Topics In Chemistry Research Articles

Enhancing chemistry education through technology-enhanced learning: Impact on student outcomes

This scientific poster presentation highlights the student-led feedback and modifications made to improve chemistry subjects, along with the subsequent impact on student outcomes. Our team has embraced technology-enhanced learning as an effective approach to enhance the learning experiences of a diverse student cohort. The literature emphasizes that blending face-to-face, online, and self-paced learning tools lead to increased student engagement and improved learning outcomes (Serrano et al., 2019). Our chemistry subjects have undergone significant evolution to incorporate technology-enhanced elements, such as custom-made resources like short lightboard videos and virtual laboratories, which are integrated with our active classroom environment. This integration of theory and practice fosters meaningful, dynamic, and student-centered learning, drawing upon Lev Vygotsky's Zone of Proximal Development (ZPD) to provide differentiated instruction through scaffolding. Our diverse student cohort consists of individuals with varying chemistry backgrounds and enrolled in different degree programs, yet they all undertake the same chemistry subjects. To cater to the varying entry-level knowledge, scaffolding resources have been provided to guide students with lower proficiency through complex concepts, while additional resources engage and challenge more experienced students. This approach places active classes within the optimal zone, where the average student is challenged beyond their comfort zone but not to the extent of disengagement. This instructional approach is complemented by a sociocultural structure that encourages critical engagement among students working in peer groups as well as with the educator. In the absence of our team, virtual educators, via our lightboard videos, support this sociocultural, student-centered approach between classes. The presentation will showcase innovative initiatives that embody the evolution of technology-enhanced learning, with a particular focus on the impact of lightboard videos and virtual laboratory experiments on students' overall learning experiences and outcomes. The influence of these resources is evident locally, nationally, and internationally, as demonstrated by usage statistics and invitations to showcase our work. These resources have garnered strong support from peer reviewers, academics, high school teachers, and key stakeholders. Through this abstract, we aim to provide a concise overview of our innovative approach to chemistry education, emphasizing the positive impact of technology-enhanced learning on student outcomes. Our findings contribute to the growing body of knowledge on effective instructional strategies in science education, and we believe they have the potential to inform and inspire educators in their pursuit of enhancing student learning experiences.

Implementation of the Project Based Learning Model in Improving Chemistry Learning Outcomes for Class XI MIPA 4 Students at SMAN 1 North Halmahera

This research aims to be an effort to improve student learning outcomes in chemistry subjects, especially class XI MIPA 4 at SMAN 1 North Halmahera, especially in acid-base material. The type of research used is classroom action research (PTK), with a PjBL model in the form of practicum. The results of the first cycle of research showed that 34% of students were able to achieve the KKM, in the second cycle after follow-up in the form of practice questions and practice, 77% of students were able to achieve the KKM, then in the third cycle they continued with practicum and were given the task of making a report on the results of the practicum, 89% were obtained. students who reach the KKM. Based on the research results, it is highly recommended that the PjBL learning model be used in chemistry learning so that students are able to understand the concept and application of acid-base material in everyday life.

Ways and Means of Using the Laboratory During the Chemistry Lesson

This article reveals the meaning, methods and means of laboratory classes on the subject of chemistry, namely: the main ways of learning the basics of chemistry, the significance of the experimental results obtained by students, stimulating their thinking, forcing them to discuss with each other and draw conclusions together, satisfying their interest students, it is always believed that scientific research is the best opportunity for the researcher, the role of the teacher and laboratory experiments are necessary experiments in order for students to live and work independently in the future.

Development of Augmented Reality Learning Media in Chemistry Subject High School

This study aims to develop chemical bond Augmented Reality (AR) learning media based on Android applications and determine their feasibility. AR media is used in Chemistry class X SMA. Topics developed in this medium are covalent bonding materials and molecular shapes. This Research and Development research was conducted using the multimedia development life cycle (MDLC) model with the stages of concept, design, material collecting, assembly, testing, and distribution. At the testing stage, a feasibility test is carried out through two stages of the validation test, namely the alpha test and beta test. The results of this study indicate that: (1) AR learning media products in chemistry class X were successfully developed with covalent bonds and molecular shapes; (2) the results of testing AR learning media in chemistry Class X obtained very decent results with a percentage of 89.58% in media testing, 91.25% in material testing, and 80.20% in testing prospective users; and (3) this AR learning media received a positive response both from students as potential users and from the subject teacher concerned regarding the easy-to-understand material due to clear visualization and examples as well as an attractive appearance.

ПУТИ ПОВЫШЕНИЯ КАЧЕСТВА ХИМИЧЕСКОГО ОБРАЗОВАНИЯ В ШКОЛЕ

This article contains materials from personal pedagogical experience on how to provide high-quality education of the subject of chemistry at school. The article also highlights some factors influencing the improvement of the quality of education. Discusses ways to modernize the content of chemical education, STEM approach, the use of digital technologies as a way to improve its quality. According to scientists, artificial intelligence and robots will replace humans in 2030, due to that, it was noted that strategic directions of education are being developed in the Kyrgyz Republic to change the content of education, improve its quality and develop human potential at the state level. In addition to thathe article is about the fact that the use of mastered unified knowledge about the natural-science picture (description) of the world by means of studying the subject of chemistry, gives good results, that the quality of teaching is related to the purpose and content of education, and the regulatory documents reflecting the content of education are described as educational standards, curricula, curricula, manuals and teaching aids.

Development and Perception of Trainee Teachers on Salt-UNO Card Game for Salt Topic

Game-based learning is an effective teaching strategy to improve students’ academics, increase motivation and involve students more actively during learning and facilitation. This study was conducted to develop Salt-UNO Card game for Form Four Salt topic. This study also aims to determine the value of game content validity, game feature validity and game perception from the aspects of design, content and usability. The research design of this study is developmental study. Instructional design model used to develop Salt-UNO Card game is the ADDIE Model. The instruments used in this study are game content validity evaluation form, game feature validity evaluation form and game perception questionnaire. A total of two chemistry lecturers were appointed to assess the validity of the game content and two game field lecturers were appointed to assess the validity of the game feature. The respondents for the pilot study were 31 semester seven trainee teachers of the Bachelor of Education (Chemistry) programme. A total of 201 semester one until semester six trainee teachers of the Bachelor of Education (Chemistry) programme were involved in the field study to identify the perception of the game. Cohen kappa value for content validity of the game is 1.00 and the validity of the game feature is 0.84. Field study findings show that trainee teachers' perceptions of game design, game content and game usability is good. In conclusion, the Salt-UNO Card game has a satisfactory values of game content validity and game feature validity. Perceptions of the game also gained good feedback from the trainee teachers. Implication of the study is the use of Salt-UNO Card game during the learning and facilitation process is very suitable and useful to help students in the learning of Chemistry subject especially in Salt topic.

Learning Effects of Augmented Reality and Game-Based Learning for Science Teaching in Higher Education in the Context of Education for Sustainable Development

In the course of digitalization, new technologies and innovations are continuously introduced to the educational sector. For instance, augmented reality (AR) is increasingly applied in science teaching in both school and higher education. Combining real and virtual content potentially enhances interactivity and understanding of the learning process. This teaching and learning approach can positively impact various learning outcomes, such as learning gains and motivation. This paper aims to investigate the positive learning effects of AR using a game-based AR learning environment: “Beat the Beast”. In line with the concept of an education for sustainable development (ESD) topic, microplastics, this learning environment follows an interdisciplinary approach, combining the subjects of biology, chemistry, and engineering. To determine and distinguish the effects of implementing the technology AR in science learning environments as well as the principles of game-based learning, we contrasted the learning environment into two factors: one with AR and one without AR and the other with a game and without a game. A quasi-experimental design with 203 pre-service teachers of the first semester of all subjects was chosen to evaluate the four different types of settings with questionnaires on motivation, technology acceptance, user engagement, cognitive load, computer self-efficacy, knowledge, and ESD outcomes in higher education. Our research demonstrates that although augmented reality (AR) imposes a relatively elevated cognitive load, it does not negatively affect learning effects. In spite of the increased cognitive load, learners in AR settings do not exhibit lesser knowledge acquisition compared to those in alternative environments. Moreover, our investigation highlights AR’s potential to amplify motivation and user engagement. Contrary to expectations, in the context of the selected subject matter and target audience, game-based adaptations of the educational environment fail to enhance learning outcomes. These versions actually underperform compared to other formats in both motivational and engagement metrics.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERINTEGRASI CULTURALLY RESPONSIVE TEACHING (CRT) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS X IPA 2 SMA NEGERI 7 MATARAM PADA MATA PELAJARAN KIMIA TAHUN AJARAN 2022/2023

This study is a Classroom Action Research that aims to investigate whether the implementation of the Problem-Based Learning model integrated with Culturally Responsive Teaching (CRT) can enhance the motivation and learning outcomes of X IPA 2 at SMA Negeri 7 Mataram in the subject of Chemistry for the academic year 2022/2023. The research employs the Classroom Action Research method, consisting of planning, acting, observing, and reflecting. Data sources include both quantitative and qualitative data, encompassing pre-test and post-test results, observations of the teaching and learning process, questionnaire responses, daily journals/field notes, and activity photos. The research is conducted collaboratively with fellow teachers to assess student motivation and learning outcomes after implementing the intervention in two cycles, with each cycle comprising two sessions. The results of the study indicate that the application of the Problem-Based Learning model integrated with Culturally Responsive Teaching demonstrates high student motivation, with an agreement percentage of 89%. Additionally, there is an evident improvement in student engagement, as shown by an average class activity percentage of 60.96% in the first cycle and 87% in the second cycle. Furthermore, there is an enhancement in student learning outcomes, with a proficiency percentage increasing from 77% in the first cycle to 86% in the second cycle.

Profile of Student’s Actual Competencies on Atomic Structure Topic using E-Module based on RADEC Model

Atomic structure material is one of the chemistry topics that is abstract and complex. Learning topics that contain abstract and complex material requires high-level reasoning and thinking. This research aims to describe students' actual abilities in atomic structure material using an e-module based on the RADEC model. This research method is development research that adapts the Borg & Gall design. The subjects of this research were 31 students in the experimental class and 37 students in the control class. This research was conducted at one of the high schools in the city of Bandung. Students' abilities are measured through pretest questions and assignment of pretest questions. The data analysis used in this research is descriptive analysis and n-gain. This research showed that the actual competence of students in the experimental class had an n-gain of 0.58 and was in the medium category. In contrast, the actual competence of students in the control class had an n-gain of 0.29 and was in the low category. Thus, learning using e-modules based on the RADEC model can improve students' competence. The results of the student perception survey show that RADEC-based e-modules are very helpful in independent learning and completing assignments.

PENINGKATAN HASIL BELAJAR SISWA PADA PEMBELAJARAN KIMIA MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING PADA SISWA KELAS X DI SMAN 6 MATARAM

The purpose of this research is to improve students' learning outcomes in chemistry subjects by using Problem-based learning model in class X students of SMAN 6 Mataram. This study used the method of Collaborative Classroom Action Research (PTK) which took place with three cycles, where each cycle included several steps, including planning, implementation, observation, and reflection. In this study, the subjects were students of class X6 SMAN 6 Mataram which amounted to 34 students. The results of the research obtained are Problem Based Learning learning model can improve students' cognitive learning outcomes in chemistry. This can be seen from the average value of students' cognitive learning outcomes and the percentage of classical learning completeness. The average value of students in the first cycle was 48.84 with a percentage of classical learning completeness of 20.50%, in cycle two the average value of students was 78.78 with a percentage of classical learning completeness of 88.2%, while in cycle three the average value of students was 87.66 with a percentage of classical learning completeness of 97%. This research is expected to form a new solution to solve problems in learning activities, especially in chemistry subjects.

Use of Educational Games in High School Chemistry Learning in West Java Province

The implementation of games in chemistry classes has provided an interesting and alternative teaching method and allows students to learn in a more entertaining way compared to traditional learning process. The game-based learning approach is divided into three approaches, namely game-based learning or educational games, gamification, and game-assisted learning. Many chemistry games have been constructed in recent years to review and strengthen various chemistry topics; therefore, it is expected that Chemistry teachers in high schools in Indonesia, especially in West Java province implement educational games in the learning process. For that reason, it is necessary to perceive an overview of the use of educational games in Chemistry learning in secondary schools in West Java province. Survey research was carried out using a random sampling technique. There were 99 chemistry teachers from 91 high schools spread across the province of West Java who voluntarily participated in the online survey. The result of the analysis obtained that 35% of chemistry teachers in the province of West Java have implemented gamification and learning using game assistance. On the contrary, game-based learning has never been implemented in Chemistry learning process in secondary schools in West Java province

Investigation of Laboratory Teaching Strategies in Chemistry Education: Opinions of Pre-service Chemistry Teachers

This study aims to determine the opinions of pre-service chemistry teachers on the applicability of laboratory strategies, the purposes of their use, and the factors influencing strategy preference. The research was conducted through a phenomenological design, one of the qualitative research styles. The study includes 20 pre-service chemistry teachers enrolled at a state university in Ankara. A written questionnaire comprising three queries exploring the suitability of laboratory approaches, their objectives, and the determinants influencing the selection of approaches was employed for data collection. The opinions of the pre-service chemistry teachers were collected with the data collection tool 5 times during the implementation. The data was analyzed by content and descriptive analysis of the written responses. According to the research findings, 98.7% of the pre-service teachers believe the strategies are applicable or partially applicable. The lack of materials, crowded classrooms, unsuitable laboratories, and student level, as well as difficulties in classroom management, time limitations, safety issues, problems in achieving learning outcomes, and students' unfamiliarity with laboratory strategies, were cited by pre-service teachers as factors affecting the practical use of laboratories. Additionally, pre-service teachers applied laboratory strategies for learning, learning about science, learning about research, and skill development. Meanwhile, the other result of the study was that the factors for pre-service teachers to prefer laboratory strategies vary according to the acquisition, learning environment, learning outcomes, students, and chemistry topics. The study's findings again highlight the importance of exploring pre-service teachers' opinions about teaching in the laboratory.

Teacher’s and Student’s Perceptions of Green Chemistry and its Principles in Chemistry Learning in High Schools

Green Chemistry (GC) is an issue that is very relevant to chemistry subjects in senior high schools. Chemistry subject is closely related to the environment as one of the pillars of sustainable development. This certainly contributes to the possibility integration of green chemistry principles into chemistry learning. This exploratory research aims to describe the principles of GC that allow it to be integrated into chemistry learning in grades X and XI; describes the high school teacher's and students' perceptions and understanding of GC and its principles in chemistry learning. The subjects in this study were 230 students who were selected purposively from five Senior high schools. Totally 40 chemistry teachers were purposively used as research subjects from a number of high schools throughout South Sulawesi. The instrument used was ten items of teacher's perception questionnaires, while the students' perception questionnaire consisted of twelve items. Guidelines for interviewing teachers and students were used to describe more deeply about their understanding of GC. All instruments have been validated by two experts. The results of the exploration of material elements for phases E and F show that five GC principles can be integrated into learning chemistry. In general, the teacher's perception of GC is good, which assumes that GC is an environmentally friendly concept. Understanding of the five principles of GC for students and teachers is in the moderate and poor categories. This shows the importance of integrating GC principles in the form of positive habits in chemistry learning.

PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN PENDEKATAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN KIMIA KELAS X SMA 6 MATARAM

This study aims to see whether the application of the Problem Based Learning Model with a Differentiated Approach can improve the learning outcomes of students in class X9 SMAN 6 Mataram in the 2022/2023 school year in chemistry subjects. The type of research used is Classroom Action Research (PTK) which is cooperation (collaboration) between researchers, teachers and supervisors who are divided into three cycles. Each cycle consists of planning, implementation and reflection. The results of the research carried out on 36 students, namely in the first cycle the learning outcomes were very low with the average obtained was 28.61 with the number of students who reached the KKM only 6 out of 36 students with KKM of 75 so that only 16.67% could reach KKM. In the second cycle the average score of students was 71.53 with the number of students who reached completeness was 24 people, the percentage of completeness was around 66.67%. In the third cycle the average learner learning outcomes obtained were 76.94 with the number of students who completed were 25 students out of 36 people with a percentage of completeness of 72.22%. So, it can be said that the Porblem Based Leaning Model (PBL) with a differentiated approach can improve student learning outcomes in Chemistry subjects.

Development and Utilization Webquest as an Instructional Strategy in Teaching Thermodynamics in Colleges of Education in Kwara State

The worldwide education system has been significantly impacted by the growth of technology. The purpose of the study was to developed and utilized Webquest instructional package for the teaching of thermodynamic in chemistry. This intended to see if its usage will bring significance understanding to pre service chemistry teacher’s performance Thermodynamics is one of the chemistry topics students find difficult to understand. The study was carried out in colleges of education in Kwara State. All third-year chemistry students at the colleges of education made up the study's population. A thermodynamics performance test in Chemistry and the Webquest software program served as the study's two research tools. Data for the pre-test and post-test were collected at the start and conclusion of the study, respectively. The study revealed that students had a different impression of studying thermodynamics, in accordance with the research aims and findings. The students in the webQuest group claimed that using the webQuest package gave them a fresh perspective on how to comprehend the notion of thermodynamics, it is essential for the organizations in charge of teacher training colleges across the nation to promote the use of webQuest in instruction and training for teachers-in-training.

The structure-activity relationship of Vitamin B12 and cobalamins and their nutritional correlations

This article reviews the so-called “cobalamins”, with special emphasis on coenzyme B12, discussing aspects of its structure-function relationship as well as various implications in biochemical, physiological and nutritional areas. Despite being one of the micronutrients with the lowest presence in organisms, cobalt (Co) is a constituent part of highly relevant enzymatic cofactors and associated with various biochemical and/or enzymatic processes. Vitamin B12 really represents a focus of interest of a multi- and interdisciplinary nature, since it is a metallic complex, an organometallic compound (for example, in the methylcobalamin form we identify the Cobalt-Carbon (Co-C) bond) and a group of relevance biophysics, as it interacts with different proteins in the biological environment, in addition to its impactful nutritional role, the deficiency of which causes the so-called “pernicious anemia”. This literature review article aims to offer a general and interdisciplinary overview of the topic, covering relevant topics in cobalt chemistry, mainly its coordination chemistry, which have been considered as model systems both for the study of metallic complexes properly considered and for the evaluation of the structure- metalloprotein activity.

Theoretical Kinetics studies of isoprene peroxy radical chemistry: The fate of Z-δ-(4-OH, 1-OO)-ISOPOO radical

The OH radical recycling mechanism in isoprene oxidation is one of the most exciting topics in atmospheric chemistry, and the corresponding studies expand our understanding of oxidation mechanisms of volatile organic compounds in the troposphere and provide reliable evidence to improve and develop conventional atmospheric models. In this work, we performed a detailed theoretical kinetics study on the Z-δ-(4-OH, 1-OO)-ISOPOO radical chemistry, which is proposed as the heart of OH recycling in isoprene oxidation. With the full consideration of its accumulation and consumption channels, we studied and discussed the fate of Z-δ-(4-OH, 1-OO)-ISOPOO radical by solving the energy-resolved master equation over a broad range of conditions, including not only room temperatures but also high temperatures of a forest fire or low temperatures and pressures of the upper troposphere. We found non-negligible pressure dependence of its fate at combustion temperatures (up to two orders of magnitude) and demonstrated the significance of both the multi-structural torsional anharmonicity and tunneling for accurately calculating kinetics of the studied system. More interestingly, the tunneling effect on the phenomenological rate constants of the H-shift reaction channel is also found to be pressure-dependent due to the competition with the O2 loss reaction. In addition, our time evolution calculations revealed a two-stage behavior of critical species in this reaction system and estimated the shortest half-lives for the Z-δ-(4-OH, 1-OO)-ISOPOO radical at various temperatures, pressures and altitudes. This detailed kinetics study of Z-δ-(4-OH, 1-OO)-ISOPOO radical chemistry offers a typical example to deeply understand the core mechanism of OH recycling pathways in isoprene oxidation, and provides valuable insights for promoting the development of relevant atmospheric models.

Implementation of the PBL-STEM Model to Improve Students' Critical Thinking on Reaction Rate Material

The application of PBL-STEM can encourage students to be independent in the learning process and emphasize the process of thinking critically and analytically to seek and find answers to a problem in question. This study used a true–experimental design with the Posttest Only Control Design type. The population in this study were all students of class XI SMA Kristen Sunodia Samarinda for the academic year 2022/2023 divided into 2 classes. This study aims to determine the effect of PBL-STEM in improving students' critical thinking skills. Sampling was done by cluster random sampling technique. The instruments used to measure students' critical thinking skills in chemistry were post-test questions, teacher and student observation sheets, and student response sheets (questionnaire). Data analysis was performed by t-test. The results of the t-test with Mann-Whitney obtained sig. (2-tailed) in both classes is 0.00 <0.05, it is concluded that Ha accepted the statement that there is an effect of the application of PBL-STEM on the critical thinking skills of class XI students at Christian Senior High School Sunodia Samarinda regarding reaction rates. The results of the teacher and student activity sheets in the experimental class were both in very good categories, as well as the student response to PBL-STEM learning, namely 77.2% of students agreed with the application of PBL-STEM in learning which can train students' critical thinking skills. This research discusses the analysis of how effective the influence of PBL and STEM integration is to improve critical thinking skills on reaction rate material so that this research can be used as a reference for applying PBL-STEM to other chemistry topics.

Peningkatan Hasil Belajar Kimia Siswa Kelas XI IPA 4 SMAN 4 Pandeglang Tahun Pelajaran 2020/2021 Melalui Penerapan Model PP (Problem Posing) Berdasarkan Gaya Kognitifnya

This research aims to increase learning activities, improve the learning outcomes of students who have a field independent cognitive style and improve the learning outcomes of students who have a field dependent cognitive style on acid-base solution material in chemistry subjects through the application of the PP learning model. The research was carried out in two cycles, each cycle consisting of planning, implementation, observation and reflection. In cycle I, the percentage of student learning activities, the average learning outcomes and frequency of completion as well as the percentage of student understanding have not reached the target, the results of reflection must be made several improvements in cycle II by increasing apperception, motivation and appreciation as well as more guidance and attention for groups of students field dependent, and the results have been a significant increase in: student learning activities from 67.69% to 79%. The percentage of understanding of the field independent student group from 59% to 82%, the average learning outcome score in pre-cycle was 56.56, cycle I 69.13 and cycle II 81.13 with a frequency of completion from 8% to 54% to 83%. As well as the percentage of understanding for the field dependent student group from 42% to 72%, the average learning outcome score in pre-cycle was 43.21, cycle I 59.58 and cycle II 74.50 with a frequency of completion from 0% to 33% to 67%. The results of this research are: (1) The application of the PP model learning can increase student learning activities (2) The application of the PP model learning can improve the learning outcomes of field independent students (3) The application of the PP model learning can improve the learning outcomes of field dependent students on acid solution subject matter bases in chemistry subjects in class XI IPA 4 SMAN 4 Pandeglang 2020/2021 Academic Year.

Preface

The 3rd International Conference on Materials Chemistry and Environmental Engineering (CONF-MCEE 2023) is a leading annual conference. Academics, researchers, and students from across the world are all welcomed to exchange findings and ideas to draw further inspirations in related research fields. CONF-MCEE 2023 encourages communication and collaboration, hoping to provide an international platform for its participants to present, share, and learn the latest advance and development of materials, chemistry and environmental engineering. It’s a great opportunity to deepen your understanding in the related topics.This volume contains the papers presented at the 3rd International Conference on Materials Chemistry and Environmental Engineering (CONF-MCEE 2023), held during March 18-24, 2023. CONF-MCEE 2023 invited professor Ioannis Spanopoulos from University of South Florida, professor Niaz Ahmed from FAST-NUCES, Islamabad, professor Sajjad S. Mofarah from The University of New South Wales, and other professors to provide 5 keynote speeches on related topics of materials, chemistry and environmental engineering. This conference provided the participant good opportunities to exchange ideas and build networks, and it will lead to the further collaborations between both universities and other societies.Three offline workshops have been held at University of South Florida, Tohoku University, and The University of New South Wales before the conference. And an online session was held on the conference date, which is also effective and convenient for academic exchange and communication. Everyone interested in related fields are welcomed to join the online session on our YouTube channel and to give comments and raise questions to the speeches and presentations.We would like to thank the Program Committee members and external reviewers for their hard work in reviewing and selecting papers. Hopefully, all participants and other interested readers can benefit scientifically from the proceedings and find it rewarding in the process.Dr. Ioannis SpanopoulosGeneral Chair of Conference CommitteeList of Committee Members are avaliable in this pdf.