Magnetic properties as a function of both different mass ratio of Fe(NO3)3 9H2O and MWCNT and different calcination temperatures.
\\n\\n
These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\\n\\nThis collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\\n\\nTo celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
\\n\\n\\n\\n\\n"}]',published:!0,mainMedia:null},components:[{type:"htmlEditorComponent",content:'
IntechOpen and Knowledge Unlatched formed a partnership to support researchers working in engineering sciences by enabling an easier approach to publishing Open Access content. Using the Knowledge Unlatched crowdfunding model to raise the publishing costs through libraries around the world, Open Access Publishing Fee (OAPF) was not required from the authors.
\n\nInitially, the partnership supported engineering research, but it soon grew to include physical and life sciences, attracting more researchers to the advantages of Open Access publishing.
\n\n\n\nThese books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\n\nThis collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\n\nTo celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
\n\n\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:"7821",leadTitle:null,fullTitle:"Criminology and Post-Mortem Studies - Analyzing Criminal Behaviour and Making Medical Decisions",title:"Criminology and Post-Mortem Studies",subtitle:"Analyzing Criminal Behaviour and Making Medical Decisions",reviewType:"peer-reviewed",abstract:"This book is not a handbook of criminology and forensic medicine but rather a tool that reviews socio-historical and scientific data and notes of methodology based on the different sciences aimed at the study of crime in all its many facets (sociology, jurisprudence, criminalistics, psychology, forensic neuroscience, and forensic medicine). The chapters deal with single aspects of the subject, such as juvenile delinquency, fraud, and the relationship between society, individual personality, and sexual criminal behavior. They then go into more detail, analyzing individual aspects of legal medicine in light of the evolution of the discipline between the 20th and 21st centuries, including infant and adult post-mortem examination and genetic DNA identification.",isbn:"978-1-83962-774-3",printIsbn:"978-1-83962-773-6",pdfIsbn:"978-1-83962-775-0",doi:"10.5772/intechopen.77638",price:119,priceEur:129,priceUsd:155,slug:"criminology-and-post-mortem-studies-analyzing-criminal-behaviour-and-making-medical-decisions",numberOfPages:226,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"5077ee1b9a7f2a3030689f307bfb84aa",bookSignature:"Sara Palermo and Raluca Dumache",publishedDate:"October 20th 2021",coverURL:"https://cdn.intechopen.com/books/images_new/7821.jpg",numberOfDownloads:4924,numberOfWosCitations:0,numberOfCrossrefCitations:2,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:2,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:4,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 17th 2020",dateEndSecondStepPublish:"July 8th 2020",dateEndThirdStepPublish:"September 6th 2020",dateEndFourthStepPublish:"November 25th 2020",dateEndFifthStepPublish:"January 24th 2021",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"233998",title:"Ph.D.",name:"Sara",middleName:null,surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo",profilePictureURL:"https://mts.intechopen.com/storage/users/233998/images/system/233998.png",biography:"Sara Palermo has an MSc in clinical psychology and a PhD in experimental neuroscience. She is specialty chief editor of Frontiers in Psychology, Neuropsychology, and scientific director of the Italian National Institute of Philanthropy, Filantropolis. She is a member of the Italian Society of Neuropsychology, the Italian Association of Psychogeriatrics, the Italian Society of Neurology for Dementia, and the Society for Interdisciplinary Placebo Studies. She was a member of the European Innovation Partnership on Active and Healthy Ageing (EIP AHA), for which she was involved in Action Group A3: Action for Prevention of Functional Decline and Frailty. Dr Palermo works as a researcher at the Department of Psychology - University of Turin (Italy) and as Scientific Consultant at the Fondazione IRCCS, Istituto Neurologico Carlo Besta (FINCB), Milan, Italy.",institutionString:"University of Turin, Italy & The Foundation of the Carlo Besta Neurological Institute IRCCS",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"6",totalChapterViews:"0",totalEditedBooks:"5",institution:{name:"University of Turin",institutionURL:null,country:{name:"Italy"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:{id:"179199",title:"Dr.",name:"Raluca",middleName:null,surname:"Dumache",slug:"raluca-dumache",fullName:"Raluca Dumache",profilePictureURL:"https://mts.intechopen.com/storage/users/179199/images/system/179199.jfif",biography:"Dr. Raluca Dumache graduated from ‘’Victor Babes’’ University of Medicine and Pharmacy, Timisoara, Romania. She has an MD, MSc in biology and biotechnologies, and a Ph.D. in molecular genetics. She works in the field of forensic genetics at the Institute of Forensic Medicine, Timisoara, Romania, and as a lecturer teaching medical ethics and bioethics in the Department of Forensic Medicine, Bioethics, Deontology and Medical Law, ‘’Victor Babes’’ University of Medicine and Pharmacy.",institutionString:"Victor Babeș University of Medicine and Pharmacy",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"Victor Babeș University of Medicine and Pharmacy Timișoara",institutionURL:null,country:{name:"Romania"}}},coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1018",title:"Forensic Pathology",slug:"forensic-pathology"}],chapters:[{id:"73122",title:"Delimitation of Unbeatable Fear in Facing the State of Necessity",doi:"10.5772/intechopen.93479",slug:"delimitation-of-unbeatable-fear-in-facing-the-state-of-necessity",totalDownloads:341,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This chapter focuses on the study of the limits of unbeatable fear in the state of necessity. Unbeatable fear remains one of the most complex exemptions to interpret, and it stands as a relevant issue both around sacrifice of persons and in cases of violence against women in Chile. Hence, our objective is not a mere analysis of unbeatable fear but rather its delimitation with respect to the state of necessity. The problem has its origin in specifying whether some of the requirements of unbeatable fear are part of the state of necessity. Therefore, the treatment of the nature of this kind of fear, as we have stated, is not peaceful in doctrine and creates insecurity in its interpretation. Therefore, the study of unbeatable fear deserves attention since it entails the analysis of fundamental concepts of the criminal law theory.",signatures:"Rodrigo Andrés Guerra Espinosa",downloadPdfUrl:"/chapter/pdf-download/73122",previewPdfUrl:"/chapter/pdf-preview/73122",authors:[{id:"325877",title:"Ph.D.",name:"Rodrigo",surname:"Guerra",slug:"rodrigo-guerra",fullName:"Rodrigo Guerra"}],corrections:null},{id:"74637",title:"An Analysis of Emotional and Psychological Issues among Males at the Correctional Institution in St. Vincent and the Grenadines",doi:"10.5772/intechopen.93526",slug:"an-analysis-of-emotional-and-psychological-issues-among-males-at-the-correctional-institution-in-st-",totalDownloads:355,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Recent findings suggest that emotional instability and psychological disorder rate in prison is three times higher than in the general population. Prisoners – especially males – are also at increased risk of all-cause victimization including violence and self-harm. This research sought to identify and analyze the emotions that incarcerated males at the Correctional Institutions in St. Vincent and the Grenadines have had and or were encountering, as well as the manner these emotions were being dealt with. It also sets out to ascertain some of the factors that were playing prominent roles in the lives of incarcerated males regarding those emotions. Up to date, there has been no research work done on males and their emotions in St. Vincent and the Grenadines nor any study regarding inmates in the correctional institution. The administration of a short questionnaire formed the quantitative collection instrument, which provided data from 150 inmates. The data analysis was performed via SPSS, and the findings point to a cross-section of relational factors that are relevant to males and their emotions (namely, abuse, crying, bonds, and suicidal thoughts). It was found that males are struggling emotionally with understanding their identity and are inadvertently pressured to adhere to societal directives by restricting their emotional expression.",signatures:"Nikolaos Stamatakis and Allan C. Burnett",downloadPdfUrl:"/chapter/pdf-download/74637",previewPdfUrl:"/chapter/pdf-preview/74637",authors:[{id:"324733",title:"Dr.",name:"Nikolaos",surname:"Stamatakis",slug:"nikolaos-stamatakis",fullName:"Nikolaos Stamatakis"},{id:"324738",title:"Dr.",name:"Allan C.",surname:"Burnett",slug:"allan-c.-burnett",fullName:"Allan C. Burnett"}],corrections:null},{id:"76962",title:"Illegal Addictive Substances among Prison Inmates in the Czech Republic",doi:"10.5772/intechopen.97160",slug:"illegal-addictive-substances-among-prison-inmates-in-the-czech-republic",totalDownloads:165,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The paper describes illegal substance abuse by inmates in prisons in the Czech Republic and gives the readers information about the results of initial research on this hardly avoidable issue. The paper brings interesting findings in this field and describes new ways of prevention and treatment, which is dealt with by prison directorates not only in the Czech Republic.",signatures:"Petra Vrtalová, Martin Hrinko and David Palička",downloadPdfUrl:"/chapter/pdf-download/76962",previewPdfUrl:"/chapter/pdf-preview/76962",authors:[{id:"319598",title:"Prof.",name:"Martin",surname:"Hrinko",slug:"martin-hrinko",fullName:"Martin Hrinko"},{id:"319636",title:"MSc.",name:"David",surname:"Palička",slug:"david-palicka",fullName:"David Palička"},{id:"347110",title:"Ph.D. Student",name:"Petra",surname:"Vrtalová",slug:"petra-vrtalova",fullName:"Petra Vrtalová"}],corrections:null},{id:"74455",title:"Long Term Effects of Juvenile Correctional Confinement",doi:"10.5772/intechopen.94922",slug:"long-term-effects-of-juvenile-correctional-confinement",totalDownloads:475,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Justice-involved adolescents face significant roadblocks in the transition to adulthood when they navigate this period while simultaneously re-entering the community after a period of confinement. This study investigates how confinement disrupts psychosocial development across the transition to adulthood using data from the National Longitudinal Study of Adolescent Health to compare psychological well-being and psychosocial development for youth confined before age 18, those arrested before age 18 but not confined, and those with no criminal justice involvement in adolescence. Findings show significantly lower levels of psychological well-being for confined youth compared to all other youth. Females who were confined during adolescence were especially low levels of psychological well-being in young adulthood. Subsequently, confined youth have lower levels of educational and employment attainment in young adulthood. Results suggest the need for juvenile facilities to incorporate programming that builds psychosocial skills and well-being.",signatures:"Gina Erickson and Shelly Schaefer",downloadPdfUrl:"/chapter/pdf-download/74455",previewPdfUrl:"/chapter/pdf-preview/74455",authors:[{id:"324792",title:"Associate Prof.",name:"Gina",surname:"Erickson",slug:"gina-erickson",fullName:"Gina Erickson"},{id:"329270",title:"Prof.",name:"Shelly",surname:"Schaefer",slug:"shelly-schaefer",fullName:"Shelly Schaefer"}],corrections:null},{id:"74266",title:"Juvenile Delinquency between Probation and Criminal Careers",doi:"10.5772/intechopen.94339",slug:"juvenile-delinquency-between-probation-and-criminal-careers",totalDownloads:382,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The focus of the criminological research is on probation and diversion measures applied in metropolitan judicial districts where juvenile deviance and criminal careers are frequent. Presidential Decree 448/1988 measures application in Naples judicial discrict reflects the “juvenile probation “ in juvenile ligislation, the problems of the local and urban organized crime context and the lack of penal welfare. The sources of analysis are an experimental sample of minors holders of the probation measure from Juvenile Court’s files, three other control sample holding diversion or conviction, the examination of the recidivism rate and criminal relaspe. Both database of the General Criminal Records and the Department of Prison Administration were consulted to monitor further sub-objectives and measures the recidivism rates. The results of the research highlight the risk assessment linked to the path of deviance according to the performance of the child recovery activities implemented by the host and penal communities. Evaluations acquires even more importance if observed after the entry into force of the Law of 28 April 2014 no. 67 introducing in the criminal code and criminal procedure, both the suspension of the trial and the provisions on non-punishment for particular tenuity of the fact (Legislative Decree 16 March 2015 n. 28).",signatures:"Giacomo Di Gennaro",downloadPdfUrl:"/chapter/pdf-download/74266",previewPdfUrl:"/chapter/pdf-preview/74266",authors:[{id:"325593",title:"Prof.",name:"Giacomo",surname:"Di Gennaro",slug:"giacomo-di-gennaro",fullName:"Giacomo Di Gennaro"}],corrections:null},{id:"74205",title:"New Fraud Star Theory and Behavioral Sciences",doi:"10.5772/intechopen.93455",slug:"new-fraud-star-theory-and-behavioral-sciences",totalDownloads:336,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The purpose of this document is to establish the fraud star theory and the formulation of its microeconomic model, based on the behavioral sciences. The methodology is a practical exploration, first in the convergence of the fraud economy and the behavioral sciences, and based on these tools, the new theory of the Fraud Star is formulated, formulating its microeconomic model. This chapter is a new model of the fraud star theory and its microeconomic modeling. There are no limitations on the model. The practical implications are applying the new fraud star theory and calculating your income, in different scenarios. The social implications are knowing the income for the crime of fraud, according to the level of regulations, control, and effective punishment. The present work is original; there is no new theory of the fraud star, nor its microeconomic model, in the academic field, only in this work.",signatures:"Vicente Monteverde",downloadPdfUrl:"/chapter/pdf-download/74205",previewPdfUrl:"/chapter/pdf-preview/74205",authors:[{id:"324767",title:"Ph.D.",name:"Vicente",surname:"Monteverde",slug:"vicente-monteverde",fullName:"Vicente Monteverde"}],corrections:null},{id:"73885",title:"Fraud in Letters of Credit under English Law: Issues and Cases (the Three Dimensions)",doi:"10.5772/intechopen.93555",slug:"fraud-in-letters-of-credit-under-english-law-issues-and-cases-the-three-dimensions-",totalDownloads:186,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"According to many cases, it has been demonstrated that sellers with bad intentions have manipulated letters of credit system in many ways, including fraud. Thus, many legal jurisdictions have recognized the fraud exception rule. In order to apply such exception, some conditions must be met. Among these conditions, the bank’s knowledge and a requirement of a clear evidence. Notably, the bank’s knowledge is crucial, meaning that the establishment of the sole exception will depend upon the status of the bank’s knowledge. Meaning that if the bank is aware of existing fraud, it is under a duty to refuse presentation. Otherwise, it should not. In turn, the establishment of clear evidence by the English courts is somewhat hard to achieve, consequently, such condition criticized often. Further, if the beneficiary himself commits the fraud, or has knowledge of the fraud, then the fraud exception rule will apply.1 This raises the question of whether the fraud exception should also bite where the fraud is committed by a third party but without the beneficiary’s knowledge. From these facts, this chapter will try to analysis the status of the bank’s knowledge and the hardship related to the clear evidence requirement in conjunction with the third-party fraud.",signatures:"Zaid Aladwan",downloadPdfUrl:"/chapter/pdf-download/73885",previewPdfUrl:"/chapter/pdf-preview/73885",authors:[{id:"324758",title:"Dr.",name:"Zaid",surname:"Aladwan",slug:"zaid-aladwan",fullName:"Zaid Aladwan"}],corrections:null},{id:"73492",title:"Identifying Criminal Career Patterns of Sex Offenders",doi:"10.5772/intechopen.93972",slug:"identifying-criminal-career-patterns-of-sex-offenders",totalDownloads:578,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Intense social and political changes in the past decades led to changes in crime rates and the way the public perceives crime. Although there is a concern about crime in general, there seem to be some types of offences that cause more distress to the general public than others, for example, sexual offences. They seem to receive significant amounts of public condemnation and represent the focus of many punitive policies. In order to understand criminality as an individual and a social problem, researchers began to study crime through the concept of criminal career. One of the ways of getting insight into this type of offenders is by exploring their criminal career referring to a longitudinal series of offences committed by a person which has a noticeable series of offences. The study of the criminal career of sexual offenders has the potential to bring new information to experts and legislators, contribute to a greater understanding of the continuity of transgression from adolescence to adulthood and ensure better knowledge of the occurrence of sexual misconduct, how it begins, how it develops over time and how it ends.",signatures:"Dalibor Dolezal and Ena Jovanovic",downloadPdfUrl:"/chapter/pdf-download/73492",previewPdfUrl:"/chapter/pdf-preview/73492",authors:[{id:"326012",title:"Assistant Prof.",name:"Dalibor",surname:"Dolezal",slug:"dalibor-dolezal",fullName:"Dalibor Dolezal"},{id:"326017",title:"MSc.",name:"Ena",surname:"Jovanovic",slug:"ena-jovanovic",fullName:"Ena Jovanovic"}],corrections:null},{id:"73978",title:"A Routine Activity Analysis of Selected Rape Cases during COVID-19 Lockdown in Nigeria",doi:"10.5772/intechopen.94299",slug:"a-routine-activity-analysis-of-selected-rape-cases-during-covid-19-lockdown-in-nigeria",totalDownloads:534,totalCrossrefCites:2,totalDimensionsCites:2,hasAltmetrics:1,abstract:"Using five popular rape victimisation cases which occurred during COVID-19 lockdown in Nigeria, this paper shows how the mastery of routines of rape victims by sexual predators enhanced the success of rape victimisation. Elements of routine activity theory such as motivated offender, attractive targets and absence of capable guardianship is used to analyse each case to signpost and underscore the importance and centrality of active capable guardianship to dislodge and neutralise rape offenders’ routine mastery around attractive targets. The paper recommends mounting capable guardianship to checking growing menace of rape in Nigeria. Attractive target should eliminate risky routines and poisonous relationship which could enhance their chances of sexual violation.",signatures:"Oludayo Tade",downloadPdfUrl:"/chapter/pdf-download/73978",previewPdfUrl:"/chapter/pdf-preview/73978",authors:[{id:"316697",title:"Dr.",name:"Oludayo",surname:"Tade",slug:"oludayo-tade",fullName:"Oludayo Tade"}],corrections:null},{id:"78145",title:"Genetic DNA Identification from Bone Remains in Kinship Analysis Using Automate Extraction System",doi:"10.5772/intechopen.99587",slug:"genetic-dna-identification-from-bone-remains-in-kinship-analysis-using-automate-extraction-system",totalDownloads:166,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The first ever human identification through DNA analysis was done in the year 1987. Since then, this test has been used, not only in the ruling of civil and juridical cases, but also for human identification of missing persons and mass disaster victims. In this chapter we will present the usefulness of genetic DNA testing of skeletonized remains for human identification, by using automate DNA extraction from three different human bone types: tooth, femur and petrous pyramid. For each case, we obtained saliva samples on buccal swabs from relatives. After the bones were washed and cleaned, Bead Balls Mill Mix 20 (Tehtnica Domel, Slovenia), was used to obtain the bone powder. The DNA extraction from bone samples was performed on the automate Maxwell RSC 48 Instrument (Promega, USA), using the Maxwell FSC DNA IQ Casework Kit (Promega, USA). Power Quant System (Promega, USA) was used for DNA quantification of the samples. The DNA samples were amplified on a Pro Flex PCR System (Thermo Fischer, USA), using the Global Filer PCR Amplification Kit (Applied Biosystems, USA). PCR products were run on a 3500 Genetic Analyzer (Thermo Fischer, USA). Data analysis was performed by Gene Mapper 1.4. Considering that these cases involved DNA extraction from teeth, bones and old human remains, automate system was felt to be the best option to reduce handling errors and increase the possibilities of obtaining good quality DNA.",signatures:"Raluca Dumache, Talida Cut, Camelia Muresan, Veronica Ciocan, Emanuela Stan, Dorin Novacescu and Alexandra Enache",downloadPdfUrl:"/chapter/pdf-download/78145",previewPdfUrl:"/chapter/pdf-preview/78145",authors:[{id:"179199",title:"Dr.",name:"Raluca",surname:"Dumache",slug:"raluca-dumache",fullName:"Raluca Dumache"},{id:"181860",title:"Prof.",name:"Alexandra",surname:"Enache",slug:"alexandra-enache",fullName:"Alexandra Enache"},{id:"195502",title:"Dr.",name:"Veronica",surname:"Ciocan",slug:"veronica-ciocan",fullName:"Veronica Ciocan"},{id:"298285",title:"Dr.",name:"Camelia",surname:"Muresan",slug:"camelia-muresan",fullName:"Camelia Muresan"},{id:"346347",title:"Dr.",name:"Talida",surname:"Cut",slug:"talida-cut",fullName:"Talida Cut"},{id:"427761",title:"Dr.",name:"Dorin",surname:"Novacescu",slug:"dorin-novacescu",fullName:"Dorin Novacescu"},{id:"427762",title:"Dr.",name:"Alexandra",surname:"Mihailescu",slug:"alexandra-mihailescu",fullName:"Alexandra Mihailescu"}],corrections:null},{id:"72207",title:"Postmortem Examination",doi:"10.5772/intechopen.92184",slug:"postmortem-examination",totalDownloads:607,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This chapter titled “Postmortem Examination” will highlight the importance of a postmortem examination, provide a basic overview of what a postmortem examination should involve, and guide the reader through the steps required to perform a complete autopsy. Subsections of special procedures as well as additional testing methods are included for those who are interested in extending their examinations to answer selected questions in selected scenarios. This chapter can act as a guideline to those who are unfamiliar with the process of an autopsy, or a review, and reinforcement to those who wish to build on top of their previous experience.",signatures:"Carol K. Lee",downloadPdfUrl:"/chapter/pdf-download/72207",previewPdfUrl:"/chapter/pdf-preview/72207",authors:[{id:"317041",title:"Dr.",name:"Carol K.",surname:"Lee",slug:"carol-k.-lee",fullName:"Carol K. Lee"}],corrections:null},{id:"72362",title:"Autopsy in Foetal Infant Deaths",doi:"10.5772/intechopen.92673",slug:"autopsy-in-foetal-infant-deaths",totalDownloads:801,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Child autopsies are not more difficult than adult autopsies, but do require a number of extra techniques to be performed routinely. This chapter aims to cover the basic techniques required for foetal, perinatal, and infant post mortems. Post mortem examinations of children older than 2 years of age do not differ greatly from adult autopsies.",signatures:"Luv Sharma",downloadPdfUrl:"/chapter/pdf-download/72362",previewPdfUrl:"/chapter/pdf-preview/72362",authors:[{id:"316701",title:"Prof.",name:"Luv",surname:"Sharma",slug:"luv-sharma",fullName:"Luv Sharma"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"6876",title:"Behavioral Neuroscience",subtitle:null,isOpenForSubmission:!1,hash:"61887111f05b16c8fe4aaa7826fdf39f",slug:"behavioral-neuroscience",bookSignature:"Sara Palermo and Rosalba Morese",coverURL:"https://cdn.intechopen.com/books/images_new/6876.jpg",editedByType:"Edited by",editors:[{id:"233998",title:"Ph.D.",name:"Sara",surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"9161",title:"Frailty in the Elderly",subtitle:"Understanding and Managing Complexity",isOpenForSubmission:!1,hash:"a4f0f2fade8fb8ba35c405f5ad31a823",slug:"frailty-in-the-elderly-understanding-and-managing-complexity",bookSignature:"Sara Palermo",coverURL:"https://cdn.intechopen.com/books/images_new/9161.jpg",editedByType:"Edited by",editors:[{id:"233998",title:"Ph.D.",name:"Sara",surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"8938",title:"Inhibitory Control Training",subtitle:"A Multidisciplinary Approach",isOpenForSubmission:!1,hash:"bd82354f3bba4af5421337cd42052f86",slug:"inhibitory-control-training-a-multidisciplinary-approach",bookSignature:"Sara Palermo and Massimo Bartoli",coverURL:"https://cdn.intechopen.com/books/images_new/8938.jpg",editedByType:"Edited by",editors:[{id:"233998",title:"Ph.D.",name:"Sara",surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"8626",title:"Parkinson's Disease and Beyond",subtitle:"A Neurocognitive Approach",isOpenForSubmission:!1,hash:"7407cfb0a38d3c1b8dd1c578c804fc8d",slug:"parkinson-s-disease-and-beyond-a-neurocognitive-approach",bookSignature:"Sara Palermo, Mario Stanziano and Rosalba Morese",coverURL:"https://cdn.intechopen.com/books/images_new/8626.jpg",editedByType:"Edited by",editors:[{id:"233998",title:"Ph.D.",name:"Sara",surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"5259",title:"Forensic Analysis",subtitle:"From Death to Justice",isOpenForSubmission:!1,hash:"8e44125aafaaf6e8adb73d733f34fae9",slug:"forensic-analysis-from-death-to-justice",bookSignature:"B. 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\r\n\tWith this rapid transformation of the computing and communication world, information-system security has moved from a largely self-contained bounded environment interacting with a generally known and disciplined user community to a worldwide scope with a body of users that may not be known and are not necessarily trusted. Importantly, security control now must deal with circumstances over which there is largely no control or expectation of avoiding their impact. Computer security, as it has evolved, shares a similarity with liability assurance: they each face a threat environment that is known in a very general way and can face attacks over a broad spectrum of sources. However, the exact details or even time or certainty of an attack are unknown until an incident occurs.
\r\n\tThe purpose of this book is to discuss some of the critical security challenges in today’s computing world and to discuss mechanisms for defending against those attacks by using classical and modern approaches to cryptography and other security solutions. With this objective, the book invites contributions from researchers in the field of cryptography and its applications in network security. Some illustrative topics of interest (but not limited to) are cryptography algorithms, authentication, authorization, integrity, confidentiality, privacy, security in wireless networks, security in wireless local area networks, wireless sensor networks, wireless ad hoc networks, vehicular ad hoc networks, security and privacy in the Internet of Things. Privacy of information, Blockchains, and Machine Learning in Security are three additional topics that the book will also deal with.
Carbon nanotubes (CNTs) have been the focus of extensive research in recent years due to their exceptional mechanical, thermal, and electrical properties (Treacy et al., 1996; Lourie et al., 1998; Yu et al., 2000; Lukic et al., 2005). As a result of their nanoscale dimensions and high surface area, CNTs could also be considered as efficient templates for the assembly and tethering of nanoparticles on their surface (Grzelczak et al., 2006). The decoration of CNTs with various compounds and various structures could increase their surface functionality and the tunability of their properties, such as their electrical and magnetic characteristics (Korneva et al., 2005; Kuang et al., 2006). Recent reports described the attachment of various inorganic nanoparticles to either the external surface of the CNTs, or to the internal surface of the CNT cavity, through several experimental methods (Han et al., 2004; Qu et al., 2006). In this context, it is important to note that the control of the size of these tethered nanoparticles is of primary importance for the purpose of tailoring the physical and chemical properties of these hierarchical materials.
\n\t\t\tIron oxide nanoparticles, such as magnetite and maghemite, have been of technological and scientific interest due to their unique electrical and magnetic properties. These nanoparticles can be used in such diverse fields as high-density information storage and electronic devices (Sun et al., 2000; Pu et al., 2005; Yi et al., 2006; Jia et al., 2007; Wan et al., 2007). Maghemite, γ-Fe2O3, is the allotropic form of magnetite, Fe3O4 (Rockenberger et al., 1999; Pileni et al., 2003; Sun et al., 2004). These two iron oxides are crystallographically isomorphous. The main difference is the presence of ferric ions only in γ-Fe2O3, and both ferrous and ferric ions in Fe3O4. As a result, while the magnetic properties of Fe3O4 are superior, γ-Fe2O3 is more stable, since the iron cannot be further oxidized under ambient conditions. This renders γ-Fe2O3 nanoparticles easier to work with, especially in the presence of organic solvents and organic ligands, and consequently, they have been widely used for magnetic storage in a variety of fields such as floppy disks and cassette tapes. However, maghemite-CNT nanohybrid materials have not been studied as extensively as magnetite-CNT nanohybrid materials, with the exception of several few examples (\n\t\t\t\t\tSun et al., 2005\n\t\t\t\t; Youn et al., 2009).
\n\t\t\tThe alignment of CNTs in a variety of matrices can be used to reinforce, intensify, and enhance some of the properties of the resulting systems, as well as introduce various degrees of anisotropy into the properties of the desired nanomaterials (Kimura et al., 2002; Garmestani et al., 2003). The alignment of CNTs in a suspension under a magnetic field requires that the energy produced by the torque acting on a magnetically-anisotropic segment exceeds the thermal energy of that particular segment, such that:\n\t\t\t\t\t
In this chapter, we describe and report a convenient approach for the decoration of CNTs with near-monodisperse maghemite nanoparticles by employing a novel and simple modified sol-gel process (in-situ process) with an iron salt as precursor, followed by calcination. The resulting hybrid nanomaterials are superparamagnetic at room temperature and are conducive to facile alignment under relatively low magnetic fields. Subsquently, the nanohybrid materials, i.e. the magnetized carbon nanotubes, were incorporated into a polymer matrix and aligned by the application of a magnetic field, forming polymer composites with an aligned filler phase. It is therefore expected that the composites formed in this manner would exhibit anisotropic mechanical and electrical properties that would depend on and correlate with the parallel and perpendicular direction to the magnetic field that has been applied and under which the alignment has taken place.
\n\t\tPure-MWCNTs were first dispersed in a solution mixture of concentrated H2SO4 and HNO3 with the volume ratio of 3:1. The suspension was ultra-sonicated for 3 hrs at room temperature. After that, the concentration of the suspension was diluted up to 50% and filtered with a PTFE membrane (0.45 μm pore size) with the aid of a vacuum pump. Carboxylated MWCNT (MWCNT-COOH) was washed with de-ionized water several times to reach neutral pH and dried under vacuum at 50º C overnight. The synthesis of maghemite-MWCNT was performed by first adding 0.65 g Fe(NO3)3 9H2O to 20 ml of absolute ethanol (100% purity) and stirring until the Fe(NO3)3 9H2O was dissolved completely. Subsequently, this iron salt solution was added to a suspension of oxidized MWCNTs with a mass ratio of 4:1 (Fe(NO3)3 9H2O : MWCNTs mass ratio of 4:1), stirred, and sonicated for 3 hrs. Twenty ml of 1.2 mM of NaDDBS were added to the solution and stirred for 30 min. Then, 1.2 ml of propylene oxide was added as a gelation agent and stirred for 30 min. The mixture was then placed in a Fisher Scientific iso-temperature oven for drying for 3 days at 100º C. The resulting powder products were washed with ethanol several times and dried at 50º C. The calcination of these powders was performed in a furnace under argon atmosphere at both 500º C and 600º C for 2 hrs. The overall strategy for the preparation of MWCNT/γ-Fe2O3 is shown in Figure 1 (Kim et al., 2010).
\n\t\t\t\tSchematic representation for the preparation of nanohybrid materials, MWCNT/γ-Fe2O3 via a modified sol-gel technique (Reprinted with permission from
Various weight percents of magnetic multi-walled carbon nanotubes (m-MWCNTs) were dispersed in a small amount of ethanol with sonication for 1 hr. Epoxy resin (PR2032) was added to the suspension and mixed with a mechanical stirrer for 30 min in order to obtain optimal dispersion. After that, the nanocomposite solution was sonicated to evaporate entire solvent at 50º C. The curing agent (PH3660) was added into the solution, mixed, and degassed under vacuum. The solution was immediately poured into a mold, and a 0.3 T magnetic field was applied for 1 hr at room temperature, for 1 hr at 60º C, and for another 1 hr at 60º C without a magnetic field. The nanocomposite was post-cured at 60º C for 6 hrs in the iso-temperature oven (Kim et al., 2011).
\n\t\t\tThe dried samples were ground into a fine powder using a ceramic mortar and pestle. Tiny amounts of samples were rarified with KBr powder, ground, and pressed in a KBr pellet with a punch and die. A Nicolet Nexus 870 spectrometer scanned the range from 4000 to 400 cm-1 with a resolution of 2 cm-1 and data spacing of 0.964 cm-1. XRD measurements were performed using an X’pert Pro Alpha-1 (wavelength of 1.54 Å). XRD peaks were collected from 2θ = 0º to 90º with a step size of 0.02º. XPS scans of powder samples were taken using a Surface Science Laboratories SSX-100 ESCA spectrometer using monochromatic Al Kα radiation (1486.6 eV). Raman spectra were recorded in the range of 200-2000 cm-1 at ambient temperature using a WITEC Spectra Pro 2300I spectrometer equipped with an Ar-ion laser, which provided a laser beam of 514 nm wavelength. The magnetic properties of MWCNTs were measured using a 5.5 T Quantum Design Superconducting Quantum Interface Device (SQUID) magnetometer. The alignment of the sample was conducted by a magnet (GMW-5403) at 0.3 T. The morphology and aligned feature of as-prepared samples were also characterized using SEM (LEO 1530). TEM samples were prepared by placing a droplet of solution onto a TEM grid, and for the observation of aligned features, samples were micro-tomed into 100 nm thick slices using a diamond knife and placed on a TEM grid. These samples were analyzed using a Hitachi HF2000, 200 kV transmission electron microscopy. The electrical conductivity data of as-prepared composites were collected using impedance analyzer (Solartron Instruments SI 1260 with dielectric interface 1296) for the frequency range 0.1 Hz ~ 1 MHz. All the data were collected under an AC voltage of 0.1 V. Contact was achieved by silver painting the two ends of the samples, and then using coaxial probers on a probe station attached to the impedance analyzer (Peng et al., 2008).
\n\t\t\tA variety of methods to form nanohybrid materials on the surface of CNTs have been reported. Correa-Duarte group (Correa-Duarte et al., 2005) coated CNTs with iron oxide nanoparticles (magnetite/maghemite) via a layer by layer (LBL) assembly technique and aligned CNT chains in relatively small external magnetic fields. Subsequently, the resulting magnetic CNT structures could be used as building blocks for the fabrication of nanocomposite materials. Cai group (Wan et al., 2007) decorated CNTs with magnetite nanoparticles in liquid polyols. As a result, these nanoparticles could have significant potential for application in the fields of sensors. In addition, Gao group (Jia et al., 2007) initiated the self-assembly of magnetite particles along MWCNTs via a hydrothermal process. The resulting materials feature nanoparticle beads along the CNT surface, rendering this as an appropriate material to be used as a functional device.
\n\t\t\tThe maghemite-CNT nanocomposite systems also have been reported even though research has not been studied as extensively as magnetite-CNT system. Liu group (\n\t\t\t\t\tSun et al., 2005\n\t\t\t\t) decorated MWCNTs with maghemite via the pyrolysis of ferrocene at different temperatures. This product is expected to provide an efficient way for the large-scale fabrication of magnetic CNT composites. Jung group (Youn et al., 2009) decorated single-wall CNTs (SWCNTs) with iron oxide nanoparticles along the nanotube via a magneto-evaporation method. The nanotubes were aligned vertically on ITO surfaces, suggesting the possibility of rendering this process adequate and cost-effective for mass production. The method described in this work consisted of the use of an iron-oleate complex, oleic acid, and truncated SWCNTs to create iron oxide nanoparticles. The research also demonstrated the anisotropic properties of vertically aligned SWCNTs in a nanocmoposite by comparing current densities of the aligned and non-aligned CNTs.
\n\t\t\tKeeping pace with these researches’ streaming, we have developed the MWCNT/γ-Fe2O3 nanohybrid materials. As a first step, the MWCNTs were carboxylated in order to introduce negative charges on their surface, which in turn will interact with Fe (III) ions present in a strong acid solution. This process was also coupled with sonication to ensure dispersion of the MWCNTs in the suspension. The x-ray photoelectron spectroscopy (XPS) wide-survey (Fig. 2a)and high resolution spectra (Fig. 2b) reveal not only the presence of carbon-carbon bonding of MWCNTs at 285 eV binding energy but also the formation of a carbonyl moiety consistent with carboxylated groups at 288 eV binding energy. Nucleation sites for the iron oxide were generated at the CNT surface due to the electrostatic interaction between Fe (III) ions and the carboxylate surface groups of acid-treated CNTs. In this system, the occurrence of gelation was inhibited by the addition of a surface active molecule, sodium dodecylbenzenesulfonate (NaDDBS), before the addition of propylene oxide, which is a gel promoter. The surfactant interfered in the growth stage of the iron oxide nanoparticles (gel phase) and prevented the formation of a gel. This occurred because the NaDDBS molecules had already coordinated to the iron (III) centers due to the attraction between the negatively-charged hydrophilic head of the surfactant and the positively-charged iron (Matarredona et al., 2003; Camponeschi et al., 2008). Therefore, due to the presence of the NaDDBS molecules, no aggregates of γ-Fe2O3 were formed but rather the nanoparticles remained individually isolated and dispersed along the length of the CNTs.
\n\t\t\ta) The XPS survey spectrum of functionalized MWCNTs. (b) The high-resolution XPS spectrum of C1s. (Adapted with permission from
X-ray diffraction patterns of MWCNT containing iron oxide nanoparticles calcinated at different temperatures with the initial Fe(NO3)3 9H2O : MWCNTs mass ratio of 4:1 and 2:1 demonstrate the high crystalline nature of the nanoparticles as shown in Figure 3. The diffraction peak at 2θ = 26º can be confidently indexed as the (002) reflection of the MWCNTs, similar to that of pure MWCNTs. The other peaks in the range of 20º < 2θ < 80º correspond to the (220), (311), (400), (422), (511), (440), and (533) reflections of maghemite (γ-Fe2O3) and/or magnetite (Fe3O4). When the mass ratio of Fe(NO3)3 9H2O and MWCNTs increases from 2:1 to 4:1, the intensity of the carbon (002) reflection decreases. Also, when calcination temperature increases from 500º C to 600º C, the crystal structure of the product becomes better-defined. Because XRD patterns of maghemite and magnetite are practically identical (\n\t\t\t\t\tSun et al., 2005\n\t\t\t\t), x-ray diffraction alone cannot be used to distinguish between the two phases. Therefore, we employed additional experimental techniques to discern between these two phases.
\n\t\t\tThe FTIR spectrum of the product of this modified sol-gel process shows the presence of well-crystallized iron oxide nanoparticles after calcination at 600º C as shown in Figure 4. Maghemite (γ-Fe2O3) has an inverse spinel structure and therefore, it can be seen as an iron-deficient form of magnetite. If the powder is not heat-treated, a weak peak from 800 to 400 cm-1 is shown. This is evidence of an amorphous iron oxide phase with minimal long-range order typical of maghemite or magnetite. However, after calcination, IR bands show strong peaks at 576 and 460 cm-1, which correspond to a partial vacancy ordering in the octahedral positions in the maghemite crystal structure (White et al., 1967; de Faria et al., 1997; Millan et al., 2007).
\n\t\t\tX-ray photoelectron spectroscopy (XPS) as well as Raman spectroscopy confirmed that the iron oxide nanoparticles formed were indeed maghemite and not magnetite. After the formation of oxidized MWCNTs decorated with iron oxide nanoparticles followed by
\n\t\t\tXRD patterns of MWCNT/γ-Fe2O3 nanostructures fabricated with two different mass ratios of Fe(NO3)3 9H2O and MWCNTs: (a) MWCNT; (b) 2:1 at 500º C; (c) 2:1 at 600º C; (d) 4:1 at 500º C; (e) 4:1 at 600º C (Reprinted with permission from
FTIR spectrum of MWCNT/γ-Fe2O3 after calcination at 600º C (Reprinted with permission from
calcination at 600º C, Figure 5 shows XPS characteristic iron peaks in addition to carbon and oxygen. The position of the Fe (2p3/2) and Fe (2p1/2) peaks were marked at 711.3 and 724.4 eV, respectively, which are in good agreement with the values reported for γ-Fe2O3 in the literature (Hyeon et al., 2001; \n\t\t\t\t\tSun et al., 2005\n\t\t\t\t). Therefore, this suggests the formation of γ-Fe2O3 in our samples. Raman spectroscopy can also effectively distinguish between maghemite and magnetite nanoparticles. The strong peak at ~1350 cm-1 can be assigned to the D band of MWCNTs, while another dominant peak at ~1576 cm-1 can be ascribed the G band of MWCNTs as shown in Figure 6 (Jorio et al., 2003). In contrast to magnetite, the maghemite bands are not well-defined, but rather consist of several broad peaks around 350, 500, and 700 cm-1, which are unique to these species and are absent in other types of iron oxide nanoparticles (de Faria et al., 1997). This supports the conclusion that the nanoparticles bound at the walls of the MWCNTs are maghemite and not magnetite.
\n\t\t\ta) The XPS survey spectrum of MWCNT/γ-Fe2O3. (b) The high-resolution XPS spectrum of Fe 2p bands (Adapted with permission from
a) The Raman spectrum of MWCNT/γ-Fe2O3 nanostructure prepared at 600º C with the mass ratio of 4:1. (b) The detailed Raman spectrum of the same sample in the 200-800 cm-1 spectral range (Reprinted with permission from
Scanning electron microscopy (SEM) and transmission electron microscopy (TEM) images of MWCNTs/γ-Fe2O3 confirmed that γ-Fe2O3 was attached to the walls of the MWCNTs as shown in Figure 7. The high-resolution transmission electron microscopy (HRTEM) image of a nanoparticle (Figure 7(b)) illustrates the maghemite interlayer spacing of the (311) lattice plane of approximately 0.25 nm (Hyeon et al., 2001). Furthermore, the inset image of Figure 7(b) shows the electron diffraction patterns of maghemite, indicating the high crystallinity of the maghemite nanoparticles. At a mass ratio of 4:1 between the Fe(NO3)3 9H2O precursor and the MWCNTs, the particle size increased with increasing temperature from 500º C to 600º C, and the average sizes were 10.1 nm and 10.8 nm, respectively as shown in Figure 7(c) and (d). Similarly, when the mass ratio of Fe(NO3)3 9H2O precursor and MWCNT was 2:1, the average particle sizes as a result of the increased temperature were 7.9 nm and 8.4 nm, respectively (Figure 7(e) and\n\t\t\t\t7(f)), which also slightly increased with increasing temperature. This result indicated that both a higher mass ratio between the Fe(NO3)3 9H2O
\n\t\t\ta) SEM image of MWCNT/γ-Fe2O3 hybrid structures prepared with 4:1 mass ratio of iron salt and MWCNT; (b) High resolution TEM image of maghemite. Inset shows diffractions of a single maghemite nanoparticle. TEM images of MWCNT/γ-Fe2O3 prepared with 4:1 mass ratio of iron salt and MWCNT: (c) High-resolution image prepared at 500º C; (d) High magnification image prepared at 600º C. TEM images of MWCNT/γ-Fe2O3 prepared with 2:1 mass ratio; (e) High magnification image prepared at 500º C; (f) High magnification image prepared at 600º C (Adapted with permission from
precursor and the MWCNT and increasing temperature led to larger nanoparticles, and therefore, we can conclude that particle size could be controlled by the precursor to MWCNT mass ratio and temperature.
\n\t\t\tChemical analysis using EDS during the TEM analysis showed the presence of Fe, O, and C in the maghemite-MWCNT system as shown in Figure 8, and the calculated atomic ratio of Fe and O was close to 2:3, which suggested the formation of γ-Fe2O3.
\n\t\t\tEnergy dispersion spectrum (EDS) of the MWCNT/γ-Fe2O3 hybrid material (Adapted with permission from
The magnetic properties of the as-prepared MWCNTs/γ-Fe2O3 nanocomposites were measured using Superconducting Quantum Interference Device (SQUID) magnetometer. The magnetization hysteresis loops were measured in fields between ±50 kOe at room temperature as shown in Figure 9(a). The saturation magnetization (Ms) of the samples obtained is below 2 emu/g, which is considerably smaller than that of bulk iron (Ms = 222 emu/g) as shown in Table 1. Coercivity is below 10 Oe, which is larger than that of bulk iron (Hc = 1 Oe). The conclusion drawn from the measurement of magnetic properties is that both samples, having different ratios between Fe(NO3)3 9H2O precursor and MWCNT, exhibit superparamagnetic behavior at room temperature. This should be mainly attributed to the small size of γ-Fe2O3 nanoparticles that were formed in the presence of MWCNTs (Pascal et al., 1999). This result is in good accordance with the TEM observation of the small sizes of the maghemite nanoparticles mentioned above.
\n\t\t\tThe magnetic attraction of our sample was also tested by placing a magnet near a vial containing the maghemite-MWCNT nanostructures as shown in Figure 9(c) and 9(d). Our samples can be easily dispersed in solution and form a stable suspension. When a magnet approaches the vial, magnetic carbon nanotubes are attracted toward the magnet. This phenomenon illustrates that the maghemite nanoparticles that are anchored on the surface of the MWCNTs impart to the composite material a magnetic response similar to that observed with magnetite.
\n\t\t\tThis novel method for the magnetization of carbon nanotubes through the tethering of magnetic iron oxide nanoparticles with controlled size and site distribution would open up a slew of new opportunities for applications in which the alignment of CNTs is not only desired, but is actually required. While many groups have studied strategies to align MWCNT/Fe3O4 nanostructures under external magnetic fields due to their strong magnetic properties, very little attention has been devoted to MWCNT/γ-Fe2O3 conjugate nanomaterials. Therefore, we would like to show that this latter system also exhibits similar interesting properties and can constitute a facile gateway to MWCNT alignment processes under tight morphological control and relatively low magnetic fields, resulting in enhanced anisotropic electrical conductivity behavior, in the following sections.
\n\t\t\ta) Magnetization vs. applied magnetic field for the magnetic carbon nanotubes prepared at different mass ratios and temperatures: 4:1 mass ratio of Fe(NO3)3 9H2O and MWCNT at a) 500º C, b) 600º C, and 2:1 mass ratio of Fe(NO3)3 9H2O and MWCNT at c) 500º C, d) 600º C. (b) The enlarged hysteresis loop of the MWCNT/γ-Fe2O3 structures formed from a 4:1 mass ratio of Fe(NO3)3 9H2O and MWCNT calcinated at 600º C. The photographs of magnetic carbon nanotubes (c) in the presence (left image) and in the absence (right image) of a magnet and (d) suspended in ethanol in the absence (left image) and in the presence (right image) of an externally-placed magnet (Adapted with permission from
\n\t\t\t\t\t\t\t | \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t | \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t | \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t | \n\t\t\t\t\t
Ms (emu/g) | \n\t\t\t\t\t\t500 | \n\t\t\t\t\t\t0.3 | \n\t\t\t\t\t\t2.0 | \n\t\t\t\t\t
600 | \n\t\t\t\t\t\t0.2 | \n\t\t\t\t\t\t1.4 | \n\t\t\t\t\t|
Hc (Oe) | \n\t\t\t\t\t\t500 | \n\t\t\t\t\t\t4.8 | \n\t\t\t\t\t\t2.8 | \n\t\t\t\t\t
600 | \n\t\t\t\t\t\t6.3 | \n\t\t\t\t\t\t9.6 | \n\t\t\t\t\t
Magnetic properties as a function of both different mass ratio of Fe(NO3)3 9H2O and MWCNT and different calcination temperatures.
Alignments of CNTs by electric, shear induced field, and magnetic field were reported previously by several groups (Chen et al., 2001; Nagahara et al., 2002). Bauhofer group (Martin et al., 2005) successfully demonstrated the application of AC electric fields allowing both the alignment of carbon nanofibers in epoxy resin and their connection into a network. Zhu group (Zhu et al., 2009) studied electric field aligned MWCNT/epoxy nanocomposites with a sample size of up to several centimetres using fast UV polymerization, showing significant anisotropic properties for storage modulus and electrical conductivity.
\n\t\t\tFor the characterization of aligned composite systems using shear induced field, we probed the effects of shear flow on the alignment of dispersed SWCNTs in polymer solutions as a previous study (Camponeschi et al., 2006). The sample solutions were placed in the 8.5 mm gap between the outer cylinder and the spindle, as shown Figure 10. In turn, the spindle was allowed to rotate for one week at several different angular velocities ranging from 12 to 100 rpm. TEM samples were taken in situ from the solutions flowing in circular motion in the gap between the outer cylinder and inner cylinder as shown in Figure 10(b).
\n\t\t\ta) Concentric cylinder arrangement in the Brookfield viscometer. (b) TEM sample retrieval and preparation (Reprinted with permission from
In this experimental set up, for systems in which effective dispersion of the carbon nanotubes was achieved by the combined action of both NaDDBS and Carboxymethylcellulose (CMC). The only system in which tube alignment was observed was for the NaDDBS/CMC/SWCNT solution that was subjected to shear stresses at the highest angular velocity used in the experiments as shown in Figure 11.
\n\t\t\tOriented carbon nanotubes dispersed with NaDDBS and CMC and subjected to shear flow at 100 rpm. The inset image is a 4-fold magnification of the larger image showing the local orientation of the surface modified SWCNT (Reprinted with permission from
A high magnetic field is an efficient and direct ways to align carbon nanotubes. Tanimoto group have found that a high magnetic field of 7 T aligns arc-grown MWCNTs (Fujiwara et al., 2001). They dried a MWCNT dispersion in methanol under a constant magnetic field and observed the MWCNTs alignment parallel to the field. This result was explained by the difference between the diamagnetic susceptibilities parallel (\n\t\t\t\t\t
The samples for SEM were prepared by dispersing as-prepared nanostructures in water solution with surfactant, sonicating for 30 min, and then depositing the samples onto silicon wafer under an external field. Figure 12 shows the SEM images of magnetic carbon nanotubes. When a droplet of dispersed hybrid materials in a water solution was dried under the magnetic field, the surface-modified MWCNT were aligned easily as shown in Figure 12(a). However, when the nanocomposite solution was dried without applying magnetic field, the surface-modified MWCNT did not exhibit alignment features.
\n\t\t\ta) SEM image of aligned magnetic carbon nanotube hybrid materials parallel to the direction of magnetic field. (b) SEM image of magnetic carbon nanotube hybrid materials that were not subjected to a magnetic field (Reprinted with permission from
The TEM images of composites in which surface-modified MWCNT (m-MWCNT) and unmodified MWCNT were embedded in epoxy matrices are shown in Figure 13(a) through 13(d). We first compared the alignment features of the MWCNT/epoxy nanocomposite and the m-MWCNT/epoxy nanocomposite systems, under the same experimental conditions, i.e. the same strength of the externally-applied magnetic field (0.3 T). Figure 13(a)and 13(b), representing MWCNT/epoxy composites with 0.5 wt% MWCNT and 1.0 wt% MWCNT, respectively, did not reveal any alignment features of filler phase in the polymer matrix under the externally-applied magnetic field. However, in the case of the m-MWCNT/epoxy nanocomposite systems also having 0.5 wt% m-MWCNT and 1.0 wt% m-MWCNT and shown in Figure 13(c)and 13(d), respectively, it is obvious that the m-MWCNTs embedded in the epoxy matrix have indeed aligned parallel to the direction of magnetic field (0.3 T). Comparing the alignment features of aligned m-MWCNT hybrid materials and aligned m-MWCNT/epoxy composites (Figure 12(a), 13(c), and 13(d)), it becomes evident that the m-MWCNT hybrid materials in the absence of a polymer matrix show better alignment, fact which could be attributed to the viscosity of the polymer matrix during processing. Therefore, we can conclude that the m-MWCNT hybrids can be aligned under a relatively weak magnetic field even when embedded in a polymer matrix. This alignment is expected to directly affect the anisotropic conductivity of the resulting epoxy composites, as will be shown in the subsequent section (Figure 14 and 15). The bundling of the m-MWCNTs in the polymer matrix, as observed in the inset in Figure 13(c), may be attributed to the anisotropic nature of the dipolar interactions of the iron oxide nanoparticles near the ends of the carbon nanotubes, i.e. the near-linear stacking of the north and south poles of the m-MWCNT in the polymer matrix, resulting in their observed end-to-top connectivity (Butter et al., 2003; Correa-Duarte et al., 2005).
\n\t\t\ta) TEM image of MWCNT/epoxy composites with 0.5 wt% filler loading. (b) TEM image of MWCNT/epoxy composites with 1.0 wt% filler loading. (c) TEM images of m-MWCNT/epoxy composites with 0.5 wt% filler loading. Inset shows the end-to-top connectivity between two m-MWCNTs under an external magnetic field. (d) TEM image of m-MWCNT/epoxy composites with 1.0 wt% filler loading (Adapted with permission from
The electric conductivities of the m-MWCNT/epoxy composites were measured at a series of different frequencies, from 0.1 Hz to 1 MHz. The real and imaginary parts of the impedance (Z’ and Z’’) were collected, and the magnitude of the AC conductivity (σ) was calculated using equations:
\n\t\t\twhere,
a) The conductivity of m-MWCNT/epoxy composites as a function of frequency for different mass loading of m-MWCNT as measured in the direction parallel to the magnetic field and perpendicular to the magnetic field. (b) The magnified region of a nanocomposite with a 3.0 wt% filler loading (Adapted with permission from
Percolation theory predicts a critical concentration or percolation threshold where the material converts from a capacitor to a conductor (Weber et al., 1997; Ounaies et al., 2003). In order to determine the percolation threshold of the aligned system, the volume conductivity data could be fitted to a power law in terms of volume fraction of m-MWCNT.
\n\t\t\twhere \n\t\t\t\t\t
When we compared the results of samples in which conductivity was measured in the direction of the m-MWCNT alignment (parallel to the magnetic field) and perpendicular to the m-MWCNT alignment (perpendicular direction to the magnetic field) for the same mass fraction of m-MWCNT, we observed that the conductivity measured parallel to the magnetic field was higher than that measured perpendicular to the magnetic field, indicating a cooperative effect due to the alignment of the m-MWCNTs in the polymer
\n\t\t\tThe conductivity of m-MWCNT/epoxy composites as a function of different mass loading of m-MWCNT measured in the direction parallel to the magnetic field and perpendicular to it. Inset shows percolation equation fit to the experimental conductivity data obtained parallel to the direction of the magnetic field (Adapted with permission from
matrix, as was previously shown in Figure 13(c)and 13(d). Figure 15 shows the variation of the conductivities extracted from the plateau region at low frequency as a function of m-MWCNT mass fractions in the epoxy nanocomposite for both the parallel and perpendicular directions with respect to the magnetic field. The measured conductivities are summarized in Table 2.
\n\t\t\tWe would like to note that for 3.0 wt% m-MWCNT sample, even though the conductivity in the parallel direction was somewhat larger than that in the perpendicular direction (see Figure 14(b)), the values obtained were, nevertheless, quite similar. This is most likely due to the following factors: (a) We assumes that the viscosity of the composite solution containing 3.0 wt% m-MWCNT is higher than for other compositions as evidenced by the superior alignment of m-MWCNT without polymer matrix to that of m-MWCNT/epoxy composites,
\n\t\t\tm-MWCNT content (wt%) | \n\t\t\t\t\t\tConductivity (S/m) | \n\t\t\t\t\t\tConductivity ratio of parallel and perpendicular | \n\t\t\t\t\t|
Parallel to MF | \n\t\t\t\t\t\tPerpendicular to MF | \n\t\t\t\t\t||
3.0 | \n\t\t\t\t\t\t1.0 x 10-6\n\t\t\t\t\t\t | \n\t\t\t\t\t\t8.5 x 10-7\n\t\t\t\t\t\t | \n\t\t\t\t\t\t1.2 | \n\t\t\t\t\t
1.0 | \n\t\t\t\t\t\t4.1 x 10-7\n\t\t\t\t\t\t | \n\t\t\t\t\t\t1.0 x 10-7\n\t\t\t\t\t\t | \n\t\t\t\t\t\t4.1 | \n\t\t\t\t\t
0.5 | \n\t\t\t\t\t\t1.6 x 10-8\n\t\t\t\t\t\t | \n\t\t\t\t\t\t5.3 x 10-9\n\t\t\t\t\t\t | \n\t\t\t\t\t\t3.0 | \n\t\t\t\t\t
0.1 | \n\t\t\t\t\t\t6.0 x 10-11\n\t\t\t\t\t\t | \n\t\t\t\t\t\t1.0 | \n\t\t\t\t\t
The conductivity of m-MWCNT/epoxy composites in the directions that were parallel and perpendicular to the externally-applied magnetic field as a function of m-MWCNT content.
as discussed in a previous section. By introducing higher mass fractions of the carbon nanotubes into the polymer solution, the viscosity of the system could be further increased, fact which could then handicap with the alignment process. Therefore, we can conclude that when the magnetic field was applied to the 3.0 wt% m-MWCNT sample, the alignment of the decorated carbon nanotubes was not as effective as in the less concentrated samples, and hence, the differences between the conductivities in the parallel and the perpendicular directions were not as pronounced, mainly due to the higher viscosity of the solution. (b) In addition, the conductivity of 3.0 wt% m-MWCNT sample (measured in either direction) was not much higher than the conductivity of the 1.0 wt% m-MWCNT sample (see Figure 15). Tethered iron oxide (maghemite) nanoparticle has high resistivity (Mei et al., 1987). Hence, the higher viscosity of the 3.0 wt% m-MWCNT sample may lead to the formation of iron oxide rich regions, resulting in a decrease of the conductivity.
\n\t\tThe initial goal of using a magnetic field on carbon nanotube composites was to promote the alignment of the carbon nanotubes, which would improve the mechanical properties of the composite, particularly in the direction of the alignment. The effects on the glass transition temperature should be relatively simple to predict since they are well documented (Akima et al., 2006; Bliznyuk et al., 2006; Dou et al., 2006; Lanticse et al., 2006; Park et al., 2006). It is expected that increasing the extent of alignment and orientation of the carbon nanotubes and epoxy matrix chains (Al-Haik et al., 2004) will result in an increase in the glass transition temperature of the composite (Ajayan et al., 1994; Akima et al., 2006; Bliznyuk et al., 2006; Dou et al., 2006; Lanticse et al., 2006; Park et al., 2006). Table 3 summarizes the Tg values for the various samples tested.
\n\t\t\t\n\t\t\t\t\t\t\t | \n\t\t\t\t\t\tMagnetic field (Tesla) | \n\t\t\t\t\t\tTg ± 5.2 (ºC) | \n\t\t\t\t\t
0:0 | \n\t\t\t\t\t\t0 | \n\t\t\t\t\t\t54.9 | \n\t\t\t\t\t
0:0 | \n\t\t\t\t\t\t0.4 | \n\t\t\t\t\t\t63.8 | \n\t\t\t\t\t
0:0 | \n\t\t\t\t\t\t0.8 | \n\t\t\t\t\t\t68.7 | \n\t\t\t\t\t
2:1 | \n\t\t\t\t\t\t0 | \n\t\t\t\t\t\t41.6 | \n\t\t\t\t\t
2:1 | \n\t\t\t\t\t\t0.4 | \n\t\t\t\t\t\t65.6 | \n\t\t\t\t\t
2:1 | \n\t\t\t\t\t\t0.8 | \n\t\t\t\t\t\t75.1 | \n\t\t\t\t\t
4:1 | \n\t\t\t\t\t\t0 | \n\t\t\t\t\t\t45.5 | \n\t\t\t\t\t
4:1 | \n\t\t\t\t\t\t0.4 | \n\t\t\t\t\t\t68.9 | \n\t\t\t\t\t
4:1 | \n\t\t\t\t\t\t0.8 | \n\t\t\t\t\t\t86.0 | \n\t\t\t\t\t
The glass transition temperature of the m-CNT/epoxy nanocomposites measured in samples subjected to various external magnetic fields.
The glass transition temperature of the epoxy matrix increased with increasing magnetic field and implies that there is some molecular orientation/alignment occurring in the epoxy (Garmestani et al., 2003). When the magnetic CNTs are introduced into the matrix, the glass transition temperature of the nanocomposite decreased, probably due to the plasticizing effect of the NaDDBS molecules associated with the Fe2O3 nanoparticles tethered to the surface of the CNTs. However, in the samples in which the magnetic CNTs were aligned when the nanocomposite was subjected to an external magnetic field, the general trend showed that an increase in the extent of alignment caused an increase in Tg, as expected.
\n\t\t\tPreliminary compression data that illustrate the effect of a magnetic field on the modulus of the epoxy matrix naocomposites are shown in Figure 16.
\n\t\t\tThe moduli of the m-CNT/epoxy nanocomposites that were subjected to an external magnetic field measured at room temperature. (a) Measured in the direction that is parallel to the applied magnetic field; (b) Measured in the direction that is perpendicular to the applied magnetic field.
The modulus was measured at room temperature both in the direction that is parallel to the applied magnetic field (Figure 16a)and in the direction that is perpendicular to the applied magnetic field (Figures 16b). The presence of the externally-applied magnetic field had little effect on the pure epoxy. It has been shown in previous work that the orientation and possible alignment of epoxy chains is indeed possible, but only at very high magnetid fields (Garmestani et al., 2003). Hence, the moduli of pure epoxy are constant, irrespective of the magnitude of the magnetic field applied on the samples and of the direction of the measurement. Conversely, the moduli observed for the epoxy filled with the m-CNTs indeed increase with the increase in the magnetic field, mainly for measurements conducted parallel to the direction of the magnetic field. Moreover, higher concentrations of the iron oxide nanoparticles tethered to the surface of the CNTs result in considerably higher moduli, particularliy in the direction parallel to the magnetic field, probably due to an increase in the susceptibility of the m-CNTs to the applied magnetic field.
\n\t\tIn this chapter, we have demonstrated on CNT-inorganic hybrid system, especially, CNT/γ-Fe2O3 hybrid materials. We developed the synthesis method of MWCNT/γ-Fe2O3 nanostructures via an easy and novel modified sol-gel process. Our study shows that NaDDBS molecules are intimately involved in inhibiting the formation of an iron oxide gel. As a result, well-defined and well-dispersed maghemite nanoparticles can be obtained. In addition, the particle size of these nanoparticles could be precisely modulated by changing the temperature and the mass ratio of the Fe(NO3)3 9H2O precursor and MWCNTs. Finally, tethered γ-Fe2O3 magnetic nanoparticles on the surface of MWCNTs imparted superparamagnetic properties to the composite material.
\n\t\t\tDue to the acquired magnetic property of the m-MWCNTs, they could be aligned either alone or embedded in a polymer matrix by the application of only a relatively weak magnetic field. Conductivity measurements performed on m-MWCNT/epoxy composites showed that the conductivity of the m-MWCNT/epoxy composites increased with increasing m-MWCNT contents with low percolation threshold (~0.4–0.5 wt% m-MWCNT loading). Moreover, the conductivity measured in the direction parallel to the magnetic field was higher than that measured in the direction perpendicular to it. However, the alignment of a nanocomposite sample having a loading of 3.0 wt% m-MWCNT was not as effective as samples with lower nanofiller content because of the higher solution viscosity in the more concentrated samples. This hurdle could, in principle, be overcome by either applying a stronger magnetic field or selecting other polymer matrices with low solution viscosity.
\n\t\t\tIn summary, our facile magnetic functionalization method could be effectively applied for the development of conductive films, composites with conductive polymers, and bio-based composites with aligned features. Furthermore, we suggest that this maghemite-CNT hybrid material may be used for biomedical applications such as drug delivery or special medical applications such as cancer diagnosis in the not-so-distant future (Sincai et al., 2001; Sousa et al., 2001).
\n\t\tThis work was supported in part by grants from NSF, Division of Engineering, award No. ECCS-0535382 and by the Air Force/Bolling AFB/DC MURI, award No. F49620-02-1-0382. Il Tae Kim was supported by a Paper Science and Engineering (PSE) Graduate Fellowships from the Institute of Paper Science and Technology (IPST) at the Georgia Institute of Technology. The authors are indebted to Drs. Erin Camponeschi, Hamid Garmestani, Karl Jacob and Allen Tannenbaum for their invaluable contributions and stimulating input.
\n\t\tCommunities of practice (CoP) are group of people who share a common concern, a set of problems, or an interest in a topic and who through joint efforts fulfil both individual and group goals. Building effective working relationships among academics through their participation in communities of practice is very important as ways of collaborating, sharing ideas, mutual engagements as well as knowledge sharing. Good working relationships among colleagues in an organisation help to achieve the aims and objectives as well as promoting good outcomes among members of the organisation. This chapter will be on communities of practice and how to build effective working relationships among academics through their participation. The types of communities of practice existing among universities’ lecturers, especially towards maintaining effective working relationships will be considered. Also, social learning theory which primarily focused on theorising the concept of community of practice will be considered as part of the scope of this chapter. The activities the academics engaged in such communities of practice and how such activities are carried out will also form the scope of this chapter. In addition, why focus on communities of practice among academics as well as relevance of communities of practice to their professional development will also be considered.
The CoP are expedient ways of building working relationships among academics as university teachers. Building effective working relationships can only be achievable through commitment, engagement, mutual understanding, interactions, collaborations, willingness to participate and contribute, and the determination to assist others for the sake of their professional development. CoP may exist among academics within the same department or other departments in the same university. Sometimes, CoP could extend to other universities where academics from various departments in different universities relate and collaborate as groups. The common adage that says “a tree cannot make a forest”, is so true and real when it comes to CoP. People must come together as a group and before such group can evolve, they must have aims and objectives to achieve. Creating such a group must be purposive, vision and mission driven. Such a group should operate informed by the guiding rules and principles for actions of group members. Hence, CoP are imperative, purposive and cannot just be accidental.
As a model of professional development, CoP is an approach to teachers’ professional development which enable academics to learn from and with their colleagues within their universities’ communities [1]. The concept of CoP dates back to early 1990s. [2] in their work draw from the situated learning. Situated learning came into light as a result of learning among practitioners which take place in social relationships in their workplace instead of classroom. [2] view this concept as fostering interactions among workers which is inclusive of workers that are experts and trainees. It involves forming and norming which is necessary for the process of creating professional identity for trainees. The forming stage is the initial stage of putting the group together. At this stage, each member learns about their group needs, expectations and challenges. The norming stage is the phase where the team actually starts to function and work as a team. At this stage, members begin to understand each other’s work practices and ethic. Group members’ roles and responsibilities are clearly defined at this stage, rules guiding the members are defined, expectations from the members are set and teamwork begin among group members. In the interactions, experts serve as professionals who are consulted by new members and offer them professional advices. Through such interactions, problems were identified, experts learn more while new members also became experts through professional support offered to them. Few years later, Wenger developed on the situated learning through an empirical study of one insurance firm where Etienne focused primarily on theorising the concept of community of practice [3]. The key premise of his theoretical work is that CoP can arise in any domain of human endeavour, or organisation. This speaks to the wider scope of application of CoP as a framework that informs, frames, and focuses on professional development activities in different organisations, including educational settings.
It is also expected that universities’ lecturers who have experience should build strong CoP where they will groom young graduates who have passion for research and teaching especially those who are willingly to go into teaching profession in higher education institutions. The willingness to embark on this journey of professional development is critical for the success of a CoP. Once practitioners are willing to do so, then support from senior colleagues in terms of collaboration and mutual engagement is highly recommended. [4] in their study on collaboration and mutual support as processes established by CoP to improve continuing professional teachers’ development claim that effective participation of teachers in CoP is key to having mutual relationships among members through engagement in collaborative learning activities. This implies that teachers are expected to be active members in CoP, and participation is key to forge mutual relationships among group members by engaging in collaborative learning activities for their professional development.
CoP are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an on-going basis [5]. The people involved must identify a problem, have passion for the tasks involved and must be experts in that area. One thing that is peculiar with CoP is that, the communities occur when a group of people who have desire to achieve certain things come together, interact and jointly work together to achieve their goals. Thus, CoP can occur anywhere, in a school, university, college or in an organisation. [6] note that CoP are groups of persons who have concerns or desire for certain things they engaged with and they show willingness to learn how to improve on it by interacting often with their group members.
Learning within CoP involves three essential processes, namely:
evolving forms of mutual engagement;
understanding and tuning (their) enterprise;
developing (their) repertoire, styles and discourses [3] (p. 95).
In CoP, there are different activities taking place, these especially depend on the nature and purpose of such community. Table 1 below gives a clear picture of what CoP look like depending on the educational functions that they are meant to serve.
Table 1 below shows that different functions served by CoPs. Different scholars and in different organisations [4] use different names for CoPs. The different names are learning networks, teacher clusters, teacher networks, professional and affiliation networks, learning team model, workplace learning, collaborative teacher research, thematic groups, or tech clubs, networked learning communities and collaborative practices [1, 6, 7, 8, 9].
Practices | Varieties of activities |
---|---|
“Can we work on this design and brainstorm some ideas; I’m stuck.” | |
“Where can I find the code to connect to the server?” | |
“Has anyone dealt with a customer in this situation?” | |
“I have a proposal for a local area network I wrote for a client last year. I can send it to you and you can easily tweak it for this new client.” | |
“Can we combine our purchases of solvent to achieve bulk discounts?” | |
“How do people in other countries do this? Armed with this information it will be easier to convince my Ministry to make some changes.” | |
“Before I do it, I’ll run it through my community first to see what they think.” | |
“What do you think of the new CAD system? Does it really help?” | |
“We have faced this problem five times now. Let us write it down once and for all.” | |
“Can we come and see your after-school program? We need to establish one in our city.” | |
“Who knows what, and what are we missing? What other groups should we connect with?” |
Practices and different activities taking place in communities of practice.
Adapted from [6].
Participating in a CoP should have an impact in academics’ professional development, as group members and as individuals. The benefits of communities of practice according to [10, 11, 12, 13, 14, 15, 16, 17] are as follows:
Allowing employees to manage change. CoP offer opportunities to link people with common interest and it is an avenue of maintaining connections with peers. Teachers form CoP in response to changes originating from the school system such as inadequate access to professional development.
Providing access to new knowledge. In a community of practice where teachers collaborate directly, use one another as sounding boards, and teach each other, it empowers the individual teacher, opening access to new knowledge and skills.
Fostering trust and a sense of common purpose. As teachers in the CoP share ideas and experiences, they often develop a shared way of doing things, a set of common practices and a greater sense of common purpose, thus helping them to develop professionally.
It helps in adding value to professional lives. CoP often form around topics teachers have invested many years in developing. They do not just focus on common interests alone but also on practical aspects of a particular practice, everyday problems, new tools, ideas and developments in their fields, things that are working out fine and those that are not working perfectly.
It promotes professional recognition among practitioners. In CoP, the collaborative support offered to members bring about recognition of talents and skills among group members. This gives room for showcasing talent among group members and such talents are embraced to support group members who need assistance.
Encouraging loyalty and commitment amid stakeholders. Mutual engagement among group members and willingness to support make the group members to be loyal to one another. Members are committed to achieving their stated goals, thus, it is expected of individuals to be committed to their roles to make their community successful.
Improving efficiency of processes. Working as groups with determination and dedication bring about productivity. Thus, in CoP, interactions, collaborations and mutual engagements among members bring about efficiency and development.
CoP is seen as an essential model that enhances professional development. There are different types of CoP and these depend on the nature and purpose of such CoP. [3] argues that CoP are present everywhere and different kind of people are part of such community. The CoP could be at place of work, high school, university, college, home, civic or leisure places. Different activities and engagements are meant to take place in such community, however, group members have their objectives to be achieved. For instance, CoP among university lecturers are meant to promote professional development such that professional assistance and support are rendered to group members through mutual engagements, collaborations and interactions. According to [5, 18], the different types of CoP are:
Small or big CoP
Short-lived or long-lived CoP
Co-located or distributed CoP
Homogeneous or heterogeneous CoP
Inside boundaries or across boundaries CoP
Spontaneous or intentional CoP
Unrecognised or institutionalised CoP
Virtual CoP
In order to have a clearer picture and comprehensive types of CoP and detailed activities in each type of CoP, [19] highlight different types of CoP based on structural features of CoP. The structural features of CoP are categorised into four categories namely:
Demographic Category
Organisational Category
Individual Category
Technological Category
Under demographic category, three types of CoP are recognised as:
Young or old CoP. This type of CoP specifically outlines the period of time a community has been in existence. Some CoP have been in existence over a period of time, thus, they are old CoP, while some are just being formed, hence such are referred to as young CoP.
Small or big CoP. Every community have their group members and the number of members for each community determine the extent of the size. Group members of a small community are usually few while in a big community members are many and in most cases they are up to hundreds in number.
Short-lived or long-lived CoP. Some CoP came into existence just to cater for immediate need of their group members just for a temporary arrangement for the purpose of achieving some things. These types of CoP are short-lived, because they are formed for a temporary time. Long-lived CoP are those that are formed to exist permanently and the group members did not have any time frame of how long such communities will be in existence.
The following three types of CoP are listed under organisational category:
Spontaneous or intentional CoP. This type of CoP came into being to meet the group members’ spontaneous needs through sharing and interaction. The CoP is formed intentionally for the purpose of meeting the needs of group members.
Inside boundaries or across boundaries: In some organisations, CoP exist within the organisation, this type of CoP is known as inside boundaries. The across boundaries CoP exist across the organisation unit or departments.
Unrecognised or institutionalised: In some organisations, there are some relationships that exist among workers which made them to form CoP, though such CoP are formed within the organisation, they are unrecognised because such are formed by relationships that exist among some workers. The institutionalised CoP is being recognised and official position is being given to group members.
The following two types of CoP are identified under this category
Co-located/distributed. In this type of CoP, a CoP is co-located when members meet at the same place because of the proximity they share. This is usually feasible when the community is still growing. When the community is fully grown with many members who do not stay in same location, then the CoP will be distributed. Members in distributed CoP will be expected to meet regularly by organising seminars, conferences in the same venue for their meetings.
Homogeneous or heterogeneous: This type of CoP is determined by the cultural background of members. When members are from the same discipline or areas of specialisation, such CoP is homogeneous. The CoP is heterogeneous when group members are from different disciplines and areas of specialisations.
In technological category, most CoP now meet virtually because of moving towards digital age and most organisations depend on the use of technology of different forms. Virtual CoP is an advantageous for member to meet irrespective of distance barriers unlike in face to face CoP.
Good working relationships are essential for production and collaborations among academics. Many times people struggle with their challenges and shortcomings in their own silos. [3] contends that CoP result in three structural elements, which are mutual engagement, joint enterprise and shared repertoire. These elements usually result in one having a sense of belonging and participation by members vary from individual to individual [5]. Sharing ideas allows for reflection, better understanding, better navigation of knowledge, creation of new knowledge and ideas, and creates confidence among participants [20]. They argue that dialogic negotiations of knowledge can result in friendships being created over time. However, constructive negotiations in CoP have nothing to do with friendship but rather common interest and goals [3].
CoP can either be formal or informal [2] and in both instances there is need for engagement and collaboration [3]. Research has shown that learning often takes place in non-formal situations through interaction as they share experiences and ideas [21]. CoP generate trust and positive working relationships, because group members have sense of belonging, which enable professional development among group members [22]. Trust is a key element for engagement and productivity. Without trust it is difficult for academics to engage in productive dialogue, be at liberty to share their knowledge and expertise, it is difficult for one to be vulnerable in an environment where they do not trust the people they are expected to engage with. According to Poultney [23], due to the trust that CoP generate, it is easier for participants to connect and collaborate resulting in effective professional development for academics. Research has shown that positive working relationships give participants a sense of belonging [24] and as a result take ownership and responsibility for their development [25]. Sense of belonging and ownership create positive energy among the academics and their desire for all to develop encourages collaboration and engagement. A positive environment allows participants to share their expertise, share their experiences without fear of prejudice or being judged, allowing for positive criticism from team members thereby resulting in continuous development and shorter times of task completion.
Tips for creating successful CoP as suggested by [26] are;
Clarify who the community is for-this will help in identifying the focus and content that is needed for that particular community
Get those people together regularly-this helps build trust among the players and get easier to create a safe space for the team members to ensure that they are comfortable sharing their areas of expertise and identify strengths, which will benefit the community.
Start by sharing stories- allows you to find the gaps and new areas of interest and develop connections, which will allow for collaborations.
Create opportunities for learning, building trust, adding value, and supporting each other- allows participants to identify areas of interest that they might be interested in trying out.
See what works and turn up the good-gives room for the community to evaluate and see what is best for them and drop the things that are not working well.
It can, therefore, be concluded that it is important to create and sustain positive working relationships in CoP for effectiveness, networking, sharing of ideas and positive change. CoP allow members to work in flexible and informal environments where everyone is a potential knowledge contributor.
Social learning is routinely conflated with various thoughts, between the thought itself and its potential outcomes. This nonattendance of sensible clearness has limited our capacity to assess whether social learning has occurred and given that this is valid, what kind of acknowledging has happened, how much, between whom, when, and how [27]. [27] argue that to be seen as social learning, a cycle must:
show that a change in comprehension has happened in the individuals being referred to;
display that this change goes past the individual and gets organised inside more broad social units or organisations of preparing; and
occur through social associations and cycles between performers inside a casual network.
A clearer picture of what these researchers mean by social learning is that learning must take place through interactions with others within the same group by utilising the social learning hypothesis by [3].
The initial work of [2] was the stepping stone for [3] social theory of learning on CoP which tested long-standing thoughts about learning. Specifically, they contended that learning is not an individual effort but a social cycle that is arranged in a social organised setting. A vital reason of his hypothetical work is that CoP can emerge in any space of human undertaking, as long as people share a common personality in their school of thought. As such, learning happens in various social practices through support in shaping the development of a bigger project some time. Etienne’s investigation of learning in settings other than formal instructive settings can help a large number of us working in education to think differently about learning.
The four main premises of social learning by [28] are:
We are social beings. This shows that there should be social participation of all members of the CoP.
Knowledge is a matter of competence with respect to valued enterprises.
Knowing is a matter of participating in the pursuit of such enterprises.
Meaning - our ability to experience the world and our engagement with it as meaningful.
As Wenger puts it, CoP develop in stages and phases such as formation, integration and transformation [5]. Learning develops through active participation in the different stages.
Wenger’s framework is used to address complex 21st century learning [29]. The theory centres around the vital worth made by social learning, recognising the sorts of significant values, flowing a model learning. The recognised values are the direct value, potential value, applied value, realised value, enabled value, and transformative value. Wenger’s work is adopted from education with a view to professionalise teachers. The body of knowledge is much more alive, which is the community being engaging with the practice and hopefully to engage with each on what the practice is and what good practice is and what not good practice is and so forth. In a social theory of learning, CoP contemplate that learning takes place in a social setting and demands both participation and reification for meaningful learning.
The traditional approach to learning is described as a vertical view of learn¬ing where somebody assumes that one person knows and that information is passed to somebody who does not know [30, 31]. Social learning is the horizontal view of learning assumes that you and I are in a partnership and we negotiate what is it that we know is and how we understand it in our own contexts.
In this theory, learning occurs in cycles and starts in conversations, designs, problem solving, bench-marking and many more. Social learning should generate different types of values that describe a specific cycle [32] like engaging as learning partners in debating, creating a document together, going to a field trip together. Immediately you get to know each other and a person understands you, have fun, one feels inspired. This is the first cycle of learning and value one gets from just participating, called immediate value. Immediate value generates from enjoying to be in each other’s company, producing great ideas and inspirations and forming new connections and collaborations among each other. The main idea or activity will be producing a particular purpose. In the quality of the conversation among stakeholders, sharing different world views, different angles of solving a problem, and creating networks, produce a potential value. The potential value is a second cycle of learning which may or may not end up profiting participants.
Learning does not end with the potential value in the theory by Wenger, but proceeds to the trying of the feedbacks you receive from the gathering as the third cycle termed applied value. In this cycle one learns when going back into the organisation and applying the new ideas, follow-up in connections and do a new project together. The cycle is accompanied by the change in practice as the result of the learning partnership activity. In a way people create multiple opportunities of learning. The creative nature of the CoP is when participants put acquired knowledge into practice. Creativity involves re-learning and generation of new knowledge leading to the fourth cycle of the realised value. One can see the changes in an institution.
Whether the implementation of new knowledge is a success or a failure one needs to have feedback loops because it is important for further learning. The feedback develops the learning loops to make learning relevant, adaptive and dynamic. A project Support team and community leadership roles are crucial in the learning process because activities such as logistic preparation, facilities, technology, and agenda design to mention a few need to be considered. It is the key aspect of the learning process to develop the implementation strategy. To acknowledge the strategic value, the nature of the vital discussions is the fundamental piece of social learning among the partners and permit them to accommodate their exercises into the master plan. This is called the enabling value. Notwithstanding, learning is not being restricted to an improvement and execution, it can likewise create new points of view or new meanings of achievement, and it can much trigger more extensive social and institutional changes, named transformative value or reframing value [32]. The transformative value or last cycle is the most dramatic aspect of learning.
As such it is significant that every one of these pieces ought to be set up and there should be a unique stream among them for figuring out how to have any kind of effect in this day and age. The value creating cycles makes one to be aware of where to focus attention. Setting of goals before you start a project with partners and choosing what conditions to follow, should be set up. The framework can also be used to evaluate the project and follow indicators to each cycle. Embedding social learning in the project is a strategic imperative. This is not only meant for students but also CoP in terms of academic staff development. The last cycle dimension takes the assumptions of where world ought to be in applying the flexible process in the ever-changing world operations especially in the academic environment. Therefore, social learning theory on communities of practice are bothered about learning in having the effect in the quickly evolving world, the principles of the game-changing: science is changing, innovation is changing, and international affairs is evolving. In reality, things are excessively powerful and complex.
CoP are described with three measurements [3], namely:
The mutual engagement tying individuals into a social substance. Being remembered for “what is important” in a gathering is a necessity for being occupied with a network’s training.
Community individuals build up a mutual collection, a common arrangement of shared assets, for example, schedules, words, instruments, methods of getting things done, stories, and ideas. The ideas, language and apparatuses exemplify the historical backdrop of the network and its point of view on the world.
The joint endeavour in comprehending what the network is about. The joint venture characterises the aggregate cycle in a constant arrangement and it makes among members’ relations of shared responsibility become a vital piece of the training.
Right now, there is huge, contending pressures for transformation in higher education. Numerous scholars decide to change pedagogy and curriculum mirroring pedagogical research together with supportive learning and collaboration. A few changes, be that as it may, are forced by institutional approaches reacting to the more extensive higher education setting [33]. CoP may assist educators to revise their tasks at hand and diminishing open doors for communitarianism dynamic enhancing professional skills development with common commitment as the fundamental purpose within their various communities. [33] investigation on educational program change is an example of revising tasks at hand and focus on professional development by using an integrated method to course design and supportive learning. Also, educators engaged in a joint venture to revise the curriculum plus the significant alterations in university policy. CoP model promise the accomplishment of educational objectives by tending to instructors’ necessities, as opposed to just raising requests on staff, to fortify commitment, joint efforts, assemble abilities and offer accepted procedures.
Mutual engagement is evident in [34] who note that globally, high schools have seen themselves faced with changes relating to changing educational program systems, new plans for teacher capacitation and empowerment together with their shifting roles. In reality, changes that underlie the expansion of combined activity between instructors incorporate collective teaching, soundness between subjects, and circulated decision making. These changes call for meeting and coordination between teachers to manage late changes and the going with multifaceted nature of work and continuous cooperation.
On a similar note, engagement in higher education, schools and districts that are associations in their privilege yet face expanding information challenges [6] is necessary. CoP hold the guarantee of empowering associations among individuals over these conventional structures to defeat considerable hierarchical issues. Another examination directed in [35] express that a topographically scattered yet disciplinarily affectionate community can work as a steady, non-various levelled CoP depending on the extent of mentorship, plus the creation of social resources. These scholars state that the most important imperative is to have one committed person to drive meetings and cycles of the CoP via Skype or email in a synchronous or asynchronous learning environment. It is also essential to analyse the organisation in CoP terms to gain better insight into its development, to distinguish its qualities and shortcomings, and to guarantee its continuation and shared collection.
The primary importance of CoP is for teacher preparation and breaking barriers between managers and subordinates [6]. For example, there is mutual engagement among staff members in the development of manuals and publications that were absent in their profession [6]. This gathering of auditors in the public sector was from various nations in Eastern Europe and Central Asia to shared work, stories, and relics made over the seven years of their endurance time giving a feeling of coherence and reason. There was no segregation of participants based on their seniority levels because of the CoP model used. Meaning, the CoP promotes lifelong learning within the organisation to fulfil the common institutional goals and initiatives.
A joint undertaking is another significant movement for academics in CoP. A variety of researchers and reformers has required the reinforcing of coordinated effort between instructors by methods for advancing networks of teachers in schools [34]. The action requests that foundation chiefs should convey the command to continue or create networks of training in their orders considering variety contemplations regarding instructive level, residency, word related insight, and gender in the arrangement of teacher groups for creating organised responsibility on accomplishing learning results. Notwithstanding sorting out different groups, school pioneers could expand teachers’ joint duty and responsibility for undertakings and group execution. The joint venture in administration, for example, choices are not made by a solitary individual; rather, choices arise out of collective exchanges between numerous people, occupied with commonly subordinate exercises. [36] converses with the school-based insight and the joint endeavour that scholastics could take part in. CoP can drive methodology, create new lines of business, take care of issues, advance the spread of best practices, build up individuals’ expert aptitudes, and assist organisations with selecting and holding ability [11].
The joint venture can be experience in community projects are also activities academics can create solid associations with guardians and communities implies another method of working for governments, for administration organisations, and teachers [37]. For instance, in Thailand, such CoP resulted in upgrading of educational programs, employing volunteer teachers for co-curricular exercises, and raising funds for assets [37] in adjusted congruity. It is the kind of CoP model that administrations can advance through preparing, consolation and backing, yet in addition to stretch out the result of gathering pledges and upkeep and development of structures. Thus, CoP in schools enhances opportunities of collaboration among staff in implementing changes to educational programs, new plans for teacher professional development and to the instructors’ functions. The collaborative effort deepens understanding in teachers’ responsibilities. Therefore, there is shared collection of responsibilities between instructors by implanting coordinated effort into the school culture.
The idea of collaboration of academics from various disci¬plines (psychology, anthropology, computer science, and education) embarking on research with a purpose of changing teaching and learning processes and approaches is supported by [38]. [39] recommend CoP sighting examples like addressing faculty challenges and concerns related to academic writing. The writing communities were created across-disciplines holding dialogues for the process of academic writing departments, then facilitating conversation and collaborative activities connected to the process of academic writing. Therefore, in a joint venture activity, there is mutual engagement and mutual collection of ideas towards achieving the institutional goals.
According to [3], five key function are offered in CoP. These are:
Educate members through sharing of experiences and ideas within the practice
Support members through collaborative engagements
Cultivate members’ imaginations and ideas for them to start learning and sustain the learning process.
Encourage members through support and endorsing their work and expertise through dialogue
Integrate members’ new knowledge and ideas to enable change within the practice or organisation
There are a number of characteristics which promote and drive the CoP for teams. These characteristics create opportunities for team members to develop. Figure 1 below by [5] demonstrates how CoP contribute to individual members as well as for the organisations for both long term and short term.
Why focus on communities of practice for members and organisations. Adapted from [
CoP offer support for team members and builds confidence. Individual member gains more information about their practice and they are able to put it into action as they know that they have a reference point, they have cheerleaders and they have literature that supports their properties in the workplace. When an individual is confident about their work from the support that they get from teammates, they constantly feel motivated to do their work effectively. The members know they are not doing work as a duty anymore but they feel in whatever they do they have the support of the teammates or of the organisation and they have some backing from the people who share with them the same beliefs, passions and goals.
The nature of CoP creates opportunities for learning and development. Team members learn from each other as shown by Bandura’s social learning theory [31]. Feedback from others is essential as it helps you to develop further as you take time to reflect on your work, improve on areas that are highlighted, and come back to practice with better or improved strategies. Feedback allows one to carry out an action research on what they are doing within the workplace. CoP enables knowledge sharing and reduces duplication. An opportunity for co-contribution to knowledge is created.
Sharing of information allows for more learning and you remember more than having idle information at the back of your mind. When you teach others, you also learn. Sharing of ideas helps an organisation when it comes to empowering employees within the organisation it reduces challenges when an individual who never shared the information that they had about their practice leaves their job without proper training to those remaining behind. When an individual leaves a job, they leave with their expertise and if not careful, you are stuck as an organisation resulting in daunting hand over take over processes. This results in the new incumbent taking longer to perform their duties effectively thereby delaying in yielding results. The community of practice adopts a common approach, which allows scaling [26]. People own the practice, decentralise things, and create consistencies. Community members can act as enablers of change. It is easier for a group to have a voice in an organisation than it is for an individual to try and convince the organisation for change [26].
A community of practice allows for collaboration on common issues and challenges to create better practices. As a team or as an organisation when you are collaborating it allows you to see the challenges together, brainstorm the challenges, come up with ideas on dealing with the challenges and improve based on what findings and the recommendations on what to change and how to change. This result in a continuous developmental process. According to [40], ‘human communities can develop a sort of collective intelligence that is greater than the individual members. Different experiences and sharing allows us to build on each other’s experience and improve our practices. CoP therefore are worthy focusing on as they have benefits to the individual and organisations, academic institution included.
The relevance of CoP to professional development cannot be overemphasised, it is very important that in CoP, the relationships, interactions and collaborations among group members must not be taken for granted. Such relationships, interactions and collaborations have ways of moulding group members towards their professional development. For instance, academics in their various universities must value their engagements with the members of their CoP. Many achievements towards professional development could be made through CoP, thus, this must be valued and appreciated.
The relevance of CoP to professional development according to [41] are;
Connect people. It gives group members opportunities to interact, most especially those who do not have the opportunity to interact, either on frequent occasions or not at all.
Provide a shared context. This serves as an avenue for easy flow of communication and sharing of information, ideas, talents, personal experiences as a means of building understanding and moulding members for better exposure and insight.
Enable dialogue. Group members have the opportunities to interact through their mutual engagements. This brings about opportunities to exploring different possibilities and new ways of solving problems, creating new ideas through collaborations.
Stimulate learning. There are diverse ways of learning in CoP among group members. This is serves as an avenue for reliable communication, mentoring, coaching, and self-reflection. Group members are mould by specialists in the CoP and they offer them professional support needed for them to be professionals in their own fields.
Capture and share existing knowledge. The continuous existence of the group made it easy to help group members to improve their practice. This is done by providing a medium to identify solutions to common problems in the group and a process to pull together and evaluate best practices.
Introduce collaborative processes. Collaborations among group members must be keen to bring about interactions, sharing of ideas, encourage trust and positive relationships.
Help people organise. Group members are determined to achieve the aims and objectives of creating their CoP and this bring about concrete results.
Generate new knowledge. The willingness for mutual engagements bring about transformation of practices among group members and also bring about opportunities to accommodate variations in needs and technologies.
This chapter has pointed out the relevance, importance, and significance of CoPs for the professional development of academics as university teachers. In particular, the enablement, enhancement and support if proffers towards the realisation of a sense of community among academics as teaching and learning practitioners. How academics in their roles as teachers can improve, change, and/or further develop their teaching practices through engagement, sharing, recognition, and validation of each other’s’ work are discussed in details. The forming and norming of CoP practices, the different forms that they take, and the various educational functions that they serve are elaborated on. How a CoP comes to have a common understanding of issues that beset them, form a common agenda around the issues, operationalise and develop strategies for dealing with their substantive issues of their practice are highlighted in the chapter. More importantly, this chapter provided details of how effective working relations are developed and nurtured in a CoP.
The authors are grateful to University of Fort Hare, South Africa for funding this research work.
The authors declare no conflict of interest.
IntechOpen publishes different types of publications
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South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Moeketsi Letseka, Matsephe Martha Letseka and Victor Pitsoe",authors:[{id:"187812",title:"Prof.",name:"Victor",middleName:"Justice",surname:"Pitsoe",slug:"victor-pitsoe",fullName:"Victor Pitsoe"},{id:"195883",title:"Dr.",name:"Matsephe M.",middleName:null,surname:"Letseka",slug:"matsephe-m.-letseka",fullName:"Matsephe M. Letseka"},{id:"210131",title:"Dr.",name:"Moeketsi",middleName:null,surname:"Letseka",slug:"moeketsi-letseka",fullName:"Moeketsi Letseka"}]},{id:"59392",doi:"10.5772/intechopen.74287",title:"Fixing the ‘Ready’ in E-Learning Readiness",slug:"fixing-the-ready-in-e-learning-readiness",totalDownloads:1155,totalCrossrefCites:5,totalDimensionsCites:7,abstract:"Evaluating the effectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user’s level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Glenda H. E. Gay",authors:[{id:"225677",title:"Dr.",name:"Glenda",middleName:"H. E.",surname:"H.E. Gay",slug:"glenda-h.e.-gay",fullName:"Glenda H.E. Gay"}]},{id:"59762",doi:"10.5772/intechopen.74862",title:"Applying a Usability Technique in the Open Source Software Development Process: Experiences from the Trenches",slug:"applying-a-usability-technique-in-the-open-source-software-development-process-experiences-from-the-",totalDownloads:904,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"The growth in the number of non-developer open source software (OSS) application users has drawn attention to usability in the OSS community. OSS communities do not generally know how to apply usability techniques and are unclear about which techniques to use in each activity of the development process. The aim of our research is to determine the feasibility of applying the focus groups technique in the OSS ERMaster project. To do this, we participated as project volunteers. We used the case study research method to investigate technique application and OSS community participation. As a result, we identified adverse conditions that were an obstacle to the application of the original technique. We then adapted the technique to make it applicable in an OSS project. We can conclude that was not easy to recruit OSS users and developers to participate in technique application.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Lucrecia Llerena, Nancy Rodriguez, Mayra Llerena, John W. Castro\nand Silvia T. Acuña",authors:[{id:"231253",title:"M.Sc.",name:"Lucrecia",middleName:null,surname:"Llerena",slug:"lucrecia-llerena",fullName:"Lucrecia Llerena"},{id:"231767",title:"MSc.",name:"Nancy",middleName:null,surname:"Rodriguez",slug:"nancy-rodriguez",fullName:"Nancy Rodriguez"},{id:"231769",title:"Dr.",name:"John W.",middleName:null,surname:"Castro",slug:"john-w.-castro",fullName:"John W. Castro"},{id:"231770",title:"Dr.",name:"Silvia T.",middleName:null,surname:"Acuña",slug:"silvia-t.-acuna",fullName:"Silvia T. Acuña"},{id:"231771",title:"MSc.",name:"Rosa Mayra",middleName:null,surname:"Llerena",slug:"rosa-mayra-llerena",fullName:"Rosa Mayra Llerena"}]},{id:"66544",doi:"10.5772/intechopen.85712",title:"Factors Affecting the Utilization and Adoption of Technology in Education",slug:"factors-affecting-the-utilization-and-adoption-of-technology-in-education",totalDownloads:1039,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"Education is vital in any type of society for the conservation of lives of its associates and the preservation of the public formation. The rationale of this chapter is not only to reveal the role of technology in education but also to reveal the factors affecting the proper utilization and adoption of technology in education. Prior studies carried out by researchers confirm that technology utilization and adoption in education undeniably helps teachers and learners in the teaching and learning process. This chapter serves as a stepping stone to support teachers to do better in utilizing and adopting technology in education to a certain extent as an alternative of overlooking their thoughts, efforts and desires in blindly trying to vie with the swift change of technology in education in this epoch. Hence, this chapter discusses technology in education, the roles of technology in education, factors associated with technology utilization and adoption in education and the factors that limit the proper utilization and adoption of technology in education.",book:{id:"7803",slug:"the-role-of-technology-in-education",title:"The Role of Technology in Education",fullTitle:"The Role of Technology in Education"},signatures:"Aliyu Mustapha, Abdulkadir Mohammed, Abdullahi Raji Egigogo, Abdullahi Abubakar Kutiriko and Ahmed Haruna Dokoro",authors:[{id:"284060",title:"M.Sc.",name:"Aliyu",middleName:null,surname:"Mustapha",slug:"aliyu-mustapha",fullName:"Aliyu Mustapha"},{id:"294267",title:"Dr.",name:"Abdulkadir",middleName:null,surname:"Mohammed",slug:"abdulkadir-mohammed",fullName:"Abdulkadir Mohammed"},{id:"294268",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Raji Egigogo",slug:"abdullahi-raji-egigogo",fullName:"Abdullahi Raji Egigogo"},{id:"294270",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Abubakar Kutiriko",slug:"abdullahi-abubakar-kutiriko",fullName:"Abdullahi Abubakar Kutiriko"},{id:"294272",title:"MSc.",name:"Ahmed",middleName:null,surname:"Haruna Dokoro",slug:"ahmed-haruna-dokoro",fullName:"Ahmed Haruna Dokoro"}]}],mostDownloadedChaptersLast30Days:[{id:"60465",title:"The Good, the Bad, and the Ugly of Distance Learning in Higher Education",slug:"the-good-the-bad-and-the-ugly-of-distance-learning-in-higher-education",totalDownloads:5052,totalCrossrefCites:18,totalDimensionsCites:31,abstract:"The chapter deals with opportunities and challenges of distance learning in higher education. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Vimbi Petrus Mahlangu",authors:[{id:"196797",title:"Prof.",name:"Vimbi",middleName:"Petrus",surname:"Mahlangu",slug:"vimbi-mahlangu",fullName:"Vimbi Mahlangu"}]},{id:"59935",title:"The Challenges of E-learning in South Africa",slug:"the-challenges-of-e-learning-in-south-africa",totalDownloads:2604,totalCrossrefCites:11,totalDimensionsCites:19,abstract:"The University of South Africa (UNISA) is the largest open distance e-learning (ODeL) university in the continent of Africa, with a student headcount more than 300,000. Over two decades after the transition from apartheid to democracy, vast inequalities across race, class, gender and socio-economic status persist in South Africa, with the majority of the African people being the most affected. Demographically, the African people constitute about 80.8% of the country’s total population, compared to whites, who constitute a meagre 8.8%, yet African households carry the highest burden of poverty, living way below the official poverty line of $1.90/day as determined by the World Bank and other international agencies. This chapter explores these inequalities and ponders on the role of e-learning for this poorest section of society in a country where modern technological devises in the form of information and communication technologies (ICTs) and access to the Internet are perceived to be ubiquitous. South Africa’s Department of Higher Education and Training (DHET) commits to “an expansion of open and distance education and the establishment of more ‘satellite’ premises where universities or colleges provide classes at places and times convenient to students (including in rural areas)”. This chapter also explores the role of UNISA in the provision of distance learning through structured and sustainable e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Moeketsi Letseka, Matsephe Martha Letseka and Victor Pitsoe",authors:[{id:"187812",title:"Prof.",name:"Victor",middleName:"Justice",surname:"Pitsoe",slug:"victor-pitsoe",fullName:"Victor Pitsoe"},{id:"195883",title:"Dr.",name:"Matsephe M.",middleName:null,surname:"Letseka",slug:"matsephe-m.-letseka",fullName:"Matsephe M. Letseka"},{id:"210131",title:"Dr.",name:"Moeketsi",middleName:null,surname:"Letseka",slug:"moeketsi-letseka",fullName:"Moeketsi Letseka"}]},{id:"60282",title:"New Trends in e-Learning",slug:"new-trends-in-e-learning",totalDownloads:1476,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"Guidance work is needed to learn about the current state of e-learning and to guide future research. In recent studies, e-learning environments appear to be under different headings in recent years. These new topics are mainly aimed at providing an up-to-date explanation on e-learning in this section. New trends in e-learning will be covered under artificial intelligence (AI), micro credentials, big data, virtual and empowered reality, blended learning, cloud e-learning, gamification, mobile learning, Internet of things, and online video. With this study, it is aimed to shed light on the concept of e-learning. In addition, e-learning environments focus on new possibilities for learners. Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning.",book:{id:"6533",slug:"trends-in-e-learning",title:"Trends in E-learning",fullTitle:"Trends in E-learning"},signatures:"Fatih Çağatay Baz",authors:[{id:"241866",title:"Dr.",name:"Fatih Çağatay",middleName:null,surname:"Baz",slug:"fatih-cagatay-baz",fullName:"Fatih Çağatay Baz"}]},{id:"66544",title:"Factors Affecting the Utilization and Adoption of Technology in Education",slug:"factors-affecting-the-utilization-and-adoption-of-technology-in-education",totalDownloads:1039,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"Education is vital in any type of society for the conservation of lives of its associates and the preservation of the public formation. The rationale of this chapter is not only to reveal the role of technology in education but also to reveal the factors affecting the proper utilization and adoption of technology in education. Prior studies carried out by researchers confirm that technology utilization and adoption in education undeniably helps teachers and learners in the teaching and learning process. This chapter serves as a stepping stone to support teachers to do better in utilizing and adopting technology in education to a certain extent as an alternative of overlooking their thoughts, efforts and desires in blindly trying to vie with the swift change of technology in education in this epoch. Hence, this chapter discusses technology in education, the roles of technology in education, factors associated with technology utilization and adoption in education and the factors that limit the proper utilization and adoption of technology in education.",book:{id:"7803",slug:"the-role-of-technology-in-education",title:"The Role of Technology in Education",fullTitle:"The Role of Technology in Education"},signatures:"Aliyu Mustapha, Abdulkadir Mohammed, Abdullahi Raji Egigogo, Abdullahi Abubakar Kutiriko and Ahmed Haruna Dokoro",authors:[{id:"284060",title:"M.Sc.",name:"Aliyu",middleName:null,surname:"Mustapha",slug:"aliyu-mustapha",fullName:"Aliyu Mustapha"},{id:"294267",title:"Dr.",name:"Abdulkadir",middleName:null,surname:"Mohammed",slug:"abdulkadir-mohammed",fullName:"Abdulkadir Mohammed"},{id:"294268",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Raji Egigogo",slug:"abdullahi-raji-egigogo",fullName:"Abdullahi Raji Egigogo"},{id:"294270",title:"MSc.",name:"Abdullahi",middleName:null,surname:"Abubakar Kutiriko",slug:"abdullahi-abubakar-kutiriko",fullName:"Abdullahi Abubakar Kutiriko"},{id:"294272",title:"MSc.",name:"Ahmed",middleName:null,surname:"Haruna Dokoro",slug:"ahmed-haruna-dokoro",fullName:"Ahmed Haruna Dokoro"}]},{id:"55358",title:"Electric Power System Simulator Tool in MATLAB",slug:"electric-power-system-simulator-tool-in-matlab",totalDownloads:1891,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"An electric power system is a network of electrical components used to supply, transmit, and use electric power. An example of an electric power system is the network that supplies a region’s homes and industry with power. Due to the complexity and nonlinearity of the power system, hand calculations may be very complicated in some cases, especially when the number of buses or inputs is very large. Here comes the role of software for convergence, time saving, and accuracy. The “Electric Power System Simulator” focuses on three main concepts in power system analysis, the “Power Flow Calculation,” “Faults Calculation,” and “Economic Dispatch Calculation.”",book:{id:"5845",slug:"science-education-research-and-new-technologies",title:"Science Education",fullTitle:"Science Education - Research and New Technologies"},signatures:"Mohamad Arnaout, Rabih Rammal and Samih Abdulnabi",authors:[{id:"197142",title:"Dr.",name:"Mohamad",middleName:null,surname:"Arnaout",slug:"mohamad-arnaout",fullName:"Mohamad Arnaout"},{id:"197817",title:"Dr.",name:"Rabih",middleName:null,surname:"Rammal",slug:"rabih-rammal",fullName:"Rabih Rammal"},{id:"208244",title:"Dr.",name:"Samih",middleName:null,surname:"Abdulnabi",slug:"samih-abdulnabi",fullName:"Samih Abdulnabi"}]}],onlineFirstChaptersFilter:{topicId:"286",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:318,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:106,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:15,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. 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Dr. Bobek is a member of the editorial boards of six international journals and a member of the Strategic Council of the Minister of Foreign Affairs of the Republic of Slovenia. He has a long history in academia, consulting, and entrepreneurship. His own consulting firm, Palemid, has managed twenty significant projects, such as Cooperation Program Interreg V-A (Slovenia-Austria) and Capacity Building for the Serbian Chamber of Enforcement Agents. He has also participated in many international projects in Italy, Germany, Great Britain, the United States, Spain, Turkey, France, Romania, Croatia, Montenegro, Malaysia, and China. 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At the Ministry of Justice of Slovenia, she is a member of examination boards for court expert candidates and judicial appraisers in the following areas: economy/finance, valuation of companies, banking, and forensic investigation of economic operations/accounting. 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He also obtained an MSc in Molecular and Genetic Medicine, and a Ph.D. in Clinical Immunology and Human Genetics from the University of Sheffield, UK. He also completed a short-term fellowship in Pediatric Clinical Immunology and Bone Marrow Transplantation at Newcastle General Hospital, England. Dr. Rezaei is a Full Professor of Immunology and Vice Dean of International Affairs and Research, at the School of Medicine, Tehran University of Medical Sciences, and the co-founder and head of the Research Center for Immunodeficiencies. He is also the founding president of the Universal Scientific Education and Research Network (USERN). Dr. Rezaei has directed more than 100 research projects and has designed and participated in several international collaborative projects. He is an editor, editorial assistant, or editorial board member of more than forty international journals. He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. 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