\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\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:"9002",leadTitle:null,fullTitle:"Glutathione System and Oxidative Stress in Health and Disease",title:"Glutathione System and Oxidative Stress in Health and Disease",subtitle:null,reviewType:"peer-reviewed",abstract:"The imbalance between the production of reactive oxygen species (ROS) and antioxidant defenses determines a state known as oxidative stress. Higher levels of pro-oxidants compared to antioxidant defenses may generate oxidative damage, which, in turn, may lead to modifications in cellular proteins, lipids, and DNA, reducing functional capacity and increasing the risk of diseases. Nevertheless, the clearance of harmful reactive chemical species is achieved by the antioxidant defense systems. These protection systems are referred to as the first and second lines of defense and comprise the classic antioxidants, enzymatic and nonenzymatic defenses, including glutathione. This book presents and discusses the advancement of research on health and diseases and their underlying mechanisms, exploring mainly aspects related to the glutathione antioxidant system.",isbn:"978-1-83880-126-7",printIsbn:"978-1-83880-125-0",pdfIsbn:"978-1-83968-018-2",doi:"10.5772/intechopen.82965",price:119,priceEur:129,priceUsd:155,slug:"glutathione-system-and-oxidative-stress-in-health-and-disease",numberOfPages:138,isOpenForSubmission:!1,isInWos:1,isInBkci:!1,hash:"127defed0a50ad5ed92338dc96e1e10e",bookSignature:"Margarete Dulce Bagatini",publishedDate:"August 26th 2020",coverURL:"https://cdn.intechopen.com/books/images_new/9002.jpg",numberOfDownloads:5474,numberOfWosCitations:14,numberOfCrossrefCitations:14,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:31,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:59,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 25th 2019",dateEndSecondStepPublish:"September 17th 2019",dateEndThirdStepPublish:"November 16th 2019",dateEndFourthStepPublish:"February 4th 2020",dateEndFifthStepPublish:"April 4th 2020",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Universidade Federal da Fronteira Sul",institutionURL:null,country:{name:"Brazil"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"171",title:"Cell Biology",slug:"medicine-cell-biology"}],chapters:[{id:"72621",title:"Crosstalk between the Purinergic and Immune Systems: Implications for the Glutathione Antioxidant System in Health and Disease",doi:"10.5772/intechopen.92881",slug:"crosstalk-between-the-purinergic-and-immune-systems-implications-for-the-glutathione-antioxidant-sys",totalDownloads:721,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Glutathione (GSH) represents the major nonprotein thiol in cells and, alongside with glutathione-dependent enzymes such as glutathione reductase (GR), glutathione peroxidase (GPx), and glutathione S-transferase (GST), exerts several biological functions including the protection against free radicals and other essential metabolic reactions within the body. Disturbances in the homeostasis of this complex glutathione antioxidant system may damage cells and have been implicated with the development and progression of several human diseases. In this context, the immune and purinergic systems are also essential, since the dysregulation in both systems may also be correlated with numerous diseases. These two networks are closely related and control inflammatory responses, especially by the crosstalk of signaling molecules, receptors, and enzymes; thus, they can exacerbate or slow down the progression of diseases. Based on this background, we aimed to provide a general scenario of the purinergic and immune systems and the connection between both and the modulation of glutathione and glutathione-dependent enzyme expression and activity in the context of health and disease.",signatures:"Charles Elias Assmann, Naiara Stefanello, Nathieli Bianchin Bottari, Jucimara Baldissarelli, Maria Rosa Chitolina Schetinger, Vera Maria Melchiors Morsch and Margarete Dulce Bagatini",downloadPdfUrl:"/chapter/pdf-download/72621",previewPdfUrl:"/chapter/pdf-preview/72621",authors:[{id:"217850",title:"Dr.",name:"Margarete Dulce",surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini"},{id:"287690",title:"Dr.",name:"Naiara",surname:"Stefanello",slug:"naiara-stefanello",fullName:"Naiara Stefanello"},{id:"287705",title:"Dr.",name:"Jucimara",surname:"Baldissarelli",slug:"jucimara-baldissarelli",fullName:"Jucimara Baldissarelli"},{id:"297507",title:"Dr.",name:"Charles",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann"},{id:"320301",title:"Dr.",name:"Nathieli",surname:"Bianchin Bottari",slug:"nathieli-bianchin-bottari",fullName:"Nathieli Bianchin Bottari"},{id:"320302",title:"Dr.",name:"Maria Rosa",surname:"Chitolina Schetinger",slug:"maria-rosa-chitolina-schetinger",fullName:"Maria Rosa Chitolina Schetinger"},{id:"320303",title:"Dr.",name:"Vera Maria",surname:"Melchiors Morsch",slug:"vera-maria-melchiors-morsch",fullName:"Vera Maria Melchiors Morsch"}],corrections:null},{id:"69266",title:"Subcellular Localization of Glutathione Peroxidase, Change in Glutathione System during Ageing and Effects on Cardiometabolic Risks and Associated Diseases",doi:"10.5772/intechopen.89384",slug:"subcellular-localization-of-glutathione-peroxidase-change-in-glutathione-system-during-ageing-and-ef",totalDownloads:843,totalCrossrefCites:1,totalDimensionsCites:5,hasAltmetrics:0,abstract:"Glutathione peroxidase (GPx) is a selenoprotein with biological properties that allow the detoxification of endogenous or exogenous reactive oxygen species as well as the elimination of xenobiotic compounds in the cells. Due to its isoform activities and pathophysiological functions, GPx holds the status of a redox system (GSH/GSSG) in the glutathione (GSH) system to prevent oxidative damage of cellular constituents. As such, the GPx is the first line of defense against free radicals. Its deficiency causes oxidative stress that not only promotes the oxidation of proteins and deoxyribonucleic acid (DNA) but also leads to insulin resistance, dyslipidemia, inflammation, and metabolic alterations, which expose to high risk for cardiometabolic disorders due to cardiovascular and degenerative diseases especially when associated with aging. This work presents a review of different studies done on the localization of GPx in subcellular organelles, activity changes during cellular aging, their effects on cardiometabolic risks, and associated diseases.",signatures:"Théophile Mbemba Fundu, Paulin Mutwale Kapepula, Justin Mboloko Esimo, José Remacle and Nadege Kabamba Ngombe",downloadPdfUrl:"/chapter/pdf-download/69266",previewPdfUrl:"/chapter/pdf-preview/69266",authors:[{id:"207193",title:"Prof.",name:"Mboloko",surname:"Esimo",slug:"mboloko-esimo",fullName:"Mboloko Esimo"},{id:"235679",title:"Prof.",name:"Paulin",surname:"Mutwale Kapepula",slug:"paulin-mutwale-kapepula",fullName:"Paulin Mutwale Kapepula"},{id:"241930",title:"Prof.",name:"Théophile",surname:"Mbemba",slug:"theophile-mbemba",fullName:"Théophile Mbemba"},{id:"241931",title:"Prof.",name:"Nadège",surname:"Ngombe Kabamba",slug:"nadege-ngombe-kabamba",fullName:"Nadège Ngombe Kabamba"},{id:"310702",title:"Emeritus Prof.",name:"José",surname:"Remacle",slug:"jose-remacle",fullName:"José Remacle"}],corrections:null},{id:"70955",title:"Glutathione Peroxidase in Health and Diseases",doi:"10.5772/intechopen.91009",slug:"glutathione-peroxidase-in-health-and-diseases",totalDownloads:1177,totalCrossrefCites:8,totalDimensionsCites:13,hasAltmetrics:0,abstract:"The aim of this study is to give information to readers about the importance of glutathione peroxidase. The physiopathology of most diseases is not fully elucidated currently; however, in many epidemiological studies, there are limited studies indicating the relationship between low levels of glutathione peroxidase status and the rise of cancer risk in many types of cancer. Anytime, situations in case of the distortion due to imbalance between enzymatic and nonenzymatic antioxidants and oxidants which lost one of paired electrons in the atomic level mean reactive oxygen species (ROS) withal reactive nitrogen species (RNS) in favor of oxidants that are related to oxidative stress. The possible mechanisms of glutathione peroxidase have been reviewed using the major findings of more than 1000 papers related to the ROS, glutathione peroxidase, and oxidative stress. Oxidative stress plays an important role in the occurrence and development of most diseases in both animal and human studies. Moreover, antioxidants have protective effects against nearly 50 disease pathogenesis. Oxidative stress, which occurs as an outcome of lipid peroxidation, concurrently may have a key importance in the phase of carcinogenesis occurring with a multistage course devoted to environmental toxicity and in cancer pathogenesis.",signatures:"Eren Sarıkaya and Selami Doğan",downloadPdfUrl:"/chapter/pdf-download/70955",previewPdfUrl:"/chapter/pdf-preview/70955",authors:[{id:"282595",title:"Dr.",name:"Eren",surname:"Sarikaya",slug:"eren-sarikaya",fullName:"Eren Sarikaya"},{id:"313320",title:"Dr.",name:"Selami",surname:"Doğan",slug:"selami-dogan",fullName:"Selami Doğan"}],corrections:null},{id:"72012",title:"Neurodegenerative Diseases: Potential Effect of Glutathione",doi:"10.5772/intechopen.92240",slug:"neurodegenerative-diseases-potential-effect-of-glutathione",totalDownloads:662,totalCrossrefCites:2,totalDimensionsCites:4,hasAltmetrics:1,abstract:"Neurodegenerative diseases are characterized by the progressive deterioration of neuronal function in the central or peripheral nervous system and ultimately the death of nerve cells. There is a big evidence that oxidative stress is an essential mediator implicated in neurodegenerative processes and may be a key event triggering various forms of cell death. Here, we review the hypothesis that neuronal loss resulted from oxidative stress may be initiated by a drastic decrease in the antioxidant molecule glutathione (GSH). The impairment of physiological glutathione\\'s levels and the alterations in the activities of its related enzymes in neuronal cells are increasingly suggested to be implicated in the initiation and progression of neurodegenerative diseases. GSH plays a vital role in cellular redox homeostasis in the nervous system and protects neurons against a variety of oxidative insults. GSH depletion can enhance oxidative stress and may increase protein aggregation leading to initiate cell death in distinct neuronal populations. Evidence demonstrates a grand impact of oxidative stress and loss neuronal GSH in Parkinson’s disease and Alzheimer’s disease.",signatures:"Aoula Moustapha",downloadPdfUrl:"/chapter/pdf-download/72012",previewPdfUrl:"/chapter/pdf-preview/72012",authors:[{id:"241855",title:"Dr.",name:"Aoula",surname:"Moustapha",slug:"aoula-moustapha",fullName:"Aoula Moustapha"}],corrections:null},{id:"71503",title:"Periodontal Health and Disease in Glutathione Peroxidase",doi:"10.5772/intechopen.91844",slug:"periodontal-health-and-disease-in-glutathione-peroxidase",totalDownloads:546,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Periodontal diseases are chronic, multifactorial inflammatory diseases that affect more than 10% of the world population. There are two general forms of periodontal diseases including gingivitis (reversible inflammation and confined with gingiva form) and periodontitis (irreversible, destruction form). Several studies have reported that periodontal disease was associated with a decreased antioxidant capacity and elevated oxidative damage within the oral cavity. Glutathione peroxidase (GSH-Px) is an important enzymatic antioxidant that protects periodontal tissues against oxidative stress. Hitherto, there is contradictory evidence concerning the relationship between the levels of GSH-Px and the periodontal status. Various studies have demonstrated that GSH-Px levels in different biological fluids increased, decreased, or are unaltered in individuals with periodontal disease. This discrepancy might be explained either by different determination protocols/assays applied among the studies or various dynamic processes of the periodontal disease progression. In this section, GSH-Px levels are summarized in the periodontal health and disease including the presence and absence of systemic disease, medication, wound healing, and smoking.",signatures:"Figen Öngöz Dede",downloadPdfUrl:"/chapter/pdf-download/71503",previewPdfUrl:"/chapter/pdf-preview/71503",authors:[{id:"312055",title:"Associate Prof.",name:"Figen",surname:"Öngöz Dede",slug:"figen-ongoz-dede",fullName:"Figen Öngöz Dede"}],corrections:null},{id:"71372",title:"Effect of Oxidative Stress on Sperm Cells",doi:"10.5772/intechopen.88499",slug:"effect-of-oxidative-stress-on-sperm-cells",totalDownloads:338,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Free radicals are unstable molecules that have an unpaired electron in their last orbital, which makes them highly unstable agents. In medicine, it has been discovered that they play an important role in cell signaling and without them some cells such as leukocytes or sperm could not perform their biological functions. To protect itself from these oxidizing agents, the cell has a defense system based on antioxidants; however, when this balance is lost and oxidizing agents exceed the cellular antioxidant capacity, the cell enters oxidative stress, which affects cellular components such as proteins, nucleic acids, lipids, amino acids, and carbohydrates, among others. In the case of spermatozoa, due to their high metabolic rate, they produce large quantities of oxygen reactive species (ROS), decreasing sperm motility, alterations in cytoplasmic components, modifications in genetic material, or sperm death. In this chapter, a review is made of a brief history of how the toxicity of oxygen and free radicals was discovered, the oxidative stress in cells, and the effect of oxidative stress in the cytoplasmic sperm membrane, in the spermatic mitochondria, in the spermatic acrosome, in the sperm DNA, and in the fertility of the female and the male.",signatures:"Alejando Córdova Izquierdo, Adrian Emmanuel Iglesias Reyes, Alda Roció Ortiz Muñiz, María de Lourdes Juárez Mosqueda, Jesús Alberto Guevara González, Juan Eulogio Guerra Liera, Gustavo Ruiz Lang, Rubén Huerta Crispín, Abel E. Villa Mancera, Pedro Sánchez Aparico and Raúl Sánchez Sánchez",downloadPdfUrl:"/chapter/pdf-download/71372",previewPdfUrl:"/chapter/pdf-preview/71372",authors:[{id:"206659",title:"Dr.",name:"Alejandro",surname:"Cordova-Izquierdo",slug:"alejandro-cordova-izquierdo",fullName:"Alejandro Cordova-Izquierdo"}],corrections:null},{id:"70428",title:"Typical Catalases: Function and Structure",doi:"10.5772/intechopen.90048",slug:"typical-catalases-function-and-structure",totalDownloads:1187,totalCrossrefCites:2,totalDimensionsCites:7,hasAltmetrics:0,abstract:"Catalase (EC 1.11.1.6) is a heme-containing enzyme ubiquitously present in most aerobic organisms. Although the full range of biological functions of catalase still remains unclear, its main function is the decomposition of hydrogen peroxide into water and oxygen. Catalases have been studied for over 100 years, with examples of the enzyme isolated, purified, and characterized from many different organisms. The crystal structures of 16 heme-containing catalases have now been solved, revealing a common, highly conserved core in all enzymes. The active center consists of a heme with a tyrosine ligand on the proximal side and a conserved histidine and an aspartate on the distal side. Although catalases have been studied for many years, additional functions of catalases have recently been recognized. For example, Scytalidium thermophilum catalase (CATPO) has been shown to oxidize o-diphenolic and some p-diphenolic compounds in the absence of hydrogen peroxide. This and other studies have led to the proposal that this secondary oxidative activity may be a general characteristic of catalases. The present chapter will focus on the function and structure of monofunctional heme catalases, emphasizing the information obtained in the last few years mainly in relation to the secondary activity of these enzymes.",signatures:"Yonca Yuzugullu Karakus",downloadPdfUrl:"/chapter/pdf-download/70428",previewPdfUrl:"/chapter/pdf-preview/70428",authors:[{id:"310419",title:"Dr.",name:"Yonca",surname:"Yuzugullu Karakus",slug:"yonca-yuzugullu-karakus",fullName:"Yonca Yuzugullu Karakus"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:{id:"14",series:{id:"11",title:"Biochemistry",issn:"2632-0983",editor:{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. 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The development of highly efficient methods for the synthesis of
For C-H bond activation and oxidative alkyne annulation reactions, the commonly used ruthenium(II) catalyst is dichloro(
In the past few decades, Ru(II)-catalyzed C-H bond activation has become much popular for the C-C cross coupling reactions. In particular, the directing group assisted (chelation-assisted) C–H bond activation using coordinative functional group has offered several advantages [17]. Actually this activation strategy uses the proximate effect by coordination of a functional group in a given substrate to the ruthenium centre of the catalyst that brings about regioselective C-H bond activation and functionalization. In the processes of C-H bond activation reactions, the active Ru(II) catalysts facilitates the deprotonation of C-H bonds, before any oxidative addition and the process occur via the assistance of Ru(II) site and
Ru(II)-catalyzed C-H bond activation for the construction of C-C bond.
The chelating group assisted ruthenium(II)-catalyzed insertion of an internal alkynes into the
Ru(II)-catalyzed oxidative alkyne annulation reactions.
Ruthenium(II)-catalyzed alkyne annulation reaction started via the activation of the C-H bond
Deuterium-scrambling experiment.
In Ru(II)-catalyzed oxidative alkyne annulation reactions the rate-determining step can be explained on the basis of kinetic isotop effect [23]. This can be done by an intermolecular competitive experiment between a non-deuterated and corresponding deuterated substrates with an internal alkyne under the standard reaction condition (Figure 5a) or from two parallel reaction involving non-deuterated and corresponding deuterated substrates individually (Figure 5b). If these experiments provide a kH/kD > 1.0 than it is suggests that the initial C-H bond cleavage,
KIE determination experiment.
The regioselectivity of these Ru(II)-catalyzed oxidative alkyne annulation can be determined by the reaction of an unsymmetrical internal alkyne having an alkyl and an aryl substituent such as 1-phenyl-1-propyne. It has been found that the internal alkyne inserts into the C-H bonds through the carbon atom towards the alkyl part while the aryl substituted carbon center of the internal alkyne is connected to the nitrogen atom (Figure 6). This preferential reactivity of the nitrogen atom at the benzylic carbon of an unsymmetrical internal alkynes leading to regioselective annulation is quite similar to that of C-H/O-H C-H/S-H annulation reactions [24, 25].
Regioselectivity of the internal alkyne.
In the chelation-assisted Ru(II)-catalyzed C-H bond activation the nitrogen-containing directing groups have been consistently used for the reaction with internal alkynes to access
In 2012, Ackermann
In 2012, Jeganmohan and co-workers reported the synthesis of substituted isoquinolines
Cheng and co-workers developed a one pot three-component reaction for the synthesis of isoquinolinium salts from benzaldehydes, amines, and alkynes using Ru(II)-catalyst via C-H bond activation and annulation (Figure 9) [28]. In this reaction, the active Ru(II) complex first coordinates with the nitrogen atom of the in situ generated imine followed by
In 2013, Cheng
In 2014, Ackermann
In 2014, Kundu and co-workers developed an in situ generated iminophosphoranes directed efficient synthesis of isoquinoline-2(1
In 2014, Ackermann
In 2015 wang
In 2019 our group reported a Ru(II)-catalyzed synthesis of highly luminescent quinoxalinium salt
Carboxylate-free Cataionic ruthenium(II)-catalyzed synthesis of Isoquinolines.
Ruthenium(II)-catalyzed synthesis of substituted Isoquinolines.
Ruthenium(II)-catalyzed synthesis of Isoquinolinium salt.
Ruthenium(II)-catalyzed synthesis of Quinazoline salt.
Ruthenium(II)-catalyzed synthesis of Exo-methylene-1,2-dihydroisoquinolines.
Ruthenium(II)-catalyzed synthesis of Isoquinoline-2(1
Ruthenium(II)-catalyzed synthesis Isoquinolines/Isoquinolones.
Ruthenium(II)-catalyzed substituted pyridine synthesis.
Ruthenium(II)-catalyzed synthesis of Quinoxalinium salts.
Simultaneously activation of C-H and N-H bonds occurs when the nitrogen atom of the directing group possesses an acidic hydrogen atom. The active Ru(II) catalyst first forms a cyclic Ru complex via a concerted deprotonative metalation generally through acetate/carboxylate assisted N-H/C-H activation. A subsequent alkyne insertion and reductive elimination of the ruthenium affords various
In 2013, Ackermann group reported a versatile synthesis of pyrrole through a ruthenium(II)-catalyzed C-H/N-H bond functionalization and oxidative annulation reaction of electron-rich enamines with various alkynes utilizing air as the ideal oxidant (Figure 16) [35].
Baiquan Wang and co-workers reported an efficient and regioselective Ru(II)-catalyzed
In 2013, Liu
Ruthenium(II)-catalyzed pyrrole synthesis
Ruthenium-catalyzed pyrrole synthesis.
Cationic Ru(II)-catalyzed synthesis of
In 2011, Ackermann and co-workers used a ruthenium catalyst to execute the C-H/N-H activation and oxidative alkyne annulation reaction to synthesize substituted 2-pyridones via C-C and C-N bond formation (Figure 19) [38]. They used various electron-rich and electron-deficient
Ruthenium(II)-catalyzed synthesis of 2-Pyridones.
In 2012, Ackermann and co-workers demonstrated an cationic Ru(II) catalyzed (generated
In 2014, Huang
In 2018 Xu
Cationic ruthenium(II)-catalyzed synthesis of indoles.
Ruthenium(II)-catalyzed synthesis of indoles
Ruthenium(II)-catalyzed electrochemical synthesis of indoles.
In 2011, Ackermann
Ackermann group established an external oxidant-free annulation reaction for the synthesis of isoquinolones which proceeds via N-H/C-H activation. The reaction is accomplished through a carboxylate assisted ruthenium(II) catalyst with ample substrate scope in an aqueous medium. In this annulation reaction, the N-O bond of N-methoxybenzamides served as the internal oxidant and free hydroxamic acids were also found to be good substrates for this alkyne annulation due to chemoselectivity of the ruthenium(II) carboxylate catalyst (Figure 24) [43].
In 2013, Urriolabeitia and co-workers have developed an unprotected primary amine (benzylamines) directed Ru(II)-catalyzed oxidative coupling with internal alkynes for the synthesis of isoquinolines (Figure 25) [44].
In 2014, another external oxidant-free alkyne annulation reaction was reported by Ackermann
In the same year, Ackermann group developed an efficient C-H functionalizations and oxidative annulation reaction on aryl and heteroaryl amidines with internal alkynes to access 1-aminoisoquinolines (Figure 27) [46]. Herein, the in situ generated cationic Ru(II) complexes derived from KPF6 or AgOAc displayed a reversible C-H bond activation and C-H/N-H alkyne annulation with high site-, regio- and, chemoselectivity.
In the year 2014, Swamy and co-workers use 8-aminoquinoline moiety as an auxiliary bidentate directing group for ruthenium(II)-catalyzed oxidative annulation of
In 2017, Gogoi
In 2017, Urriolabeitia
Ruthenium(II)-catalyzed synthesis of Isoquinolones.
Ruthenium(II)-catalyzed external oxidant free synthesis of Isoquinolones.
Ruthenium catalyzed synthesis of Isoquinoline derivatives.
Ruthenium(II)-catalyzed external oxidant free synthesis of Isoquinolones.
Ru(II)-CatalyZed synthesis of 1-Aminoisoquinolines derivatives.
Ruthenium(II)-catalyzed synthesis of Isoquinolone derivatives.
Ru(II)-catalyzed synthesis of Isoquinoline derivatives.
Ru(II)-catalyzed synthesis of Isoquinoline derivatives.
In 2012, Ackermann
In the same year, Ackermann group developed a cationic ruthenium(II)-catalyzed effective oxidative annulations of aryl- and alkyl-substituted alkynes with 5-aryl-1H-pyrazoles with excellent chemo- and regioselectivities. This C-H/N-H bond functionalization strategy provided conjugated pyrazolo[5,1-
In 2014, Wang and co-workers reported an efficient access to various imidazo[2,1-
In the same year, Peng group published C-H/N-H bond activation of quinazolones with internal alkynes for the facile construction of fused tetracyclic heteroarenes in the presence of [RuCl2(
In 2015 a one-pot synthesis of fused polycyclic nitrogen-heteroarenes was reported via the Ru(II)-catalyzed oxidative dehydrogenation followed by C-H/N-H activation and annulation reaction of heteroaryl dihydroquinazolinones and internal alkynes. This one-pot method does not require any copper salt as the external oxidant, rather the oxidation occurs by the molecular oxygen (Figure 35) [54].
In 2017, Swamy and co-workers achieved an amide group-directed, Ru(II)-catalyzed highly regioselective C-H/N-H activation and oxidative annulation reaction between 2
In 2018 Gogoi et al. reported an unprecedented Ru(II)-catalyzed N-H/C-H activation and annulation reaction of of
In 2019, Tang and co-workers reported a Ru-catalyzed electrochemically enabled dehydrogenative annulation reaction of amides and alkynes for the synthesis of antitumor polycyclic isoquinolinones through a double C − H bond activation route (Figure 38) [57].
In 2019 Patel
Ruthenium(II)-catalyzed synthesis of Indolo[2,1-
Cationic ruthenium(II)-catalyzed synthesis of Pyrazolo[5,1-
Ruthenium(II)-catalyzed synthesis of Imidazo[2,1-
Ruthenium(II)-catalyzed synthesis of tetracyclic Heteroarenes.
Ruthenium(II)-catalyzed external oxidant FreeSynthesis of tetracyclic Heteroarenes.
Ruthenium catalyzed synthesis of Benzopyran-fused 2-pyridones.
Ruthenium(II)-catalyzed synthesis of Quinozaline.
Ruthenium(II)-catalyzed synthesis of polycyclic Isoquinolinones.
Ruthenium(II)-catalyzed synthesis of conjugated fused Isoquinolines.
In summary, the ruthenium(II)-catalyzed activation of C-H bonds for the construction of C-C bond in organic synthetic methodologies have caused a revolution. The development of methodologies introducing multiple C-H/N-H activation is an emerging area of research and the oxidative alkyne annulation reactions allowing for the formation of C-C and C-N bonds in a single step. These approaches have already been competently used in the synthesis of several essential
The COVID-19 pandemic has impacted on every aspect of human life [1, 2, 3, 4]. The pandemic showed that human society has been unprepared for this unprecedented circumstance. In reality, there are many things to learn from this situation for preparing to address similar emergencies in the future. The education sector was not spared as education systems all over the world were abruptly shut down, forcing students and teachers to switch into emergency remote education (ERE) using online and other distance teaching and learning approaches [5]. Closures of educational institutions and interruption of education affected more than 1.6 billion enrolled students of all ages which equaled nearly 94% of the global student population [6, 7]. As a response to the COVID-19 crisis, emergency remote education was put into practice to ensure the continuity of education for students via home learning supported by the educational institutions. However, teachers and students alike witnessed that emergency remote education is not just a case of ‘learning from home’ but that a reinterpretation of pedagogical approaches to adjust to the ‘new normal’ situation [8]. Educators and practitioners, with short notice and little preparation time, were confronted with redesigning their curricula, changing their pedagogical and assessment practices from face-to-face to online virtual classrooms and embracing additional pastoral care of their students in order to maintain their wellbeing and the quality of the educational experience and performance.
The rapid shift of formal face-to-face teaching and learning to being online distance teaching and learning left teachers, parents and other stakeholders lacking in confidence that students were receive an appropriate education through the virtual or digital learning environments or workplaces as well as concerns about safety and security [8]. Sudden switching from face-to-face to online teaching and learning, and the speed of the change and transition have given limited space and time for many teachers and learners to develop the necessary knowledge, understanding and skills needed to teach and learn online. It has been challenging for many educators to learn and use various tools and techniques and create engaging learning opportunities in the unfamiliar virtual learning environments or digital workspaces [9]. The crisis further revealed the flaws in the global education systems and taught a lesson that in this twenty-first century with all technological advancement, most nations are not prepared for educational crises, which require new approaches to education and emerging innovative pedagogies.
The effect of the COVID-19 pandemic on the education sector has halted the traditional education system but has also fostered innovation due to the challenges of the crisis. This not only included switching from face-to-face to online distance teaching and learning, but also unparalleled parental involvement in children’s education, and the development of families’ coping mechanisms when forced to ‘self-quarantine’ or work from home. In the vein of challenges and learning opportunities, this chapter outlines strategies, methods, and tools to address the prevention of gaps in continuing education during these unprecedented times. This chapter focuses on three questions in order to better understand and suggest recommendations for policy and practice in the context of education in emergencies:
What is education in emergencies?
Why is mental wellbeing important during a crisis time?
How can e-learning help individuals, including teachers and students cope with the situation and at the same time support their personal and professional growth?
Education, in general, is ‘life-saving, life-sustaining and life-transforming life-long process’ ([10], p. 2) and in emergencies, it creates the learning opportunities for individuals and can equip them to face on-going crises as well as crises to come [11]. Education in emergencies (EiE) has been defined in such a way that educational needs are met along with humanitarian assistance provided, to protect individuals in a crisis [10]. Education in emergencies is based on the concept of “education as a humanitarian response” [12, 13, 14]. That is why, the UNHCR ([15], online), explains that “[e]ducation in emergencies provides immediate physical and psychosocial protection, as well as life-saving knowledge and skills (for example, with respect to disease prevention, self-protection, and awareness of rights). If children and youth receive a good quality education in a safe manner during and after an emergency, they will be exposed less frequently to activities that put them at risk. They will also acquire knowledge and mental resources that increase their resilience to help them to protect themselves”.
Education in emergencies covers “education that protects the wellbeing, fosters learning opportunities and nurtures the overall development (social, emotional, cognitive, and physical) of children affected by conflicts and disasters” ([16], p. 23; [17], p. 4). Therefore, education in emergencies could be defined as “education that is provided during times of crisis created by conflicts or disasters” ([10], p. 2). However, any conflict or disaster destabilises, disorganises or destroys the existing education system, and requires an integrated process of crisis and post-crisis assistance to continue education [18]. During any natural or man-made crisis, education in emergencies “increasingly serves as shorthand for schooling and other organised studies, together with ‘normalising’ structured activities, arranged for and with children, young people and adults whose lives have been disrupted by conflict and major natural disasters” ([19], p. 4).
According to UNESCO ([18], p. 11), “the rationales of the educational responses in emergencies are to provide humanitarian assistance as follows:
Education helps meet the psychological needs of children affected by conflicts or disasters which disrupts their lives and social networks.
Education is a tool for protecting and safeguarding children in emergencies as they are extremely vulnerable in situations.
Education provides a channel for conveying health and survival messages as well as tools and techniques for teaching new skills and values, such as peace, tolerance, conflict resolutions, democracy, human rights, environmental conservation.
Education for All (EFA) is a tool for social cohesion, whereas educational discrepancies lead to poverty for the uneducated and fuel civil conflict.
Education is vital to the reconstruction of the socio-economic and cultural basis of family, local and national life and for sustainable development and peacebuilding”.
In order to minimise the effect and maximise the impact of education in emergencies, emerging technologies have been used increasingly for teaching and learning for more than two decades. Technological advancement also enriches the teaching materials, makes the best use of time and allows having live, visual and authentic learning conditions which ignite learners to absorb knowledge [20, 21]. It is important for educators to understand and command the new technologies and be able to use them in the process of learning. However, this does not mean that technology takes over the instructor’s tasks and human presence in the learning process. Technology is there only as learning support to strengthen material explanations from an instructor and for students to understand concepts better and develop skills. Thus, the presence of an instructor is necessary for the detailed explanation of the contents and learning process, and they must respond to the new technology and its role in the learning [22].
Online distance learning (ODL) is the use of the internet and some other important technologies to develop materials for educational purposes, instructional delivery and management of the educational programmes [23, 24]. There are two types of online distance learning - asynchronous and synchronous online learning which are often compared, but for online learning to be effective and efficient, instructors, organisations and institutions must be aware of the benefits and limitations of both [25]. The consistent growth in technology and internet accessibility has increased the thrust for online teaching and learning [26], but Joshi et al. [27] concluded that the instructional achievement of online learning is debatable because of the absence of face-to-face relationship among learners and learning facilitators (i.e. teachers, instructors or trainers). However, there are clear distinctions between adequately planned online learning experiences and courses presented online as a response to the crisis [5, 28]. Online learning during this pandemic is referred to as ‘emergency remote education’, ‘emergency remote learning’ or ‘emergency remote teaching and learning’ because it is in contrast with the quality or effectiveness of providing education online [5, 29].
Due to the COVID-19 pandemic, online distance teaching and learning have become a necessity to maintain continuity of education. This pandemic has made the educational institutions and other organisations go online and become agents of change and digital transformation. Some educators and learners were reluctant to accept the emerging technologies for online teaching and learning or training for professional development at the beginning of the pandemic. They thought that their disciplinary teaching and learning approaches might not be suitable through online teaching and learning. For example, some modules in science and engineering programmes require physical demonstration or lab work so that student can have face-to-face interactions with their teacher to understand practical aspects and learn. As a result of lockdown, they had to change or alter their approaches to adjust with emergency remote teaching and learning so that they can continue their education programmes and complete their courses in time.
For online distance teaching and learning, virtual connections to the university’s servers to access the software and tools had been helpful in supporting the learning for both students and faculty members. In most universities, there have been live lectures, seminars or labs which may have also been pre-recorded or recorded live sessions uploaded and e-resources to make them accessible at any time from anywhere. It is a great opportunity from the students’ point of view that they can access the materials at anytime from anywhere and revisit or revise the available resources [30, 31]. One of the main advantages of the use of technology is that a large number of students can join online session at one time. For example, most of the UK universities have capacity to have 250+ students to join in their online session(s) at the same time.
Although there have been many challenges and difficulties to operate emergency remote teaching and learning (ERTL), for example, as already mentioned above that there are many courses or modules which require practical sessions or lab demonstrations [29]. So, the importance of face-to-face pedagogical approaches cannot be denied, but considering the current emergency situation imposed by the COVID-19 pandemic, online delivery of education seems to be the best alternative for the continuity of education [5]. Some universities across the globe have adopted a blended or hybrid learning approach following government guidelines, where the situation permitted. Alongside online session, whenever health regulations supported, there were arrangements for face-to-face sessions which improve the learning process and student engagement and satisfaction.
There have been many other issues in terms of online distance learning for students and teaching for staff, such as the availability internet (with a reasonable speed), a modest device (i.e. mobile phone set, tablet, laptop or computer with headphone and microphone), and a space where they could sit comfortably, quietly, without distractions to participate in teaching and learning. Many universities of the developed nations (e.g. UK, USA, Japan) have done their best to support their students and staff. For instance, these universities allow their students and staff to borrow laptop or desktop computers, headphones with microphones, and ergonomic keyboards and chairs (especially for staff). However, there are only limited resources and obviously not all universities can provide such resources to all staff and students which is another challenge of emergency remote online learning.
Considering the above benefits and challenges of online distance teaching and learning, it is crucial to go on with emergency remote (online distance) teaching and learning especially at this point of time (during the lockdown in the pandemic). Despite many barriers and challenges, online teaching and learning have undoubtedly improved further with the passage of time. The current trend shows that the tendency for online distance teaching and learning has gone up as compared to previous years [32] as this pandemic has left no other satisfactory choice than learning mostly online. Providing education online gives the option for people to learn, increase their knowledge and skills, and make the best use of their time especially during lockdown, isolation and quarantine. Being stuck at home, people may find more time to keep them engaged in learning activities [5, 29].
An individual’s mental wellbeing is significantly important during a time of crisis to reduce the risk to mental health, especially psychological stability and morale [33, 34, 35]. As defined, mental health is a condition of a person that includes emotional, psychological, and social wellbeing [36]. It affects how people think, feel, and act so that they can manage their stress and anxiety. Around the world, people have been managing mental health and mental illness in different ways [37]. In the current situation imposed by the COVID-19 pandemic, many individuals including students and educators may have experienced mental stress and distress [38, 39] due to the changes in personal, social and economic circumstances such as being stuck at home, domestic violence, unemployment, loss of a job, loss of loved one or family breakdown [40, 41, 42, 43]. Such mental stress can create various kinds of feelings or behaviours which directly or indirectly impact on their health and wellbeing, learning and educational attainments [44]. These could include sleeping too much or too little, getting away from usual activities, feeling low energy, feeling hopeless and down, developing habits of smoking or drinking, getting confused or upset, being worried about the current situation and the unseen and unpredictable future [40, 41, 42, 43].
Mental wellbeing is ubiquitous in learning, and mental health affects cognition differently [45]. Likewise, O’Regan [46] described mental wellbeing as being vital during online learning and his research has put mental health at the centre of the teaching and learning process. Mental health has been seen to be significant in learning as it relates to and acts as a driving force for academic achievement, motivation, efficiency, identity formation, individual development, and overall wellbeing; yet it may negatively influence the achievement of learning outcomes, progress, and experience [47, 48, 49, 50, 51].
During the pandemic, the burning question in the context of education is: how can educators keep their learners engaged and motivated when many of them suffer from economic deprivations, losses of loved ones, health issues or lack of resources? COVID-19 and the consequences of social distancing have brought anxiety and self-doubt for many individuals [41]. In this situation, many other questions arise: How can educators go through such challenging times, while improving their educational practices and the quality of learning of their learners? How can they keep their students motivated and encourage them about learning and education where the future seems blurred?
Due to the multifaceted impact of the situation, it is suggested that students should be connected with other people, be physically active, learn new skills, create positive feelings and be mindful [52]. However, what are the practicalities of such suggestions when a student seeks help for a mental health problem during his or her educational journey? Some students may need clinical treatment of their mental illness and it could be difficult for them to get the right guidance and treatments. Therefore, an integrated strategic support should be in place to help these kinds of learners including psychological, social and financial supports.
Considering the various impacts of the COVID-19 pandemic on learning, students require help and support in different areas. The support initiatives should include, but not limited to curriculum, class duration, teaching methods and techniques, teacher-students relationship, exam preparation, online extra-curricular activities, managing finances, mindset about online class. They should also be supported in coping with isolation and homesickness while they are stuck at their accommodations, and maintaining relationships with families and friends from a distance [38, 39, 53, 54, 55] (Figure 1).
Factors need to be supported for individuals’ mental wellbeing during education in emergencies.
Ensuring an emotionally healthy e-learning environment and recognising mental wellbeing in learning are important for both learners and teachers. These are fundamental components of quality dynamic in learning and cognitive success [56]. The whole body, including affective, emotional, physiological, motivational, and expressive elements, is implicated in mental wellbeing [51, 57]. The correlation between cognition and mental health is bidirectional, which means that cognition and mental health operate in two ways, so both must be better understood [58].
Baker et al. [59] highlighted that the elements that trigger learning challenges and disruptive behaviours may be caused by boredom and misunderstanding, whilst also asserting that concentration is a factor for better learning. These variables are determined by various interface qualities, pedagogical values and resources. O’Neil and Spielberger [60] contended that extreme stress and pressure degrade understanding and thus inadequate learning (all of which may have been exacerbated by the COVID-19 pandemic) may be elicited by limited memory, attention span or decision-making, regardless of having the engaged motivation. In addition, LePine et al. [61] found that
In an online teaching and learning setting, even with a synchronous teacher present, it is difficult for teachers to notice or discuss any mental health-related issues with individual students. Subsequently, it is even more difficult to recognise such unproductive emotional states such as boredom, and irritation. It is certainly not enough for the teacher to evaluate students’ success by monitoring quantitative facts, like the frequency of tasks, the number of posts and the grades earned [62]. If a teacher neglects or is unaware of the mental health issues of any student and the reasons that cause the student to act as he or she does, then the teacher will not be able to promote the concentration of the student or to enhance his or her potential achievement.
Culture, age and gender are also elements that impact mental health problems in e-learning. This is evident in how some learners prepare for online tests or feels online test anxiety, how they communicate feelings virtually, how they respond to student-teacher relationships and communications, and how they react to online verbal and non-verbal stimuli [63]. Male students appear to show higher levels of negative emotions and greater emotional arousal [64] while female students appear to be more open to obtaining teacher support [65]. It is worth noting that mental wellbeing and emotions are experienced by all those participating in the e-learning process (i.e., learners, teachers, support staff) and are crucial to the relationship with and between these individuals [66]. Fiedler and Beier [58] indicated that an educational environment such as an e-learning context is “full of experience, anxiety, and fun, anger, and satisfaction, dissatisfaction, and pride” (p. 36). Negative experiences of mental health problems such as frustration can be compounded in an online distance teaching and learning setting as there is no physical connection with peers and teachers and, for many, there are only a few mental health support systems that are accessible or suitable.
These mental health problems can be alleviated by developing awareness and getting prompt, personalised support. Developing digital self-efficacy and technological proficiency can also minimise some fears and anxieties while individuals engage in a self-regulated learning process [67, 68]. Teachers, who aim to teach more online and welcome change, will relieve some of their students’ worries and anxieties about teaching online [69, 70]. For students, mental wellbeing may be improved by taking part in evidence-based online teaching and learning orientation [71], by getting access to course materials as early as possible, by warm welcoming addresses from the teacher, or by continuous teaching presence in an e-learning setting [72]. Further support strategies for test, technology and second-language anxieties can also be introduced [73, 74].
Teachers’ roles in ensuring students’ mental health and wellbeing in learning and online teaching are similarly complex, as positions vary widely across higher education and within e-learning. There are, nonetheless, several recommendations for higher education lecturers who are teaching online that can be obtained from research. To maintain a safe and creative virtual space for learning, the online distance higher education teachers can take a significant responsibility [75]. Concerning mental health and wellbeing throughout the learning process, teachers should “pay close attention to learners’ epistemic wellbeing to foster their self-regulated knowledge generation
Chen et al. [77] make the clear yet important argument that student satisfaction is a key element in the successful implementation of the e-learning programme. Students’ high satisfaction of learning, as they claim, is associated with lower dropout rates, increase engagement, learning success and dedication to the programmes they enrolled. There is evidence, however, that students with high levels of mental health problems prefer to keep their difficulties concealed rather than disclosing them [77]. Moreover, students with these forms of concealed wellbeing problems generally drop out of learning and tend to avoid continuing e-learning. As these students do not, in fact, highlight the problems to others, the issues are perpetuated and do not get discovered. Course designers and researchers should thus be mindful when determining the quality of the e-learning course on the basis of basic end-of-course surveys. Researchers should consider how to capture the hidden mental wellbeing of students in addition to collecting students’ impressions before they get disaffected and drop out of the course. Satisfaction and good mental wellbeing are therefore significant in e-learning and online education.
After a long period of emergency remote learning and lockdown due to the COVID-19 pandemic, learners are struggling with academic engagement and as their institutional face-to-face teaching and learning has been disrupted. They are also deprived of their friends’ and associates’ physical presence in their everyday life. In such circumstances, learners are unable to share their emotions with their peers. Moreover, learners are being pressured by teachers and parents to complete the syllabus or course content in order to maintain academic performance. Here it must be mentioned that even in a pandemic situation, there is no change in parental expectation of getting higher marks in exams from their children. However, only a few changes could be considered by parents such as shortening a more extended curriculum and changing traditional paper-pencil assessment procedures to be able to produce a digital copy of the exam script [78, 79].
Due to sudden switching to emergency remote teaching and learning, learners are not prepared, and they are less confident to follow the virtual instructions of their teachers. Some primary and secondary level students become dependent on their parents or other family members to participate in their virtual class due to lack of technological skills for using online learning tools [80, 81, 82]. As a result, students become less self-esteemed and motivated to learn as well as possessing little enjoyment in a virtual classroom [83, 84]. These are the common scenarios of the poor mental state of students in underdeveloped and developing countries. Therefore, students should be provided with various kinds of help and support to cope with mental health issues. These supports could include helping in exam preparation, managing finances, personal tutoring, supporting for coping with homesickness, maintaining relationships with families or worrying about future employment or career prospects.
The effect of the sudden change and immediacy of emergency remote teaching and learning was challenging for many educators, including lecturers and support staff [85, 86]. The COVID-19 pandemic has required a long-term adjustment with clear consequences for teaching and learning settings, and conventional face-to-face lessons are being transformed to incorporate a combination of synchronous and asynchronous pedagogical approaches and delivery methods. Although many teachers and academics have expertise and experience with designing, developing, delivering and assessing blended and e-learning, there remain many academics and educators that do not hold the expertise or knowledge to cope with such a shift. As a result, education work settings have become more collegial and collaborative with colleagues supporting one another. Educators are helping each other to make this continuous professional development process moving forward by offering not only course design and development support but also instructional tips. This process of collegiality support the transformation of traditional education, to enable it to be successful, through blended and online experiences, in developing better learning outcomes for their students [87]. While collegiality is good to see, it is placing an additional burden on all staff members with an already strained workload.
Nevertheless, the focus should be on the lived experiences of the teachers who support other colleagues and can offer lessons, experiences, and tips towards supporting their colleagues that will be lost if not documented in a timely fashion. Therefore, documentation of one’s own experience and sharing such knowledge with others is essential. This would also provide an opportunity to develop an instructional guideline as well as policy and procedural recommendation tools to assist others. This strategy helps to recreate instructional reflective learning in a collegial environment in which the organisation moves from self-sustaining strategy towards recognising its own success. The willingness of academics to support each other shows the importance of collegiate unions, while showcasing strategies, innovative pedagogy, engagement styles and assessment alternatives, which are all new ideas for most organisations under current education in emergencies. This could offer a unique chance to document the knowledge and lessons learnt, as well as to take a long-term perspective of the systemic effect and e-learning opportunities.
For educational institutions to go ahead with e-learning, it is vital to ensure inclusiveness of provisions that all students be considered, as well as what policies and practices must be introduced to accommodate and address the needs of all stakeholders, now and in the future. One of the best approaches is to keep record of the experiences through the lens of educators and academics who are at the forefront of teaching and learning.
To maintain learners’ effective virtual learning which will enhance their mental wellbeing and will fulfil the goal of education in emergencies (EiE) the following specific strategies and psycho-social interventional steps may be appropriate:
In the light of the theories of Socrates and Plato the virtual class as well as distant teaching and learning tasks should be of essence or form (means an existence which is separated from its individual manifestations) based [88]. In this way, e-learning should be focused on basic ideas about all relevant aspects of life, especially dealing with ongoing emergency including what is important, what to do, where to go and how to cope with different situations.
From May’s existential psychological perspective on ‘Normal or Healthy Anxiety’ [88] which is conducive to personal growth - a virtual class climate can be created in which all learners feel a ‘normal’ or ‘healthy’ anxiety to engage. In this way, the learners’ anxiety about virtual class could be positive, which will enhance their learning.
According to Rogers [88], learners, teachers and parents in pandemic circumstances need to accept virtual or emergency remote education. Therefore, new coping strategies or new ways of coping should be introduced among education stakeholders and beneficiaries. Basic technology skill-based virtual training programmes need to be implemented for students, teachers, administrators and parents so that they will be able to use different e-learning tools including conferencing tools such as Zoom, Google Classroom, Microsoft Team, Skype, Blackboard Collaborate etc. independently.
Becoming enlightened through Rogers’ [88] point of view on personality, virtual learning should be self-explorative. The virtual class climate should be positive for students’ expression of opinion, feelings, belief and decision making. Thus, individual presentation, dual presentation and discussion, group presentation and discussion and webinars can all be incorporated into online classes. In this way, students will be able to realise their inner potentials and teacher-centric lecture time will be reduced. Research shows that the discussion method is better than the lecture method in terms of students’ academic achievement [89]. This practice will also reduce students’ anxiety and increase participation and engagement in e-learning.
Many educational and cultural practices could be interchangeably used in online and traditional educational approaches [90]. Students are equally valued in all respects by teachers whether they are on campus face-to-face class or in a virtual class. Such unconditional acceptance and empathy should be expressed by teachers towards all students. If a teacher calls the students by name, monitors all students and provides positive and constructive feedback to each of the students virtually, students will own such a class and be motivated to engage academically.
According to Piaget [91], primary education learners are in the concrete operational stage of cognitive development and therefore they might not be able to think in the abstract ways that come in the formal operational stage of adolescence. This means a teacher’s virtual instruction for primary level learners in virtual class should be as specific, clear and experiential as possible. For example, in a distant learning virtual classroom clear-cut verbal instruction should be provided in order not to confuse the students. On the one hand, students of this age could be asked to make different materials relevant to their textbook topics. In this way, such learners will experience their text-book topic empirically. On the other hand, secondary, higher secondary and tertiary level students may be better able to deal with abstract instructions which can develop their creative and critical thinking.
The curriculum may be shortened, specific, explorative, need-based, life skills and culture oriented. The need to develop 21st-century competencies has received global recognition [92, 93, 94], but instructional methods have not been reformed yet to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies which it is advocated should be incorporated in curricula across all levels of education. The challenges in building foundational competencies through designing new curriculums and implementing pedagogy necessitate specialised training. Regardless of such training, pedagogy can be affected by educators’ individual perceptions of it, financial pressures, access to resources, societal problems, and the sheer speed of international transitions, in addition to other factors. With the introduction of digitalisation into the sphere of education, it is unknown if educational barriers have been eliminated or removed through e-learning or, whether it became a further barrier in maintaining inequalities in education.
Considerations should be given to education sessions, as the number of lessons may be increased or decreased for an ‘optimum period’ considering the nature of emergencies, i.e. the COVID-19 pandemic. The student’s levels, needs, requirements and contexts should be considered when making such decisions. At the end of the day, the focus of e-learning should be all about the students’ academic attainments – their learning, their academic results, and so much more. Educators and learning organisations will be able to better develop their online, satisfy students’ needs, and place themselves in a dynamic global market if they have a better understanding of the online process and how to better support educators in their teaching and students in their learning journey [95].
Any events that take place outside of the regular (compulsory) curriculum are referred to as “extracurricular activities” [96]. Cultural and extracurricular programmes can be carried out through webinars which will decrease students’ academic and other stress. These kinds of webinars or e-learning activities will enhance students attachment and engagement with their teachers, classmates and institutions. In turn, these will decrease their engagement with destructing activities online. Through these extracurricular online activities students should have the opportunity to sing, dance, play a role or debate as well as virtually connect with one another from their home setting [97]. Virtual quizzes or art competitions can be held to engage the students and keep them busy in a constructive way [97, 98].
Physical education should be compulsory and incorporated into the curriculum by which an instructor will conduct a class on physical exercises virtually. Students will follow the instructor’s instructions virtually and will do physical exercises from their home. This type of physical activity session should be monitored by the teacher or a professional instructor. The following four themes have been identified as important for the future of physical education and are prevalent in the online physical education course: 1) appropriate curriculum for students, 2) individualised option for students, 3) family-friendly content, and 4) lessons that involve students in developing long-term, healthy lifestyle behaviours [99]. While completing assignments and working out in their own environment, students in an online physical education (PE) class practice self-directed learning habits, and they often become health advocates in their own homes [100].
The term “morality” refers to the theoretical, systemic, and logical analysis of human actions and interactions. It concerns human behaviour, where moral activity is practical [101]. Values are associated with human beliefs and attitudes. Society, spirituality and culture have strong connections with morals, values and ethics [102, 103, 104]. Religious education (RE) has a greater impact on preparing young people to live and work in a diverse community than any other subjects [105]. Online religion-focused education should be available in order to enhance and connect with learners’ moral development during the emergency.
Everyone, including children, young people, young adults, students, and scholars, is influenced by online learning. Virtual classes can exacerbate underlying mental health issues for many students. Others may experience new mental health and mood changes due to the pandemic and online learning [106]. Basic safety awareness based virtual classes also should be taken by learners of all ages to be aware of how to ensure safety against viruses, abuse, mental health issues and online safety.
Assessment methods have an impact on how students learn, and online assessments must be structured to encourage students to engage in positive learning behaviours [4]. Online assessment procedures should be flexible as now education is being provided in emergency situations. On the basis of virtual class attendance, virtual class participation and rate of academic engagement in virtual class-assessment should have monitored. The proportion of paper-based traditional tests should be reduced as much as possible and continuous, holistic assessment must be focused [86]. Particularly, physical, religion and safety awareness-based educational topics should be measured visually and verbally that is through viva voce among the students.
Free internet connections [107] such as open WiFi facilities [54] must be available for the sake of students’ academic advancement in underprivileged areas of under developing and developing countries. Financial support must be given to poor students to buy handheld devices (i.e. smart mobile, tablet or laptop) and internet data [38, 39]. Ergonomically designed and comfortable tables and chairs should be provided to poor and physically disabled students at home. Educational mobile apps must be developed for children, adolescents, adults, and also for physically disabled students, for those who have hearing problems and for learners who are partially or fully blind. By providing these financial supports and other essential resources, students should be able to do their works including attending virtual classes at home with safety and security. This would be the reflection of Maslow’s theory of self-actualization where the first two steps of basic needs are fulfilled [88]. Furthermore, Lewin’s ‘life space’ concept [88] also considers the learners’ physical and psychological aspects of life.
According to existentialist Binswanger [88], the learners’ surrounding world of things and events must be considered. Therefore, he emphasises, how the learner communicates with surroundings and his or her subjective experience of self must be considered. To fulfil this issue, educational and school psychologists and family therapists should be virtually paired with teachers, students and parents. With the help of virtual psychotherapy and mental health clinicians, students will be able to improve their mental health and wellbeing and acknowledge the meaning of life in emergencies.
Decentralisation of education is not an end in itself, but it may be an important means of improving education [108]. Decentralisation is described as “possibly the single most advocated reform for improving the provision of such basic services as education and health in developing countries” in the literature on education ([109], p. 131). Decentralised power such as power given to local authorities should be implemented in the education sector for developing and under-developing countries. In this way, individual and cultural area-based students’ needs should be explored.
There is a need for more empirical research in the field of education in emergencies (EiE) to support advanced understandings of learner engagement, mental health and wellbeing issues, interactive activities in remote teaching and learning, and building effective collegiate communities [10]. Moreover, real and perceived social learning activities towards supporting the individuals’ cognitive engagement and learning outcomes, career development and personal performance behaviours are equally important to improve the quality of e-learning for individuals in emergencies.
There is currently a significant void, and future studies could concentrate more on in-depth study of online instruction practices, step-by-step implementation, and the most successful online course design and instruction practices [95]. However, during emergencies, educational researchers (including teachers, administrators, leaders) should engage to conduct participatory and critical action research in different learning environments or modalities (i.e. face-to-face, online and blended) to better understand different delivery modes and improve their practices.
The current COVID-19 pandemic has forced public and private organisations, companies and institutions as well as individuals to change their behaviours during lockdown to maintain social distancing. As a result, ‘working from home’ and ‘home learning’ using digital technologies have become the new norm. However, technological advancement has already led to the digital transformation of everyday life, and technology-enhanced learning has already been widely adopted by many education institutions across the globe. In the sudden emergency remote teaching and learning, especially designing and delivering education at short notice, has made digital technologies a ubiquitous requirement for teachers and students to continue their teaching and learning, and especially for higher education institutions to provide education. Such new paradigms have led the education sector worldwide to change the ways of teaching and learning in a significantly short period of time, which creates both challenges and opportunities.
Teaching and learning are essential parts of the rounded development of individuals to unfold their potential. However, the perspectives of individuals involved in teaching and learning through the unprecedented time during the COVID-19 pandemic are crucial to understand the barriers and challenges of the situation. Teachers as practitioners have important insights to offer into how they overcome the difficulties through changes in practice and innovations in pedagogical methods and approaches using different digital or non-digital teaching and learning platforms and different tools and techniques. Therefore, research needs to be carried out to identify the good practices of teaching and learning and proper use of emerging technologies in order to understand the role of digital education in the context of the twenty-first century.
Even though numerous programmes have been delivered through e-learning in different educational institutions including schools, colleges and universities, this is the first time for most teachers and students to use virtual teaching and learning tools and technologies in their full-time education programmes. In this vein, the chapter has explored how experienced and new users of emerging technologies are dealing with the new circumstances. Interest in artificial intelligence and online technologies [110, 111, 112] has amplified significantly in universities, showing that there are useful platforms in aiding teaching and learning as well as increasing students’ motivation and engagement. Thus e-learning has created new avenues for the education sector worldwide and shown its potential to support mental wellbeing.
IntechOpen publishes different types of publications
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The crucial issue for all applications of thin films depends on their morphology and the stability. The morphology of the thin films strongly hinges on deposition techniques. Thin films can be deposited by the physical and chemical routes. In this chapter, we discuss some advance techniques and principles of thin-film depositions. The vacuum thermal evaporation technique, electron beam evaporation, pulsed-layer deposition, direct current/radio frequency magnetron sputtering, and chemical route deposition systems will be discussed in detail.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Asim Jilani, Mohamed Shaaban Abdel-wahab and Ahmed Hosny\nHammad",authors:[{id:"192377",title:"Dr.",name:"Asim",middleName:null,surname:"Jilani",slug:"asim-jilani",fullName:"Asim Jilani"},{id:"192972",title:"Dr.",name:"M.Sh",middleName:null,surname:"Abdel-Wahab",slug:"m.sh-abdel-wahab",fullName:"M.Sh Abdel-Wahab"},{id:"192973",title:"Dr.",name:"Ahmed",middleName:"H",surname:"Hammad",slug:"ahmed-hammad",fullName:"Ahmed Hammad"}]},{id:"53225",doi:"10.5772/66396",title:"Radio Frequency Magnetron Sputter Deposition as a Tool for Surface Modification of Medical Implants",slug:"radio-frequency-magnetron-sputter-deposition-as-a-tool-for-surface-modification-of-medical-implants",totalDownloads:2252,totalCrossrefCites:8,totalDimensionsCites:28,abstract:"The resent advances in radio frequency (RF)‐magnetron sputtering of hydroxyapatite films are reviewed and challenges posed. The principles underlying RF‐magnetron sputtering used to prepare calcium phosphate‐based, mainly hydroxyapatite coatings, are discussed in this chapter. The fundamental characteristic of the RF‐magnetron sputtering is an energy input into the growing film. In order to tailor the film properties, one has to adjust the energy input into the substrate depending on the desired film properties. The effect of different deposition control parameters, such as deposition time, substrate temperature, and substrate biasing on the hydroxyapatite (HA) film properties is discussed.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Roman Surmenev, Alina Vladescu, Maria Surmeneva, Anna Ivanova,\nMariana Braic, Irina Grubova and Cosmin Mihai Cotrut",authors:[{id:"193921",title:"Dr.",name:"Alina",middleName:null,surname:"Vladescu",slug:"alina-vladescu",fullName:"Alina Vladescu"},{id:"193922",title:"Prof.",name:"Roman",middleName:null,surname:"Surmenev",slug:"roman-surmenev",fullName:"Roman Surmenev"},{id:"193923",title:"Dr.",name:"Maria",middleName:null,surname:"Surmeneva",slug:"maria-surmeneva",fullName:"Maria Surmeneva"},{id:"193948",title:"Dr.",name:"Mariana",middleName:null,surname:"Braic",slug:"mariana-braic",fullName:"Mariana Braic"},{id:"194047",title:"Ms.",name:"Anna",middleName:null,surname:"Ivanova",slug:"anna-ivanova",fullName:"Anna Ivanova"},{id:"194048",title:"BSc.",name:"Irina",middleName:null,surname:"Grubova",slug:"irina-grubova",fullName:"Irina Grubova"},{id:"196398",title:"Prof.",name:"Cosmin Mihai",middleName:null,surname:"Cotrut",slug:"cosmin-mihai-cotrut",fullName:"Cosmin Mihai Cotrut"}]},{id:"53792",doi:"10.5772/67085",title:"Silver-Based Low-Emissivity Coating Technology for Energy- Saving Window Applications",slug:"silver-based-low-emissivity-coating-technology-for-energy-saving-window-applications",totalDownloads:3132,totalCrossrefCites:7,totalDimensionsCites:13,abstract:"Low-emissivity (low-E) technology is a unique and cost-effective solution to save energy in buildings for different climates. Its development combines advances in materials science, vacuum deposition, and optical design. In this chapter, we will review the fundamentals of energy saving window coatings, the history of its application, and the materials used. The current low-E coating technologies are overviewed, especially silver-based low-E technologies, which comprise more than 90% of the overall low-E market today. Further, the advanced understanding of generating high-quality silver thin films is discussed, which is at the heart of silver-based low-E product technology development. How the silver thin film electrical, optical, and emissivity properties are influenced by their microstructure, thickness, and by the materials on neighboring layers will be discussed from a theoretical and an experimental perspective.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Guowen Ding and César Clavero",authors:[{id:"195240",title:"Dr.",name:"Guowen",middleName:null,surname:"Ding",slug:"guowen-ding",fullName:"Guowen Ding"},{id:"197064",title:"Dr.",name:"Cesar",middleName:null,surname:"Clavero",slug:"cesar-clavero",fullName:"Cesar Clavero"}]},{id:"52951",doi:"10.5772/66125",title:"Chemical Solution Deposition Technique of Thin-Film Ceramic Electrolytes for Solid Oxide Fuel Cells",slug:"chemical-solution-deposition-technique-of-thin-film-ceramic-electrolytes-for-solid-oxide-fuel-cells",totalDownloads:2392,totalCrossrefCites:7,totalDimensionsCites:10,abstract:"Chemical solution deposition (CSD) technique is recently gaining momentum for the fabrication of electrolyte materials for solid oxide fuel cells (SOFCs) due to its cost-effectiveness, high yield, and simplicity of the process requirements. The advanced vacuum deposition techniques such as sputtering, atomic layer deposition (ALD), pulsed laser deposition (PLD), metallo-organic chemical vapor deposition (MOCVD) are lacking in scalability and cost-effectiveness. CSD technique includes a variety of approaches such as sol-gel process, chelate process, and metallo-organic decomposition. The present chapter discusses briefly about the evolution of CSD method and its subsequent entry to the field of SOFCs, various solution methods associated with different chemical compositions, film deposition techniques, chemical reactions, heat treatment strategies, nucleation and growth kinetics, associated defects, etc. Examples are cited to bring out the history dating back to the discovery of amorphous zirconia film through the successful fabrication of the crystalline fluorite-type films such as yttria-stabilized zirconia (YSZ), scandia-doped ceria (SDC), and crystalline perovskite-type films such as yttria-doped barium zirconate (BZY) and yttria-doped barium cerate (BCY), to name a few.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Mridula Biswas and Pei-Chen Su",authors:[{id:"193015",title:"Dr.",name:"Pei-Chen",middleName:null,surname:"Su",slug:"pei-chen-su",fullName:"Pei-Chen Su"},{id:"193328",title:"Dr.",name:"Mridula",middleName:null,surname:"Biswas",slug:"mridula-biswas",fullName:"Mridula Biswas"}]},{id:"53336",doi:"10.5772/66476",title:"Molecular Precursor Method for Fabricating p-Type Cu2O and Metallic Cu Thin Films",slug:"molecular-precursor-method-for-fabricating-p-type-cu2o-and-metallic-cu-thin-films",totalDownloads:2360,totalCrossrefCites:5,totalDimensionsCites:10,abstract:"Functional thin films are used in various fields of our life. Many different methods are used to fabricate these films including physical vapor deposition (PVD) and chemical processes. The chemical processes can be used to manufacture thin films in a relatively cheap way, as compared to PVD methods. This chapter summarizes the procedures of the molecular precursor method (MPM), a chemical process, for fabrication of both metal oxide semiconductor Cu2O and metallic Cu thin films by utilizing Cu(II) complexes in coating solutions. The MPM, recently developed and reported by the present authors, represents a facile procedure for thin film fabrication of various metal oxides or phosphates. This method pertinent to the coordination chemistry and materials science including nanoscience and nanotechnology has provided various thin films of high quality. The MPM is based on the design of metal complexes in coating solutions with excellent stability, homogeneity, miscibility, coatability, etc., which are practical advantages. The metal oxides and phosphates are useful as the electron and/or ion conductors, semiconductors, dielectric materials, etc. This chapter will describe the principle and recent achievement, mainly on fabricating the p-type Cu2O and metallic Cu thin films of the MPM.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Hiroki Nagai and Mitsunobu Sato",authors:[{id:"148259",title:"Prof.",name:"Mitsunobu",middleName:null,surname:"Sato",slug:"mitsunobu-sato",fullName:"Mitsunobu Sato"},{id:"148920",title:"Dr.",name:"Hiroki",middleName:null,surname:"Nagai",slug:"hiroki-nagai",fullName:"Hiroki Nagai"}]}],mostDownloadedChaptersLast30Days:[{id:"52684",title:"Advance Deposition Techniques for Thin Film and Coating",slug:"advance-deposition-techniques-for-thin-film-and-coating",totalDownloads:7563,totalCrossrefCites:31,totalDimensionsCites:58,abstract:"Thin films have a great impact on the modern era of technology. Thin films are considered as backbone for advanced applications in the various fields such as optical devices, environmental applications, telecommunications devices, energy storage devices, and so on . The crucial issue for all applications of thin films depends on their morphology and the stability. The morphology of the thin films strongly hinges on deposition techniques. Thin films can be deposited by the physical and chemical routes. In this chapter, we discuss some advance techniques and principles of thin-film depositions. The vacuum thermal evaporation technique, electron beam evaporation, pulsed-layer deposition, direct current/radio frequency magnetron sputtering, and chemical route deposition systems will be discussed in detail.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Asim Jilani, Mohamed Shaaban Abdel-wahab and Ahmed Hosny\nHammad",authors:[{id:"192377",title:"Dr.",name:"Asim",middleName:null,surname:"Jilani",slug:"asim-jilani",fullName:"Asim Jilani"},{id:"192972",title:"Dr.",name:"M.Sh",middleName:null,surname:"Abdel-Wahab",slug:"m.sh-abdel-wahab",fullName:"M.Sh Abdel-Wahab"},{id:"192973",title:"Dr.",name:"Ahmed",middleName:"H",surname:"Hammad",slug:"ahmed-hammad",fullName:"Ahmed Hammad"}]},{id:"53792",title:"Silver-Based Low-Emissivity Coating Technology for Energy- Saving Window Applications",slug:"silver-based-low-emissivity-coating-technology-for-energy-saving-window-applications",totalDownloads:3132,totalCrossrefCites:7,totalDimensionsCites:13,abstract:"Low-emissivity (low-E) technology is a unique and cost-effective solution to save energy in buildings for different climates. Its development combines advances in materials science, vacuum deposition, and optical design. In this chapter, we will review the fundamentals of energy saving window coatings, the history of its application, and the materials used. The current low-E coating technologies are overviewed, especially silver-based low-E technologies, which comprise more than 90% of the overall low-E market today. Further, the advanced understanding of generating high-quality silver thin films is discussed, which is at the heart of silver-based low-E product technology development. How the silver thin film electrical, optical, and emissivity properties are influenced by their microstructure, thickness, and by the materials on neighboring layers will be discussed from a theoretical and an experimental perspective.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Guowen Ding and César Clavero",authors:[{id:"195240",title:"Dr.",name:"Guowen",middleName:null,surname:"Ding",slug:"guowen-ding",fullName:"Guowen Ding"},{id:"197064",title:"Dr.",name:"Cesar",middleName:null,surname:"Clavero",slug:"cesar-clavero",fullName:"Cesar Clavero"}]},{id:"52908",title:"Smart Thermoresponsive Surfaces Based on pNIPAm Coatings and Laser Method for Biological Applications",slug:"smart-thermoresponsive-surfaces-based-on-pnipam-coatings-and-laser-method-for-biological-application",totalDownloads:1836,totalCrossrefCites:3,totalDimensionsCites:7,abstract:"Various applications within last decades such as bacterially resistant surfaces, soft robotics, drug delivery systems, sensors and tissue engineering are poised to feature the importance of the ability to control bio-interfacial interactions. An enhanced attention is dedicated to designing smart stimuli-responsive interfaces for DNA, drug delivery, protein and cell based applications. Within this context, the thermoresponsive materials, especially poly(N-isopropylacrylamide) (pNIPAm) have been intensively used in tissue engineering applications for a controlled detachment of proteins and cells with a minimum of invasive effect on protein and cell structural conformation. The properties of smart bio-interfaces can be controlled by its composition and polymer architecture. Therefore, appropriate methods for obtaining controlled coatings are necessary. Laser methods were successfully used in the last decades for obtaining controlled organic and inorganic coatings for various types of applications, from electronics to tissue engineering. Among these, Matrix-Assisted Pulsed Laser Evaporation (MAPLE) technique bring us a step forward to other laser methods by avoiding damage and photochemical decomposition of materials. In this chapter we describe materials and approaches used for design of smart bio-interfaces aimed at controlling protein and cells behavior in vitro, focusing MAPLE method for tuning coatings characteristics in relation with biological response.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Laurentiu Rusen, Valentina Dinca, Cosmin Mustaciosu, Madalina\nIcriverzi, Livia Elena Sima, Anca Bonciu, Simona Brajnicov, Natalia\nMihailescu, Nicoleta Dumitrescu, Alexandru I. Popovici, Anca\nRoseanu and Maria Dinescu",authors:[{id:"32241",title:"Dr.",name:"Maria",middleName:null,surname:"Dinescu",slug:"maria-dinescu",fullName:"Maria Dinescu"},{id:"176781",title:"Dr.",name:"Valentina",middleName:null,surname:"Dinca",slug:"valentina-dinca",fullName:"Valentina Dinca"},{id:"176783",title:"Dr.",name:"Laurentiu",middleName:null,surname:"Rusen",slug:"laurentiu-rusen",fullName:"Laurentiu Rusen"},{id:"177680",title:"B.Sc.",name:"Anca",middleName:"Florina",surname:"Bonciu",slug:"anca-bonciu",fullName:"Anca Bonciu"},{id:"193439",title:"Ph.D.",name:"Madalina",middleName:null,surname:"Icriverzi",slug:"madalina-icriverzi",fullName:"Madalina Icriverzi"},{id:"193441",title:"Dr.",name:"Livia Elena",middleName:null,surname:"Sima",slug:"livia-elena-sima",fullName:"Livia Elena Sima"},{id:"193442",title:"Ph.D.",name:"Simona",middleName:null,surname:"Brajnicov",slug:"simona-brajnicov",fullName:"Simona Brajnicov"},{id:"193443",title:"Ph.D.",name:"Nicoleta",middleName:"Luminita",surname:"Dumitrescu",slug:"nicoleta-dumitrescu",fullName:"Nicoleta Dumitrescu"},{id:"193444",title:"Dr.",name:"Cosmin",middleName:null,surname:"Mustaciosu",slug:"cosmin-mustaciosu",fullName:"Cosmin Mustaciosu"},{id:"193445",title:"Dr.",name:"Anca",middleName:null,surname:"Roseanu",slug:"anca-roseanu",fullName:"Anca Roseanu"},{id:"196184",title:"Prof.",name:"Natalia",middleName:null,surname:"Serban",slug:"natalia-serban",fullName:"Natalia Serban"},{id:"198275",title:"Ms.",name:"A.I.",middleName:null,surname:"Popovici",slug:"a.i.-popovici",fullName:"A.I. Popovici"}]},{id:"52951",title:"Chemical Solution Deposition Technique of Thin-Film Ceramic Electrolytes for Solid Oxide Fuel Cells",slug:"chemical-solution-deposition-technique-of-thin-film-ceramic-electrolytes-for-solid-oxide-fuel-cells",totalDownloads:2392,totalCrossrefCites:7,totalDimensionsCites:10,abstract:"Chemical solution deposition (CSD) technique is recently gaining momentum for the fabrication of electrolyte materials for solid oxide fuel cells (SOFCs) due to its cost-effectiveness, high yield, and simplicity of the process requirements. The advanced vacuum deposition techniques such as sputtering, atomic layer deposition (ALD), pulsed laser deposition (PLD), metallo-organic chemical vapor deposition (MOCVD) are lacking in scalability and cost-effectiveness. CSD technique includes a variety of approaches such as sol-gel process, chelate process, and metallo-organic decomposition. The present chapter discusses briefly about the evolution of CSD method and its subsequent entry to the field of SOFCs, various solution methods associated with different chemical compositions, film deposition techniques, chemical reactions, heat treatment strategies, nucleation and growth kinetics, associated defects, etc. Examples are cited to bring out the history dating back to the discovery of amorphous zirconia film through the successful fabrication of the crystalline fluorite-type films such as yttria-stabilized zirconia (YSZ), scandia-doped ceria (SDC), and crystalline perovskite-type films such as yttria-doped barium zirconate (BZY) and yttria-doped barium cerate (BCY), to name a few.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Mridula Biswas and Pei-Chen Su",authors:[{id:"193015",title:"Dr.",name:"Pei-Chen",middleName:null,surname:"Su",slug:"pei-chen-su",fullName:"Pei-Chen Su"},{id:"193328",title:"Dr.",name:"Mridula",middleName:null,surname:"Biswas",slug:"mridula-biswas",fullName:"Mridula Biswas"}]},{id:"53122",title:"Anomalous Rashba Effect of Bi Thin Film Studied by Spin-Resolved ARPES",slug:"anomalous-rashba-effect-of-bi-thin-film-studied-by-spin-resolved-arpes",totalDownloads:2099,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"The Rashba effect is a momentum‐dependent splitting of spin bands in two‐dimensional systems such as surface, interface and heterostructure. The effect is caused by broken space‐inversion symmetry and spin‐orbit coupling and allows to manipulate and generate the spin by the electric fields, that is, without the magnetic field. It means that the devices applied to the Rashba effect have many advantages. Bismuth is known as a promising candidate to investigate the surface Rashba effect, and the spin structure of Bi surface has also been intensively discussed. However, it is unclear to what extent the so far believed simple vortical spin structure is adequate. To understand the surface properties of the Rashba system is particularly important when utilizing the Rashba effect to the spintronic devices, since it is desirable to control the spin polarization when developing new types of devices. In this chapter, we report that the surface spin states of the Bi thin film exhibit unusual characteristics unlike the conventional Rashba splitting by using a spin‐ and angle‐resolved photoemission spectroscopy measurement.",book:{id:"5541",slug:"modern-technologies-for-creating-the-thin-film-systems-and-coatings",title:"Modern Technologies for Creating the Thin-film Systems and Coatings",fullTitle:"Modern Technologies for Creating the Thin-film Systems and Coatings"},signatures:"Akari Takayama",authors:[{id:"192655",title:"Dr.",name:"Akari",middleName:null,surname:"Takayama",slug:"akari-takayama",fullName:"Akari Takayama"}]}],onlineFirstChaptersFilter:{topicId:"955",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:99,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:288,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:107,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:104,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:"2753-894X",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:11,numberOfOpenTopics:4,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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Much of biochemistry is devoted to enzymes, proteins that catalyze chemical reactions, enzyme structures, mechanisms of action and their roles within cells. Biochemistry also studies small signaling molecules, coenzymes, inhibitors, vitamins, and hormones, which play roles in life processes. Biochemical experimentation, besides coopting classical chemistry methods, e.g., chromatography, adopted new techniques, e.g., X-ray diffraction, electron microscopy, NMR, radioisotopes, and developed sophisticated microbial genetic tools, e.g., auxotroph mutants and their revertants, fermentation, etc. More recently, biochemistry embraced the ‘big data’ omics systems. Initial biochemical studies have been exclusively analytic: dissecting, purifying, and examining individual components of a biological system; in the apt words of Efraim Racker (1913 –1991), “Don’t waste clean thinking on dirty enzymes.” Today, however, biochemistry is becoming more agglomerative and comprehensive, setting out to integrate and describe entirely particular biological systems. The ‘big data’ metabolomics can define the complement of small molecules, e.g., in a soil or biofilm sample; proteomics can distinguish all the comprising proteins, e.g., serum; metagenomics can identify all the genes in a complex environment, e.g., the bovine rumen. 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Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. He has published more than 100 peer-reviewed research articles and graduated numerous Ph.D. and postdoctoral students.",institutionString:null,institution:{name:"New York University Langone Medical Center",institutionURL:null,country:{name:"United States of America"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:9,paginationItems:[{id:"14",title:"Cell and Molecular Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",slug:"rosa-maria-martinez-espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",biography:"Dr. Rosa María Martínez-Espinosa has been a Spanish Full Professor since 2020 (Biochemistry and Molecular Biology) and is currently Vice-President of International Relations and Cooperation development and leader of the research group 'Applied Biochemistry” (University of Alicante, Spain). 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Her research interests include archaea metabolism, enzymes purification and characterization, gene regulation, carotenoids and bioplastics production, antioxidant\ncompounds, waste water treatments, and brines bioremediation.\nRosa María’s other roles include editorial board member for several journals related\nto biochemistry, reviewer for more than 60 journals (biochemistry, molecular biology, biotechnology, chemistry and microbiology) and president of several organizing committees in international meetings related to the N-cycle or respiratory processes.",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"79367",title:"Dr.",name:"Ana Isabel",middleName:null,surname:"Flores",slug:"ana-isabel-flores",fullName:"Ana Isabel Flores",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRpIOQA0/Profile_Picture_1632418099564",institutionString:null,institution:{name:"Hospital Universitario 12 De Octubre",institutionURL:null,country:{name:"Spain"}}},{id:"328234",title:"Ph.D.",name:"Christian",middleName:null,surname:"Palavecino",slug:"christian-palavecino",fullName:"Christian Palavecino",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000030DhEhQAK/Profile_Picture_1628835318625",institutionString:null,institution:{name:"Central University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",slug:"francisco-javier-martin-romero",fullName:"Francisco Javier Martin-Romero",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",institutionString:null,institution:{name:"University of Extremadura",institutionURL:null,country:{name:"Spain"}}}]},{id:"15",title:"Chemical Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. 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He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. 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He then worked as an Assistant Professor at the Faculty of Science of the same University until 1984. In 1985, Prof. Iadarola became Associate Professor at the Department of Biology and Biotechnologies of the University of Pavia and retired in October 2017. Since then, he has been working as an Adjunct Professor in the same Department at the University of Pavia. His research activity during the first years was primarily focused on the purification and structural characterization of enzymes from animal and plant sources. During this period, Prof. Iadarola familiarized himself with the conventional techniques used in column chromatography, spectrophotometry, manual Edman degradation, and electrophoresis). Since 1995, he has been working on: i) the determination in biological fluids (serum, urine, bronchoalveolar lavage, sputum) of proteolytic activities involved in the degradation processes of connective tissue matrix, and ii) on the identification of biological markers of lung diseases. In this context, he has developed and validated new methodologies (e.g., Capillary Electrophoresis coupled to Laser-Induced Fluorescence, CE-LIF) whose application enabled him to determine both the amounts of biochemical markers (Desmosines) in urine/serum of patients affected by Chronic Obstructive Pulmonary Disease (COPD) and the activity of proteolytic enzymes (Human Neutrophil Elastase, Cathepsin G, Pseudomonas aeruginosa elastase) in sputa of these patients. More recently, Prof. Iadarola was involved in developing techniques such as two-dimensional electrophoresis coupled to liquid chromatography/mass spectrometry (2DE-LC/MS) for the proteomic analysis of biological fluids aimed at the identification of potential biomarkers of different lung diseases. He is the author of about 150 publications (According to Scopus: H-Index: 23; Total citations: 1568- According to WOS: H-Index: 20; Total Citations: 1296) of peer-reviewed international journals. He is a Consultant Reviewer for several journals, including the Journal of Chromatography A, Journal of Chromatography B, Plos ONE, Proteomes, International Journal of Molecular Science, Biotech, Electrophoresis, and others. 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She gained considerable experience in developing and validating new methodologies whose applications allowed her to determine both the amount of biomarkers (Desmosine and Isodesmosine) in the urine of patients affected by COPD, and the activity of proteolytic enzymes (HNE, Cathepsin G, Pseudomonas aeruginosa elastase) in the sputa of these patients. Simona Viglio was also involved in research dealing with the supplementation of amino acids in patients with brain injury and chronic heart failure. She is presently engaged in the development of 2-DE and LC-MS techniques for the study of proteomics in biological fluids. The aim of this research is the identification of potential biomarkers of lung diseases. 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His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/15648_n.jpg",biography:"Dr. Mohd Aftab Siddiqui is currently working as Assistant Professor in the Faculty of Pharmacy, Integral University, Lucknow for the last 6 years. He has completed his Doctor in Philosophy (Pharmacology) in 2020 from Integral University, Lucknow. He completed his Bachelor in Pharmacy in 2013 and Master in Pharmacy (Pharmacology) in 2015 from Integral University, Lucknow. He is the gold medalist in Bachelor and Master degree. He qualified GPAT -2013, GPAT -2014, and GPAT 2015. His area of research is Pharmacological screening of herbal drugs/ natural products in liver and cardiac diseases. He has guided many M. Pharm. research projects. He has many national and international publications.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. degree from Integral University. Currently, he’s working as an Assistant Professor of Pharmaceutics in the Faculty of Pharmacy, Integral University. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than 32 original articles published in reputed journals, 3 edited books, 5 book chapters, and a number of scientific articles published in ‘Ingredients South Asia Magazine’ and ‘QualPharma Magazine’. He is a member of the American Association for Cancer Research, International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs that aim to provide practical solutions to current healthcare problems.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}},{id:"297507",title:"Dr.",name:"Charles",middleName:"Elias",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/297507/images/system/297507.jpg",biography:"Charles Elias Assmann is a biologist from Federal University of Santa Maria (UFSM, Brazil), who spent some time abroad at the Ludwig-Maximilians-Universität München (LMU, Germany). He has Masters Degree in Biochemistry (UFSM), and is currently a PhD student at Biochemistry at the Department of Biochemistry and Molecular Biology of the UFSM. His areas of expertise include: Biochemistry, Molecular Biology, Enzymology, Genetics and Toxicology. He is currently working on the following subjects: Aluminium toxicity, Neuroinflammation, Oxidative stress and Purinergic system. Since 2011 he has presented more than 80 abstracts in scientific proceedings of national and international meetings. Since 2014, he has published more than 20 peer reviewed papers (including 4 reviews, 3 in Portuguese) and 2 book chapters. He has also been a reviewer of international journals and ad hoc reviewer of scientific committees from Brazilian Universities.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",country:{name:"Brazil"}}},{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",institution:{name:"Universidade Federal da Fronteira Sul",country:{name:"Brazil"}}},{id:"226275",title:"Ph.D.",name:"Metin",middleName:null,surname:"Budak",slug:"metin-budak",fullName:"Metin Budak",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226275/images/system/226275.jfif",biography:"Metin Budak, MSc, PhD is an Assistant Professor at Trakya University, Faculty of Medicine. He has been Head of the Molecular Research Lab at Prof. Mirko Tos Ear and Hearing Research Center since 2018. His specializations are biophysics, epigenetics, genetics, and methylation mechanisms. He has published around 25 peer-reviewed papers, 2 book chapters, and 28 abstracts. He is a member of the Clinical Research Ethics Committee and Quantification and Consideration Committee of Medicine Faculty. His research area is the role of methylation during gene transcription, chromatin packages DNA within the cell and DNA repair, replication, recombination, and gene transcription. His research focuses on how the cell overcomes chromatin structure and methylation to allow access to the underlying DNA and enable normal cellular function.",institutionString:"Trakya University",institution:{name:"Trakya University",country:{name:"Turkey"}}},{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",biography:"Anca Pantea Stoian is a specialist in diabetes, nutrition, and metabolic diseases as well as health food hygiene. She also has competency in general ultrasonography.\n\nShe is an associate professor in the Diabetes, Nutrition and Metabolic Diseases Department, Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. She has been chief of the Hygiene Department, Faculty of Dentistry, at the same university since 2019. Her interests include micro and macrovascular complications in diabetes and new therapies. Her research activities focus on nutritional intervention in chronic pathology, as well as cardio-renal-metabolic risk assessment, and diabetes in cancer. She is currently engaged in developing new therapies and technological tools for screening, prevention, and patient education in diabetes. \n\nShe is a member of the European Association for the Study of Diabetes, Cardiometabolic Academy, CEDA, Romanian Society of Diabetes, Nutrition and Metabolic Diseases, Romanian Diabetes Federation, and Association for Renal Metabolic and Nutrition studies. She has authored or co-authored 160 papers in national and international peer-reviewed journals.",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",country:{name:"Romania"}}},{id:"279792",title:"Dr.",name:"João",middleName:null,surname:"Cotas",slug:"joao-cotas",fullName:"João Cotas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279792/images/system/279792.jpg",biography:"Graduate and master in Biology from the University of Coimbra.\n\nI am a research fellow at the Macroalgae Laboratory Unit, in the MARE-UC – Marine and Environmental Sciences Centre of the University of Coimbra. My principal function is the collection, extraction and purification of macroalgae compounds, chemical and bioactive characterization of the compounds and algae extracts and development of new methodologies in marine biotechnology area. \nI am associated in two projects: one consists on discovery of natural compounds for oncobiology. The other project is the about the natural compounds/products for agricultural area.\n\nPublications:\nCotas, J.; Figueirinha, A.; Pereira, L.; Batista, T. 2018. An analysis of the effects of salinity on Fucus ceranoides (Ochrophyta, Phaeophyceae), in the Mondego River (Portugal). Journal of Oceanology and Limnology. in press. DOI: 10.1007/s00343-019-8111-3",institutionString:"Faculty of Sciences and Technology of University of Coimbra",institution:null},{id:"279788",title:"Dr.",name:"Leonel",middleName:null,surname:"Pereira",slug:"leonel-pereira",fullName:"Leonel Pereira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279788/images/system/279788.jpg",biography:"Leonel Pereira has an undergraduate degree in Biology, a Ph.D. in Biology (specialty in Cell Biology), and a Habilitation degree in Biosciences (specialization in Biotechnology) from the Faculty of Science and Technology, University of Coimbra, Portugal, where he is currently a professor. In addition to teaching at this university, he is an integrated researcher at the Marine and Environmental Sciences Center (MARE), Portugal. His interests include marine biodiversity (algae), marine biotechnology (algae bioactive compounds), and marine ecology (environmental assessment). Since 2008, he has been the author and editor of the electronic publication MACOI – Portuguese Seaweeds Website (www.seaweeds.uc.pt). He is also a member of the editorial boards of several scientific journals. Dr. Pereira has edited or authored more than 20 books, 100 journal articles, and 45 book chapters. He has given more than 100 lectures and oral communications at various national and international scientific events. He is the coordinator of several national and international research projects. In 1998, he received the Francisco de Holanda Award (Honorable Mention) and, more recently, the Mar Rei D. Carlos award (18th edition). He is also a winner of the 2016 CHOICE Award for an outstanding academic title for his book Edible Seaweeds of the World. In 2020, Dr. Pereira received an Honorable Mention for the Impact of International Publications from the Web of Science",institutionString:"University of Coimbra",institution:{name:"University of Coimbra",country:{name:"Portugal"}}},{id:"61946",title:"Dr.",name:"Carol",middleName:null,surname:"Bernstein",slug:"carol-bernstein",fullName:"Carol Bernstein",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61946/images/system/61946.jpg",biography:"Carol Bernstein received her PhD in Genetics from the University of California (Davis). She was a faculty member at the University of Arizona College of Medicine for 43 years, retiring in 2011. Her research interests focus on DNA damage and its underlying role in sex, aging and in the early steps of initiation and progression to cancer. In her research, she had used organisms including bacteriophage T4, Neurospora crassa, Schizosaccharomyces pombe and mice, as well as human cells and tissues. She authored or co-authored more than 140 scientific publications, including articles in major peer reviewed journals, book chapters, invited reviews and one book.",institutionString:"University of Arizona",institution:{name:"University of Arizona",country:{name:"United States of America"}}},{id:"182258",title:"Dr.",name:"Ademar",middleName:"Pereira",surname:"Serra",slug:"ademar-serra",fullName:"Ademar Serra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/182258/images/system/182258.jpeg",biography:"Dr. Serra studied Agronomy on Universidade Federal de Mato Grosso do Sul (UFMS) (2005). He received master degree in Agronomy, Crop Science (Soil fertility and plant nutrition) (2007) by Universidade Federal da Grande Dourados (UFGD), and PhD in agronomy (Soil fertility and plant nutrition) (2011) from Universidade Federal da Grande Dourados / Escola Superior de Agricultura Luiz de Queiroz (UFGD/ESALQ-USP). Dr. Serra is currently working at Brazilian Agricultural Research Corporation (EMBRAPA). His research focus is on mineral nutrition of plants, crop science and soil science. Dr. Serra\\'s current projects are soil organic matter, soil phosphorus fractions, compositional nutrient diagnosis (CND) and isometric log ratio (ilr) transformation in compositional data analysis.",institutionString:"Brazilian Agricultural Research Corporation",institution:{name:"Brazilian Agricultural Research Corporation",country:{name:"Brazil"}}}]}},subseries:{item:{id:"41",type:"subseries",title:"Water Science",keywords:"Water, Water resources, Freshwater, Hydrological processes, Utilization, Protection",scope:"