Online design options [11].
\\n\\n
IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\\n\\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\\n\\nLaunching 2021
\\n\\nArtificial Intelligence, ISSN 2633-1403
\\n\\nVeterinary Medicine and Science, ISSN 2632-0517
\\n\\nBiochemistry, ISSN 2632-0983
\\n\\nBiomedical Engineering, ISSN 2631-5343
\\n\\nInfectious Diseases, ISSN 2631-6188
\\n\\nPhysiology (Coming Soon)
\\n\\nDentistry (Coming Soon)
\\n\\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\\n\\nNote: Edited in October 2021
\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/132"}},components:[{type:"htmlEditorComponent",content:'With the desire to make book publishing more relevant for the digital age and offer innovative Open Access publishing options, we are thrilled to announce the launch of our new publishing format: IntechOpen Book Series.
\n\nDesigned to cover fast-moving research fields in rapidly expanding areas, our Book Series feature a Topic structure allowing us to present the most relevant sub-disciplines. Book Series are headed by Series Editors, and a team of Topic Editors supported by international Editorial Board members. Topics are always open for submissions, with an Annual Volume published each calendar year.
\n\nAfter a robust peer-review process, accepted works are published quickly, thanks to Online First, ensuring research is made available to the scientific community without delay.
\n\nOur innovative Book Series format brings you:
\n\nIntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\n\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\n\nLaunching 2021
\n\nArtificial Intelligence, ISSN 2633-1403
\n\nVeterinary Medicine and Science, ISSN 2632-0517
\n\nBiochemistry, ISSN 2632-0983
\n\nBiomedical Engineering, ISSN 2631-5343
\n\nInfectious Diseases, ISSN 2631-6188
\n\nPhysiology (Coming Soon)
\n\nDentistry (Coming Soon)
\n\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\n\nNote: Edited in October 2021
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"5949",leadTitle:null,fullTitle:"Resuscitation Aspects",title:"Resuscitation Aspects",subtitle:null,reviewType:"peer-reviewed",abstract:"In an era of transition from “classic” Cardiopulmonary resuscitation (CPR) to assisted device-CPR or hemodynamic driven CPR, this book, published by InTechOpen, highlights some interesting aspects of resuscitation. Divided in three sections, the research presented emphasizes the details of resuscitation in special circumstances to possible future applications in the field. The authors offer us not only a “vigorous” review of the current literature but also a research road map for further advancement.",isbn:"978-953-51-3664-4",printIsbn:"978-953-51-3663-7",pdfIsbn:"978-953-51-4579-0",doi:"10.5772/66212",price:119,priceEur:129,priceUsd:155,slug:"resuscitation-aspects",numberOfPages:198,isOpenForSubmission:!1,isInWos:1,isInBkci:!1,hash:"876e8435664e85af78acd71c44e3e0a4",bookSignature:"Theodoros Aslanidis",publishedDate:"December 6th 2017",coverURL:"https://cdn.intechopen.com/books/images_new/5949.jpg",numberOfDownloads:15552,numberOfWosCitations:6,numberOfCrossrefCitations:10,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:11,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:27,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"December 5th 2016",dateEndSecondStepPublish:"December 19th 2016",dateEndThirdStepPublish:"July 28th 2017",dateEndFourthStepPublish:"August 28th 2017",dateEndFifthStepPublish:"October 28th 2017",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"200252",title:"Dr.",name:"Theodoros",middleName:null,surname:"Aslanidis",slug:"theodoros-aslanidis",fullName:"Theodoros Aslanidis",profilePictureURL:"https://mts.intechopen.com/storage/users/200252/images/system/200252.jpeg",biography:"Dr. Theodoros K. Aslanidis received his Doctor of Medicine degree from Plovdiv Medical University, Bulgaria and his PhD degree from Aristotle University of Thessaloniki, Greece. He served in the Hellenic Army Force as a medical doctor and then worked as a rural physician in Outhealth Centre, Iraklia and Serres’ General Hospital, Greece. He moved to Thessaloniki where he completed his residency in anesthesiology in 'Hippokratio” General Hospital, fellowship training at AHEPA University Hospital in Critical Care, and then a postgraduate program in Prehospital Emergency Medicine. He served as EMS Physician and Emergency Communication Center Medic at Hellenic National Centre for Emergency Care before moving to his current post as consultant-researcher at the Intensive Care Unit of St. Paul General Hospital of Thessaloniki, Greece. His research interests are emergency critical care, pre-hospital critical care, electrodermal activity, medical writing and data analysis.",institutionString:"Saint Paul General Hospital of Thessaloniki",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"5",institution:null}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1009",title:"Pre-Hospital Emergency Medicine",slug:"emergency-medicine-pre-hospital-emergency-medicine"}],chapters:[{id:"57803",title:"The 10 Commandments of Resuscitation",doi:"10.5772/intechopen.71729",slug:"the-10-commandments-of-resuscitation",totalDownloads:1390,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Cardiopulmonary cerebral resuscitation is a part of the theoretical and practical activities that must be mastered by health professionals who care for patients with haemodynamic compromise or cardiac arrest. Since Peter Safar, the father of western reanimatology, introduced the ABC-DEF-GHI mnemonic to help rescuers remember the steps of basic and advanced life support and postarrest management in a rapid, effective, and safe way, various mnemonic resources have been utilised to encode this knowledge in the long-term memory and help with fast retrieval. The purpose of this reflection article, based on different resuscitation workshops that have been carried out since 2000 at Colombian Society of Anaesthesiology and Resuscitation (S.C.A.R.E) and Universidad Nacional de Colombia., is to share a simple and practical set of 10 rules that must be followed in order to achieve successful resuscitation.",signatures:"Navarro-Vargas José Ricardo and Eslava-Schmalbach Javier H.",downloadPdfUrl:"/chapter/pdf-download/57803",previewPdfUrl:"/chapter/pdf-preview/57803",authors:[{id:"84152",title:"Prof.",name:"Jose Ricardo",surname:"Navarro Vargas",slug:"jose-ricardo-navarro-vargas",fullName:"Jose Ricardo Navarro Vargas"},{id:"213691",title:"Dr.",name:"Javier",surname:"Eslava-Schmalbach",slug:"javier-eslava-schmalbach",fullName:"Javier Eslava-Schmalbach"}],corrections:null},{id:"56609",title:"Cardiopulmonary Resuscitation in Special Circumstances",doi:"10.5772/intechopen.70304",slug:"cardiopulmonary-resuscitation-in-special-circumstances",totalDownloads:1649,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Cardiopulmonary resuscitation (CPR) in special circumstances includes the emergency intervention for special causes, special environments and special patients. Special causes cover the potential reversible causes of cardiac arrest that must be identified or excluded during any resuscitation, divided into two groups, 4Hs and 4Ts: hypoxia, hypo-/hyperkalaemia and other electrolyte disorders, hypo-/hyperthermia, hypervolemia, tension pneumothorax, tamponade (cardiac), thrombosis (coronary or pulmonary) and toxins. The special environments section includes recommendations for the treatment of cardiac arrest occurring in specific locations: cardiac surgery, catheterisation laboratory, dialysis unit, dental surgery, commercial airplanes or air ambulances, field of play, difficult environment (e.g. drowning, high altitude, avalanche and electrical injuries) or mass casualty incident. CPR for special patients gives guidance for the patients with severe comorbidities (asthma, heart failure with ventricular assist devices, neurological disease and obesity) and pregnancy women or elderly people.",signatures:"Diana Carmen Cimpoesu and Tudor Ovidiu Popa",downloadPdfUrl:"/chapter/pdf-download/56609",previewPdfUrl:"/chapter/pdf-preview/56609",authors:[{id:"201934",title:"Prof.",name:"Carmen Diana",surname:"Cimpoesu",slug:"carmen-diana-cimpoesu",fullName:"Carmen Diana Cimpoesu"},{id:"203237",title:"Associate Prof.",name:"Tudor Ovidiu",surname:"Popa",slug:"tudor-ovidiu-popa",fullName:"Tudor Ovidiu Popa"},{id:"203238",title:"Prof.",name:"Paul",surname:"Nedelea",slug:"paul-nedelea",fullName:"Paul Nedelea"}],corrections:null},{id:"56437",title:"Resuscitation of Obstetric Patient",doi:"10.5772/intechopen.68420",slug:"resuscitation-of-obstetric-patient",totalDownloads:1533,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The number of cases of pregnant patients with cardiorespiratory arrest requiring resuscitation has increased worldwide, secondary to the main number of patients with high-risk pregnancies associated with chronic, especially cardiopulmonary, pathologies. The knowledge of the resuscitation algorithms by the health personnel responsible for the care of pregnant patients is mandatory, because due to different physiological and anatomical changes, there are particularities in the management and use of medications. In addition, a detailed description of the steps included in the resuscitation is necessary, where assessment of the airway, ventilation, circulation, and defibrillation determines a step in resuscitation. One of the determining and exclusive events in this type of patients is cesarea perimortem. That is why it includes a concrete description of the time and the indications for its realization. Finally, a list of medicines most used in resuscitation in pregnancy, with its dosage and safety range, is mentioned. The pregnant patient poses a challenge to resuscitation teams. This review refers to the recommendations for establishing “obstetric blue code” protocols at the institutional level.",signatures:"Daniel Molano Franco and María Velez Maya",downloadPdfUrl:"/chapter/pdf-download/56437",previewPdfUrl:"/chapter/pdf-preview/56437",authors:[{id:"203282",title:"Dr.",name:"Daniel",surname:"Molano-Franco",slug:"daniel-molano-franco",fullName:"Daniel Molano-Franco"},{id:"204908",title:"Dr.",name:"Maria Alejandra",surname:"Velez Maya",slug:"maria-alejandra-velez-maya",fullName:"Maria Alejandra Velez Maya"}],corrections:null},{id:"56463",title:"Should Family be Allowed During Resuscitation",doi:"10.5772/intechopen.70189",slug:"should-family-be-allowed-during-resuscitation",totalDownloads:1986,totalCrossrefCites:2,totalDimensionsCites:2,hasAltmetrics:0,abstract:"The practice of family presence during resuscitation provides the opportunity to the family members to attend visually and physically with the patient during resuscitation. The concept of family presence during resuscitation empowers the family-centred care philosophy. However, allowing families during resuscitation is controversial among health care providers. Using predefined search terms, a systematic search was carried out on CINAHL, PubMed, Proquest, Meditext, Ebsco and MedLine. Of the references identified, 35 studies were identified that met the inclusion criteria. The included studies clearly highlight. The family members revealed a desire to their presence during resuscitation and indicated further benefits of their presence. Health care providers had different opinions, some refused the practice indicating that it would be offensive and may interfere with the treatment. Others believed that it would positively affect patient care and would reassure family that the best care is being provided. Both family members and health care providers showed a need for educational programs and written policies to facilitate family presence during resuscitation.",signatures:"Abbas Al Mutair",downloadPdfUrl:"/chapter/pdf-download/56463",previewPdfUrl:"/chapter/pdf-preview/56463",authors:[{id:"201771",title:"Dr.",name:"Abbas",surname:"Al Mutair",slug:"abbas-al-mutair",fullName:"Abbas Al Mutair"}],corrections:null},{id:"57055",title:"Chest Compression-Only Cardiopulmonary Resuscitation",doi:"10.5772/intechopen.70830",slug:"chest-compression-only-cardiopulmonary-resuscitation",totalDownloads:1519,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The survival rate of out-of-cardiac arrest (OHCA) was very low, which was mainly due to the victims who do not receive cardiopulmonary resuscitation (CPR) immediately. It was estimated that if people who quickly get chest compression-only CPR while awaiting medical treatment have double or even triple the chance of surviving. In the true world, many individuals are unwilling to do mouth-to-mouth breathing due to fear of infections or unable to do mouth-to-mouth breathing at the same time in the situation of only one bystander. This article has performed an extensive review in order to update the concept of chest compression-only CPR.",signatures:"Hui-Chun Chen and Shoa-Lin Lin",downloadPdfUrl:"/chapter/pdf-download/57055",previewPdfUrl:"/chapter/pdf-preview/57055",authors:[{id:"214463",title:"Prof.",name:"Shoa-Lin",surname:"Lin",slug:"shoa-lin-lin",fullName:"Shoa-Lin Lin"},{id:"214544",title:"Dr.",name:"Hui-Chun",surname:"Chen",slug:"hui-chun-chen",fullName:"Hui-Chun Chen"}],corrections:null},{id:"56934",title:"Audiovisual Feedback Devices for Chest Compression Quality during CPR",doi:"10.5772/intechopen.70742",slug:"audiovisual-feedback-devices-for-chest-compression-quality-during-cpr",totalDownloads:1675,totalCrossrefCites:4,totalDimensionsCites:4,hasAltmetrics:0,abstract:"During cardiopulmonary resuscitation (CPR), chest compression quality is the key for patient survival. However, several studies have shown that both professionals and laypeople often apply CPR at improper rates and depths. The use of real-time feedback devices increases adherence to CPR quality guidelines. This chapter explores new alternatives to provide feedback on the quality of chest compressions during CPR. First, we describe and evaluate three methods to compute chest compression depth and rate using exclusively the chest acceleration. To evaluate the accuracy of the methods, we used episodes of simulated cardiac arrest acquired in a manikin model. One of the methods, based on the spectral analysis of the acceleration, was particularly accurate in a wide range of conditions. Then, we assessed the feasibility of using the transthoracic impedance (TI) signal acquired through defibrillation pads to provide feedback on chest compression depth and rate. For that purpose, we retrospectively analyzed three databases of out-of-hospital cardiac arrest episodes. When a wide variety of patients and rescuers were included, TI could not be used to reliably estimate the compression depth. However, compression rate could be accurately estimated. Development of simpler methods to provide feedback on CPR quality could contribute to the widespread of these devices.",signatures:"Digna M. González-Otero, Sofía Ruiz de Gauna, Jesus M. Ruiz, José\nJulio Gutiérrez, Purificación Saiz and Mikel Leturiondo",downloadPdfUrl:"/chapter/pdf-download/56934",previewPdfUrl:"/chapter/pdf-preview/56934",authors:[{id:"215239",title:"Dr.",name:"Digna M",surname:"Gonzalez-Otero",slug:"digna-m-gonzalez-otero",fullName:"Digna M Gonzalez-Otero"}],corrections:null},{id:"57370",title:"Focused Sonography in Cardiac Arrest",doi:"10.5772/intechopen.70585",slug:"focused-sonography-in-cardiac-arrest",totalDownloads:1242,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Cardiac arrest (CA) is a high mortality event where the ability for clinicians to diagnose etiology and assess for intervention has a direct impact on patient outcomes. Bedside ultrasound (US) has emerged in current literature as a clinical tool to aid clinicians in CA resuscitation, though it remains underutilized. Reversible etiologies that can be efficiently diagnosed with US include tension pneumothorax, hypovolemia, pulmonary embolus with acute cor pulmonale, and cardiac tamponade. Other US findings may provide evidence in regard to prognosis. In this review, we present major applications of US in CA, compare existing protocols, and propose future research needs.",signatures:"Marc Delaney, Bjorn Flora and Sahar Ahmad",downloadPdfUrl:"/chapter/pdf-download/57370",previewPdfUrl:"/chapter/pdf-preview/57370",authors:[{id:"218326",title:"Dr.",name:"Marc",surname:"Delaney",slug:"marc-delaney",fullName:"Marc Delaney"},{id:"218461",title:"Dr.",name:"Bjorn",surname:"Flora",slug:"bjorn-flora",fullName:"Bjorn Flora"},{id:"218462",title:"Dr.",name:"Sahar",surname:"Ahmad",slug:"sahar-ahmad",fullName:"Sahar Ahmad"}],corrections:null},{id:"56577",title:"Extraterrestrial CPR and Its Applications in Terrestrial Medicine",doi:"10.5772/intechopen.70221",slug:"extraterrestrial-cpr-and-its-applications-in-terrestrial-medicine",totalDownloads:1786,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:1,abstract:"Cardiopulmonary resuscitation (CPR) is a well-established part of basic life support (BLS), saving countless lives since its first development in the 1960s. Recently, work has been undertaken to develop methods of basic and advanced life support (ALS) in microgravity and hypogravity. Although the likelihood of a dangerous cardiac event occurring during space mission is rare, the possibility exists. The selection process for space missions nowadays considers individuals at ages and with health standards that would have precluded their selection in the past. The advent of space tourism may even enhance this possibility. This chapter presents a synthesis of the results obtained in studies conducted at the MicroG-PUCRS, Brazil, examining extraterrestrial CPR during ground-based microgravity and hypogravity simulations and during parabolic flights and sustained microgravity. It outlines the extraterrestrial BLS guidelines for both low-orbit and deep-space missions. The former are based on a combination of factors, unique for the environment of space. In a setting like this, increased physiological stress due to gravitational adaptation and the isolated nature of the environmental demands can affect the outcome of resuscitation procedure.",signatures:"Thais Russomano and Lucas Rehnberg",downloadPdfUrl:"/chapter/pdf-download/56577",previewPdfUrl:"/chapter/pdf-preview/56577",authors:[{id:"13838",title:"Dr.",name:"Thais",surname:"Russomano",slug:"thais-russomano",fullName:"Thais Russomano"},{id:"203825",title:"Dr.",name:"Lucas",surname:"Rehnberg",slug:"lucas-rehnberg",fullName:"Lucas Rehnberg"}],corrections:null},{id:"55104",title:"Resuscitation of Overcooled Mammals without Rewarming",doi:"10.5772/intechopen.68422",slug:"resuscitation-of-overcooled-mammals-without-rewarming",totalDownloads:1132,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Cold is a deadly danger for man. If the temperature of the surrounding air is +1°C, it is death for a naked man, owing to the arrest of respiration at the body temperature 25–28°C. After the heart is arrested, the death occurs at 23–24°C. Our aim was to prolong life at an absolutely deadly body temperature. This problem is important nowadays owing to a lot of sea catastrophes, the investigations in Arctic and Antarctic areas, and so on.",signatures:"Kirill P. Ivanov",downloadPdfUrl:"/chapter/pdf-download/55104",previewPdfUrl:"/chapter/pdf-preview/55104",authors:[{id:"203726",title:"Prof.",name:"Kirill",surname:"Ivanov",slug:"kirill-ivanov",fullName:"Kirill Ivanov"}],corrections:null},{id:"56955",title:"Strategies of Neuroprotection after Successful Resuscitation",doi:"10.5772/intechopen.70593",slug:"strategies-of-neuroprotection-after-successful-resuscitation",totalDownloads:1649,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Post-cardiac arrest syndrome (PCAS) incorporates post-cardiac arrest brain injury, post-cardiac arrest myocardial dysfunction, systemic ischemia/reperfusion syndrome and the precipitating pathology. Brain injury remains the leading cause of death in the post-cardiac arrest period. One of our main goals during post-resuscitation care is to guide a proper neuroprotective strategy. We are going to summarize the tools of neuroprotection in post-cardiac arrest therapy. The role of normoxia/normocapnia, normoglycemia, seizure control, sedation and pharmacologic strategies will be discussed in brief. The handling of temperature management and the management of hemodynamic variables to secure satisfactory cerebral perfusion will be worked out in details. Targeted temperature management is the main tool of neuroprotection in post-cardiac arrest therapy. We are going to conclude the principles of temperature control after successful resuscitation pointing out its beneficial effects. This method has also several complications that are going to be discussed highlighting its hemodynamic impacts. There is no evidence about target hemodynamic parameters during post-cardiac arrest syndrome to maintain cerebral perfusion neither about the most effective hemodynamic monitoring system. We are presenting preliminary data of our study where we investigate the effect of PiCCO™ (Pulse index Continous Cardiac Output) monitoring on the outcome in this patient group.",signatures:"Enikő Kovács and Endre Zima",downloadPdfUrl:"/chapter/pdf-download/56955",previewPdfUrl:"/chapter/pdf-preview/56955",authors:[{id:"201263",title:"Dr.",name:"Endre",surname:"Zima",slug:"endre-zima",fullName:"Endre Zima"},{id:"215858",title:"Dr.",name:"Enikő",surname:"Kovács",slug:"eniko-kovacs",fullName:"Enikő Kovács"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"8091",title:"Autonomic Nervous System Monitoring",subtitle:"Heart Rate Variability",isOpenForSubmission:!1,hash:"98067dd53efd76b17cf31d1664f88982",slug:"autonomic-nervous-system-monitoring-heart-rate-variability",bookSignature:"Theodoros Aslanidis",coverURL:"https://cdn.intechopen.com/books/images_new/8091.jpg",editedByType:"Edited by",editors:[{id:"200252",title:"Dr.",name:"Theodoros",surname:"Aslanidis",slug:"theodoros-aslanidis",fullName:"Theodoros Aslanidis"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"7290",title:"Special Topics in Resuscitation",subtitle:null,isOpenForSubmission:!1,hash:"5cc25d9b8a8bec2e374939f147f4e007",slug:"special-topics-in-resuscitation",bookSignature:"Theodoros K. 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Tulis",authors:[{id:"111756",title:"Dr.",name:"Shaquria",middleName:null,surname:"Adderley",fullName:"Shaquria Adderley",slug:"shaquria-adderley"},{id:"138305",title:"Dr.",name:"Chintamani",middleName:null,surname:"Joshi",fullName:"Chintamani Joshi",slug:"chintamani-joshi"},{id:"138306",title:"Ms.",name:"Danielle",middleName:null,surname:"Martin",fullName:"Danielle Martin",slug:"danielle-martin"},{id:"138307",title:"Ms.",name:"Shayna",middleName:"Nitin",surname:"Mooney",fullName:"Shayna Mooney",slug:"shayna-mooney"},{id:"138308",title:"Prof.",name:"David",middleName:null,surname:"Tulis",fullName:"David Tulis",slug:"david-tulis"}]},{id:"37382",title:"The Physiological Relationship of Endothelial Protein Kinase G with Endothelial Nitric Oxide Synthase",slug:"the-physiological-relationship-of-endothelial-protein-kinase-g-with-endothelial-nitric-oxide-syn",signatures:"Theresa A. John and J. Usha Raj",authors:[{id:"114761",title:"Dr.",name:"Theresa",middleName:"Adebola",surname:"John",fullName:"Theresa John",slug:"theresa-john"},{id:"117331",title:"Prof.",name:"J. Usha",middleName:null,surname:"Raj",fullName:"J. Usha Raj",slug:"j.-usha-raj"}]},{id:"37383",title:"The Role of Tyrosine Kinases in the Pathogenesis and Treatment of Lung Disease",slug:"the-role-of-tyrosine-protein-kinases-in-the-pathogenesis-and-treatment-of-lung-disease",signatures:"Jonathan Lam and Stewart J. Levine",authors:[{id:"114715",title:"Dr.",name:"Stewart",middleName:null,surname:"Levine",fullName:"Stewart Levine",slug:"stewart-levine"},{id:"117328",title:"Dr.",name:"Jonathan",middleName:null,surname:"Lam",fullName:"Jonathan Lam",slug:"jonathan-lam"}]},{id:"37384",title:"Myotonic Dystrophy Protein Kinase: Structure, Function and Its Possible Role in the Pathogenesis of Myotonic Dystrophy Type 1",slug:"myotonic-dystrophy-protein-kinase-structure-function-and-its-possible-role-in-the-pathogenesis-o",signatures:"Jonathan J. Magaña, Rocío Suárez-Sánchez, Norberto Leyva-García, Bulmaro Cisneros and Oscar Hernández-Hernández",authors:[{id:"81371",title:"Dr.",name:"Jonathan",middleName:"J",surname:"Magana",fullName:"Jonathan Magana",slug:"jonathan-magana"},{id:"88356",title:"Dr.",name:"Bulmaro",middleName:null,surname:"Cisneros",fullName:"Bulmaro Cisneros",slug:"bulmaro-cisneros"},{id:"117061",title:"Dr.",name:"Rocío",middleName:null,surname:"Suárez-Sánchez",fullName:"Rocío Suárez-Sánchez",slug:"rocio-suarez-sanchez"},{id:"117062",title:"Dr.",name:"Oscar",middleName:null,surname:"Hernández-Hernández",fullName:"Oscar Hernández-Hernández",slug:"oscar-hernandez-hernandez"},{id:"138265",title:"MSc.",name:"Norberto",middleName:null,surname:"Leyva-Garcia",fullName:"Norberto Leyva-Garcia",slug:"norberto-leyva-garcia"}]},{id:"37385",title:"Protein Kinases in the Pathogenesis of Muscle Wasting",slug:"protein-kinases-in-the-pathogenesis-of-muscle-wasting",signatures:"Fabio Penna, Domiziana Costamagna, Andrea Camperi, Maurizio Muscaritoli, Francesco M. 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Raja",coverURL:"https://cdn.intechopen.com/books/images_new/6670.jpg",editedByType:"Edited by",editors:[{id:"176044",title:"Dr.",name:"Ramasamy",surname:"Vijayakumar",slug:"ramasamy-vijayakumar",fullName:"Ramasamy Vijayakumar"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}],publishedBooksByAuthor:[{type:"book",id:"1911",title:"Protein Kinases",subtitle:null,isOpenForSubmission:!1,hash:"037421b88781726b6fbac94a6592f1e4",slug:"protein-kinases",bookSignature:"Gabriela Da Silva Xavier",coverURL:"https://cdn.intechopen.com/books/images_new/1911.jpg",editedByType:"Edited by",editors:[{id:"112079",title:"Dr.",name:"Gabriela",surname:"Da Silva Xavier",slug:"gabriela-da-silva-xavier",fullName:"Gabriela Da Silva Xavier"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}]},onlineFirst:{chapter:{type:"chapter",id:"74468",title:"Emergency Remote Teaching during COVID-19 Pandemic: Roles of Educators in Malaysia",doi:"10.5772/intechopen.95071",slug:"emergency-remote-teaching-during-covid-19-pandemic-roles-of-educators-in-malaysia",body:'First discovered in December 2019, the COVID-19 pandemic has arguably affected sectors such as businesses, tourism and education of countries all over the world (see [1, 2]). Particularly relevant and significant for this chapter is how educators are coping with teaching fully online; for some educators, teaching fully online happens for the first time in their live. In Malaysia, the education landscape is about to be changed forever. With new normal of teaching and learning, primary and secondary schools, together with higher learning institutions are now faced with enormous tasks to ensure that students acquire the knowledge that have been arranged for their levels accordingly. Trained to teach physically or in face-to-face sessions, educators in Malaysia need to step up and provide a different level of commitment to teaching [3].
Data for this chapter were collected at the National Defence University of Malaysia (NDUM). The NDUM is the only tertiary military institution in Malaysia, awarding undergraduate and postgraduate degrees. For the undergraduate student population, there are about 65 percent military cadets and 35 percent civilian students (about 24 percent of these students are also enlisted in Reserve Officers Training Unit or ROTU). It is a residential campus since 98 percent students live on campus. Currently, there are 17 academic undergraduate programmes offered to students, including Engineering programmes, Maritime programmes and Strategic Studies and Management programmes. Military cadets and ROTU students have to attend military training on campus during the weekends and holidays. Especially for the military cadets, they have to also participate in physical exercises, rollcalls and other military administrative duties on daily basis.
The second semester of the Academic Session 2019/2020 has started when the government of Malaysia introduced and enforced the Movement Control Order (MCO) to stop the spread of COVID-19. The MCO started during the fifth week of the semester; this was when the face-to-face sessions had started, and after that the teaching and learning processes resumed online, fully. During this MCO, which started on the 18th of March 2020, all students, including the military cadets were transported home to be with their families. The semester resumed online a week after the students had settled comfortably at home. The remaining online sessions included lectures, tutorials, assignments, tests as well as final examinations. It needs to be emphasised that some planned teaching and learning activities were not able to be conducted due to the MCO such as fieldtrips, laboratory works and industrial training.
There are two research questions for this research; first, on the educators’ readiness to teach online fully from the aspect of their pedagogical readiness. By pedagogical readiness, it is argued that there are differences in the practical applications of emergency remote teaching and online teaching (see [4, 5]). Second, on the platforms, tools and applications used for online teaching. Given that the MCO came as a surprise, educators had no choice but to comply with the existing platforms, tools and applications in completing their teaching responsibilities. These two research questions answer the main objective of this chapter, which is to understand the roles of educators during emergency remote teaching.
There are four key terms used throughout this chapter that must be explained. Firstly, emergency remote teaching, which refers to a temporary and unplanned teaching solution due to a sudden change of the teaching environment. Secondly, the term new normal, which suggests that new practices and routines that must be followed in the current situation. Thirdly, online presence refers to the presence of educators online to assist students, and the amount of presence depends on the students’ competency level. The last term is online teaching, that is the process of teaching conducted fully online, with planned and established curricula, including teaching and learning materials, learning activities and assessments.
Previous research on online teaching and emergency remote teaching are included in order to provide critical background on what should be the roles of educators during this COVID-19 outbreak. It is argued that emergency remote teaching must not be equate to online teaching (fully), considering the differences in their educational approaches [6]. Further, the critical key to differentiate the two is the insufficient time to properly plan for curriculum transformation; emergency remote teaching does not have the luxury of planning [7].
The effectiveness and drawbacks of online teaching and learning, or simply online education, have been debated for decades. Scholars from all over the world have looked at various research studies, theories, models, standards and evaluation criteria, which focus on quality online learning, online teaching and online course design (see [5]). Before further discussions are held, it is appropriate to provide a conceptual definition of online education for this chapter. According to Bakia et al. [8], online education, which includes online teaching and learning can be used to refer to “a wide range of programmes that use the Internet to provide instructional materials and facilitate interactions between teachers and students, and in some cases amongst students as well.” Accordingly, online education can be fully online, with all instructions taking place through the Internet, or online elements can be combined with face-to-face sessions known as blended learning (see also on blended learning [9]).
Online teaching cannot be explained properly without the discussions on online learning. This is because the two depend on each other; therefore, critical aspects of online learning will also be highlighted. For example, Hoi et al. [10] found in their study that based on the types of learning tasks and the forms of feedback information, online learning can be divided into three major categories: (a) online supervised learning where full feedback information is always available, (b) online learning with limited feedback, and (c) online unsupervised learning where no feedback is available. What Hoi et al. suggest is that the presence of educators online can be based on the amount of assistance needed by the students. In addition, Means et al. [11] explored the online learning design options by listing various moderating variables, including roles of students and educators, as well as ratio of students during the online lessons. These design options are summarised in Table 1.
Moderating Variables | Important Aspects |
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Online design options [11].
What could be discerned from Table 1 are twofold. First, online education for both teaching and learning would require careful planning in order to ensure that the curricula are delivered effectively, and that students and educators are able to work synchronously or asynchronously online. Manfuso [12] in her research also found that designing an effective online course could take weeks and months. Second, roles of students and educators are not definite; accordingly, and when appropriate, both students and educators can negotiate what they need to be doing.
In addition, according to Boon [13], educators’ presence in an online learning and teaching environment is important in engaging students. Despite the options offered that educators may choose to have a smaller or zero presence online (refer to Table 1), Boon proposed several facilitation strategies that can make students more motivated and interested in their learning; these require active and
What to do? | How to do? | Online tools to use |
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Selected facilitation strategies [13].
It is evident that, regardless of whether educators have small or big presence online, students need to know that they are not alone in the virtual classrooms. The author argues that in choosing to be present small or big online, several factors must be taken into consideration, including students’ level of competency in the course and students’ availability to be online (access and data consumption). Some students may be left to assume more independent learning online, and some may require the utmost assistance imaginable. As Hoi et al. [10] have put forth that online feedback to students depend on the students’ capability to learn independently or dependently. The next section explores emergency remote teaching in detail, and highlights differences between online teaching and emergency remote teaching.
Emergency remote teaching is arguably a new concept derived due to the pandemic [5]. It is also suggested to be one of the educational responses to the COVID-19 outbreak [6]. When the need for schooling arises, emergency remote teaching becomes a temporary solution in order to allow students to continue with their lessons [14]. Despite being unsure of emergency remote teaching, educators have to continue to teach. According to Talidong [15] in her study of teachers involved in emergency remote teaching, the main findings of this study emphasise several aspects such as the positive outlook, concern for students, and instructional strategies of the Philippine teachers in implementing emergency remote teaching. Despite the difficulties to arrange lessons virtually from distance, the respondents were aware of the instructional strategies that could be employed.
In an attempt to ensure that teaching and learning online is effectively and successfully achieved, Whittle et al. [16] proposed a framework for emergency remote teaching. These scholars combined two frameworks – Sawyer’s [17] framework for creating a learning environment and Garrison and Arbaugh’s [18] community of inquiry framework for online learning – to develop the emergency remote teaching environment framework. Findings from this study suggest that educators need to reaffirm their online presence by guaranteeing that they are visible accordingly either within or outside of the online teaching sessions.
Some educators may find it difficult to conduct online assessments during the emergency remote teaching phase. Rahim [19] suggested nine aspects that must be considered when conducting online assessments during this phase. These include evaluating prerequisites for implementing online assessment; ensuring alignment of assessment activities with stated learning objectives; addressing the diversity of students’ situations; maintaining a good balance of formative and summative assessments; stimulating student learning with online assessment; considering format; scheduling and timing of tests; establishing clear communication to students regarding assessment matters; ensuring high-quality feedback; and addressing assessment validity threats. Although all these aspects can be familiar to some educators, others may find them new, yet helpful during this time of crisis.
A group of educators at Algonquin College [4] described the differences and evolutions from emergency remote teaching to eventually, online teaching (see Table 3). What is reiterated is the fact that emergency remote teaching is a non-planned teaching strategy, and it is just a temporary measure. To demonstrate further the meaning of emergency remote teaching, Figure 1 confirms some characteristics of emergency remote teaching, including the evolving expectations of the educators as well as students, and synchronous with asynchronous options for teaching and learning.
Characteristics | Emergency Remote Teaching | Remote Teaching | Enhanced Remote Teaching | Online Teaching |
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Selected characteristics of emergency remote teaching compared with online teaching [4].
The scenario between face-to-face sessions and emergency remote teaching [
Based on Table 3, it can be concluded that when an academic programme is planned properly to be offered virtually, it can be categorised as online education; teaching and learning will be conducted online. Emergency remote teaching can ultimately become online teaching once it has stabilised and matured; by this, the author argues that there must be proper and adequate time allocated to design and develop the curricula, including the learning materials, activities and assessments.
To sum up this section, both online teaching and emergency remote teaching should be used in different educational situations. What the teaching world is facing now may best be solved by emergency remote teaching because educators are put into the positions of teaching online fully without having the time to plan, design and select the best teaching tools for the students.
This research employed a case study approach in order to understand the challenges faced by educators teaching during the pandemic. Stake [20] noted that there are three kinds of case studies, namely intrinsic, instrumental and collective. An intrinsic case study focuses on understanding a specific case rather than focussing on a common understanding. Conversely, a collective case study is about understanding more than one case either at one site or multiple locations. Using Stake, this research is an instrumental case study, where it focuses on gaining a general understanding of an issue by studying a particular case, educators at the NDUM.
Case studies have many advantages, such as allowing for comparative study and the support for generalisations [21, 22]. They are also empirically strong because they are grounded in observable realities. However, there are also weaknesses, the main one being that they lack statistical reliability because they can be narrow in their focus. Gummesson [23] counter-argued on the weaknesses of the case study method by insisting that statistical or scientific methods are less insightful in instances where understanding human behaviour is more important. In addition, the case study approach does not rule out statistical analysis. The current research uses quantitative data for descriptive and inferential analysis. This quantitative approach is chosen because the author wants to gauge the general perspectives of educators at the Defence University on teaching during the COVID-19 pandemic.
There are 340 active academics at the NDUM during the period of data collection. The author chose convenience sampling because the potential respondents can be reached easily through WhatsApp and emails. There were 63 respondents out of 340 academics (18.5 percent), who answered the online survey, and these were the basis for analysis and discussion in this chapter. The author did not force academics to complete the survey since it was on voluntary basis. Despite this small number of respondents, the author opines that the data were sufficient for preliminary discussions on emergency remote teaching.
An online survey was used to collect data. Using Google Forms, items were arranged according to sections explained later. The survey can be found at https://bit.ly/2Zaozjc (see Figure 2 for the screenshot of the survey), and it was available from the 5th of September until the 18th of September 2020 (about two weeks). Two methods were used to invite potential respondents; first, WhatsApp messages were sent to groups of faculties and academic centres at the NDUM, and second, emails were sent to all academics at the NDUM.
The screenshot of the online survey.
Items in the survey were divided into a demographic section, perceptions about online teaching and emergency remote teaching section, and commentary section. Two types of scales were used in the survey, a 4-point likert and 5-point likert scale, together with ‘Yes,’ ‘No’ and ‘Not Sure’ scale. As emergency remote teaching is barely known to most educators, the author has specifically prepared four items on emergency remote teaching. Further, the items in the survey mostly originated from the existing literature on online teaching and emergency remote teaching. The survey was bilingual in order to cater for local and international academics at the Defence University.
The final data collected from 63 respondents were analysed using Statistical Package for Social Sciences (SPSS) Version 25, and they were presented in mostly descriptive statistics. Whilst descriptive data were used to answer the research questions posed earlier, inferential data provided different perspectives on the current teaching situations. Data analysis involved the use of frequency tables and graphs for percentages and figures. Since the objective of the paper is to investigate the roles of educators during the pandemic, descriptive data obtained were able to shed lights into the situations faced by the respondents. Meanwhile, inferential statistics were able to illustrate the relations or significance of variables in this study.
There are seven faculties and academic centres at the Defence University; given this, the online survey was only open to academics under these faculties and centres. Although there are also academics appointed as fellow researchers in centres of excellence at the Defence University, they are also part of these seven faculties and academic centres. Figures 3–6 illustrate the demographic information of the research respondents. To explain further the labels for the faculties and academic centres, below is the explanation for the acronyms used,
AKP – Defence Fitness Academy
PAP – Centre for Foundation Studies
PB – Language Centre
FKJ – Faculty of Engineering
FPPP – Faculty of Defence and Management Studies
FPKP – Faculty of Medicine and Defence Health
FSTP – Faculty of Science and Defence Technology
The respondents and their respective faculties/academic centres (in number).
The gender of the respondents (in number).
The age of the respondents (in number).
Years of teaching experience of the respondents (in number).
Based on Figure 3, it is evident that the respondents of this study mostly came from the Language Centre, 24 respondents, and the least number of respondents came from two faculties, the Defence Fitness Academy and Faculty of Medicine and Defence Health, with three respondents each. In terms of age range, most respondents were between 36 to 40 years old (24 respondents) and the least number of respondents was at the range of 25 to 30 years old (two respondents).
In addition, most respondents have more than 10 years of teaching experience (31 respondents); nonetheless, it should be emphasised that the older the academics were does not equate to more years in teaching. This could be explained by the fact that some join teaching profession at a later age after gaining industrial experience. Further, the number of female respondents was slightly higher than the male counterparts; in actual fact, this is the real resemblance of the total academic population at the NDUM, with about 50.3 percent female academics.
Data are explained in two main categories, including respondents’ perceptions about online teaching and their knowledge about emergency remote teaching, and respondents’ choice of platforms, strategies and applications during the pandemic. The first item asked was whether the respondents had experienced teaching fully online. 44 respondents (69.8 percent) confirmed that they have had the experience, and 19 respondents responded ‘No’ to this item. This item is key in understanding the responses for the subsequent items asked. The author opines that some respondents have not been involved completely in teaching online fully because they teach the Foundation and Diploma students, who were not in sessions from March until July 2020.
The next three items sought respondents’ knowledge and awareness on the differences between emergency remote teaching and online teaching. The findings are summarised in Figures 7–9 below. It can be discerned from these figures that respondents at the NDUM were not sure of what emergency remote teaching is and its differences to online teaching. The majority of the respondents chose ‘Not Sure’ for these three items. This is not surprising since emergency remote teaching is a new and temporary solution to teaching in times of crisis.
Responses to the item “Understand the concept of Emergency Remote Teaching” (in number).
Responses to the item “Able to distinguish between emergency remote teaching and online teaching” (in number).
Responses to the item “Emergency Remote Teaching and Online Teaching are similar” (in number).
The respondents were also asked on the perceptions about teaching online fully. Figure 10 illustrates the views of all respondents. A 4-point likert scale was used for this item, ranging from ‘Strongly Not Effective’ (1) to ‘Strongly Effective’ (4). As can be observed, 44.4 percent of the respondents (28 people) opted for ‘Not Effective,’ and 7.9 percent (5 people) opted for ‘Strongly Not Effective.’ Combining these two scales makes up for the slight majority of the respondents, who opined that teaching online fully lacks effectiveness (33 respondents or 52.3 percent).
Responses to the item “Perceptions about teaching online fully” (in number).
In addition, Tables 4 and 5 tabulate the views of the respondents on what platforms and strategies that they used the most during the pandemic and the most effective platforms and strategies in their opinions. From Table 4, it can be deduced that WhatsApp is often (19 respondents) and always (18 respondents) used by the respondents, together with MS Teams for Video Conferencing (51 respondents) and Quizzes (34 respondents). Further, Table 5 shows similar platforms and applications that the respondents believed to be the most effective (combining ‘Effective’ and ‘Strongly Effective’), WhatsApp and MS Teams for Video Conferencing and Quizzes with 44, 58 and 53 respondents, respectively. In additions, respondents also opined that Al-Fateh e-Learning Portal, Google Forms, Google Meet and Zoom to be effective platforms too.
Online Teaching Platforms/Scales | Never | Rarely | Sometimes | Often | Always |
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9 | 6 | 11 | 19 | 18 | |
9 | 8 | 12 | 20 | 14 | |
1 | 4 | 7 | 25 | 26 | |
33 | 4 | 15 | 8 | 3 | |
13 | 7 | 19 | 12 | 12 | |
13 | 5 | 11 | 16 | 18 | |
50 | 3 | 3 | 5 | 2 | |
24 | 9 | 10 | 16 | 4 | |
56 | 3 | 1 | 3 | 0 | |
52 | 6 | 0 | 5 | 0 | |
38 | 5 | 9 | 7 | 4 | |
35 | 11 | 7 | 9 | 1 | |
16 | 9 | 13 | 19 | 6 |
Responses to the item “Online teaching platforms and strategies that respondents use the most” (in number).
Online Teaching Platforms/Scales | Strongly Not Effective | Not Effective | Effective | Strongly Effective |
---|---|---|---|---|
4 | 15 | 27 | 17 | |
5 | 11 | 33 | 14 | |
0 | 5 | 29 | 29 | |
11 | 17 | 29 | 6 | |
1 | 8 | 43 | 11 | |
4 | 6 | 37 | 16 | |
17 | 17 | 26 | 3 | |
10 | 11 | 31 | 11 | |
38 | 22 | 11 | 0 | |
29 | 23 | 10 | 1 | |
19 | 20 | 22 | 2 | |
20 | 23 | 19 | 1 | |
13 | 20 | 26 | 4 | |
10 | 11 | 36 | 6 |
Responses to the item “Online teaching platforms and strategies that are most effective” (in number).
This section explains the relations between selected items in the survey. Four sets of items will be tested on the strength of relations, and they are firstly correlation between years of teaching experience and the ability to distinguish between emergency remote teaching and online teaching (Figure 11); secondly, between opinions about teaching online fully and opinions about blended teaching (Figure 12); thirdly, between years of teaching experience and perceptions about blended teaching (Figure 13); and lastly between years of teaching experience and opinions about teaching online fully (Figure 14).
Correlations between teaching experience and ability to differentiate emergency remote teaching and online teaching.
Correlations between opinions about teaching online fully and opinions about blended teaching.
Correlations between teaching experience and opinions about blended teaching.
Correlations between teaching experience and opinions about teaching online fully.
There are numerous ranges and interpretations on the correlation indicators (see Table 6); the author opts for the indicators by Sarwono [24] simply because the indicators are more representative of the author’s data. The indicators are divided into six ranges; they begin with ‘0’ to indicate no correlation of the variables, and end with ‘1’ to depict a perfect correlation between two variables. Correlation data can also be positive and negative, indicating the directions of the relations.
Range | Interpretations |
---|---|
0 | No correlation |
0.00–0.25 | Very weak correlation |
0.25–0.50 | Sufficient correlation |
0.50–0.75 | Strong correlation |
0.75–0.99 | Very strong correlation |
1 | Perfect correlation |
Correlation indicators (positive and negative) [24].
Based on Figures 11–14, it can be concluded that there are negative and positive correlations between the items; positive correlation suggests that when one variable increases, the other also increases, and negative correlation indicates otherwise. For example, there is a very weak correlation (negative, −.071) between years of teaching experience and the ability of respondents to distinguish between emergency remote teaching and online teaching (see Figure 11). What this suggests is that as the years of teaching experience increase, the respondents were perhaps not able to distinguish between emergency remote teaching and online teaching.
Meanwhile Figure 12 illustrates a sufficient correlation (positive, .407) between opinions of respondents about teaching online fully and blended teaching. Thus, as more respondents chose to agree with teaching online fully is less effective, the more they opined that blended teaching is suitable for them. Further, Figure 13 demonstrates that there is a very weak correlation (negative, −.175) between years of teaching experience and opinions about whether blended teaching is suitable for the respondents; as the years of teaching increase, the respondents’ view on whether blended teaching is suitable for them decreases. In addition, Figure 14 illustrates that there is a very weak correlation (positive, .126) between years of teaching experience and opinions about teaching online fully. This illustrates that as years of teaching experience increase, the views that teaching online fully is not effective also increase, although the correlation is relatively small and weak.
From the data presented in the previous section, the author argues that, especially for the inferential statistics, too many respondents opted for ‘Not Sure’ when asked about emergency remote teaching and online teaching. In their defence, the author opines that since emergency remote teaching appears out of a sudden, these respondents may not be able to clearly define between emergency remote teaching and online teaching. Nonetheless, the data become a benchmark for the next step that must be taken by all educators in preparing for the unknown challenges.
Two research questions were posed earlier. The first is whether the educators at the NDUM were ready to embark on teaching during times of crisis, and the second is the platforms, tools and applications that were used by the educators during the pandemic. For the first research question, the author argues that the majority of the respondents were ready to teach during the pandemic; nonetheless, they were not able to clearly distinguish between their teaching situation and environment at the time, which is emergency remote teaching and online teaching. This is based on Table 4, where the respondents were able to name the platforms and applications used for teaching, and Table 5, where they gave their perspectives on the effectiveness of the platforms and applications used.
Regardless of this, most respondents responded ‘Not Sure’ for survey items on differences between emergency remote teaching and online teaching, understanding of what emergency remote teaching is, and on whether both concepts are similar (refer to Figures 7–9). In addition, some respondents claimed in the commentary section of the survey that face-to-face teaching is never to be replaced by emergency remote teaching or online teaching. They believed that teaching conducted fully online is not effective. The inferential statistics also support this (see Figure 12); most respondents opined that teaching online fully is not effective, and that blended teaching suits them better (as the number of respondents choosing teaching online fully is ineffective increases, so does that number of respondents who agreed that blending teaching is suitable for them).
For the second research question, it is found that most respondents utilised WhatsApp and MS Teams (for video conferencing and quizzes). Although the other options were also selected by some of the respondents (see Tables 4 and 5), the author argues that these two platforms and applications are easily accessible to both educators and students. Almost all have WhatsApp application installed in their mobile phones, and MS Teams is subscribed by the NDUM.
The author also argues that where some of the platforms and applications have never been used by the respondents, the sudden change of teaching scenario and environment does not warrant time for the respondents to explore these other platforms and applications, such as Twitter, Facebook and Exam. Net (56, 52 and 50 respondents, respectively had never used these during the pandemic). Further, based on the commentary section of the survey, a few respondents opined that in order to utilise some of the platforms and applications,
Given all these discussions, the author opines that the most important finding of this study is the roles of educators in an emergency remote teaching environment. There are two main roles. Firstly, educators must be prepared to have an online presence; either a small or big online presence depends on the students’ level of competency of the lessons. This online presence is crucial in motivating and encouraging the students to stay focus and active online. Secondly, choosing the best and most suitable platforms is also important. There are no fixed rules on choosing what is best for both the students and educators. Notwithstanding this, knowing what the students require and their capability to be online may dictate the choice of suitable strategies and platforms in an emergency remote teaching environment.
Two recommendations can be offered based on the findings of this study. First, the academics must be made aware of the differences between emergency remote teaching and online teaching. Knowing and understanding of what emergency remote teaching is allow the academics to choose the most appropriate teaching platforms, strategies and applications post COVID-19. Where students are still required to learn online, so does the teaching practice continue online. Table 3 may be of assistance to all educators, who want to ensure that their teaching benefits the students.
Second, the administrators of the higher learning institutions (and secondary as well as primary schools) may need to invest on redesigning and revamping the existing curricula in order to match post COVID-19 teaching and learning environment. The educational institutions must be ready to offer systematic and effective online education, including online activities, learning and teaching interactions, materials and assessments. Redesigning and revamping the curricula become necessary as some learning and teaching activities cannot be executed online; thus, other platforms and strategies must be chosen and applied to give students the knowledge, exposure and experience that they need.
The objective of this chapter is to identify the roles of educators, especially at the NDUM during the COVID-19 outbreak. Two research questions have been answered using the case study and quantitative approaches to research. This chapter has presented data that lead to three major findings. First, despite being ready to teach online fully, some respondents at the NDUM were not able to distinguish between emergency remote teaching and online teaching. Based on the data, the respondents are unsure of the differences between the two; both adopt different strategies of teaching.
Second, based on the data too, the respondents opined that WhatsApp and MS Teams are two platforms and applications that they used the most and were the most effective employed during this time of crisis. Although there are no specific guidelines on what strategies and platforms that must be adopted, the respondents chose what were the most convenient to them. These options
Third, there are two major roles of educators teaching during the COVID-19 pandemic, including educators’ willingness to have an online presence and the ability to choose the best teaching and learning platforms and applications. Educators’ online presence, either big or small, encourages and motivates students to actively participate during online learning sessions. Students know that they are not alone; there are peers as well on educators to support them. When educators have established this online presence, they become indirectly aware of the platforms and applications that could be beneficial and effective for the teaching and learning activities, online.
Future research may want to also focus on collecting opinions from a bigger population, across the nation, and may want to investigate the journey of educators at primary and secondary schools. Comparing what happened during the teaching processes at various institutions may help academics to improve their teaching strategies and allow academics to learn from one another. As the new normal in teaching and learning is here to stay, educators must brave the challenges that come in various forms and aspects; they must be prepared to adapt and adopt new concepts of teaching, whatever these might be!
The author declares no conflict of interest.
The author thanks all survey respondents for their time and cooperation in completing the online survey, which is available at https://bit.ly/2Zaozjc.
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The sample includes 188 participants over 60 years of age, divided in 2 groups: healthy subjects (MMSE ≥28), without cognitive complaints, and individuals with CIND (MMSE between 24 and 27 and subjective cognitive complains). Drawing of cube and drawing of house, Benton Visual Retention Test (BVRT), and Block design are used to test the hypothesis that short visuoconstructive and visuospatial tests can distinguish normal from pathological cognitive aging in its very early stages. Results proved the discriminative sensitivity of BVRT general assessment criteria and of omissions and distortions in CIND. The diagnostic sensitivity of a modification of Moore and Wike [1984] scoring system for house and cube drawing tasks was confirmed as well. Drawing of cube and house could be used for quick screening of CIND in subjects over 60. Principal component analysis with oblimin rotation was performed to explore the different dimensions in the visuospatial and visuoconstructive abilities in old age. A four-factor structure was established, all four factors explaining 71% of the variance.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Radka Ivanova Massaldjieva",authors:[{id:"75907",title:"Associate Prof.",name:"Radka Ivanova",middleName:null,surname:"Massaldjieva",slug:"radka-ivanova-massaldjieva",fullName:"Radka Ivanova Massaldjieva"}]},{id:"59658",doi:"10.5772/intechopen.74748",title:"Ageing Better in the Netherlands",slug:"ageing-better-in-the-netherlands",totalDownloads:1158,totalCrossrefCites:1,totalDimensionsCites:4,abstract:"The Dutch National Care for the Elderly Programme was an initiative organized by the Netherlands Organisation for Health Research and Development (ZonMw) between 2008 and 2016. The aim of the programme was to collect knowledge about frail elderly, to assess their needs and to provide person-centred and integrated care better suited to their needs. The budget of EUR 88 million was provided by the Dutch Ministry of Health, Welfare and Sports. Putting the needs of elderly people at the heart of the programme and ensuring their active participation were key to the programme’s success. The programme outcomes included the establishment of eight geriatric networks around the medical universities with 650 organisations and the completion of 218 projects. These projects, involving 43,000 elderly people and 8500 central caregivers, resulted in the completion of 45 PhD theses and the publication of more than 400 articles and the development of 300 practice toolkits, one database and a website, www.beteroud.nl. The Dutch National Care for the Elderly Programme has since developed into a movement and continues under the consortium Ageing Better, made up of eight organisations. Through the use of ambassadors, Ageing Better promotes the message that ageing is not a disease but a new phase of life.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Betty Meyboom-de Jong, Klaske Wynia and Anjo Geluk-Bleumink",authors:[{id:"224997",title:"Emeritus Prof.",name:"Betty",middleName:null,surname:"Meyboom-De Jong",slug:"betty-meyboom-de-jong",fullName:"Betty Meyboom-De Jong"},{id:"232900",title:"Dr.",name:"Klaske",middleName:null,surname:"Wynia",slug:"klaske-wynia",fullName:"Klaske Wynia"},{id:"232901",title:"Mrs.",name:"Anjo",middleName:null,surname:"Geluk-Bleumink",slug:"anjo-geluk-bleumink",fullName:"Anjo Geluk-Bleumink"}]},{id:"60424",doi:"10.5772/intechopen.75435",title:"Characteristics of Hearing in Elderly People",slug:"characteristics-of-hearing-in-elderly-people",totalDownloads:1227,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"The authors define the term presbycusis and discuss the prevalence of hearing loss in elderly people, its etiology, and methods of diagnostics (anamnesis, evaluation of the peripheral and central parts of the hearing system). The authors emphasize that central auditory processing disorder (CAPD) significantly impairs speech perception in elderly people and makes difficult the rehabilitation of patients with presbycusis. The possibility of improving speech intelligibility by using auditory training is considered. Improved functioning of the central auditory pathways in hearing aid (HA) users with moderate to moderately severe chronic sensorineural hearing loss (SNHL) and symptoms of CAPD was shown after the auditory training with the use of two approaches (“bottom-up” and “top-down”). The algorithm of the auditory training was designed based on distinction between nonverbal and verbal stimuli of varying complexity, as well as tasks to improve memory (e.g., memorizing poetry). The benefits of the auditory training in the rehabilitation of HA users with low speech intelligibility were demonstrated. Improvement of speech intelligibility in elderly patients with SNHL proves that plasticity of the auditory regions of the brain remains possible throughout the life. Options of the presbycusis prophylaxis are summarized.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Maria Boboshko, Ekaterina Zhilinskaya and Natalia Maltseva",authors:[{id:"229552",title:"Dr.",name:"Maria",middleName:null,surname:"Boboshko",slug:"maria-boboshko",fullName:"Maria Boboshko"},{id:"229568",title:"Dr.",name:"Natalia",middleName:null,surname:"Maltseva",slug:"natalia-maltseva",fullName:"Natalia Maltseva"},{id:"232968",title:"Dr.",name:"Ekaterina",middleName:null,surname:"Zhilinskaia",slug:"ekaterina-zhilinskaia",fullName:"Ekaterina Zhilinskaia"}]}],mostDownloadedChaptersLast30Days:[{id:"60564",title:"Ageing Process and Physiological Changes",slug:"ageing-process-and-physiological-changes",totalDownloads:6785,totalCrossrefCites:16,totalDimensionsCites:29,abstract:"Ageing is a natural process. Everyone must undergo this phase of life at his or her own time and pace. In the broader sense, ageing reflects all the changes taking place over the course of life. These changes start from birth—one grows, develops and attains maturity. To the young, ageing is exciting. Middle age is the time when people notice the age-related changes like greying of hair, wrinkled skin and a fair amount of physical decline. Even the healthiest, aesthetically fit cannot escape these changes. Slow and steady physical impairment and functional disability are noticed resulting in increased dependency in the period of old age. According to World Health Organization, ageing is a course of biological reality which starts at conception and ends with death. It has its own dynamics, much beyond human control. However, this process of ageing is also subject to the constructions by which each society makes sense of old age. In most of the developed countries, the age of 60 is considered equivalent to retirement age and it is said to be the beginning of old age. In this chapter, you understand the details of ageing processes and associated physiological changes.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Shilpa Amarya, Kalyani Singh and Manisha Sabharwal",authors:[{id:"226573",title:"Ph.D.",name:"Shilpa",middleName:null,surname:"Amarya",slug:"shilpa-amarya",fullName:"Shilpa Amarya"},{id:"226593",title:"Dr.",name:"Kalyani",middleName:null,surname:"Singh",slug:"kalyani-singh",fullName:"Kalyani Singh"},{id:"243264",title:"Dr.",name:"Manisha",middleName:null,surname:"Sabharwal",slug:"manisha-sabharwal",fullName:"Manisha Sabharwal"}]},{id:"55388",title:"Beauty, Body Image, and the Media",slug:"beauty-body-image-and-the-media",totalDownloads:7605,totalCrossrefCites:5,totalDimensionsCites:12,abstract:"This chapter analyses the role of the mass media in people’s perceptions of beauty. We summarize the research literature on the mass media, both traditional media and online social media, and how they appear to interact with psychological factors to impact appearance concerns and body image disturbances. There is a strong support for the idea that traditional forms of media (e.g. magazines and music videos) affect perceptions of beauty and appearance concerns by leading women to internalize a very slender body type as ideal or beautiful. Rather than simply being passive recipients of unrealistic beauty ideals communicated to them via the media, a great number of individuals actually seek out idealized images in the media. Finally, we review what is known about the role of social media in impacting society’s perception of beauty and notions of idealized physical forms. Social media are more interactive than traditional media and the effects of self‐presentation strategies on perceptions of beauty have just begun to be studied. This is an emerging area of research that is of high relevance to researchers and clinicians interested in body image and appearance concerns.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Jennifer S. Mills, Amy Shannon and Jacqueline Hogue",authors:[{id:"202110",title:"Dr.",name:"Jennifer S.",middleName:null,surname:"Mills",slug:"jennifer-s.-mills",fullName:"Jennifer S. Mills"}]},{id:"56505",title:"Aesthetics of the Naked Human Body: From Pornography (Sexualised Lust Object) to Iconography (Aesthetics of Human Nobility and Wisdom) in an Anthropology of Physical Beauty",slug:"aesthetics-of-the-naked-human-body-from-pornography-sexualised-lust-object-to-iconography-aesthetics",totalDownloads:2053,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"In many religious circles and philosophies of life, the human body is excluded from the realm of spirituality and meaning. Due to a dualistic approach, nudity is viewed as merely a physical and corporeal category. In social media, there is the real danger that the naked human body is exploited for commercial gain. Advertisements often leave the impression that the body, very specifically the genitals, is designed merely for physical desire and corporeal chemistry. They become easily objects for lust, excluded from the beauty of graceful existence and noble courage. It is argued that the naked human body is not designed for pornographic exploitation and promiscuous sensuality but for compassionate intimacy and nurturing care in order to instil a humane dimension in human and sexual encounters. In this regard, antiquity and the Michelangelesque perspective can contribute to a paradigm shift from abusive exploitation to the beauty of vulnerable sensitivity. In order to foster an integrative approach to theory formation in anthropology, the methodology of stereometric thinking is proposed.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Daniel J Louw",authors:[{id:"200645",title:"Prof.",name:"Daniel",middleName:"Johannes",surname:"Louw",slug:"daniel-louw",fullName:"Daniel Louw"}]},{id:"56059",title:"A Plastic Surgeon’s Perspective on Stereotyping and the Perception of Beauty",slug:"a-plastic-surgeon-s-perspective-on-stereotyping-and-the-perception-of-beauty",totalDownloads:1866,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"In the world of plastic surgery, misconceptions may lead to irrational requests or outcomes not appreciated by patients. Those who manage aesthetics should always listen and recognize the variability of cultural identities, desires, attitudes, anxieties and uncertainties of the patient. Emerging from a diversity of cultures and its transforming trends, the scope of cosmetic surgery and its practice reflect not only the individual’s personality, but also the culture as a whole. When counseling an individual, one has to recognize that even in groups of seemingly identical social or cultural standards; there are subtle differences in expectations. To illustrate the potential for inaccuracy of ethnic profiling in the field of plastic surgery authors quote their own work on Asian subjects and facial beauty and resort to experience of others. To reaffirm their opinion and to exemplify how sometimes “fine” differences in the perception of beauty exist, an original study that evaluates the preferences among selected groups of Latina women in respect to buttock aesthetics has been included. This dissertation will focus on how cultural factors influence beauty perception; strengthen the fact that beauty is in the eye of the beholder and how variable differences exist even between small subgroups.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Johanna D’Agostino and Marek Dobke",authors:[{id:"17590",title:"Dr.",name:"Marek K.",middleName:null,surname:"Dobke",slug:"marek-k.-dobke",fullName:"Marek K. Dobke"},{id:"201244",title:"Dr.",name:"Johanna",middleName:null,surname:"D'Agostino",slug:"johanna-d'agostino",fullName:"Johanna D'Agostino"}]},{id:"55690",title:"Animae Pulchrae: Depiction of Saintly Images in Byzantine Mural Painting",slug:"animae-pulchrae-depiction-of-saintly-images-in-byzantine-mural-painting",totalDownloads:1704,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This chapter investigates the visual aspects of physical beauty of the saintly images depicted within the painterly ensembles of Byzantine art in the period between sixth and fifteenth centuries. It also examines the processes of transposition of beauty as a religious and ideological notion into the visual sphere of its iconographic and aesthetic significance. During the millennium of development of Byzantine mural painting, the different categories of saints have evolved in assemblies of respectable and influential characters with whom the believers could communicate through silent prayers, as well as through their own self-comparison. In that process of ideological interaction between the faithful and the saints as the “constitutional members” of the painted microcosmos of Christian temples, the physical appearance of the saintly images was, by all means, a strong argument in the religious discourse regarding their role in the mission for salvation of humanity. In that regard, each saintly category has received different visual concept of aesthetic values related to their specific physical attraction. Hence, different saintly categories have acquired different aesthetic codes for visual configuration of beauty in the structural design of their iconographic appearance throughout the era of Byzantine artistic production.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Elizabeta Dimitrova",authors:[{id:"201062",title:"Distinguished Prof.",name:"Elizabeta",middleName:null,surname:"Dimitrova",slug:"elizabeta-dimitrova",fullName:"Elizabeta Dimitrova"}]}],onlineFirstChaptersFilter:{topicId:"1241",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:87,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:98,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:287,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:9,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:139,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:0,numberOfUpcomingTopics:2,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!1},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:106,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:10,numberOfPublishedChapters:103,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:12,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:0,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!1},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:9,numberOfOpenTopics:4,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{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"}}}},{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"}}}}]},series:{item:{id:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403",scope:"Artificial Intelligence (AI) is a rapidly developing multidisciplinary research area that aims to solve increasingly complex problems. In today's highly integrated world, AI promises to become a robust and powerful means for obtaining solutions to previously unsolvable problems. This Series is intended for researchers and students alike interested in this fascinating field and its many applications.",coverUrl:"https://cdn.intechopen.com/series/covers/14.jpg",latestPublicationDate:"May 18th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:9,editor:{id:"218714",title:"Prof.",name:"Andries",middleName:null,surname:"Engelbrecht",slug:"andries-engelbrecht",fullName:"Andries Engelbrecht",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNR8QAO/Profile_Picture_1622640468300",biography:"Andries Engelbrecht received the Masters and PhD degrees in Computer Science from the University of Stellenbosch, South Africa, in 1994 and 1999 respectively. He is currently appointed as the Voigt Chair in Data Science in the Department of Industrial Engineering, with a joint appointment as Professor in the Computer Science Division, Stellenbosch University. Prior to his appointment at Stellenbosch University, he has been at the University of Pretoria, Department of Computer Science (1998-2018), where he was appointed as South Africa Research Chair in Artifical Intelligence (2007-2018), the head of the Department of Computer Science (2008-2017), and Director of the Institute for Big Data and Data Science (2017-2018). In addition to a number of research articles, he has written two books, Computational Intelligence: An Introduction and Fundamentals of Computational Swarm Intelligence.",institutionString:null,institution:{name:"Stellenbosch University",institutionURL:null,country:{name:"South Africa"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:10,paginationItems:[{id:"22",title:"Applied Intelligence",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",slug:"carlos-travieso-gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",biography:"Carlos M. Travieso-González received his MSc degree in Telecommunication Engineering at Polytechnic University of Catalonia (UPC), Spain in 1997, and his Ph.D. degree in 2002 at the University of Las Palmas de Gran Canaria (ULPGC-Spain). He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. He won the “Catedra Telefonica” Awards in Modality of Knowledge Transfer, 2017, 2018, and 2019 editions, and awards in Modality of COVID Research in 2020.\n\nPublic References:\nResearcher ID http://www.researcherid.com/rid/N-5967-2014\nORCID https://orcid.org/0000-0002-4621-2768 \nScopus Author ID https://www.scopus.com/authid/detail.uri?authorId=6602376272\nScholar Google https://scholar.google.es/citations?user=G1ks9nIAAAAJ&hl=en \nResearchGate https://www.researchgate.net/profile/Carlos_Travieso",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"13633",title:"Prof.",name:"Abdelhamid",middleName:null,surname:"Mellouk",slug:"abdelhamid-mellouk",fullName:"Abdelhamid Mellouk",profilePictureURL:"https://mts.intechopen.com/storage/users/13633/images/1567_n.jpg",institutionString:null,institution:{name:"Paris 12 Val de Marne University",institutionURL:null,country:{name:"France"}}},{id:"109268",title:"Dr.",name:"Ali",middleName:null,surname:"Al-Ataby",slug:"ali-al-ataby",fullName:"Ali Al-Ataby",profilePictureURL:"https://mts.intechopen.com/storage/users/109268/images/7410_n.jpg",institutionString:null,institution:{name:"University of Liverpool",institutionURL:null,country:{name:"United Kingdom"}}},{id:"3807",title:"Dr.",name:"Carmelo",middleName:"Jose Albanez",surname:"Bastos-Filho",slug:"carmelo-bastos-filho",fullName:"Carmelo Bastos-Filho",profilePictureURL:"https://mts.intechopen.com/storage/users/3807/images/624_n.jpg",institutionString:null,institution:{name:"Universidade de Pernambuco",institutionURL:null,country:{name:"Brazil"}}},{id:"38850",title:"Dr.",name:"Efren",middleName:null,surname:"Gorrostieta Hurtado",slug:"efren-gorrostieta-hurtado",fullName:"Efren Gorrostieta Hurtado",profilePictureURL:"https://mts.intechopen.com/storage/users/38850/images/system/38850.jpg",institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},{id:"239041",title:"Prof.",name:"Yang",middleName:null,surname:"Yi",slug:"yang-yi",fullName:"Yang Yi",profilePictureURL:"https://mts.intechopen.com/storage/users/239041/images/system/239041.jpeg",institutionString:"Virginia Tech",institution:{name:"Virginia Tech",institutionURL:null,country:{name:"United States of America"}}}]},{id:"23",title:"Computational Neuroscience",coverUrl:"https://cdn.intechopen.com/series_topics/covers/23.jpg",editor:{id:"14004",title:"Dr.",name:"Magnus",middleName:null,surname:"Johnsson",slug:"magnus-johnsson",fullName:"Magnus Johnsson",profilePictureURL:"https://mts.intechopen.com/storage/users/14004/images/system/14004.png",biography:"Dr Magnus Johnsson is a cross-disciplinary scientist, lecturer, scientific editor and AI/machine learning consultant from Sweden. \n\nHe is currently at Malmö University in Sweden, but also held positions at Lund University in Sweden and at Moscow Engineering Physics Institute. \nHe holds editorial positions at several international scientific journals and has served as a scientific editor for books and special journal issues. \nHis research interests are wide and include, but are not limited to, autonomous systems, computer modeling, artificial neural networks, artificial intelligence, cognitive neuroscience, cognitive robotics, cognitive architectures, cognitive aids and the philosophy of mind. \n\nDr. Johnsson has experience from working in the industry and he has a keen interest in the application of neural networks and artificial intelligence to fields like industry, finance, and medicine. \n\nWeb page: www.magnusjohnsson.se",institutionString:null,institution:{name:"Malmö University",institutionURL:null,country:{name:"Sweden"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"13818",title:"Dr.",name:"Asim",middleName:null,surname:"Bhatti",slug:"asim-bhatti",fullName:"Asim Bhatti",profilePictureURL:"https://mts.intechopen.com/storage/users/13818/images/system/13818.jpg",institutionString:null,institution:{name:"Deakin University",institutionURL:null,country:{name:"Australia"}}},{id:"151889",title:"Dr.",name:"Joao Luis Garcia",middleName:null,surname:"Rosa",slug:"joao-luis-garcia-rosa",fullName:"Joao Luis Garcia Rosa",profilePictureURL:"https://mts.intechopen.com/storage/users/151889/images/4861_n.jpg",institutionString:null,institution:{name:"University of Sao Paulo",institutionURL:null,country:{name:"Brazil"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",institutionURL:null,country:{name:"Turkey"}}}]},{id:"24",title:"Computer Vision",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",slug:"george-papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",biography:"George A. Papakostas has received a diploma in Electrical and Computer Engineering in 1999 and the M.Sc. and Ph.D. degrees in Electrical and Computer Engineering in 2002 and 2007, respectively, from the Democritus University of Thrace (DUTH), Greece. Dr. Papakostas serves as a Tenured Full Professor at the Department of Computer Science, International Hellenic University, Greece. Dr. Papakostas has 10 years of experience in large-scale systems design as a senior software engineer and technical manager, and 20 years of research experience in the field of Artificial Intelligence. Currently, he is the Head of the “Visual Computing” division of HUman-MAchines INteraction Laboratory (HUMAIN-Lab) and the Director of the MPhil program “Advanced Technologies in Informatics and Computers” hosted by the Department of Computer Science, International Hellenic University. He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"1177",title:"Prof.",name:"Antonio",middleName:"J. 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