisions refer to the decisions made by school management or school improvement team to improve school-level processes, practices, curriculum design, etc.
\nProfiles of the cases based on dimensions of evidence-driven school improvement.
Evidence-driven practices of the five cases were classified according to nine possible profiles of evidence-driven school improvement. These profiles were created according to criteria defined from the dimensions of evidence-driven school improvement. The criteria were the following:
Whether the school collected (a) data-informed evidence, (b) research-based evidence, or (c) both. We classified the school as using data-informed evidence when the data were collected by the school or made available for the schools by other stakeholders, and analysis was done by the school team based on their own research and improvement interest. We classified the school as using research-based evidence when the data have been collected, analyzed, and published by researchers, and the results are used by schools in their improvement process.
Whether the school analyzed the results with the goal (a) to improve school management, (b) to improve instruction in the classroom, or (c) both. The school was classified to use evidence on management level when the school team made decisions about communication, professional development, work organization, procedures, etc. We classified the evidence as used for the instructional improvement if the conclusions and recommendations were targeted toward teachers and their activities.
Evidence-driven practices as part of the school improvement were tightly embedded into the different phases of program activities. Next, the schools’ practices to actualize the evidence-driven school improvement, the challenges, and enablers of the process will be analyzed and discussed. The aim was to understand the following: to what extent schools used evidence collected from wider research, whether they collected or analyzed data based on their own research interests, and was the results used in organizational-level or instructional(teacher-student)-level decision-making processes.
\nBased on teams’ reflections, interviews and analysis of the documents schools were profiled as follows (Table 4): usage of data-informed evidence, research-based evidence, or both to make decisions in the instructional level or organizational level or both.
\nThe schools evidence-driven profiles.
The aim for school 1 was to improve the teachers’ collaboration and through that improve the students’ learning experience, for that a new initiative was established as “collaboration day.” Based on the reflections and document analysis, the school team focused mainly on collecting data from teachers and students to understand the usability and effectiveness of the collaboration format—questionnaire for the teachers and students after each collaboration day, students’ self-analysis, and observation sheets. Evidence regarding well-established methods and theoretical underpinnings were less emphasized by this school in their improvement process. The main outcome for the school team was that the intervention supported teachers’ collaboration and integration of subjects:
\nThe majority of the decisions based on the collected and analyzed data were done in management level: improving the format of the collaboration days, identifying the needs for teacher training, sharing practices, and supporting documentation of the integration projects.
\nSchool 4 focused on students’ engagement in extracurricular activities. Interventions were carried out in teacher-student level and students’ engagement was analyzed with observation sheets. Students’ motivation was analyzed and teachers’ feedback was collected with self-analysis:
\nTheories and studies regarding students’ learning motivation to support engagement were used as evidence to plan the interventions and data collection:
\nDecisions were made mainly in the management level: observation process and techniques need to be improved:
\nMore focus on supporting teachers’ sharing of experiences and good practices was put.
\nThe aim of the school 2 was to implement different learning strategies to support the development of students’ learning to learn skills. For monitoring the process, several data collection techniques were used: teachers’ empowerment survey, survey about teachers’ understanding of learning to learn skills, and teachers’ interviews about different strategies. Students’ self-analysis about the learning process was carried out; students learning skills and reading strategies were tested. Evidence from national-level satisfaction surveys was used when planning the activities and later analyzed:
\nApproved training programs about reading and meaningful learning were used when designing interventions in collaboration with the university team. To support the collaborative culture, a teachers’ professional learning community was initiated and research on teachers’ professional community was used to support teachers’ collaborative learning. Teachers in this group were also studied:
\nDecisions were made in management level (training and management support for teachers’ to implement the new strategies to support students’ learning to learn skills) and in instructional processes (new strategies will be implemented and students’ self-analysis process more systematically enhanced).
\nSchool 3 aimed to raise the students’ motivation to learn through more systematic integration of the lessons and outside of the classroom activities. Self-determination theory was used as a research ground in different activities:
\nTo analyze the effectiveness of the interventions, data were collected with the students’ survey after each intervention (based on self-determination theory) and teachers’ feedback. Evidence from the national-level students’ satisfaction survey was used for planning interventions. Decisions regarding the future activities were made in students’ level: focusing on explaining the goals of different learning activities to enhance the meaningfulness, enhancing students’ skills to give feedback:
\nIn management-level lesson, observations based on self-determination theory were developed.
\nThe aim of the school 5 was to implement the meaningful learning experience for the seventh grade students through integrating more real-life situations to classroom activities. For data collection, an instrument was created to analyze to what extent students understand what they learn and how it supports their professional growth. Also, all the students were tested with scientific tests:
\nStudents and teachers gave weekly feedback, and teachers analyzed the students’ evaluation sheets:
\nAlso oral feedback was collected from teachers and students for more in-depth analysis of the new experiences. Some evidence about the studies on integration of subjects was also used. To some extent, research results were also read by the team:
\nDecisions were made mainly on management level: improving evaluation sheets, reformulating learning outcomes to make them easier for the students to understand. In the instructional level, teachers will focus more in the future to create shared understanding with the students about what learning outcomes mean and what students are actually expected to learn:
\nAlso the plan to create individual learning paths for the students is in the focus for the future activities.
\nOur analysis indicates that all five schools participating in our program focused on collecting data and finding research evidence on the management level and three schools worked with evidence in the instructional processes. Four schools out of five focused on improving students’ learning experience; one school focused on teachers’ collaboration, but still with the aim to implement integration projects to improve teaching practices in the classroom level. It can be also concluded that all schools used data as part of their own studies to understand the effectiveness of the interventions, but the usage of the research evidence did not happen systematically in all of the cases. Schools collected data from both students and teachers; the instruments were mainly prepared by the schools themselves. In a few cases, additional data were collected with research instruments proposed by the university (testing the skills of the students for instance). Decisions made based on the data and research results were mainly focused on management level: improving everyday processes, data collection techniques, formalizing methodologies, and better supporting teachers’ collaboration. Some important decisions were also made on the student level: enhancing feedback skills, goal-setting of learning activities, enrichment of classroom activities, etc.
\nSchildkamp and colleagues [5, 13] have proposed several factors influencing data use by school teams; they distinguish data use for accountability, school development, and instruction. In our research, we mainly focused on data use for school improvement and classroom-level instruction. Deriving from Schildkamp et al. [5, 13], we analyze the enablers and barriers of data use from the perspective of organizational, user and data characteristics.
\nOrganizational characteristics include the shared vision, which includes a joint understanding about the nature of good teaching, student learning, and ways to evaluate the student learning. As our program focused on school improvement, building shared understanding about the change and ways to monitor the process were crucial. Schildkamp et al. [13] emphasize that effective data use also requires collaboration—teachers should share and discuss their students’ results and their own functioning with students, parents, and teachers. In our case, all of the schools focused on improving teachers’ collaboration and different solutions were found to find time to share experiences as part of the program activities. However, school 2—which created a teachers’ professional learning community where the collected data were analyzed and results discussed—stood out among others for its evidence-driven school improvement practices. In our study, it was learnt that for the schools, it was difficult to design and conduct empirical studies (in action-research form) on their own (It is a very complex process for the school to develop research-based inquiry.) This was emphasized by the school that collaborated more tightly with the university experts to carry out research activities. On the other hand, same schools used more systematically research-based evidence in their improvement process than schools who used less university support in their activities. Therefore, the collaboration between the school team and university became very important in our study. Research data were used, but schools needed help in this regard, because it was challenging for the schools to understand what research data they could use and for what purposes and how to adapt the research-based solutions for their school settings. In our program, it was the role of the coaches to found experts, refer to the relevant studies, share validated tests and observation sheets to adapt, collect research data, etc. This relates well with Schildkamp et al. [13] user characteristics as well—data literacy of the teachers is something that needs promotion. It is not easy for the teachers to have the inquiry mindset, skills to collect data, interpret, and act based on the data. Mandinach [21] has concluded that pedagogical data literacy is the ability to transform information into actionable instructional knowledge and practices by collecting, analyzing, and interpreting all types of data to help specify educational steps by combining an understanding of data with standards, disciplinary knowledge and practices, curricular knowledge, pedagogical content knowledge, and an understanding of how children learn. Once teachers are prepared to work with the data, data characteristics—quick and convenient access to accurate data—also become very important. In our study, data-collection instruments were mainly prepared in collaboration with the university coaches and experts or by school teams themselves. It can be concluded that planning the data collection in collaboration with the university is something that schools can apply during the program activities. However, analyzing data quickly for feedforward purposes is something that needs further planning. For instance, school 4 who developed paper-based observation sheet learned that such documentation format does not support instant decision-making for classroom-level instruction. And school 1 changed their paper-based surveys to electronic surveys in the middle of the program for more efficient data analysis purposes.
\nOur study indicated that in school-university partnerships, schools are able to acquire easier the mindset of evidence-driven improvement based on data collection, analysis by school team, or evidence from theoretical and methodological underpinnings. However, there are some aspects that need to be considered.
\nA coach has been suggested as one possibility to offer human support, which was also applied in the current program, and it can happen in school-university partnerships where the university coach guides the process. Facilitation by coaches includes assessing teachers’ needs, modeling how to interpret and act upon data and observing teachers while they attempt to engage in the data-use process. It is recommended to design trainings for the school team with the following learning outcomes: learning the capabilities of the data system, understanding and using a cycle of instructional improvement, avoiding common data analysis mistakes, data transparency and safety, fostering a culture of data use, interpreting data in context, and using data to modify instruction. From the perspective of human support in the school-university partnership, our experience highlights the importance of the university coach. The school teams recognized the coaches help with practical questions and choices. This opens the discussion on the role of the coach in the school-university partnership. The university coach is often conceptualized in the literature as a data coach [7] or researcher [30] who pays attention primarily on evidence use. It may be too narrow of an approach if the final aim is to find and co-create innovative teaching and leading practices for school improvement. Yet, in our case, the profiles of the schools evidence-driven school improvement show that finding and selecting appropriate research-based evidence needs strengthening in the school improvement program. Also the main focus of the coaches was on bringing in theoretical frameworks, fostering a culture of evidence use and understanding the cycle of inquiry. The data analysis mistakes or accuracy was less emphasized by the schools. However, it was mentioned by one of the schools that they actually would like to get feedback if their inquiry design, data collection, and analysis are adequate.
\nWhen technology training exists, it often focuses primarily on technological support and how to access the data management system. Studies show that schools pay efforts to have data systems that organize and analyze interim assessment data and data warehouses with current and historical student data. Our study indicated that elements to scaffold teachers to conduct teacher-led inquiry in the technology-enriched classroom as suggested by Hansen and Wasson [2] can be better supported. In our program, the data were collected rather traditionally—tests, surveys and questionnaires, mainly, and paper-based observation sheets. Focusing more on process-oriented data collection—with a variety of tools and efficient ways for classroom observations—timely access to students’ learning results might influence the use of data for improving the classroom instruction. The growing use of technology as part of teachers’ practice opens up the possibility for a change from researcher-centered studies to teacher-centered approaches to inquiry [2].
\nSchool principals are key players in facilitating data use among teachers—they play an important role in allocating resources and time to enable teachers to use evidence effectively. Their espoused beliefs about data use are critical, as they help to set the tone for data use in school teams. School leaders also have access to a variety of data, performance indicators, and study results; making these available for the teachers is important to enhance the data culture in the organization. However, we recognized that during the program, schools mostly used the data they gathered by themselves and the use of data gathered by or for the national or municipality level was used rarely. This raises the question of the capabilities to interpret such data by the school team, and capabilities to support and coach this interpretation by the university coaches. Moreover, our coaches could recognize some hesitations and doubts for using such data by the school teams because of the meaningfulness of the data gathered in this manner. We recognize the effective use of national data as an improvement area for the school development program.
\nThe schools are required to follow specific data-driven decision-making practices when developing their school improvement plans or for teachers to follow when using data to guide instruction. Providing structured time for collaboration is one of the primary ways that schools try to build teachers’ capacity to use data. This includes adoption of data-discussion protocols in order to ensure that discussions about data occurred and that actions were taken on the basis of these conversations. Our program focused on understanding how can we better support schools in working with the data; in the next iteration of the program, we can more systematically focus on supporting the development of practices to create norms and routes for more systematic evidence-driven school improvement.
\nOur study demonstrated that in school-university partnership, when schools are scaffolded, evidence-driven practices are more widely adopted by the schools as part of the school improvement process. However, we also learned that the need for teachers to obtain complex data skills is becoming more and more important. Understanding about the inquiry process is just one angle of the challenge; also the understanding of how to read, interpret, critically evaluate, and act based on data is as important. In this iteration, the program did not systematically emphasize designing practices for collecting evidence from data and from the research, which could be better supported in the future. Also, we learned that schools understand quite well how to improve the practices in the school level based on collected evidence. Synergy between instructional-level data collection and decision-making, and organizational-level improvement can, however, be enhanced. In the future, it is important to analyze the impact of using classroom data in novel pedagogical and assessment approaches, and for teacher’s professional development to determine if it changes the students’ learning.
\nOur study also informs us how to improve initial teacher education and school principals’ preparation in Estonia. The main practical implication is rooted in the dimensions of evidence-driven school improvement. Currently, in initial teacher education, students are expected to carry out action research project during their internship period. Individually they learn how to collect data in the teaching process. They do not experience how their collected data from classroom interventions could feed the school improvement process and what is the relation between classroom-level evidence with school-level evidence. It can be concluded that it needs strengthening the dimension of evidence for school improvement in the initial teacher training. Additionally, current initial teacher training tends to prepare future teachers to collect action research data rather traditionally through surveys and interviews, but the usage of the learning analytics solutions as part of the inquiry could enable to monitor the practices more efficiently. Simultaneously, in principals’ training program, topics like evidence-driven school improvement and schools’ self-evaluation are rather theoretical. However, school principals need skills how to collect, analyze, interpret, and integrate data about instructional interventions conducted by teachers to plan improvements in school-level processes.
\nThis research has received funding from the European Social Fund program “Development of Competence center for educational innovations in Tallinn University” and European Union’s Horizon 2020 research and innovation program under grant no. 669074 (CEITER).
\nMagneto-hydrodynamics (MHD) is the study of the motion of electrically conducting fluid. The study of magneto-hydrodynamic plays an important role in agriculture, engineering and petroleum industries. For instance, it may be used to deal with problems such as cooling of nuclear reactor by liquid sodium. The importance of MHD cannot be over emphasized. MHD has applications in many areas like the earth, sun, industry, fusion etc.
To appreciate the importance of fluid dynamics in life demands little more than just a glance around us. In general, life as we know would not exist if there are no fluids and the behavior they exhibit. The water and air we respectively drink and breathe are fluids. In addition, our body fluids are mostly water based. As a matter of fact, our body system is made up of about 75% of fluid which helps in regulating the activities of the body system ranging from body temperature control to waste removal. In a more practical setting, like in our transportation systems, recreation, entertainment (sound from radio speakers) and our sleep (water beds), fluids greatly influence our comfort. It is clear to see from this that engineers need a clear knowledge of fluid behavior to handle many systems of their encounter.
Over the past decades, studies have been carried out on magneto-hydrodynamic natural convection in an annulus under different physical situations and geometry. This is because of its applications in nature, engineering, industries and technologies. These applications include but not limited to underground disposal of radioactive waste materials, storage of foodstuffs, exothermic and/or endothermic chemical reactions, heat removal from nuclear fuel debris, dissociating fluids in packed bed reactors, aerodynamics, geothermal energy extraction, purification of crude oil and spacecraft, MHD generators, MHD flow meters and MHD pump.
The presence of magnetic field on a Couette flow induces a Lorentz force which either accelerates or decelerates the flow element between the planes which depend on the electrical properties of the plane. The need to control the motion of the boundary layer is one motivation for this study. In many technological phenomena, such as earth core, aeronautics etc. the motion of a system initially start with an accelerated velocity and then after some time moves with almost constant velocity. This prompted us to consider the ramped like motion of a concentric cylinder and analyze the flow formation.
Chandran
Jha and Jibril [9] investigated hydro-magnetic flow due to ramped motion of the boundary. In their work they studied the effect of magnetic field on velocity and skin friction, due to ramped motion of the horizontal plate and it was concluded that the ramped motion are less compared to the constant motion. However, the effect of ramped temperature profile was not considered. Kumar and Singh [10] studied the transient magneto hydrodynamic Couette flow with ramped velocity. The velocity of the magnetic field, applied perpendicular to the plate is taken to be different from the velocity of the lower plate (the lower plate is moving with ramped velocity). It was concluded that the effect of the velocity on the magnetic field is to increase the velocity of the fluid from the upper plate to the lower plate Jha and Jibril [11] studied the effects of transpiration on the MHD flow near a porous plate having ramped motion. In their work they compare flow formation due to ramped motion of porous plate with the flow formation due to constant motion of the porous plate. Jha and Jibril [12] studied the time dependent MHD Couette flow due to ramped motion of one of the boundaries. It was found that velocity and skin friction increases with an increase of Hartman number when the magnetic field is fixed with respect to the moving plate. While the reverse when it is fixed with respect to the fluid. Jha and Jibril [13] investigated the unsteady hydro-magnetic Couette flow due to ramped motion of the porous plate. The aforementioned works were carried out on a horizontal plate.
Jha and Apere [14] on the other hand investigated Unsteady MHD Couette flow in an annulus, by applying Riemann-sum approximation approach to obtain the Laplace inversion of their solution in time domain. Jha and Apere [15] studied unsteady MHD two-phase Couette flow of fluid particles suspension in an annulus. In their work, they employed the D’Alermbert method used by Reccebli and kurt in conjunction of Riemann sum approximation method for both cases of the magnetic field being fixed to either the fluid or the moving cylinder to obtain the solution of the problem. Anand [16] investigated the Effect of radial magnetic field on free convective flow over ramped velocity moving vertical inner cylinder with ramped type temperature and concentration. In the same year, Anand [17] studied the effect of radial magnetic field on natural convection flow in alternate conducting vertical concentric annuli with ramped temperature. Anand [18] studied the effect of velocity of applied magnetic field on natural convection over ramped type moving inner cylinder with ramped type temperature solved numerically by using implicit finite difference Crank–Nicolson method. They found out that, when velocity is employed to magnetic field, then effect of magnetic field gets reversed and the effect of velocity of magnetic field get more pronounced with radii ratio. Also, Hartmann number and time parameter have increasing effects on the skin-friction profile. Taiwo [19] investigated the exact solution of MHD natural convection flow in a concentric annulus with heat absorption. It is found that the magnitude of maximum fluid velocity is greater in the case of isothermal heating compared with the constant heat flux case when the gap between the cylinders is less or equal to radius of the inner cylinder. More also, the various values of the non-dimensional heat absorption parameter (A) and the corresponding values of annular gap are almost the same conditions. Other important researchers [20, 21, 22, 23, 24, 25, 26, 27, 28] investigated MHD flow under different physical geometry and thermal conditions of the boundaries.
To the best of the authors’ knowledge, no studies have been reported concerning the combined effect of constant temperature, heat generating/absorbing parameter, MHD and ramped like motion of the inner cylinder and temperature in a concentric cylinder. The condition involving ramped like cylindrical motion appears in aerodynamics and oil refinement industry. Therefore, it is important to analyze the flow processes and try to understand the function of related mechanics of ramped moving vertical cylinder and ramped temperature.
This research considers the time dependent natural convection flow of viscous, incompressible and electrically conducting fluid formed by two cylinders of infinite length with radius
Physical configuration.
The momentum and energy equations governing the present physical situation are given by;
This is valid when the magnetic lines of force are fixed relative to the fluid. If the magnetic field is also having ramped motion with the same velocity as the moving cylinder, the relative motion must be accounted for. In this case the Eq. (1) above is replaced by:
This is valid when the magnetic lines of force are fixed relative to the moving cylinder. Eqs. (1) and (2) can be combined to obtain the momentum and energy equation respectively.
The relevant dimensional boundary conditions are;
Where,
Anand and Kumar [10].
The following non-dimensional parameters are defined as:
Where
Using the non-dimensional parameters in Eq. (5) above, the governing equations of momentum (3) and energy (4) can be written in dimensionless form as:
The initial conditions for velocity and temperature field in dimensionless form are:
While the boundary conditions in dimensionless form is given as:
Where
Where
Introducing the Laplace transform on the dimensionless velocity and temperature
(Where s is the Laplace parameter such that
The boundary conditions (8) becomes
The set of Bessel ordinary differential Eqs. (12) and (13) with the boundary condition (14) are solved for velocity and temperature in the Laplace domain as follows:
Where;
Where:
The skin – friction is the measure of the frictional force between the fluid and the surface of the cylinder.
The expression for Nusselt number which is the measure of heat transfer rate on the cylinder is presented in the following form.
Mass flow rate evaluates the rate of fluid flow through the annulus. It is achieved by taking a definite integral of Eq. (15) with respect to
Eqs. (15) and (16) are to be inverted in order to determine the velocity and temperature in time domain. Since these equations are difficult to invert in closed form. We use a numerical procedure used in Jha and Apere [14] which is based on the Riemann-sum approximation. In this method, any function in the Laplace domain can be inverted to the time domain as follows.
where Re refers to the real part of
In order to validate the results obtained from the Riemann sum approximation methods we use the partial differential equation parabolic and elliptic (PDEPE) method and compared the result. In General, it is given in the form:
Initial condition
A MATLAB program is written in order to depict the effect of the flow parameters such as the Hartman number
Figure 2 illustrated the temperature profile for different values of time. It is seen from this graph that the temperature increases with increase in time. Increase in radii ratio lead to an increase in temperature as show in Figure 3. As the heat generating or absorbing parameter increase, a decrease in temperature is noticed as depicted in Figure 4.
Temperature distribution for different values of time
Temperature distribution for different values of radii ratio
Temperature profile for different values of heat source/sink (
Figure 5 illustrated the effect of time on fluid velocity for cases (
Velocity distribution for different values of time
Velocity distribution for different values of Hartmann number
Velocity distribution for different values of radii ratio
Velocity distribution for different values of heat source/sink
Velocity distribution for different values of Grashof number
Figure 10 presents the effect of Hartmann number on skin friction at the outer surface of the inner cylinder
Variation of skin friction
Variation of skin friction
Variation of skin friction
Variation of skin friction
Variation of skin friction
Variation of skin friction
Variation of skin friction
Variation of skin friction
Figure 18 illustrate the effect of Hartmann number on mass flow rate
Variation of mass flow rate
Variation of mass flow rate
Variation of mass flow rate
Variation of mass flow rate
The study of MHD natural convection flow of constant heat source/sink in an annulus due to ramped motion and ramped temperature of the boundaries have been carried out. The Laplace transform techniques have been used and the time domain solution was obtained using the Riemann sum approximation. The effect of the governing parameters such as the Hartmann number (
The noteworthy conclusions are summarized as follows:
Hartmann number has a retarding effect on the skin friction
Thermal buoyancy force and radii ratio increase mass flow rate when
Heat generating/absorbing parameter has a retarding effect on fluid velocity, temperature and skin friction
t′ | Dimensional time (s) |
u′ | Velocity (m/s) |
r′ | Dimensional radial coordinate |
U | Dimensionless velocity (m/s) |
B0 | Constant magnetic flux density |
T0 | Reference temperature (K) |
In | Modified Bessel’s function of first kind of order n |
Kn | Modified Bessel’s function of second kind of order n |
Tw | Constant temperature (K) |
M | Hartmann number |
Pr | Prandtl number |
Nu | Nusselt number |
Gr | Grashof number |
Q | Dimensionless volume flow rate (kgs−1m−2) |
a | Radius of the inner cylinder |
b | Radius of the outer cylinder |
t | Dimensionless time (s) |
R | Dimensionless radial coordinate |
g | Gravitational acceleration (m/s2) |
cp | Specific heat at constant pressure (J/kg/K) |
υ | Fluid kinematic viscosity (m2/s) |
τ | (Skin-friction) |
ρ | Density (kg/m3) |
β | Coefficient of thermal expansion (K−1) |
λ | Ratio of radii ba |
σ | Electrical conductivity of the fluid (W/m.K) |
α | Thermal diffusivity (m2/s) |
μ | Magnetic diffusivity (m2/s) |
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\\n"}]'},components:[{type:"htmlEditorComponent",content:'Copyright is the term used to describe the rights related to the publication and distribution of original Works. Most importantly from a publisher's perspective, copyright governs how Authors, publishers and the general public can use, publish, and distribute publications.
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There is growing evidence that telomere stability can be affected by occupational and environmental exposure, as some of these factors have been correlated with increase in inflammation, oxidative stress, DNA damage, chromosome aberration, and epigenetic alterations. Both extremely short and long telomeres have been associated with neurodegenerative, cardiovascular diseases (CVD) and cancer risk. Occupational and environmental exposure to several synthetic and natural chemicals has been found to be associated with changes in telomere length, although the molecular mechanism is not fully understood. Telomeric DNA is relatively less capable of repair, resulting in accelerated shortening during the cell cycle and replicative senescence. It is recognized that diet plays an important role in telomere maintenance. Prevention of exposure to environmental and occupational hazards as well as psychological stressors can reduce the risk of telomere instability. This review provides a broad evaluation of the associated mechanism between human health and environmental and occupational exposure with telomere length, including recent findings and future perspectives.",book:{id:"5085",slug:"telomere-a-complex-end-of-a-chromosome",title:"Telomere",fullTitle:"Telomere - A Complex End of a Chromosome"},signatures:"Vivian F. S. 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Some phenotypic patterns define specific subsets correlating with poor (mixed phenotype, dendritic cell neoplasm) or favorable (cortical T-lymphoblastic leukemia) outcome, thus guiding the application of treatment modalities. An advanced analysis of phenotypic data can address specific issues, such as the still debated role of multilineage dysplasia. The quality of response to chemotherapy is monitored by the detection of minimal residual disease and peripheral blast clearance during chemotherapy delivering. That allows a sharp discrimination of prognosis and again can drive the intensity of therapies proportionally to the disease chemosensitivity.",book:{id:"4720",slug:"flow-cytometry-select-topics",title:"Flow Cytometry",fullTitle:"Flow Cytometry - Select Topics"},signatures:"Francesco Mannelli",authors:[{id:"178848",title:"M.D.",name:"Francesco",middleName:null,surname:"Mannelli",slug:"francesco-mannelli",fullName:"Francesco Mannelli"}]},{id:"50878",title:"Detection of Anti-HLA Antibodies by Flow Cytometer",slug:"detection-of-anti-hla-antibodies-by-flow-cytometer",totalDownloads:3149,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Lives of patients with solid organ failure depend physically, emotionally, and economically on others. Improvement in organ transplantation is one of the most important medical breakthroughs of the twenty-first century. Being healthy upon organ transplantation is the second chance to live the life. This is frequently observed in heart-, lung-, and liver-transplanted patients. For instance, upon kidney transplantation, dialysis dependence terminates and life quality of the patients increases. The major difficulty in organ transplantation is the low number of organ donation. Thus, the number of patients in the waiting list for the cadaveric transplantation increases day by day. Under these limited circumstances, required conditions should be further provided for the long survival rates of recipients with allogeneic graft without any problem. Human leukocyte antigen (HLA) tissue typing and anti-HLA antibodies produced before and after the transplantation adversely affect the graft survival and thus the survival of an individual. Investigation of pretransplantation immune status of recipients is significant. Particularly, donor-specific anti-HLA antibodies determine early and long-term graft survival. Flow cytometer is one of the most important devices used in anti-HLA antibody detection and also for other clinical and scientific purposes. Compared to conventional methods, it supports transplantation clinics due to its high sensitivity and specificity. The use of flow cytometer dependent methods in transplantation field increases progressively.",book:{id:"4720",slug:"flow-cytometry-select-topics",title:"Flow Cytometry",fullTitle:"Flow Cytometry - Select Topics"},signatures:"Tülay Kılıçaslan Ayna and Aslı Özkızılcık Koçyiğit",authors:[{id:"178265",title:"Dr.",name:"Tulay",middleName:null,surname:"Kilicaslan Ayna",slug:"tulay-kilicaslan-ayna",fullName:"Tulay Kilicaslan Ayna"}]},{id:"44225",title:"Role of Enhancer of Zeste Homolog 2 Polycomb Protein and Its Significance in Tumor Progression and Cell Differentiation",slug:"role-of-enhancer-of-zeste-homolog-2-polycomb-protein-and-its-significance-in-tumor-progression-and-c",totalDownloads:3942,totalCrossrefCites:6,totalDimensionsCites:9,abstract:null,book:{id:"3536",slug:"chromatin-remodelling",title:"Chromatin Remodelling",fullTitle:"Chromatin Remodelling"},signatures:"Irene Marchesi and Luigi Bagella",authors:[{id:"91878",title:"Prof.",name:"Luigi",middleName:null,surname:"Bagella",slug:"luigi-bagella",fullName:"Luigi Bagella"},{id:"164852",title:"Dr.",name:"Irene",middleName:null,surname:"Marchesi",slug:"irene-marchesi",fullName:"Irene Marchesi"}]},{id:"48399",title:"The Multiplexing of Assays for the Measurement of Early Stages of Apoptosis by Polychromatic Flow Cytometry",slug:"the-multiplexing-of-assays-for-the-measurement-of-early-stages-of-apoptosis-by-polychromatic-flow-cy",totalDownloads:1768,totalCrossrefCites:1,totalDimensionsCites:3,abstract:"The detection of apoptosis has been a stalwart application for flow cytometric analysis for decades and this review of flow cytometric methods to detect early stages of apoptosis includes the use of the pivotal assay to detect early and late apoptosis, the Annexin V assay which when multiplexed with biologically functional fluorescent dyes to measure mitochondrial function and Reactive Oxygen Species (ROS) generation allows further identification of functionally different subsets within apoptotic populations. Here we show how this polychromatic approach can be used to demonstrate which subset of cells show changes in mitochondrial function and when ROS is generated in a time dependent manner. This polychromatic approach to flow cytometry leads to the identification of over ten sub-populations of cells during classic apoptosis or programmed cell death (PCD).",book:{id:"4720",slug:"flow-cytometry-select-topics",title:"Flow Cytometry",fullTitle:"Flow Cytometry - Select Topics"},signatures:"G. Warnes",authors:[{id:"108846",title:"Dr.",name:"Gary",middleName:null,surname:"Warnes",slug:"gary-warnes",fullName:"Gary Warnes"}]},{id:"49834",title:"The Role of Telomeres and Telomere-associated Proteins as Components of Interactome in Cell-signaling Pathways",slug:"the-role-of-telomeres-and-telomere-associated-proteins-as-components-of-interactome-in-cell-signalin",totalDownloads:1753,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Telomeres represent ends of all eukaryotic chromosomes and serve specialized biological role in maintaining genomic integrity by preventing end fusions and degradation. Various protein complexes associate with telomeres to either protect them from DNA damage machinery or maintain telomere length homeostasis. These protein complex subunits cross talk with a variety of cell-signaling components to either maintain telomere integrity or perform other functions, which are either dependent or independent of telomeres and/or their telomeric role. Mutations in these protein components lead to the development of various human diseases, such as age-related disorders, which occur mainly due to telomere dysfunction or cancer development due to telomerase reactivation. This chapter focuses on the structural and functional aspects of telomeric proteins and their importance in human diseases.",book:{id:"5085",slug:"telomere-a-complex-end-of-a-chromosome",title:"Telomere",fullTitle:"Telomere - A Complex End of a Chromosome"},signatures:"Ekta Khattar and Vinay Tergaonkar",authors:[{id:"118589",title:"Prof.",name:"Vinay",middleName:null,surname:"Tergaonkar",slug:"vinay-tergaonkar",fullName:"Vinay Tergaonkar"},{id:"176764",title:"Dr.",name:"Ekta",middleName:null,surname:"Khattar",slug:"ekta-khattar",fullName:"Ekta Khattar"}]}],onlineFirstChaptersFilter:{topicId:"403",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:317,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:105,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:2,numberOfUpcomingTopics:1,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:"11",title:"Biochemistry",doi:"10.5772/intechopen.72877",issn:"2632-0983",scope:"Biochemistry, the study of chemical transformations occurring within living organisms, impacts all areas of life sciences, from molecular crystallography and genetics to ecology, medicine, and population biology. Biochemistry examines macromolecules - proteins, nucleic acids, carbohydrates, and lipids – and their building blocks, structures, functions, and interactions. Much of biochemistry is devoted to enzymes, proteins that catalyze chemical reactions, enzyme structures, mechanisms of action and their roles within cells. Biochemistry also studies small signaling molecules, coenzymes, inhibitors, vitamins, and hormones, which play roles in life processes. Biochemical experimentation, besides coopting classical chemistry methods, e.g., chromatography, adopted new techniques, e.g., X-ray diffraction, electron microscopy, NMR, radioisotopes, and developed sophisticated microbial genetic tools, e.g., auxotroph mutants and their revertants, fermentation, etc. More recently, biochemistry embraced the ‘big data’ omics systems. Initial biochemical studies have been exclusively analytic: dissecting, purifying, and examining individual components of a biological system; in the apt words of Efraim Racker (1913 –1991), “Don’t waste clean thinking on dirty enzymes.” Today, however, biochemistry is becoming more agglomerative and comprehensive, setting out to integrate and describe entirely particular biological systems. The ‘big data’ metabolomics can define the complement of small molecules, e.g., in a soil or biofilm sample; proteomics can distinguish all the comprising proteins, e.g., serum; metagenomics can identify all the genes in a complex environment, e.g., the bovine rumen. This Biochemistry Series will address the current research on biomolecules and the emerging trends with great promise.",coverUrl:"https://cdn.intechopen.com/series/covers/11.jpg",latestPublicationDate:"June 28th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:32,editor:{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. He has published more than 100 peer-reviewed research articles and graduated numerous Ph.D. and postdoctoral students.",institutionString:null,institution:{name:"New York University Langone Medical Center",institutionURL:null,country:{name:"United States of America"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:4,paginationItems:[{id:"14",title:"Cell and Molecular Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",isOpenForSubmission:!0,editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",slug:"rosa-maria-martinez-espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",biography:"Dr. Rosa María Martínez-Espinosa has been a Spanish Full Professor since 2020 (Biochemistry and Molecular Biology) and is currently Vice-President of International Relations and Cooperation development and leader of the research group 'Applied Biochemistry” (University of Alicante, Spain). Other positions she has held at the university include Vice-Dean of Master Programs, Vice-Dean of the Degree in Biology and Vice-Dean for Mobility and Enterprise and Engagement at the Faculty of Science (University of Alicante). She received her Bachelor in Biology in 1998 (University of Alicante) and her PhD in 2003 (Biochemistry, University of Alicante). She undertook post-doctoral research at the University of East Anglia (Norwich, U.K. 2004-2005; 2007-2008).\nHer multidisciplinary research focuses on investigating archaea and their potential applications in biotechnology. She has an H-index of 21. She has authored one patent and has published more than 70 indexed papers and around 60 book chapters.\nShe has contributed to more than 150 national and international meetings during the last 15 years. Her research interests include archaea metabolism, enzymes purification and characterization, gene regulation, carotenoids and bioplastics production, antioxidant\ncompounds, waste water treatments, and brines bioremediation.\nRosa María’s other roles include editorial board member for several journals related\nto biochemistry, reviewer for more than 60 journals (biochemistry, molecular biology, biotechnology, chemistry and microbiology) and president of several organizing committees in international meetings related to the N-cycle or respiratory processes.",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"15",title:"Chemical Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",isOpenForSubmission:!0,editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. Dr. Beydemir is also Rector of Bilecik Şeyh Edebali University, Turkey.",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",slug:"deniz-ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",biography:"Dr. Deniz Ekinci obtained a BSc in Chemistry in 2004, MSc in Biochemistry in 2006, and PhD in Biochemistry in 2009 from Atatürk University, Turkey. He studied at Stetson University, USA, in 2007-2008 and at the Max Planck Institute of Molecular Cell Biology and Genetics, Germany, in 2009-2010. Dr. Ekinci currently works as a Full Professor of Biochemistry in the Faculty of Agriculture and is the Head of the Enzyme and Microbial Biotechnology Division, Ondokuz Mayıs University, Turkey. He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. Dr. Ekinci serves as the Editor in Chief of four international books and is involved in the Editorial Board of several international journals.",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null},{id:"17",title:"Metabolism",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",isOpenForSubmission:!0,editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",slug:"yannis-karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",biography:"Yannis Karamanos, born in Greece in 1953, completed his pre-graduate studies at the Université Pierre et Marie Curie, Paris, then his Masters and Doctoral degree at the Université de Lille (1983). He was associate professor at the University of Limoges (1987) before becoming full professor of biochemistry at the Université d’Artois (1996). He worked on the structure-function relationships of glycoconjugates and his main project was the investigations on the biological roles of the de-N-glycosylation enzymes (Endo-N-acetyl-β-D-glucosaminidase and peptide-N4-(N-acetyl-β-glucosaminyl) asparagine amidase). From 2002 he contributes to the understanding of the Blood-brain barrier functioning using proteomics approaches. He has published more than 70 papers. His teaching areas are energy metabolism and regulation, integration and organ specialization and metabolic adaptation.",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null},{id:"18",title:"Proteomics",coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",isOpenForSubmission:!0,editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",slug:"paolo-iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",biography:"Paolo Iadarola graduated with a degree in Chemistry from the University of Pavia (Italy) in July 1972. He then worked as an Assistant Professor at the Faculty of Science of the same University until 1984. In 1985, Prof. Iadarola became Associate Professor at the Department of Biology and Biotechnologies of the University of Pavia and retired in October 2017. Since then, he has been working as an Adjunct Professor in the same Department at the University of Pavia. His research activity during the first years was primarily focused on the purification and structural characterization of enzymes from animal and plant sources. During this period, Prof. Iadarola familiarized himself with the conventional techniques used in column chromatography, spectrophotometry, manual Edman degradation, and electrophoresis). Since 1995, he has been working on: i) the determination in biological fluids (serum, urine, bronchoalveolar lavage, sputum) of proteolytic activities involved in the degradation processes of connective tissue matrix, and ii) on the identification of biological markers of lung diseases. In this context, he has developed and validated new methodologies (e.g., Capillary Electrophoresis coupled to Laser-Induced Fluorescence, CE-LIF) whose application enabled him to determine both the amounts of biochemical markers (Desmosines) in urine/serum of patients affected by Chronic Obstructive Pulmonary Disease (COPD) and the activity of proteolytic enzymes (Human Neutrophil Elastase, Cathepsin G, Pseudomonas aeruginosa elastase) in sputa of these patients. More recently, Prof. Iadarola was involved in developing techniques such as two-dimensional electrophoresis coupled to liquid chromatography/mass spectrometry (2DE-LC/MS) for the proteomic analysis of biological fluids aimed at the identification of potential biomarkers of different lung diseases. He is the author of about 150 publications (According to Scopus: H-Index: 23; Total citations: 1568- According to WOS: H-Index: 20; Total Citations: 1296) of peer-reviewed international journals. He is a Consultant Reviewer for several journals, including the Journal of Chromatography A, Journal of Chromatography B, Plos ONE, Proteomes, International Journal of Molecular Science, Biotech, Electrophoresis, and others. He is also Associate Editor of Biotech.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",slug:"simona-viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",biography:"Simona Viglio is an Associate Professor of Biochemistry at the Department of Molecular Medicine at the University of Pavia. She has been working since 1995 on the determination of proteolytic enzymes involved in the degradation process of connective tissue matrix and on the identification of biological markers of lung diseases. She gained considerable experience in developing and validating new methodologies whose applications allowed her to determine both the amount of biomarkers (Desmosine and Isodesmosine) in the urine of patients affected by COPD, and the activity of proteolytic enzymes (HNE, Cathepsin G, Pseudomonas aeruginosa elastase) in the sputa of these patients. Simona Viglio was also involved in research dealing with the supplementation of amino acids in patients with brain injury and chronic heart failure. She is presently engaged in the development of 2-DE and LC-MS techniques for the study of proteomics in biological fluids. The aim of this research is the identification of potential biomarkers of lung diseases. She is an author of about 90 publications (According to Scopus: H-Index: 23; According to WOS: H-Index: 20) on peer-reviewed journals, a member of the “Società Italiana di Biochimica e Biologia Molecolare,“ and a Consultant Reviewer for International Journal of Molecular Science, Journal of Chromatography A, COPD, Plos ONE and Nutritional Neuroscience.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null}]},overviewPageOFChapters:{paginationCount:35,paginationItems:[{id:"82409",title:"Purinergic Signaling in Covid-19 Disease",doi:"10.5772/intechopen.105008",signatures:"Hailian Shen",slug:"purinergic-signaling-in-covid-19-disease",totalDownloads:2,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"82374",title:"The Potential of the Purinergic System as a Therapeutic Target of Natural Compounds in Cutaneous Melanoma",doi:"10.5772/intechopen.105457",signatures:"Gilnei Bruno da Silva, Daiane Manica, Marcelo Moreno and Margarete Dulce Bagatini",slug:"the-potential-of-the-purinergic-system-as-a-therapeutic-target-of-natural-compounds-in-cutaneous-mel",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"82103",title:"The Role of Endoplasmic Reticulum Stress and Its Regulation in the Progression of Neurological and Infectious Diseases",doi:"10.5772/intechopen.105543",signatures:"Mary Dover, Michael Kishek, Miranda Eddins, Naneeta Desar, Ketema Paul and Milan Fiala",slug:"the-role-of-endoplasmic-reticulum-stress-and-its-regulation-in-the-progression-of-neurological-and-i",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Updates on Endoplasmic Reticulum",coverURL:"https://cdn.intechopen.com/books/images_new/11674.jpg",subseries:{id:"14",title:"Cell and Molecular Biology"}}},{id:"82212",title:"Protein Prenylation and Their Applications",doi:"10.5772/intechopen.104700",signatures:"Khemchand R. Surana, Ritesh B. Pawar, Ritesh A. Khairnar and Sunil K. Mahajan",slug:"protein-prenylation-and-their-applications",totalDownloads:9,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Modifications of Biomolecules",coverURL:"https://cdn.intechopen.com/books/images_new/11098.jpg",subseries:null}}]},overviewPagePublishedBooks:{paginationCount:32,paginationItems:[{type:"book",id:"7006",title:"Biochemistry and Health Benefits of Fatty Acids",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7006.jpg",slug:"biochemistry-and-health-benefits-of-fatty-acids",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Viduranga Waisundara",hash:"c93a00abd68b5eba67e5e719f67fd20b",volumeInSeries:1,fullTitle:"Biochemistry and Health Benefits of Fatty Acids",editors:[{id:"194281",title:"Dr.",name:"Viduranga Y.",middleName:null,surname:"Waisundara",slug:"viduranga-y.-waisundara",fullName:"Viduranga Y. Waisundara",profilePictureURL:"https://mts.intechopen.com/storage/users/194281/images/system/194281.jpg",biography:"Dr. Viduranga Waisundara obtained her Ph.D. in Food Science\nand Technology from the Department of Chemistry, National\nUniversity of Singapore, in 2010. She was a lecturer at Temasek Polytechnic, Singapore from July 2009 to March 2013.\nShe relocated to her motherland of Sri Lanka and spearheaded the Functional Food Product Development Project at the\nNational Institute of Fundamental Studies from April 2013 to\nOctober 2016. She was a senior lecturer on a temporary basis at the Department of\nFood Technology, Faculty of Technology, Rajarata University of Sri Lanka. She is\ncurrently Deputy Principal of the Australian College of Business and Technology –\nKandy Campus, Sri Lanka. She is also the Global Harmonization Initiative (GHI)",institutionString:"Australian College of Business & Technology",institution:null}]},{type:"book",id:"6820",title:"Keratin",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/6820.jpg",slug:"keratin",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Miroslav Blumenberg",hash:"6def75cd4b6b5324a02b6dc0359896d0",volumeInSeries:2,fullTitle:"Keratin",editors:[{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. 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He is an editor and reviewer for more than fifty peer-reviewed international journals and was a recipient of the “Publons Peer Review Award” in 2017, 2018, and 2019. He has been honored by different authorities for his outstanding performance in various fields like research and education, and he has received the World Academy of Science Young Scientist Award (2014) and the University Grants Commission (UGC) Award 2018. He is a fellow of the Bangladesh Academy of Sciences (BAS) and the Royal Society of Biology.",institutionString:"Sher-e-Bangla Agricultural University",institution:{name:"Sher-e-Bangla Agricultural University",country:{name:"Bangladesh"}}},{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBDeQAO/Profile_Picture_1623411145568",biography:"Kusal K. Das is a Distinguished Chair Professor of Physiology, Shri B. M. Patil Medical College and Director, Centre for Advanced Medical Research (CAMR), BLDE (Deemed to be University), Vijayapur, Karnataka, India. Dr. Das did his M.S. and Ph.D. in Human Physiology from the University of Calcutta, Kolkata. His area of research is focused on understanding of molecular mechanisms of heavy metal activated low oxygen sensing pathways in vascular pathophysiology. He has invented a new method of estimation of serum vitamin E. His expertise in critical experimental protocols on vascular functions in experimental animals was well documented by his quality of publications. He was a Visiting Professor of Medicine at University of Leeds, United Kingdom (2014-2016) and Tulane University, New Orleans, USA (2017). For his immense contribution in medical research Ministry of Science and Technology, Government of India conferred him 'G.P. Chatterjee Memorial Research Prize-2019” and he is also the recipient of 'Dr.Raja Ramanna State Scientist Award 2015” by Government of Karnataka. He is a Fellow of the Royal Society of Biology (FRSB), London and Honorary Fellow of Karnataka Science and Technology Academy, Department of Science and Technology, Government of Karnataka.",institutionString:"BLDE (Deemed to be University), India",institution:null},{id:"243660",title:"Dr.",name:"Mallanagouda Shivanagouda",middleName:null,surname:"Biradar",slug:"mallanagouda-shivanagouda-biradar",fullName:"Mallanagouda Shivanagouda Biradar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243660/images/system/243660.jpeg",biography:"M. S. Biradar is Vice Chancellor and Professor of Medicine of\nBLDE (Deemed to be University), Vijayapura, Karnataka, India.\nHe obtained his MD with a gold medal in General Medicine and\nhas devoted himself to medical teaching, research, and administrations. He has also immensely contributed to medical research\non vascular medicine, which is reflected by his numerous publications including books and book chapters. Professor Biradar was\nalso Visiting Professor at Tulane University School of Medicine, New Orleans, USA.",institutionString:"BLDE (Deemed to be University)",institution:{name:"BLDE University",country:{name:"India"}}},{id:"289796",title:"Dr.",name:"Swastika",middleName:null,surname:"Das",slug:"swastika-das",fullName:"Swastika Das",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/289796/images/system/289796.jpeg",biography:"Swastika N. Das is Professor of Chemistry at the V. P. Dr. P. G.\nHalakatti College of Engineering and Technology, BLDE (Deemed\nto be University), Vijayapura, Karnataka, India. She obtained an\nMSc, MPhil, and PhD in Chemistry from Sambalpur University,\nOdisha, India. Her areas of research interest are medicinal chemistry, chemical kinetics, and free radical chemistry. She is a member\nof the investigators who invented a new modified method of estimation of serum vitamin E. She has authored numerous publications including book\nchapters and is a mentor of doctoral curriculum at her university.",institutionString:"BLDEA’s V.P.Dr.P.G.Halakatti College of Engineering & Technology",institution:{name:"BLDE University",country:{name:"India"}}},{id:"248459",title:"Dr.",name:"Akikazu",middleName:null,surname:"Takada",slug:"akikazu-takada",fullName:"Akikazu Takada",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248459/images/system/248459.png",biography:"Akikazu Takada was born in Japan, 1935. After graduation from\nKeio University School of Medicine and finishing his post-graduate studies, he worked at Roswell Park Memorial Institute NY,\nUSA. He then took a professorship at Hamamatsu University\nSchool of Medicine. In thrombosis studies, he found the SK\npotentiator that enhances plasminogen activation by streptokinase. He is very much interested in simultaneous measurements\nof fatty acids, amino acids, and tryptophan degradation products. By using fatty\nacid analyses, he indicated that plasma levels of trans-fatty acids of old men were\nfar higher in the US than Japanese men. . He also showed that eicosapentaenoic acid\n(EPA) and docosahexaenoic acid (DHA) levels are higher, and arachidonic acid\nlevels are lower in Japanese than US people. By using simultaneous LC/MS analyses\nof plasma levels of tryptophan metabolites, he recently found that plasma levels of\nserotonin, kynurenine, or 5-HIAA were higher in patients of mono- and bipolar\ndepression, which are significantly different from observations reported before. In\nview of recent reports that plasma tryptophan metabolites are mainly produced by\nmicrobiota. He is now working on the relationships between microbiota and depression or autism.",institutionString:"Hamamatsu University School of Medicine",institution:{name:"Hamamatsu University School of Medicine",country:{name:"Japan"}}},{id:"137240",title:"Prof.",name:"Mohammed",middleName:null,surname:"Khalid",slug:"mohammed-khalid",fullName:"Mohammed Khalid",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/137240/images/system/137240.png",biography:"Mohammed Khalid received his B.S. in Chemistry in July 2000, and his Ph.D. in Physical Chemistry in 2007 from the University of Khartoum, Sudan. In 2009 he joined the Dr. Ron Clarke research group at the School of Chemistry, Faculty of Science, University of Sydney, Australia as a postdoctoral fellow where he worked on the Interaction of ATP with the phosphoenzyme of the Na+, K+-ATPase, and Dual mechanisms of allosteric acceleration of the Na+, K+-ATPase by ATP. He then worked as Assistant Professor at the Department of Chemistry, University of Khartoum, and in 2014 was promoted to Associate Professor ranking. In 2011 he joined the staff of the Chemistry Department at Taif University, Saudi Arabia, where he is currently active as an Assistant Professor. His research interests include:\r\n(1) P-type ATPase Enzyme Kinetics and Mechanisms; (2) Kinetics and Mechanism of Redox Reactions; (3) Autocatalytic reactions; (4) Computational enzyme kinetics; (5) Allosteric acceleration of P-type ATPases by ATP; (6) Exploring of allosteric sites of ATPases and interaction of ATP with ATPases located in the cell membranes.",institutionString:"Taif University",institution:{name:"Taif University",country:{name:"Saudi Arabia"}}},{id:"63810",title:"Prof.",name:"Jorge",middleName:null,surname:"Morales-Montor",slug:"jorge-morales-montor",fullName:"Jorge Morales-Montor",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/63810/images/system/63810.png",biography:"Dr. Jorge Morales-Montor was recognized with the Lola and Igo Flisser PUIS Award for best graduate thesis at the national level in the field of parasitology. He received a fellowship from the Fogarty Foundation to perform postdoctoral research stay at the University of Georgia. He has 153 journal articles to his credit. He has also edited several books and published more than fifty-five book chapters. He is a member of the Mexican Academy of Sciences, Latin American Academy of Sciences, and the National Academy of Medicine. He has received more than thirty-five awards and has supervised numerous bachelor’s, master’s, and Ph.D. students. Dr. Morales-Montor is the past president of the Mexican Society of Parasitology.",institutionString:"National Autonomous University of Mexico",institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}},{id:"217215",title:"Dr.",name:"Palash",middleName:null,surname:"Mandal",slug:"palash-mandal",fullName:"Palash Mandal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217215/images/system/217215.jpeg",biography:null,institutionString:"Charusat University",institution:null},{id:"49739",title:"Dr.",name:"Leszek",middleName:null,surname:"Szablewski",slug:"leszek-szablewski",fullName:"Leszek Szablewski",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49739/images/system/49739.jpg",biography:"Leszek Szablewski is a professor of medical sciences. He received his M.S. in the Faculty of Biology from the University of Warsaw and his PhD degree from the Institute of Experimental Biology Polish Academy of Sciences. He habilitated in the Medical University of Warsaw, and he obtained his degree of Professor from the President of Poland. Professor Szablewski is the Head of Chair and Department of General Biology and Parasitology, Medical University of Warsaw. Professor Szablewski has published over 80 peer-reviewed papers in journals such as Journal of Alzheimer’s Disease, Biochim. Biophys. Acta Reviews of Cancer, Biol. Chem., J. Biomed. Sci., and Diabetes/Metabol. Res. Rev, Endocrine. He is the author of two books and four book chapters. He has edited four books, written 15 scripts for students, is the ad hoc reviewer of over 30 peer-reviewed journals, and editorial member of peer-reviewed journals. Prof. Szablewski’s research focuses on cell physiology, genetics, and pathophysiology. He works on the damage caused by lack of glucose homeostasis and changes in the expression and/or function of glucose transporters due to various diseases. He has given lectures, seminars, and exercises for students at the Medical University.",institutionString:"Medical University of Warsaw",institution:{name:"Medical University of Warsaw",country:{name:"Poland"}}},{id:"173123",title:"Dr.",name:"Maitham",middleName:null,surname:"Khajah",slug:"maitham-khajah",fullName:"Maitham Khajah",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/173123/images/system/173123.jpeg",biography:"Dr. Maitham A. Khajah received his degree in Pharmacy from Faculty of Pharmacy, Kuwait University, in 2003 and obtained his PhD degree in December 2009 from the University of Calgary, Canada (Gastrointestinal Science and Immunology). Since January 2010 he has been assistant professor in Kuwait University, Faculty of Pharmacy, Department of Pharmacology and Therapeutics. His research interest are molecular targets for the treatment of inflammatory bowel disease (IBD) and the mechanisms responsible for immune cell chemotaxis. He cosupervised many students for the MSc Molecular Biology Program, College of Graduate Studies, Kuwait University. Ever since joining Kuwait University in 2010, he got various grants as PI and Co-I. He was awarded the Best Young Researcher Award by Kuwait University, Research Sector, for the Year 2013–2014. He was a member in the organizing committee for three conferences organized by Kuwait University, Faculty of Pharmacy, as cochair and a member in the scientific committee (the 3rd, 4th, and 5th Kuwait International Pharmacy Conference).",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"195136",title:"Dr.",name:"Aya",middleName:null,surname:"Adel",slug:"aya-adel",fullName:"Aya Adel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/195136/images/system/195136.jpg",biography:"Dr. Adel works as an Assistant Lecturer in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. Dr. Adel is especially interested in joint attention and its impairment in autism spectrum disorder",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"94911",title:"Dr.",name:"Boulenouar",middleName:null,surname:"Mesraoua",slug:"boulenouar-mesraoua",fullName:"Boulenouar Mesraoua",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94911/images/system/94911.png",biography:"Dr Boulenouar Mesraoua is the Associate Professor of Clinical Neurology at Weill Cornell Medical College-Qatar and a Consultant Neurologist at Hamad Medical Corporation at the Neuroscience Department; He graduated as a Medical Doctor from the University of Oran, Algeria; he then moved to Belgium, the City of Liege, for a Residency in Internal Medicine and Neurology at Liege University; after getting the Belgian Board of Neurology (with high marks), he went to the National Hospital for Nervous Diseases, Queen Square, London, United Kingdom for a fellowship in Clinical Neurophysiology, under Pr Willison ; Dr Mesraoua had also further training in Epilepsy and Continuous EEG Monitoring for two years (from 2001-2003) in the Neurophysiology department of Zurich University, Switzerland, under late Pr Hans Gregor Wieser ,an internationally known epileptologist expert. \n\nDr B. Mesraoua is the Director of the Neurology Fellowship Program at the Neurology Section and an active member of the newly created Comprehensive Epilepsy Program at Hamad General Hospital, Doha, Qatar; he is also Assistant Director of the Residency Program at the Qatar Medical School. \nDr B. Mesraoua's main interests are Epilepsy, Multiple Sclerosis, and Clinical Neurology; He is the Chairman and the Organizer of the well known Qatar Epilepsy Symposium, he is running yearly for the past 14 years and which is considered a landmark in the Gulf region; He has also started last year , together with other epileptologists from Qatar, the region and elsewhere, a yearly International Epilepsy School Course, which was attended by many neurologists from the Area.\n\nInternationally, Dr Mesraoua is an active and elected member of the Commission on Eastern Mediterranean Region (EMR ) , a regional branch of the International League Against Epilepsy (ILAE), where he represents the Middle East and North Africa(MENA ) and where he holds the position of chief of the Epilepsy Epidemiology Section; Dr Mesraoua is a member of the American Academy of Neurology, the Europeen Academy of Neurology and the American Epilepsy Society.\n\nDr Mesraoua's main objectives are to encourage frequent gathering of the epileptologists/neurologists from the MENA region and the rest of the world, promote Epilepsy Teaching in the MENA Region, and encourage multicenter studies involving neurologists and epileptologists in the MENA region, particularly epilepsy epidemiological studies. \n\nDr. Mesraoua is the recipient of two research Grants, as the Lead Principal Investigator (750.000 USD and 250.000 USD) from the Qatar National Research Fund (QNRF) and the Hamad Hospital Internal Research Grant (IRGC), on the following topics : “Continuous EEG Monitoring in the ICU “ and on “Alpha-lactoalbumin , proof of concept in the treatment of epilepsy” .Dr Mesraoua is a reviewer for the journal \"seizures\" (Europeen Epilepsy Journal ) as well as dove journals ; Dr Mesraoua is the author and co-author of many peer reviewed publications and four book chapters in the field of Epilepsy and Clinical Neurology",institutionString:"Weill Cornell Medical College in Qatar",institution:{name:"Weill Cornell Medical College in Qatar",country:{name:"Qatar"}}},{id:"282429",title:"Prof.",name:"Covanis",middleName:null,surname:"Athanasios",slug:"covanis-athanasios",fullName:"Covanis Athanasios",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/282429/images/system/282429.jpg",biography:null,institutionString:"Neurology-Neurophysiology Department of the Children Hospital Agia Sophia",institution:null},{id:"190980",title:"Prof.",name:"Marwa",middleName:null,surname:"Mahmoud Saleh",slug:"marwa-mahmoud-saleh",fullName:"Marwa Mahmoud Saleh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/190980/images/system/190980.jpg",biography:"Professor Marwa Mahmoud Saleh is a doctor of medicine and currently works in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. She got her doctoral degree in 1991 and her doctoral thesis was accomplished in the University of Iowa, United States. Her publications covered a multitude of topics as videokymography, cochlear implants, stuttering, and dysphagia. She has lectured Egyptian phonology for many years. Her recent research interest is joint attention in autism.",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"259190",title:"Dr.",name:"Syed Ali Raza",middleName:null,surname:"Naqvi",slug:"syed-ali-raza-naqvi",fullName:"Syed Ali Raza Naqvi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259190/images/system/259190.png",biography:"Dr. Naqvi is a radioanalytical chemist and is working as an associate professor of analytical chemistry in the Department of Chemistry, Government College University, Faisalabad, Pakistan. Advance separation techniques, nuclear analytical techniques and radiopharmaceutical analysis are the main courses that he is teaching to graduate and post-graduate students. In the research area, he is focusing on the development of organic- and biomolecule-based radiopharmaceuticals for diagnosis and therapy of infectious and cancerous diseases. Under the supervision of Dr. Naqvi, three students have completed their Ph.D. degrees and 41 students have completed their MS degrees. He has completed three research projects and is currently working on 2 projects entitled “Radiolabeling of fluoroquinolone derivatives for the diagnosis of deep-seated bacterial infections” and “Radiolabeled minigastrin peptides for diagnosis and therapy of NETs”. He has published about 100 research articles in international reputed journals and 7 book chapters. Pakistan Institute of Nuclear Science & Technology (PINSTECH) Islamabad, Punjab Institute of Nuclear Medicine (PINM), Faisalabad and Institute of Nuclear Medicine and Radiology (INOR) Abbottabad are the main collaborating institutes.",institutionString:"Government College University",institution:{name:"Government College University, Faisalabad",country:{name:"Pakistan"}}},{id:"58390",title:"Dr.",name:"Gyula",middleName:null,surname:"Mozsik",slug:"gyula-mozsik",fullName:"Gyula Mozsik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/58390/images/system/58390.png",biography:"Gyula Mózsik MD, Ph.D., ScD (med), is an emeritus professor of Medicine at the First Department of Medicine, Univesity of Pécs, Hungary. He was head of this department from 1993 to 2003. His specializations are medicine, gastroenterology, clinical pharmacology, clinical nutrition, and dietetics. His research fields are biochemical pharmacological examinations in the human gastrointestinal (GI) mucosa, mechanisms of retinoids, drugs, capsaicin-sensitive afferent nerves, and innovative pharmacological, pharmaceutical, and nutritional (dietary) research in humans. He has published about 360 peer-reviewed papers, 197 book chapters, 692 abstracts, 19 monographs, and has edited 37 books. He has given about 1120 regular and review lectures. He has organized thirty-eight national and international congresses and symposia. He is the founder of the International Conference on Ulcer Research (ICUR); International Union of Pharmacology, Gastrointestinal Section (IUPHAR-GI); Brain-Gut Society symposiums, and gastrointestinal cytoprotective symposiums. He received the Andre Robert Award from IUPHAR-GI in 2014. Fifteen of his students have been appointed as full professors in Egypt, Cuba, and Hungary.",institutionString:"University of Pécs",institution:{name:"University of Pecs",country:{name:"Hungary"}}},{id:"277367",title:"M.Sc.",name:"Daniel",middleName:"Martin",surname:"Márquez López",slug:"daniel-marquez-lopez",fullName:"Daniel Márquez López",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/277367/images/7909_n.jpg",biography:"Msc Daniel Martin Márquez López has a bachelor degree in Industrial Chemical Engineering, a Master of science degree in the same área and he is a PhD candidate for the Instituto Politécnico Nacional. His Works are realted to the Green chemistry field, biolubricants, biodiesel, transesterification reactions for biodiesel production and the manipulation of oils for therapeutic purposes.",institutionString:null,institution:{name:"Instituto Politécnico Nacional",country:{name:"Mexico"}}},{id:"196544",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/196544/images/system/196544.jpg",biography:"Angel Catalá studied chemistry at Universidad Nacional de La Plata, Argentina, where he received a Ph.D. in Chemistry (Biological Branch) in 1965. From 1964 to 1974, he worked as an Assistant in Biochemistry at the School of Medicine at the same university. From 1974 to 1976, he was a fellow of the National Institutes of Health (NIH) at the University of Connecticut, Health Center, USA. From 1985 to 2004, he served as a Full Professor of Biochemistry at the Universidad Nacional de La Plata. He is a member of the National Research Council (CONICET), Argentina, and the Argentine Society for Biochemistry and Molecular Biology (SAIB). His laboratory has been interested for many years in the lipid peroxidation of biological membranes from various tissues and different species. Dr. Catalá has directed twelve doctoral theses, published more than 100 papers in peer-reviewed journals, several chapters in books, and edited twelve books. He received awards at the 40th International Conference Biochemistry of Lipids 1999 in Dijon, France. He is the winner of the Bimbo Pan-American Nutrition, Food Science and Technology Award 2006 and 2012, South America, Human Nutrition, Professional Category. In 2006, he won the Bernardo Houssay award in pharmacology, in recognition of his meritorious works of research. Dr. Catalá belongs to the editorial board of several journals including Journal of Lipids; International Review of Biophysical Chemistry; Frontiers in Membrane Physiology and Biophysics; World Journal of Experimental Medicine and Biochemistry Research International; World Journal of Biological Chemistry, Diabetes, and the Pancreas; International Journal of Chronic Diseases & Therapy; and International Journal of Nutrition. He is the co-editor of The Open Biology Journal and associate editor for Oxidative Medicine and Cellular Longevity.",institutionString:"Universidad Nacional de La Plata",institution:{name:"National University of La Plata",country:{name:"Argentina"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",slug:"francisco-javier-martin-romero",fullName:"Francisco Javier Martin-Romero",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",biography:"Francisco Javier Martín-Romero (Javier) is a Professor of Biochemistry and Molecular Biology at the University of Extremadura, Spain. He is also a group leader at the Biomarkers Institute of Molecular Pathology. Javier received his Ph.D. in 1998 in Biochemistry and Biophysics. At the National Cancer Institute (National Institute of Health, Bethesda, MD) he worked as a research associate on the molecular biology of selenium and its role in health and disease. After postdoctoral collaborations with Carlos Gutierrez-Merino (University of Extremadura, Spain) and Dario Alessi (University of Dundee, UK), he established his own laboratory in 2008. The interest of Javier's lab is the study of cell signaling with a special focus on Ca2+ signaling, and how Ca2+ transport modulates the cytoskeleton, migration, differentiation, cell death, etc. He is especially interested in the study of Ca2+ channels, and the role of STIM1 in the initiation of pathological events.",institutionString:null,institution:{name:"University of Extremadura",country:{name:"Spain"}}},{id:"217323",title:"Prof.",name:"Guang-Jer",middleName:null,surname:"Wu",slug:"guang-jer-wu",fullName:"Guang-Jer Wu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217323/images/8027_n.jpg",biography:null,institutionString:null,institution:null},{id:"148546",title:"Dr.",name:"Norma Francenia",middleName:null,surname:"Santos-Sánchez",slug:"norma-francenia-santos-sanchez",fullName:"Norma Francenia Santos-Sánchez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/148546/images/4640_n.jpg",biography:null,institutionString:null,institution:null},{id:"272889",title:"Dr.",name:"Narendra",middleName:null,surname:"Maddu",slug:"narendra-maddu",fullName:"Narendra Maddu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272889/images/10758_n.jpg",biography:null,institutionString:null,institution:null},{id:"242491",title:"Prof.",name:"Angelica",middleName:null,surname:"Rueda",slug:"angelica-rueda",fullName:"Angelica Rueda",position:"Investigador Cinvestav 3B",profilePictureURL:"https://mts.intechopen.com/storage/users/242491/images/6765_n.jpg",biography:null,institutionString:null,institution:null},{id:"88631",title:"Dr.",name:"Ivan",middleName:null,surname:"Petyaev",slug:"ivan-petyaev",fullName:"Ivan Petyaev",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Lycotec (United Kingdom)",country:{name:"United Kingdom"}}},{id:"423869",title:"Ms.",name:"Smita",middleName:null,surname:"Rai",slug:"smita-rai",fullName:"Smita Rai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"424024",title:"Prof.",name:"Swati",middleName:null,surname:"Sharma",slug:"swati-sharma",fullName:"Swati Sharma",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"439112",title:"MSc.",name:"Touseef",middleName:null,surname:"Fatima",slug:"touseef-fatima",fullName:"Touseef Fatima",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"424836",title:"Dr.",name:"Orsolya",middleName:null,surname:"Borsai",slug:"orsolya-borsai",fullName:"Orsolya Borsai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca",country:{name:"Romania"}}}]}},subseries:{item:{id:"6",type:"subseries",title:"Viral Infectious Diseases",keywords:"Novel Viruses, Virus Transmission, Virus Evolution, Molecular Virology, Control and Prevention, Virus-host Interaction",scope:"The Viral Infectious Diseases Book Series aims to provide a comprehensive overview of recent research trends and discoveries in various viral infectious diseases emerging around the globe. The emergence of any viral disease is hard to anticipate, which often contributes to death. A viral disease can be defined as an infectious disease that has recently appeared within a population or exists in nature with the rapid expansion of incident or geographic range. This series will focus on various crucial factors related to emerging viral infectious diseases, including epidemiology, pathogenesis, host immune response, clinical manifestations, diagnosis, treatment, and clinical recommendations for managing viral infectious diseases, highlighting the recent issues with future directions for effective therapeutic strategies.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/6.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11402,editor:{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. 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Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. 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Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. 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