\\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:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{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"}]},book:{item:{type:"book",id:"8796",leadTitle:null,fullTitle:"Environmental Chemistry and Recent Pollution Control Approaches",title:"Environmental Chemistry and Recent Pollution Control Approaches",subtitle:null,reviewType:"peer-reviewed",abstract:"In recent years, there have been significant advances in the techniques of sampling and analysis, which has allowed the more accurate recording of environmental levels of many substances present in the environment. At the same time, processes for the remediation of contaminated matrices have evolved, through the application and/or combination of biological, physical, and chemical procedures.The purpose of this book is to present new studies aimed at determining levels of environmental pollution in various parts of the world. It also shows new alternatives for the remediation of contaminated matrices.",isbn:"978-1-83968-063-2",printIsbn:"978-1-83968-062-5",pdfIsbn:"978-1-83968-064-9",doi:"10.5772/intechopen.80247",price:119,priceEur:129,priceUsd:155,slug:"environmental-chemistry-and-recent-pollution-control-approaches",numberOfPages:224,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"413211c08d7fafecdcaca36f521d4cd6",bookSignature:"Hugo Saldarriaga-Noreña, Mario Alfonso Murillo-Tovar, Robina Farooq, Rajendra Dongre and Sara Riaz",publishedDate:"December 18th 2019",coverURL:"https://cdn.intechopen.com/books/images_new/8796.jpg",numberOfDownloads:12839,numberOfWosCitations:23,numberOfCrossrefCitations:25,numberOfCrossrefCitationsByBook:1,numberOfDimensionsCitations:55,numberOfDimensionsCitationsByBook:1,hasAltmetrics:1,numberOfTotalCitations:103,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"August 30th 2018",dateEndSecondStepPublish:"October 15th 2018",dateEndThirdStepPublish:"December 14th 2018",dateEndFourthStepPublish:"March 4th 2019",dateEndFifthStepPublish:"May 3rd 2019",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"255072",title:"Dr.",name:"Hugo",middleName:null,surname:"Albeiro Saldarriaga Noreña",slug:"hugo-albeiro-saldarriaga-norena",fullName:"Hugo Albeiro Saldarriaga Noreña",profilePictureURL:"https://mts.intechopen.com/storage/users/255072/images/system/255072.png",biography:"Since 1991, Hugo Saldarriaga-Noreña has worked in the environmental pollution field, specifically in water purification. Later in 1995, I joined the University of Antioquia (Colombia), combining research with teaching, until 2001. In 2007, I joined the Center for Research and Assistance in Technology and Design of the State of Jalisco, Mexico, as a leading researcher in the area of air quality. Since 2012, I have been a full-time professor at the Autonomous University of the State of Morelos, Mexico. My research area is environmental chemistry, specifically oriented to the characterization of environmental matrices, through the application of high-performance liquid and gas chromatography, ICP mass spectrometry, nuclear magnetic resonance, and IR among others.",institutionString:"Universidad Autónoma del Estado Morelos",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Universidad Autónoma del Estado de Morelos",institutionURL:null,country:{name:"Mexico"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:{id:"255959",title:"Dr.",name:"Mario Alfonso",middleName:null,surname:"Murillo-Tovar",slug:"mario-alfonso-murillo-tovar",fullName:"Mario Alfonso Murillo-Tovar",profilePictureURL:"https://mts.intechopen.com/storage/users/255959/images/system/255959.png",biography:"Dr. Mario Alfonso Murillo Tovar is currently working at CIQ-IICBA Universidad Autónoma del Estado de Morelos, Cuernavaca, México as a Professor-Researcher and he is involved in teaching, research, management, and academic work. He received his undergraduate Bachelor of Chemistry degree from Universidad del Valle, Colombia and he obtained his Master´s degree and Doctorate in Chemical Sciences from Universidad Nacional Autónoma de México. His research has focused on the development and validation of analytical methods, chemical characterization of environmental samples, and treatment and removal methods. He has worked on many projects, including determination of trace metal, inorganic species and toxic organic compounds using ICP-MS, GC, and LC tandem MS techniques, identification of emission sources, chemical degradation of emerging compounds and risk assessment.",institutionString:"Universidad Autónoma del Estado de Morelos",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Universidad Autónoma del Estado de Morelos",institutionURL:null,country:{name:"Mexico"}}},coeditorTwo:{id:"173800",title:"Prof.",name:"Robina",middleName:null,surname:"Farooq",slug:"robina-farooq",fullName:"Robina Farooq",profilePictureURL:"https://mts.intechopen.com/storage/users/173800/images/system/173800.jpg",biography:"Dr. Robina Farooq has been involved in teaching, research,\nmanagement, and academic work in numerous distinguished\nuniversities of Britain, China, and Pakistan for the last 28 years.\nCurrently, she is working at COMSATS Institute of Information\nTechnology, Lahore, Pakistan. She has discovered innovative\nand low-cost processes for the treatment of wastewater. She is\nthe author of scientific manuscripts, books, book chapters, and\ngranted patents by USPTO, USA. She is the recipient of Best Innovator, Best University Teacher, and Productive Scientist Awards. She has worked on projects including\nultrasonic decomposition of pollutants, phytoremediation of wastewater, bioelectrochemical synthesis of renewable fuel, bioelectrochemical decomposition of\nwastewater and energy recovery, recovery of heavy metals from effluents, microbial fuel cell technology for wastewater remediation, and retrieval of precious metals\nfrom printed circuit boards.",institutionString:"COMSATS University Islamabad",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"2",institution:null},coeditorThree:{id:"188286",title:"Associate Prof.",name:"Rajendra",middleName:"Sukhadeorao",surname:"Dongre",slug:"rajendra-dongre",fullName:"Rajendra Dongre",profilePictureURL:"https://mts.intechopen.com/storage/users/188286/images/system/188286.jpg",biography:"Rajendra S. Dongre received his M.Sc. from the Department of Chemistry, R.T.M., Nagpur University in 1996 (Gold Medalist) and his PhD in 2010. His research work includes organic synthesis, chitosan bio-composite, assorted dimensional matrix, and remediation of water pollution de-fluoridation; nitrate, chromium, and phosphate lead (II). He has worked as a Scientist-B in the CSIR-LAB, National Environmental Engineering Research Institute (NEERI) Nagpur M.S., India. Overall, he has 25 years of experience in research and development and 18 years of post-graduate teaching experience, which has resulted in 70 international research paper publications. He has guided four research students to pursue their PhD. He received the 6th National Award (runner-up) for Technology Innovation in Petrochemicals and Downstream Plastics Processing Industry, for research in the field of polymer science and technology, handed by the Honorable Ananth Kumar, Petrochemical & Fertilizers Minister of Government of India in 2016. He received the 5th National Science & Technology Award for research contribution in the field of developing science in 2017, by EET-CRS, Noida, India.",institutionString:"RTM Nagpur University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"10",totalChapterViews:"0",totalEditedBooks:"2",institution:null},coeditorFour:{id:"283581",title:"Dr.",name:"Sara",middleName:null,surname:"Riaz",slug:"sara-riaz",fullName:"Sara Riaz",profilePictureURL:"https://mts.intechopen.com/storage/users/283581/images/system/283581.jpg",biography:"Dr Sara Riaz is currently working at COMSATS University Islamabad, Lahore campus as an Assistant Professor and is involved\nin teaching, research, and management in the Department of\nChemistry. She completed her MSc from Bahauddin Zakariya\nUniversity, Multan Pakistan in 2013 in organic synthesis and\nreceived a doctoral degree in 2014 from East China University of\nScience and Technology, Shanghai, P.R. China for her work on\nsynthesis and characterization of novel ubiquinone derivatives and their electrochemical interaction studies with gold nanoparticles. Dr Sara is currently involved\nin projects including bioelectrochemical decomposition of dyes for electricity\ngeneration, synthesis of graphitic nanomaterials and their applications in energy\nstorage devices. and heavy metal ions detection.",institutionString:"COMSATS University Islamabad",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"0",institution:null},coeditorFive:null,topics:[{id:"887",title:"Bioremediation",slug:"bioremediation"}],chapters:[{id:"63393",title:"Characterization of the Youssoufia-Morocco-MineFluoride-Contaminated Water and Their Detrimental Effects on Human Health",doi:"10.5772/intechopen.80547",slug:"characterization-of-the-youssoufia-morocco-minefluoride-contaminated-water-and-their-detrimental-eff",totalDownloads:874,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:1,abstract:"In Youssoufia, the second phosphate mining center of our country (Morocco), the drinking water needs of the rural population are of underground origins. Indeed, most of Youssoufia’s rural areas feed on traditional wells. The main purpose of this chapter is to evaluate the degree of contamination of mine water along the pumping canal by fluoride. Wells located near this channel were also analyzed to see the influence of the existence of black phosphate in this region on these wells. At the end of this analytical part, it is obvious to conclude that the dewatering waters of the black phosphate mines of Youssoufia, known as dewatering water along the canal, contain significant fluoride concentrations in the order of 3–4 mg/l on average and the waters of the wells located near this canal have fluoride concentrations higher than the standard recommended by the National Office of Drinking Water in Morocco and the World Health Organization which is 1.5 mg/l. Indeed, a number of residents residing in Youssoufia suffer from fluorosis.",signatures:"Moufti Ahmed",downloadPdfUrl:"/chapter/pdf-download/63393",previewPdfUrl:"/chapter/pdf-preview/63393",authors:[null],corrections:null},{id:"69539",title:"Greenhouse Gas Emissions of Agriculture: A Comparative Analysis",doi:"10.5772/intechopen.84208",slug:"greenhouse-gas-emissions-of-agriculture-a-comparative-analysis",totalDownloads:743,totalCrossrefCites:1,totalDimensionsCites:6,hasAltmetrics:0,abstract:"Greenhouse gas emissions are accounted by greenhouse gases inventories, which must be produced by common accounting rules, called Guidelines, which are endorsed by the United Nations Framework Convention on Climate Change (UNFCCC). These inventories are fundamental to analyze the impact of agriculture on emissions, and as example of the difficulty and complexity of implementation of the guidelines, a comparative study is made on emissions from Agricultural Soil Management (CRF category 3D source) utilizing biological nitrogen fixation. The analysis carried out for the N2O emissions under this section of the agrarian sector of Spain, Europe, New Zealand, Canada and the USA, inventories and national communications from Argentina and Brazil permit to observe the wide spectrum of approaches and the importance of the management of the accounting rules to be used mainly if we need that the impact of mitigation policies are captured in a direct way by the inventory. New technologies could introduce changes in the rules and can be utilized for reducing emissions, and examples are also analyzed.",signatures:"Dionisio Rodríguez",downloadPdfUrl:"/chapter/pdf-download/69539",previewPdfUrl:"/chapter/pdf-preview/69539",authors:[null],corrections:null},{id:"65795",title:"Progressive Research in the Molecular Mechanisms of Chronic Fluorosis",doi:"10.5772/intechopen.84548",slug:"progressive-research-in-the-molecular-mechanisms-of-chronic-fluorosis",totalDownloads:1140,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:1,abstract:"Long-term excessive intake of fluoride (F) leads to chronic fluorosis, resulting in dental fluorosis and skeletal fluorosis. Chronic exposure to high doses of fluoride can also cause damage to soft tissues, especially when it passes through the blood-brain, blood-testis, and blood-placenta barrier, causing damage to the corresponding tissues. Fluorosis has become a public health problem in some countries or regions around the world. Understanding the pathogenesis of fluorosis is very important. Although the exact mechanism of fluorosis has not been fully elucidated, various mechanisms of fluoride-induced toxicity have been proposed. In this chapter, we will introduce the research progress of the mechanism of fluorosis, focusing on dental fluorosis, skeletal fluorosis, nervous and reproductive system toxicity, and influential factors related to fluoride toxicity (i.e., genetic background, co-exposure with other element). In addition, the application of proteomics and metabolomics in the study of the pathogenesis of fluorosis is also introduced. Currently, there is still no specific treatment for fluorosis. However, since fluorosis is caused by excessive intake of fluoride, avoiding excessive fluoride intake is the critical measure to prevent the disease. In endemic regions, health education and supplement diet with vitamins C, D and E, and calcium and antioxidant compounds are important.",signatures:"Liming Shen, Chengyun Feng, Sijian Xia, Yan Wei, Hua Zhang, Danqing Zhao, Fang Yao, Xukun Liu, Yuxi Zhao and Huajie Zhang",downloadPdfUrl:"/chapter/pdf-download/65795",previewPdfUrl:"/chapter/pdf-preview/65795",authors:[null],corrections:null},{id:"68804",title:"Polymer Hydrogels for Wastewater Treatment",doi:"10.5772/intechopen.89000",slug:"polymer-hydrogels-for-wastewater-treatment",totalDownloads:1086,totalCrossrefCites:2,totalDimensionsCites:4,hasAltmetrics:0,abstract:"The pollution of water resources turns into a worldwide problem because of the indiscriminate disposal of pollutants both organic and inorganic in nature. It stays hard to manner or control the purification of wastewater before it flows to water reservoirs. The growing interest in the improvement and application of novel hydrogels in wastewater remedy is due to its particular chemical characteristics along with hydrophilicity, sensitivity, and functionality. Hydrogels exhibit superior overall performance inside the adsorptive removal of a wide variety of aqueous pollutants along with heavy metals, nutrients, and toxic dyes. In this chapter, we are focusing on the behavior and importance of the hydrogels used so far for the removal of both organic and inorganic pollutants from wastewater. With this contribution, we will be able to elaborate the answer for why these hydrogels are superior than other materials used for the same purpose. More attention is given to the removal of heavy metal ions from wastewater using different hydrogel systems.",signatures:"Luqman Ali Shah and Sher Ali Khan",downloadPdfUrl:"/chapter/pdf-download/68804",previewPdfUrl:"/chapter/pdf-preview/68804",authors:[null],corrections:null},{id:"68504",title:"Biological Remediation of Phenoxy Herbicide-Contaminated Environments",doi:"10.5772/intechopen.88256",slug:"biological-remediation-of-phenoxy-herbicide-contaminated-environments",totalDownloads:1040,totalCrossrefCites:2,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Phenoxy herbicides such as 2,4-dichlorophenoxyacetic acid (2,4-D) and 2-methyl-4-chlorophenoxyacetic acid (MCPA) are widely used in agriculture to control broadleaf weeds. Although their application has helped to increase the yield and value of crops, they are also recognized as a source of emerging environmental contamination. Their extensive use may promote contamination of soil, surface, and groundwater and lead to increased inhibition of plant development and soil toxicity. Hence, there is an urgent need to identify nature-based methods based on appropriate biological remediation techniques, such as bio-, phyto-, and rhizoremediation, that enable the effective elimination of phenoxy herbicides from the environment. Bioremediation typically harnesses microorganisms and their ability to utilize recalcitrant contaminants in complete degradation processes, while phytoremediation is a cost-effective, environmentally friendly strategy that uses plants to transform or mineralize xenobiotics to less or nontoxic compounds. Rhizoremediation (microbe-assisted phytoremediation), in turn, is based on the interactions between plant roots, root exudates enriched in plant secondary metabolites, soil, and microorganisms. Based on the above, this chapter presents current knowledge on the properties of phenoxy herbicides, as well as the concentrations detected in the environment, their toxicity, and the biological remediation techniques used for safe removal of the compounds of interest from the environment.",signatures:"Magdalena Urbaniak and Elżbieta Mierzejewska",downloadPdfUrl:"/chapter/pdf-download/68504",previewPdfUrl:"/chapter/pdf-preview/68504",authors:[null],corrections:null},{id:"65819",title:"Biodegradation of Sheep Wool Geotextiles Designed for Erosion Control",doi:"10.5772/intechopen.84334",slug:"biodegradation-of-sheep-wool-geotextiles-designed-for-erosion-control",totalDownloads:1055,totalCrossrefCites:1,totalDimensionsCites:4,hasAltmetrics:0,abstract:"Wool geotextiles were formed from the meandrically arranged thick ropes and used as erosion control products. The geotextiles were installed in the experimental sites to protect the endangered slopes and the bank of ditches. Additionally, as a reinforcement of the soil, loose wool fibres were applied. The progress of wool biodegradation on the slope was investigated. Changes in the outer appearance, mechanical parameters, molecular structure and fibre morphology were analysed. Moreover, the nitrogen content in the soil and the effect of compounds released into soil on the grass growth were studied. The measurements revealed that the biodegradation starts at the cleavage of disulphide bonds, followed by disruption of the peptide bonds. Degradation is initiated in the outer cuticle and is followed by the decomposition of the inner cortical cells. During biodegradation, the nitrogen-rich compounds are released. The compounds act as an effective fertiliser which supports the growth of grass and significantly accelerates the greening of the slope.",signatures:"Jan Broda",downloadPdfUrl:"/chapter/pdf-download/65819",previewPdfUrl:"/chapter/pdf-preview/65819",authors:[{id:"104226",title:"Prof.",name:"Jan",surname:"Broda",slug:"jan-broda",fullName:"Jan Broda"}],corrections:null},{id:"63252",title:"Adsorptive Removal of Fluoride onto Different Waste Materials: Orange Juice Residue, Waste Seaweed, and Spent Cation-Exchange Resin",doi:"10.5772/intechopen.80448",slug:"adsorptive-removal-of-fluoride-onto-different-waste-materials-orange-juice-residue-waste-seaweed-and",totalDownloads:1107,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"To effectively use waste materials in developing a sustainable society, adsorbents for removing trace or low concentrations of fluoride, which is difficult to be removed by conventional techniques, were prepared from three waste materials: orange juice residue, waste sea weed, and spent cation exchange resin. These adsorbents were loaded with tri- or tetravalent metal ions such as iron(III) and zirconium(IV), of which zirconium(IV) was found to be most suitable as the loaded metal ion. From the pH effect on adsorption, the adsorption mechanism was inferred, and adsorption and desorption was found to be controlled by changing pH values. The maximum adsorption capacities on zirconium(IV)-loaded orange juice residue, waste sea weed, and spent cation exchange resin were evaluated as 33.1, 18.1, and 37.6 mg/g, respectively, which were higher than those of most other adsorbents reported in literatures. They exhibited high selectivity for fluoride over other anionic species and high durability. Tests to remove trace concentrations of fluoride from actual waste plating solutions revealed that the concentration could be reduced below the acceptable level using small amounts of these adsorbents, i.e., it was reduced lower than 1.5 mg/dm3 (WHO standard) by adding 1 g of the adsorbents into 1 dm3 test solution.",signatures:"Katsutoshi Inoue, Hari Paudyal, Hidetaka Kawakita and Keisuke Ohto",downloadPdfUrl:"/chapter/pdf-download/63252",previewPdfUrl:"/chapter/pdf-preview/63252",authors:[null],corrections:null},{id:"68347",title:"Bioremediation of Heavy Metals",doi:"10.5772/intechopen.88339",slug:"bioremediation-of-heavy-metals",totalDownloads:1549,totalCrossrefCites:5,totalDimensionsCites:9,hasAltmetrics:0,abstract:"Exposure to lead (Pb), zinc (Zn), cadmium (Cd), copper (Cu), and selenite (SeO3−2) consider the main heavy metals that threat human health. These heavy metals can interfere with the function of vital cellular components. Soil heavy metal contamination represents risks to humans and the ecosystem through drinking of contaminated groundwater, direct ingestion or the food chain, and reduction in food quality. Bioremediation means cleanup of polluted environment via transformation of toxic heavy metals into less toxic form by microbes or its enzymes. Otherwise, bioremediation by microbes has limitations like production of toxic metabolites. The efflux of metal ions outside the cell, biosorption to the cell walls and entrapment in extracellular capsules, precipitation, and reduction of the heavy metal ions to a less toxic state are mechanisms to metals’ resistance.",signatures:"Medhat Rehan and Abdullah S. Alsohim",downloadPdfUrl:"/chapter/pdf-download/68347",previewPdfUrl:"/chapter/pdf-preview/68347",authors:[{id:"175766",title:"Dr.",name:"Medhat",surname:"Rehan",slug:"medhat-rehan",fullName:"Medhat Rehan"}],corrections:null},{id:"70249",title:"Bioremediation of Petroleum-Contaminated Soil",doi:"10.5772/intechopen.90289",slug:"bioremediation-of-petroleum-contaminated-soil",totalDownloads:1173,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Petroleum is not only an important energy resource to boost the economic development, but also a major pollutant of the soil. The toxicity of petroleum can cause a negative impact on ecosystem, as well as the negative effects related to its carcinogenic for both animals and humans. In the present study, bioremediation as an alternative tool for restoration petroleum-contaminated soils was set forth, and focusing on the phytoremediatior plants, petroleum-biodegradable microorganism are responsible for the biodegradation of petroleum. In the present chapter, the bioremediation of petroleum-contaminated soil, as well as the influence factors of bioremediation are elaborated based on the recently studies. This will provide a novel understanding on bioremediation and help improve strategies for petroleum-contaminated soils remediation.",signatures:"Shuisen Chen and Ming Zhong",downloadPdfUrl:"/chapter/pdf-download/70249",previewPdfUrl:"/chapter/pdf-preview/70249",authors:[null],corrections:null},{id:"65862",title:"Mycoremediation in Soil",doi:"10.5772/intechopen.84777",slug:"mycoremediation-in-soil",totalDownloads:1938,totalCrossrefCites:7,totalDimensionsCites:14,hasAltmetrics:1,abstract:"The chapter reviews the most important researches on the use of micro- and macrofungi in the bioremediation of contaminated soils. In particular, the main classes of soil pollutants in Europe (heavy metals, mineral oils, polycyclic aromatic hydrocarbons (PAHs), monoaromatic hydrocarbons, phenols and chlorinated hydrocarbons (CHCs)), together with the emerging contaminants (i.e. endocrine-disrupting chemicals (EDCs) and pharmaceutical-personal care products (PPCPs)) are considered. A description of the fungal species (saprotrophic and biotrophic basidiomycetes) and biodegradative extracellular (laccases and class II peroxidases) and intracellular (cytochrome P450 monooxygenases and glutathione transferases) enzyme classes is reported. Moreover, the chemical-physical parameters that influence the biodegradation process are examined, and the biostimulation and bioaugmentation strategies are described. A specific attention is paid to the microcosm studies, at the laboratory scale, which are an essential approach to evaluate the feasibility of a biodegradation process.",signatures:"Francesca Bosco and Chiara Mollea",downloadPdfUrl:"/chapter/pdf-download/65862",previewPdfUrl:"/chapter/pdf-preview/65862",authors:[{id:"93865",title:"Dr.",name:"Francesca",surname:"Bosco",slug:"francesca-bosco",fullName:"Francesca Bosco"},{id:"96159",title:"Dr.",name:"Chiara",surname:"Mollea",slug:"chiara-mollea",fullName:"Chiara Mollea"}],corrections:null},{id:"68268",title:"Arsenic Phytoremediation: Finally a Feasible Approach in the Near Future",doi:"10.5772/intechopen.88207",slug:"arsenic-phytoremediation-finally-a-feasible-approach-in-the-near-future",totalDownloads:1135,totalCrossrefCites:3,totalDimensionsCites:9,hasAltmetrics:0,abstract:"Arsenic, a class-1 carcinogenic, is a ubiquitous metalloid found in the atmosphere, soils, natural waters, and organisms. The World Health Organization (WHO) estimates that hundred million people worldwide might be chronically exposed to arsenic in drinking water at concentrations above the safety standard. Conventionally applied techniques to remove arsenic species show low removal efficiency, high operational costs, and high-energy requirements. The biological methods, especially phytoremediation, could be cost-effective for protecting human health and the environment from toxic metal contamination. Plants, as sessile organisms, have developed an extraordinary capacity to tolerate arsenic through three main strategies: uptake repression, sequestration into the vacuole, or extrusion. Therefore, arsenic perception and tolerance require a coordinated response that involves arsenic transporters, extrusion pumps, vacuole transporters, and the activation of the phytochelatin biosynthetic pathway. For phytoremediation to become a feasible strategy for arsenic removal from contaminated sites, it is essential to completely understand the molecular mechanisms of arsenic uptake, extrusion, and sequestration, as well as how this response is coordinated. 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Generally, education is geared towards training the mind and getting the learner to acquire skills and knowledge needed in different sectors in society. According to the UNESCO [1] report on education, education is at the core of societies’ effort to adapt to change and to transform from within. The centrality of education and its need in society are also acknowledged in the idea of education (in this case higher education) as a common or public good. Notably, the discourse on higher education as common/public good as can be garnered from some scholars ([2, 3, 4, 5], etc.) has led to a conclusion that higher education can be conceptualised as a public good since it helps empower citizens to be economically efficient (amongst other utilities). It can be inferred that the discourse on higher education as common good has been enshrouded in the utilitarian conceptualisation which understands development as economic growth and all aspects of society including education geared towards realising this. Consequently, higher education curriculum in most contemporary societies has focused mainly on learning that enhances the intellectual/cognitive faculties of individuals in society [6, 7].
However, if we agree that education is a public good, there is need to go beyond its conceptualisation from a utilitarian perspective of being instrumental to economic progress of society, to an understanding of education as instrumental to realising individual’s transformative capabilities and subsequently, social change. On this, Chakraborty et al. ([8], p. 1) are of the view that ‘education plays a very important role in moulding the character of an individual …Education can initiate social change by bringing about changes in the outlook and attitude of people’. Notably, contemporary societies are faced with lots of issues which need to be addressed. These issues have been exacerbated by the fact that societies are rapidly industrialising and urbanising, necessitating a simultaneous change in human intellect to adapt to the changes in society [1, 8]. The rapidly changing society has also seen the rise in different social ills and is becoming increasingly morally bankrupt, as people lose their capacity to function as moral agents, who are supposed to be at the helm of realising a positively transformed society. Agreeably, every society needs individuals capacitated through education to fulfil a role in the economic sector and work environment, but they also must be equipped to be agents of social change through their ability to exude proper values, morality and ethics. As it stands it will seem that current forms of education are ‘totally mechanized. It develops the cramming power of the students but curbs the individual thinking capability of the students’ ([8], p. 1). But we are living in an ever-changing world hence ‘education must also change … this means moving beyond literacy and numeracy, to focus on learning environments and on new approaches to learning for greater justice, social equity and global solidarity’ ([1], p. 3).
Hence, education aimed at achieving social change should focus on not only subjecting learners to cognitive aspects but also to get them to engage in other aspects of learning which can capacitate them to become agents of social change and progress. Exploring this theme and theorising on some mechanics of realising education for social change is the focus of this article. The article adopts qualitative desktop method and utilises secondary data to explore the nexus between two frameworks: Transformative Learning (TLF) and the Capability Approach frameworks (CA). The consideration is based on the premise that there may be a link between the understanding of the different components of the TLF and the CA in theorising about education for social change.
The TLF was proposed by Jack Mezirow in the late 1970s as a theory of adult learning. The framework defines how individuals develop by critically reflecting on their experiences and reconsidering previously held belief systems. This process overtime is geared towards changing the person’s flawed perspectives of the world. For Mezirow ([9], p. 22), transformative learning is aimed at transforming ‘problematic frames of reference to make them more inclusive, discriminating, reflective, open, and emotionally able to change’. Hence, transformative learning is about transforming individual’s worldviews and understanding how and what leads to this transformation in worldview. In order words, transformative learning summarily is an educational framework which involves the development of an individual’s consciousness achieved by transforming the person’s worldview and belief systems. It is education centring on expanding individuals’ varied capacities through deliberate processes aimed at getting the learner to access symbolic contacts in the subconscious and to critically interrogate fundamental premises on which previously held beliefs are grounded on [10]. Also, central to the TLF is the position that individuals modify their frames of references through engaging in critical reflection ‘on their experiences, which in turn leads to a perspective transformation’ ([11], p. 167). Furthermore, according to Mezirow, the process through which an individual’s worldview is transformed (perspective transformation) follows through three dimensions including: psychological (transformation in thought), convictional (reconsideration of belief systems) and behavioural (transformation in lifestyle) (in [12]). Perspective transformation resulting in transformative learning is infrequent and usually is consequent on ‘disorienting dilemma’. This is elicited by some major life crisis or consequent on build-up of transformations in meaning schemes of the individual over a period. Disorienting dilemmas can also occur in a learning context when educators provide space for learners to engage in new forms of critical thought.
Consequently, it can be inferred that there are some important concepts and components in the TLF. Centrally, ‘meaning structures’ (perspectives and schemes) are main components of the TLF. ‘Meaning perspectives are defined as ‘broad sets of predispositions resulting from psychocultural assumptions which determine the horizons of our expectations’ [11]. Also, ‘A meaning scheme is “the constellation of concept, belief, judgment, and feelings which shapes a particular interpretation’ ([13], p. 223). Moreover, the concept of critical reflection is important to the TLF—it ‘involves a critique of assumptions to determine whether the belief, often acquired through cultural assimilation in childhood, remains functional for us as adults’ [11]. In critical reflection, the learner ponders on the ramifications of the problem and through it understands him/herself better.
Summarily, Mezirow sees transformative learning as the core of adult education pedagogy, in that education is aimed at enabling the individual to be an independent thinker. This is achieved through forms of education aimed at assisting the learner to ‘negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of others’ ([14], p. 11). Transformative learning in the education setting translates to assisting learners to change their meaning schemes. In this, there is a rational interrogation of previously held assumptions and beliefs, ‘it is within the arena of rational discourse that experience, and critical reflection are played out’ ([15], p. 11). This is to say that through a rational discourse process, critical reflection develops in which experience and assumptions are interrogated resulting in the transformation of meaning schemes and structures. Hence the process of transformative learning ‘is essentially rational and analytical’ [14]). This view has resulted in some criticism of the transformative learning theory as being intellectual/rationally focused [16, 17].
As part of the effort to provide alternative viewpoint, some scholars have expanded on the TLF. Of note are the views of Robert Boyd and Paulo Freire. Transformation in Boyd’s perspective is ‘a fundamental change in one’s personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration’ ([18], p. 459). Boyd’s conception of transformative education differs from Mezirow’s understanding to the effect that unlike Mezirow’s focus on rational conflicts, Boyd looks at the arising and resolution of conflicts in an individual’s psyche and how these are transformed. Boyd’s point of departure is based on an analytic psychology stance, in this ‘instead of becoming more autonomous as Mezirow purports, the individual develops a greater interdependent relationship with and compassion for society’ ([15], p. 14). Also, Boyd’s understanding of transformative education goes beyond rational to other realms of the learner’s life including spirituality. The purpose of transformative education includes aiding the learner to recognise their ‘spirit’; ‘that abiding within the person is a truth, a knowledge, which is not separate from socio-economic, political, and other cultural influences, but transcends them’ ([19], p. 282).
On its own, Freire’s philosophy takes as a point of departure the ontological position that human beings should be subjects rather than objects, and as such they are continually self-reflecting and working towards the transformation of their context to become more equitable. Differing from Mezirow’s focus on individual transformation, Taylor ([15], p. 16) notes that ‘Freire is much more concerned about a social transformation via the unveiling or demythologizing of reality by the oppressed through the awakening of their critical consciousness.’ Hence, education does not serve a neutral purpose rather ‘it either domesticates by imparting the values of the dominant group so that learners assume things are right the way they are, or liberates, allowing people to critically reflect upon their world and take action to change society towards a more equitable and just vision’ ([16], p. 9). Also, just like Mezirow, critical reflection is important in transformational education, but contrastingly Freire understands this as enabling learners to become critically aware of their reality and to work towards their society’s transformation. The individual’s and society’s transformations, according to Freire emancipatory perspective, are interlinked and cannot be separated from each other [15].
Against the above backdrop and together with the understanding of transformational learning as proposed by Mezirow et al., this article adopts the understanding of the framework as ‘education that not only transfers knowledge, but also develops whole persons who influence communities and nations’ ([20], p. 12). In this article, the views of Boyd and Freire are conjoined and allow us to see that education for social change should include efforts to transform the individual in a holistic way and to capacitate him/her to contribute to society’s transformation.
The capability approach (CA) proposed by Amartyr Sen and Martha Nussbaum is a theory of development which recommends the move away from utilitarian/economic conception to an understanding of development that considers human development and well-being. It comprises two normative arguments which are: firstly, that people’s freedom to achieve well-being is and should be of primary moral importance and secondly ‘freedom to achieve wellbeing is to be understood in terms of people’s capabilities which is their real opportunities to do and be what they have reason to value’ [21]. According to the CA framework, freedom to achieve well-being concerns what people are able to do and be (functioning) which have consequence to the life they are able to lead. Essential to CA is a set of fundamental human capabilities which are important towards realising well-being and the good life. Also, according to the framework, social arrangements put in place to realise well-being should be based on the extent they help people to achieve functioning they value [22].
The CA comprises some ideas which are core concepts on which the framework is based, they include: Capability, Freedom, Functioning, Value and Agency. Capability refers to the different combinations of functioning, which an individual can achieve and from which the individual can choose from [23]. Freedom according to Sen ([24], p. 31) is taken to mean ‘the real opportunity that we have to accomplish what we value.’ Functioning is the different things an individual ‘may value or have reason to value doing or being’ ([25], p. 75). Functioning hence includes different states (beings—being nourished, being housed, being educated, being illiterate, etc.) of human beings and activities (doings—travelling, caring, voting, debating, eating, consuming, etc.) people are able to undertake [21]. On its own ‘value’ as a qualifier, which always follows the Capability conceptualisations, is not a unique capability approach concept but an essential condition used to evaluate the quality of life [23, 26]. Agency refers to ‘someone who acts and brings about change, and whose achievements can be judged in terms of her own values and objectives, whether or not we assess them in terms of an external criterion as well’ ([25], p. 19).
This article adopts the CA in its theorisation of education for social change in conjunction with the TLF. Important for this paper is the consideration of education as necessary towards enhancing individual capabilities and functioning. This should consider all aspects of learning that could be termed transformative and which grounds the life an individual would want to lead and which can impact on society’s transformation.
Chakraborty et al. ([8], p. 1) defines social change as ‘an alteration in the social order of a society.’ Social change may hence constitute a positive and or negative modification in established
According to Chakraborty et al. ([8], p. 1) ‘Education is the fundamental method of social progress and reform. It guides the children towards new values and assists the development of intelligence and increase the society potential for its own transformation.’ For Sharma and Monteiro ([28], p. 72) ‘education is the vital link that brings about social change and generates synergies to address the interconnectedness between sustainability, society and the environment. Education empowers society to assume responsibility for sustainable living.’ These assertions help us to understand the real meaning of education for social change. It is understood that education is the engine of social progress and transformation—through education individuals are brought to understand their place in society and to acquire new ideals towards society’s progress and transformation. This needs the individual both child and adult to engage in learning that not only increases knowledge, but also education that helps the individual to become credible members of society. As such, education plays and should play a very crucial role in an individual’s character formation enabling him/her to help in realising society’s transformation and social change [8].
Bhat ([27], p. 19) notes that ‘the role of education as an agent or instrument of a social change and social development is widely recognized nowadays’. Education is as such understood as central to realising social transformation and change; ‘education is the root cause of social and cultural changes that takes place within the society’ ([8], p. 1). For Desjardins ([29], p. 239), ‘educational systems contain both transformative and reproductive elements.’ Through these systems, education is envisaged to play a crucial role towards both individual and social transformation. Education for social transformation then brings into limelight the need for the learner to improve him/herself through education and to use such improved capacity to become agents of social transformation. This vision hinges on how the individual views him/herself and his/her role as agency in society’s transformation.
Thus, realising education for society’s transformation is hinged on understanding the link between the need and freedom for the individual to achieve capabilities and perspective transformation. This, according to Sharma and Monteiro ([28], p. 72), ‘implies that educational processes and systems can transform perspectives and behaviour patterns, which in turn inculcates sustainable practices in all aspects of human life.’ Education as such is aimed at changing people’s behavioural patterns and worldview through curriculum which enhances individual freedom to achieve those different aspects of beings and doings, they have reason to value. This arguably speaks to the nexus between the Capability Approach and the Transformative Learning Framework.
It can be argued that the TLF agrees with the CA with regard to the understanding of human beings as placed at the centre of society’s development debate. Notably, Paulo Freire understands education as aimed at the transformation of the human person conceived as a subject not as an object. In this the human person is seen as an end and not a means to an end (to use Kant’s words), and as such could become agents of society’s transformation having been equipped to do so through education that awakens the individual’s critical consciousness. Freire’s views could be better explained using Sartre’s [30] contrast between the being-itself (objects) and being-for-itself (humans). As a subject and end itself the human subject who engages in learning is treated as being-for-itself who according Sartre is not full of itself (like being-in-itself). This being-for-itself is open to learning towards transforming the mind and consciousness. Education in this sense is understood as helping the subject towards reaching his/her full potential, and there is no limit since being-for-itself must
The above could be linked to the CA which jettisons utilitarian economic conception of development to a focus on individual well-being. In the CA, individual well-being and human development are the focus; the CA ‘concentrates on the capability expansion of each person (individual or group) according to their values’ ([31], p. 376). Alkire and Deneulin ([32], p. 16) also note that ‘to some, the idea that people should come first in social and economic processes appears a redundant truism. But development has long been sought and assessed in economic terms, with a particular focus on the annual growth of income per capita, instead of the consequences of this growth on the quality of people’s lives.’ It can be surmised that the objectification of human beings could be very much obtainable in a utilitarian system, whose focus is realising economic wealth. In these human beings become secondary and hence could be considered as means towards realising the ultimate end which is economic progress. The CA on its own takes improving the beings and doings of the individual as the priority and the effort is to put in policies and social arrangements to realise this [32]. It is here that the CA focus on individual well-being agrees with the view of TLF according to Freire that human beings should be subjects and not objects.
Hoffman ([33], p. 1) notes that ‘the way we view education is challenged by the paradigm shift towards viewing development in less economic terms. The human being is placed at the centre of concerns, and sustainable and human development is presented in terms of enlarging people’s choices’. Placing the human being at the centre of concern is important in realising education for social change. The role of education is seen as transformative and geared towards enabling the human subject to expand freedoms to achieve various valuable functioning. From both the perspectives of TLF and CA, the goal of education is to transform and realise the well-being of the individual as a human person. Education as such is geared towards bringing the individual to a greater level of well-being and to equip him/her with the necessary skills and habits to be able to act properly and to help in society’s positive change. In this, as conceived by Freire [34], the individual should not be subjected to a form of
Central to Mezirow’s TLF is the position that individuals modify their frames of references by engaging in critical reflection and interrogation of previously held assumptions and beliefs. The process of transformation of individual worldview (perspective transformation) is achieved when there is change in thought, belief systems and lifestyle of the individual. In this explication, one can find another link between the TLF and the CA on education. It can be surmised that the transformation in the individual’s frame of reference through learning allows the individual the freedom to go beyond possible limiting circumstances to pursue and achieve capabilities and the lives they have reason to value. The process of transformation of the mind through education could be then interpreted as a process of expanding capabilities. Hence for Sen and Nussbaum, education constitutes a basic initial capacity which is instrumental to realising well-being, capabilities and the lives individuals have reason to value [6, 36, 37]. Scheimer ([38], p. 172) also affirms this and further is of the view that ‘If implemented successfully, education can thus contribute to reaching well-being and quality of life.’
Moreover, in explicating CA’s view on education, Hoffman ([33], p. 1) notes that ‘the role of education as regards the Capability Approach is multiple and complex…education is referred to as foundational to other capabilities. However,…one can also argue that learning that stops at the level of providing only basic reading and writing skills would be insufficient to advance sustainable development.’ From this assertion, we can infer another possible link between the CA and the TLF view on education. Here education is understood as the fulcrum on which other capabilities hinge. As already noted, for Sen [24], education is a basic capability—it is an aspect of the major being and doings central to realising individual well-being. Education is not seen here only as a way of getting the individual to read and write but as a way of helping them to expand their capabilities. This is also the aim of transformational education in the sense that the focus is on getting the individual to engage in critical reflection towards perspective transformation [14, 39]. This transformation is deeper than being able to read and write, it points to an understanding that education has a deeper utility which centres on the transformation of the individual’s whole being. The transformation is also about realising emancipation of individuals and collectives through education understood as conscientisation and as enabling people’s freedom to achieved capabilities ([29], p. 239). Hence, Hoffman ([33], p. 1) assert that ‘In order to fully expand the substantive freedom of people to live the life they value and to enhance their real choices, education can and should be more than only foundational to other capabilities.’
Furthermore, O’Sullivan et al. ([40], p. 3) understand transformative learning as involving ‘experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world.’ It can then be surmised that individual’s transformation as proposed by TLF could lead to the CA understanding of functioning as being. In this education that seeks to get the individual to change frames of references is seen as helping the individual to assume a transformed state of being in which a previously incapacitating state is improved through education. This is substantiated by the understanding of the TLF that learning is and should be geared towards a shift in consciousness and towards realising an enduring alteration of individual’s way of being and worldview. According to Boyd’s perspective ‘transformation is a fundamental change in one’s personality involving conjointly the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration ([18], p. 459). From this assertion, we can also infer a possible link between the TLF and the CA - a change in one’s personality involving the resolution of the individual’s quandary (thus expanding the person’s consciousness) could be construed as enhancing an individuals’ functioning. Notably, the resolution of personal dilemmas and expanding consciousness should lead to greater personality integration. This is functioning as construed by Nussbaum (2000 cited in [41]) who is of the view that functioning is at the centre of fully human life. Relatedly, it can be noted that transformative learning focuses on the transformation of individual’s worldviews. Transformative learning as such ‘aims at developing a holistic worldview and deep realisation and coherence of the purpose, direction, values, choices and actions of one’s life’ ([7], p. 180). This includes the transformation of the conception of how an individual understands his/her being in the world and the understanding of the fundamentals of his/her well-being.
Summarily, transformative learning which hugely promotes critical reflection of previously held assumptions and interpretations promotes transformative capability. Transformative capability denotes the capacity of the individual to learn, innovate and engender apposite change [6]. Transforming an individual’s worldview becomes enhancing functioning when we consider that according to the TLF ‘Learning focuses around understanding the connections between humans, nature, society and the economy with an aim to develop solutions for our sustainability challenges and making a sustainable world real while learning’ ([7], p. 180). When this happens, we can understand that there is a substantial change in the functioning (doings but more so beings) of the individual. In this sense, education is holistic and not only enhances the capabilities of the individual but also the freedom to achieve various valuable functioning in society. ‘The individual becomes aware of her role in society and how her actions (or lack of action) perpetuate the current social order. Understanding the role that the individual has in the social fibre, is key to igniting the change’ ([42], p. 24). For Schugurensky ([35], p. 63) ‘transformative learning is really transformative when critical reflection and social action are part of the same process.’
As noted by Chakraborty et al. [8], education is central to social change and social progress and reform as it guides individuals towards new standards and helps in the development of intelligence needed to increase society’s potential to transform. Thus, enhancing people’s capabilities through education is and should be ultimately aimed at society’s transformation and social change. Here also the aim is not only in transforming individual experiences but enhancing transformation of social structures, institutions and social relationships [27]. This can only be possible when education adopts a multidimensional and interdisciplinary approach [33, 42]. It actually demands a re-imagination of the educational process ‘so that learners could experience humanness, autonomous thinking and genuine transformation from inside out as ably suggested by Mezirow in his transformative learning for adults’ ([43], p. 17). This is where the TLF also agrees with the CA understanding of education—education is conceptualised by the CA to consider the relationship between teaching, learning and human development [33]. This notably relates to the TLF aim to achieve perspective transformation through a teaching and learning process aimed at critical reflection, perspective transformation and human development. In this, learning is not only seen as focusing on cognitive elements but goes beyond this to consider other approaches aimed at enhancing individual’s substantive freedom to achieve capabilities. Only when this becomes a reality that the individual could be said to have been equipped through education to contribute towards the progress of society.
According to Poolman ([31], p. 320), ‘the CA has been hailed for successfully reintegrating values and beliefs into development…so that people can define their own flourishing.’ The need to realise individual’s values or ‘the life an individual has reason to value’ is another point in which the TLF and the CA framework dovetails. It is argued that transformative learning is aimed at helping an individual to realise the life he/she has reason to value. Mezirow ([14], p. 11) agrees that transformative education is geared towards enabling the individual ‘negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of others.’ This aim of transformative learning can be related to the CA focus on evaluating well-being and development policies based on the life which an individual has reason to value. On this, Walker [44] rightly notes that the capability concept ‘reason to value’ is crucial since it focuses attention on individual’s considered and informed choices. The life which an individual has reason to value is hence at the core of the CA and is a condition that must be met for there to be a true enhancement of the functioning of the individual in society. As such, the ‘freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value’ [21]. This can be achieved through transformational learning process which could help in the negotiation of individual’s value systems, meanings and purposes. As such education should be aimed at equipping people with not only knowledge and skills but values necessary for sustainable human development and living a capable, confident, healthy and productive life in accord with nature and social values [45].
The ability of an individual to exercise freedom is facilitated by values which themselves are influenced by public and social discussions and exchanges [25, 38]. For Sherman ([36], p. 10), ‘value, from the CA perspective, is primarily concerned with advancement of the human condition. To live a life of value, or a life that one has reason to value, opportunities or substantive freedoms must be secured for individuals that allow them to make reflective and informed choices.’ This is where the TLF’s views becomes relevant, in that through the effort to engage the individual in critical reflection, there can develop the ability of the individual to make informed choices. It is envisaged that the individual comes to realise the real opportunities to negotiate values, meanings and purposes as proposed by the TLF. Simsek ([46], p. 201) agree that transformative learning ‘is the kind of learning that results in a fundamental change in our worldview as a consequence of shifting from mindless or unquestioning acceptance of available information to reflective and conscious learning experiences that bring about true emancipation.’ Bringing about true emancipation could be interpreted in CA’s perspective which focuses on the effort to realise individual’s functioning, well-being and the life he/she has reason to value [29].
Furthermore, according to Mezirow ([14], p. 11), ‘Transformative learning in the education setting translates to assisting learners to change their meaning schemes (beliefs, attitudes, and emotional responses) through education.’ This assertion allows us to understand that perhaps contrary to criticism of the TLF framework as being only intellectual focused [17], the framework encompasses aspects which help in the effort to realise true functioning and the life an individual has reason to value, by the incorporation of the emotional and affective aspects of learning. This is achieved through the process of reviewing old assumptions and ways of understanding experience through critical reflection [6]. This could mean helping the individual through a transformative learning process to improve his/her value systems—empowering ‘individuals to change their perspectives and habit of minds (understanding of what is “right” or “wrong”)’ ([47], p. 64). Also, through this educational process the individual’s meaning schemes are transformed leading to well-being, capability enhancement and subsequently social change. Hence, Sharma and Monteiro ([28], p. 72) is of the view that ‘to address the challenges faced by global communities, educational systems can transform values, attitudes and behaviour patterns to actuate social change.’
Negotiating learner’s values, meanings and purposes as envisioned by the TLF translates to engaging in education aimed at a change in the meaning perspectives of the learner. It should be noted that ‘education is a major instrument in initiating social adaptation by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby…cause social changes’ ([28], p. 72). This can be achieved through a conscious effort to design education curriculum that balances between knowledge acquisition and the formation of values, attitudes and patterns of social relationships. As noted by Laininen ([7], p. 180), ‘In a rapidly changing world, the role of the curriculum must also be reconsidered. Instead of its common use as a collection of often outdated knowledge, it should be a tool for organising learning opportunities in which education, learning and the latest scientific knowledge converge around making real-life changes in the environment and society.’
Aristotle understands education’s principal mission as geared towards the production of good and virtuous citizens for the city state. Quality transformative education activates human development and formation of learner’s character building it up to be of value to society—it ignites inner transformation enabling the individual to acquire skills necessary for social responsibility ([43], p. 14). Allowing the learner space and time or putting in place a learning environment through which he/she can engage in learning about social responsibility, ethical, religious, spiritual and emotional elements is important. It is through this that education becomes transformative and can play a central role towards social change. The learner can become a true agent of social change when he/she has been equipped through a transformative learning process to engage extra-curricular and extra-cognitive elements towards a behavioural change. Herlo ([6], p. 118) affirms that ‘Transformative capability involves creating an educational focus, beyond an emphasis solely on knowledge and understanding, towards competence, using methodologies that engage the whole-person and transformative approaches to learning.’ According to Sharma and Monteiro ([28], p. 72) ‘education is a process which brings about behavioural changes in society, which enables every individual to effectively participate in the activities of society and to make positive contribution to the progress of society.’ In this light, Dewey envisages that through education individual’s become the best possible human beings and equipping ‘young people with the skills to shape their own morals’ ([42], p. 19). It is here that the vision of the CA on the role of education as helping to enhance individual’s capabilities becomes central.
Moreover, it is granted that the process of education is mostly cognitive, but it can also involve encounters that facilitate spiritual and emotional dimensions ‘to equip learners with higher order capabilities to respond effectively to complexity, uncertainty and change’ ([6], p. 119). For Laininen ([7], p. 181), ‘the cognitive competences can be seen as tools by which we can shape the clay of knowledge and create something new out of it. Our values and attitudes determine how we choose our clay and what we will shape from it…. education for a sustainable future must have a strong reflective value dimension included.’ Hence, Hoffman ([33], p. 2) is of the view that ‘education needs to take into account the inter-relatedness of teaching, learning, and human development.’ As such, the role of education to realise enhanced capabilities should include not only the cognitive but other human development aspects—education should thus be integrative, incorporating into cognitive learning, other aspects that can capacitate the individual towards progressive personal change and progressive social change ([40], p. 23). Boyd also notes that transformation involves an essential change in an individual’s personality in which there is a resolution of personal dilemma and development of the person’s perceptions leading to better personality integration (in [17]), calling for extra-intellectual sources [48]. This means that the content of education should include those aspects of beings and doings the individual has reason to value which may include acquiring morals, ethics, faith and spirituality. Hence, it is advised that education should be holistic and not only focused on the head ignoring the rest of the aspects of human existence. As such, Miller ([49], p. 97) is of the view that education should include the spiritual perspective;
O’Sullivan et al. ([40], p. 10) rightly note that ‘contemporary education today suffers deeply by its eclipse of the spiritual dimension of our world and universe… in a world economy governed by the profit motive, there is no place for the cultivation and nourishment of the spiritual life.’ Consequently, it is the reality that even though there exists more capabilities, choice and freedoms in developed countries than ever before, these countries still experience prolonged and widespread feelings of stress, fatigue, depression and other mental health problems [7, 50]. Laininen ([7], p. 179) further asserts that ‘our modern society is also suffering from a vanishing understanding of what makes life meaningful to which the consumer-centred wellbeing paradigm has been unable to provide a solution.’ O’Sullivan et al. ([40], p. 24) agree with this and further note that ‘all notion of communal life and values and government responsibility outside the support of economic “growth” is fast disappearing.’ It can be agreed that to find a sustainable solution to these problems and thus transform society from these maladies, there is role for education that is transformative in nature which considers values. Chakraborty et al. [8] for example agree that protecting, preserving and promoting what the authors call ‘eternal values’ which are of moral and spiritual nature, is one of the functions of education. Notably, ‘values, especially those that concerning defining a meaningful life, cannot be taught directly. Instead, learners should be provided experiences that touch their emotions—and lead them to the springs of their intrinsic values’ ([7], p. 182).
Hence as part of the process of capacitating learners, transformative learning envisages considering education as a spiritual venture inculcating in the learner the sense of the sacred which embraces all aspects of the TLF [40]. Perhaps it is here that the role that religion and its networks/affiliates can play in education becomes relevant and needs to be interrogated. Religion and faith-networks are known to encapsulate moral, ethical, spiritual and faith elements which can ignite inner transformation [51], the realisation of behavioural change and the individual’s true functioning, well-being, and the life he/she has reason to value. Realising education for social change needs the re-invigoration of spirituality and encouraging students who participate in religious/spiritual extra-curricular activities at higher education campuses. It is then important to assess learner’s involvement in extra-curricular and extra-cognitive activities such as attending to issues of faith by going to churches, mosques and other faith groups on campus. The effort will be to understand how these groups, their activities and teachings help learners to achieve transformative education and subsequently realise enhanced functioning and the lives they have reasons to value.
The CA conceptualises agency as central to realising people’s capabilities. Agency is linked to the freedom an individual has to pursue whatever goals or values he/she conceives as important [52]. Agency emphasises on what human beings are able to do in order to realise well-being and as such people ‘can be agents of change through both individual action and collective action’ ([53], p. 12). Human agency rather than organisational agency is seen as central to realising capabilities—agency is understood in the sense that the individual can be the agent of realising his/her own well-being [22]. But Sen also conceptualises agency as ‘someone who acts and brings about change, and whose achievements can be judged in terms of her own values and objectives, whether or not we assess them in terms of some external criteria as well’ ([25], p. 19).
To achieve social change, individual capacities need to be enhanced through an education process that helps create engaged citizens [42]. From Mezirow’s [14] presentation on the TLF, it can be inferred that the role of the teacher as an agent is to afford learners space to engage in discourse, which also includes helping him/her to assess his/her beliefs, feelings and values [48]. It is the duty of the teacher to put together a pedagogy that allows the creation of engaged citizens, who are capacitated to contribute to society’s transformation. Dewey and Freire’s understanding of education pedagogy allows us to see the role of the teacher as agency towards enhancing capabilities. For Dewey and Freire, traditional model of education sees the role of the teacher and that of the learner as completely opposite. In this model, the teacher is seen as the authority and a know-it-all, who transmits knowledge to the learner. For Dewey, education is not about a teacher trying to pour knowledge into empty heads of learners—it is ‘not an affair of “telling” and being told, but an active and constructive process’ (in [42], p. 20). Also as already noted, for Freire [34], the role of the teacher in education is to engage the learner in a dialogical form of education which does not follow the
The teacher as agency should lead in the effort to realise education for social change. The teacher should be the fulcrum on which the effort to realise learner’s enhanced capabilities and transformation hinges. Notably, transformative learning cannot be assured except the teacher affords the learner opportunity to learn transformatively [54]. Sharma and Monteiro ([28], p. 72) agrees that ‘educators are responsible for transforming communities and initiating social change.’ The role of the educator here is to get the student to freely pursue the education which he/she has reason to value. Bhat ([27], p. 18) notes that ‘it is desirable for each individual to have that education which best suits his capacities. The development of such a genuinely educative society calls for the continuous adaptation of our educational institutions to the needs of its members.’ Chakraborty et al. ([8], p. 8) also agree that ‘education should be imparted according to the own interest of the child. The whole personality of the child is developed physically, intellectually, morally, socially, aesthetically and spiritually. He is recognized in the society.’ Realising this means subscribing to a pedagogy that allows the student independent critical reflection towards perspective transformation. It rather exalts a pedagogy which could be seen as parallel to the Socratic
Furthermore, realising transformative education aimed at perspective transformation and enhancing individual’s capabilities and well-being towards social change should require the input of other actors besides the role of the teacher in the formal education setup. Notably, in society’s varied arena, there is need to assess the efforts of different social forces as agency (in collaboration or in contestation) engaged in projects aimed at individual and society’s development [26, 58]. Their role as active agents of course should be assessed in terms of what they are able to do in line with their conception of the good and values [52, 59, 60]. This allows us to further comprehend the agency role of Civil Society Organisations (CSOs), NGOs and Faith-based networks in realising transformative learning towards enhancing learner’s capabilities, functioning and social change. Notably, as Sen [25] envisages, the achievements of someone (agent) who acts and brings about transformation can be assessed in terms of the person’s values and objectives. Hence, the success of CSOs, NGOs and Faith-based networks in helping to realise education for social change would be based on and assessed in terms of how such agencies’ values and objectives help individuals to achieve transformation that can enable them to positively be future agents of society’s transformation.
According to Sharma and Monteiro ([28], p. 73), ‘Transformative learning occurs when individuals change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds.’ When this happens, it could be said that the individual has acquired the opportunity freedom to pursue and achieve various valuable functioning (doings and beings) as conceptualised by the CA. Perhaps this is the first instance where the views of the TLF and CA on the utility of education are linked. The effort in this article has been to delineate some other notable linkages of the two frameworks towards theorising about and conceptualising education for social change. Education for social change based on the views of the TLF and the CA hence is targeted at helping the learner achieve transformative capabilities, which underscores the capacity of the individual to learn, innovate and engender apposite change in society. It is education which not only targets the mind and cognitive abilities but the totality of the learner’s life considering mental, spiritual, moral and ethical faculties. This form of education leads to well-being and trains the learner to be capable of leading the life they value, which may include becoming themselves agents of social change. This demands agency that is focused on allowing the learner the space and time to engage in critical reflection towards perspective transformation and the realisation of enhanced capabilities and the life an individual has reason to value.
This is a brief overview of the main steps involved in publishing with IntechOpen Compacts, Monographs and Edited Books. Once you submit your proposal you will be appointed a Author Service Manager who will be your single point of contact and lead you through all the described steps below.
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However, before attributing health benefits to these compounds, absorption, distribution, and metabolism of each phenolic compound in the body are important points that should be considered.",book:{id:"5609",slug:"phenolic-compounds-biological-activity",title:"Phenolic Compounds",fullTitle:"Phenolic Compounds - Biological Activity"},signatures:"Igor Otavio Minatel, Cristine Vanz Borges, Maria Izabela Ferreira,\nHector Alonzo Gomez Gomez, Chung-Yen Oliver Chen and\nGiuseppina Pace Pereira Lima",authors:[{id:"146379",title:"Dr.",name:"Giuseppina",middleName:null,surname:"Lima",slug:"giuseppina-lima",fullName:"Giuseppina Lima"},{id:"194002",title:"MSc.",name:"Cristine",middleName:null,surname:"Vanz Borges",slug:"cristine-vanz-borges",fullName:"Cristine Vanz Borges"},{id:"194003",title:"Prof.",name:"Igor Otavio",middleName:null,surname:"Minatel",slug:"igor-otavio-minatel",fullName:"Igor Otavio Minatel"},{id:"194004",title:"Dr.",name:"Maria Izabela",middleName:null,surname:"Ferreira",slug:"maria-izabela-ferreira",fullName:"Maria Izabela Ferreira"},{id:"194005",title:"Prof.",name:"Hector",middleName:null,surname:"Gomez-Gomez",slug:"hector-gomez-gomez",fullName:"Hector Gomez-Gomez"},{id:"194006",title:"Prof.",name:"Chung-Yen Oliver",middleName:null,surname:"Chen",slug:"chung-yen-oliver-chen",fullName:"Chung-Yen Oliver Chen"}]},{id:"45635",title:"Application of Cellulose and Cellulose Derivatives in Pharmaceutical Industries",slug:"application-of-cellulose-and-cellulose-derivatives-in-pharmaceutical-industries",totalDownloads:10348,totalCrossrefCites:60,totalDimensionsCites:138,abstract:null,book:{id:"3173",slug:"cellulose-medical-pharmaceutical-and-electronic-applications",title:"Cellulose",fullTitle:"Cellulose - Medical, Pharmaceutical and Electronic Applications"},signatures:"Javad Shokri and Khosro Adibkia",authors:[{id:"140056",title:"Prof.",name:"Javad",middleName:null,surname:"Shokri",slug:"javad-shokri",fullName:"Javad Shokri"}]},{id:"57200",title:"Introductory Chapter: Principles of Green Chemistry",slug:"introductory-chapter-principles-of-green-chemistry",totalDownloads:2816,totalCrossrefCites:2,totalDimensionsCites:7,abstract:null,book:{id:"6067",slug:"green-chemistry",title:"Green Chemistry",fullTitle:"Green Chemistry"},signatures:"Hosam El-Din Mostafa Saleh and M. Koller",authors:[{id:"144691",title:"Prof.",name:"Hosam M.",middleName:null,surname:"Saleh",slug:"hosam-m.-saleh",fullName:"Hosam M. Saleh"},{id:"218817",title:"Dr.",name:"Martin",middleName:null,surname:"Koller",slug:"martin-koller",fullName:"Martin Koller"}]},{id:"66517",title:"Microbial Cellulases: An Overview and Applications",slug:"microbial-cellulases-an-overview-and-applications",totalDownloads:3563,totalCrossrefCites:42,totalDimensionsCites:91,abstract:"Cellulases are a complex group of enzymes which are secreted by a broad range of microorganisms including fungi, bacteria, and actinomycetes. In the natural environment, synergistic interactions among cellulolytic microorganisms play an important role in the hydrolysis of lignocellulosic polymer materials. In fact, it is the combined action of three major enzymes which determines the efficiency of this process. They are exoglucanases, endoglucanases, and β-glucosidase. Microorganisms produce these enzymes in a diverse nature which determines their efficiency in cellulose hydrolysis. During the cellulose degradation reaction, the enzyme targets the β-1,4-linkages in its polymeric structure. This is an essential ecological process as it recycles cellulose in the biosphere. The application of this same scenario for industrial purposes is identified as an emerging area of research. Biofuel production, textile polishing and finishing, paper and pulp industry, and lifestyle agriculture are among the key areas where cellulase enzyme shows a broader potential. The objective of this chapter is to discuss the structure, function, possible applications, as well as novel biotechnological trends of cellulase enzymes. Furthermore, possible low-cost, enzymatic pretreatment methods of lignocellulosic material in order to use it as an efficient raw material for biofuel production will be discussed.",book:{id:"7363",slug:"cellulose",title:"Cellulose",fullTitle:"Cellulose"},signatures:"Sandhya Jayasekara and Renuka Ratnayake",authors:null}],onlineFirstChaptersFilter:{topicId:"85",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"65119",title:"Introductory Chapter: Polyaniline - From Synthesis to Practical Applications",slug:"introductory-chapter-polyaniline-from-synthesis-to-practical-applications",totalDownloads:975,totalDimensionsCites:2,doi:"10.5772/intechopen.83397",abstract:null,book:{id:"7503",title:"Polyaniline - From Synthesis to Practical Applications",coverURL:"https://cdn.intechopen.com/books/images_new/7503.jpg"},signatures:"Florin Nastase"}],onlineFirstChaptersTotal:1},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:108,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:141,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:124,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,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:22,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:11,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}},{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}}]},series:{item:{id:"11",title:"Biochemistry",doi:"10.5772/intechopen.72877",issn:"2632-0983",scope:"Biochemistry, the study of chemical transformations occurring within living organisms, impacts all areas of life sciences, from molecular crystallography and genetics to ecology, medicine, and population biology. Biochemistry examines macromolecules - proteins, nucleic acids, carbohydrates, and lipids – and their building blocks, structures, functions, and interactions. Much of biochemistry is devoted to enzymes, proteins that catalyze chemical reactions, enzyme structures, mechanisms of action and their roles within cells. Biochemistry also studies small signaling molecules, coenzymes, inhibitors, vitamins, and hormones, which play roles in life processes. Biochemical experimentation, besides coopting classical chemistry methods, e.g., chromatography, adopted new techniques, e.g., X-ray diffraction, electron microscopy, NMR, radioisotopes, and developed sophisticated microbial genetic tools, e.g., auxotroph mutants and their revertants, fermentation, etc. More recently, biochemistry embraced the ‘big data’ omics systems. Initial biochemical studies have been exclusively analytic: dissecting, purifying, and examining individual components of a biological system; in the apt words of Efraim Racker (1913 –1991), “Don’t waste clean thinking on dirty enzymes.” Today, however, biochemistry is becoming more agglomerative and comprehensive, setting out to integrate and describe entirely particular biological systems. The ‘big data’ metabolomics can define the complement of small molecules, e.g., in a soil or biofilm sample; proteomics can distinguish all the comprising proteins, e.g., serum; metagenomics can identify all the genes in a complex environment, e.g., the bovine rumen. This Biochemistry Series will address the current research on biomolecules and the emerging trends with great promise.",coverUrl:"https://cdn.intechopen.com/series/covers/11.jpg",latestPublicationDate:"August 2nd, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:33,editor:{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. He has published more than 100 peer-reviewed research articles and graduated numerous Ph.D. and postdoctoral students.",institutionString:null,institution:{name:"New York University Langone Medical Center",institutionURL:null,country:{name:"United States of America"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:4,paginationItems:[{id:"14",title:"Cell and Molecular Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",isOpenForSubmission:!0,editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",slug:"rosa-maria-martinez-espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",biography:"Dr. Rosa María Martínez-Espinosa has been a Spanish Full Professor since 2020 (Biochemistry and Molecular Biology) and is currently Vice-President of International Relations and Cooperation development and leader of the research group 'Applied Biochemistry” (University of Alicante, Spain). Other positions she has held at the university include Vice-Dean of Master Programs, Vice-Dean of the Degree in Biology and Vice-Dean for Mobility and Enterprise and Engagement at the Faculty of Science (University of Alicante). She received her Bachelor in Biology in 1998 (University of Alicante) and her PhD in 2003 (Biochemistry, University of Alicante). She undertook post-doctoral research at the University of East Anglia (Norwich, U.K. 2004-2005; 2007-2008).\nHer multidisciplinary research focuses on investigating archaea and their potential applications in biotechnology. She has an H-index of 21. She has authored one patent and has published more than 70 indexed papers and around 60 book chapters.\nShe has contributed to more than 150 national and international meetings during the last 15 years. Her research interests include archaea metabolism, enzymes purification and characterization, gene regulation, carotenoids and bioplastics production, antioxidant\ncompounds, waste water treatments, and brines bioremediation.\nRosa María’s other roles include editorial board member for several journals related\nto biochemistry, reviewer for more than 60 journals (biochemistry, molecular biology, biotechnology, chemistry and microbiology) and president of several organizing committees in international meetings related to the N-cycle or respiratory processes.",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"15",title:"Chemical Biology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",isOpenForSubmission:!0,editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. Dr. Beydemir is also Rector of Bilecik Şeyh Edebali University, Turkey.",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",slug:"deniz-ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",biography:"Dr. Deniz Ekinci obtained a BSc in Chemistry in 2004, MSc in Biochemistry in 2006, and PhD in Biochemistry in 2009 from Atatürk University, Turkey. He studied at Stetson University, USA, in 2007-2008 and at the Max Planck Institute of Molecular Cell Biology and Genetics, Germany, in 2009-2010. Dr. Ekinci currently works as a Full Professor of Biochemistry in the Faculty of Agriculture and is the Head of the Enzyme and Microbial Biotechnology Division, Ondokuz Mayıs University, Turkey. He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. Dr. Ekinci serves as the Editor in Chief of four international books and is involved in the Editorial Board of several international journals.",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null},{id:"17",title:"Metabolism",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",isOpenForSubmission:!0,editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",slug:"yannis-karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",biography:"Yannis Karamanos, born in Greece in 1953, completed his pre-graduate studies at the Université Pierre et Marie Curie, Paris, then his Masters and Doctoral degree at the Université de Lille (1983). He was associate professor at the University of Limoges (1987) before becoming full professor of biochemistry at the Université d’Artois (1996). He worked on the structure-function relationships of glycoconjugates and his main project was the investigations on the biological roles of the de-N-glycosylation enzymes (Endo-N-acetyl-β-D-glucosaminidase and peptide-N4-(N-acetyl-β-glucosaminyl) asparagine amidase). From 2002 he contributes to the understanding of the Blood-brain barrier functioning using proteomics approaches. He has published more than 70 papers. His teaching areas are energy metabolism and regulation, integration and organ specialization and metabolic adaptation.",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null},{id:"18",title:"Proteomics",coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",isOpenForSubmission:!0,editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",slug:"paolo-iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",biography:"Paolo Iadarola graduated with a degree in Chemistry from the University of Pavia (Italy) in July 1972. He then worked as an Assistant Professor at the Faculty of Science of the same University until 1984. In 1985, Prof. Iadarola became Associate Professor at the Department of Biology and Biotechnologies of the University of Pavia and retired in October 2017. Since then, he has been working as an Adjunct Professor in the same Department at the University of Pavia. His research activity during the first years was primarily focused on the purification and structural characterization of enzymes from animal and plant sources. During this period, Prof. Iadarola familiarized himself with the conventional techniques used in column chromatography, spectrophotometry, manual Edman degradation, and electrophoresis). Since 1995, he has been working on: i) the determination in biological fluids (serum, urine, bronchoalveolar lavage, sputum) of proteolytic activities involved in the degradation processes of connective tissue matrix, and ii) on the identification of biological markers of lung diseases. In this context, he has developed and validated new methodologies (e.g., Capillary Electrophoresis coupled to Laser-Induced Fluorescence, CE-LIF) whose application enabled him to determine both the amounts of biochemical markers (Desmosines) in urine/serum of patients affected by Chronic Obstructive Pulmonary Disease (COPD) and the activity of proteolytic enzymes (Human Neutrophil Elastase, Cathepsin G, Pseudomonas aeruginosa elastase) in sputa of these patients. More recently, Prof. Iadarola was involved in developing techniques such as two-dimensional electrophoresis coupled to liquid chromatography/mass spectrometry (2DE-LC/MS) for the proteomic analysis of biological fluids aimed at the identification of potential biomarkers of different lung diseases. He is the author of about 150 publications (According to Scopus: H-Index: 23; Total citations: 1568- According to WOS: H-Index: 20; Total Citations: 1296) of peer-reviewed international journals. He is a Consultant Reviewer for several journals, including the Journal of Chromatography A, Journal of Chromatography B, Plos ONE, Proteomes, International Journal of Molecular Science, Biotech, Electrophoresis, and others. He is also Associate Editor of Biotech.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",slug:"simona-viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",biography:"Simona Viglio is an Associate Professor of Biochemistry at the Department of Molecular Medicine at the University of Pavia. She has been working since 1995 on the determination of proteolytic enzymes involved in the degradation process of connective tissue matrix and on the identification of biological markers of lung diseases. She gained considerable experience in developing and validating new methodologies whose applications allowed her to determine both the amount of biomarkers (Desmosine and Isodesmosine) in the urine of patients affected by COPD, and the activity of proteolytic enzymes (HNE, Cathepsin G, Pseudomonas aeruginosa elastase) in the sputa of these patients. Simona Viglio was also involved in research dealing with the supplementation of amino acids in patients with brain injury and chronic heart failure. She is presently engaged in the development of 2-DE and LC-MS techniques for the study of proteomics in biological fluids. The aim of this research is the identification of potential biomarkers of lung diseases. She is an author of about 90 publications (According to Scopus: H-Index: 23; According to WOS: H-Index: 20) on peer-reviewed journals, a member of the “Società Italiana di Biochimica e Biologia Molecolare,“ and a Consultant Reviewer for International Journal of Molecular Science, Journal of Chromatography A, COPD, Plos ONE and Nutritional Neuroscience.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null}]},overviewPageOFChapters:{paginationCount:42,paginationItems:[{id:"82914",title:"Glance on the Critical Role of IL-23 Receptor Gene Variations in Inflammation-Induced Carcinogenesis",doi:"10.5772/intechopen.105049",signatures:"Mohammed El-Gedamy",slug:"glance-on-the-critical-role-of-il-23-receptor-gene-variations-in-inflammation-induced-carcinogenesis",totalDownloads:15,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Chemokines Updates",coverURL:"https://cdn.intechopen.com/books/images_new/11672.jpg",subseries:{id:"18",title:"Proteomics"}}},{id:"82875",title:"Lipidomics as a Tool in the Diagnosis and Clinical Therapy",doi:"10.5772/intechopen.105857",signatures:"María Elizbeth Alvarez Sánchez, Erick Nolasco Ontiveros, Rodrigo Arreola, Adriana Montserrat Espinosa González, Ana María García Bores, Roberto Eduardo López Urrutia, Ignacio Peñalosa Castro, María del Socorro Sánchez Correa and Edgar Antonio Estrella Parra",slug:"lipidomics-as-a-tool-in-the-diagnosis-and-clinical-therapy",totalDownloads:9,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Fatty Acids - Recent Advances",coverURL:"https://cdn.intechopen.com/books/images_new/11669.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"82440",title:"Lipid Metabolism and Associated Molecular Signaling Events in Autoimmune Disease",doi:"10.5772/intechopen.105746",signatures:"Mohan Vanditha, Sonu Das and Mathew John",slug:"lipid-metabolism-and-associated-molecular-signaling-events-in-autoimmune-disease",totalDownloads:17,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Fatty Acids - Recent Advances",coverURL:"https://cdn.intechopen.com/books/images_new/11669.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"82483",title:"Oxidative Stress in Cardiovascular Diseases",doi:"10.5772/intechopen.105891",signatures:"Laura Mourino-Alvarez, Tamara Sastre-Oliva, Nerea Corbacho-Alonso and Maria G. Barderas",slug:"oxidative-stress-in-cardiovascular-diseases",totalDownloads:10,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Importance of Oxidative Stress and Antioxidant System in Health and Disease",coverURL:"https://cdn.intechopen.com/books/images_new/11671.jpg",subseries:{id:"15",title:"Chemical Biology"}}}]},overviewPagePublishedBooks:{paginationCount:33,paginationItems:[{type:"book",id:"7006",title:"Biochemistry and Health Benefits of Fatty Acids",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7006.jpg",slug:"biochemistry-and-health-benefits-of-fatty-acids",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Viduranga Waisundara",hash:"c93a00abd68b5eba67e5e719f67fd20b",volumeInSeries:1,fullTitle:"Biochemistry and Health Benefits of Fatty Acids",editors:[{id:"194281",title:"Dr.",name:"Viduranga Y.",middleName:null,surname:"Waisundara",slug:"viduranga-y.-waisundara",fullName:"Viduranga Y. Waisundara",profilePictureURL:"https://mts.intechopen.com/storage/users/194281/images/system/194281.jpg",biography:"Dr. Viduranga Waisundara obtained her Ph.D. in Food Science\nand Technology from the Department of Chemistry, National\nUniversity of Singapore, in 2010. She was a lecturer at Temasek Polytechnic, Singapore from July 2009 to March 2013.\nShe relocated to her motherland of Sri Lanka and spearheaded the Functional Food Product Development Project at the\nNational Institute of Fundamental Studies from April 2013 to\nOctober 2016. She was a senior lecturer on a temporary basis at the Department of\nFood Technology, Faculty of Technology, Rajarata University of Sri Lanka. She is\ncurrently Deputy Principal of the Australian College of Business and Technology –\nKandy Campus, Sri Lanka. 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He has been listed among the top 2% of scientists in the world for the last three consecutive years, 2019 to 2021 as per studies conducted by the Stanford University, USA.",institutionString:"Praxis Business School",institution:null},{id:"320071",title:"Dr.",name:"Sidra",middleName:null,surname:"Mehtab",slug:"sidra-mehtab",fullName:"Sidra Mehtab",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002v6KHoQAM/Profile_Picture_1584512086360",biography:"Sidra Mehtab has completed her BS with honors in Physics from Calcutta University, India in 2018. She has done MS in Data Science and Analytics from Maulana Abul Kalam Azad University of Technology (MAKAUT), Kolkata, India in 2020. Her research areas include Econometrics, Time Series Analysis, Machine Learning, Deep Learning, Artificial Intelligence, and Computer and Network Security with a particular focus on Cyber Security Analytics. Ms. Mehtab has published seven papers in international conferences and one of her papers has been accepted for publication in a reputable international journal. She has won the best paper awards in two prestigious international conferences – BAICONF 2019, and ICADCML 2021, organized in the Indian Institute of Management, Bangalore, India in December 2019, and SOA University, Bhubaneswar, India in January 2021. Besides, Ms. Mehtab has also published two book chapters in two books. Seven of her book chapters will be published in a volume shortly in 2021 by Cambridge Scholars’ Press, UK. Currently, she is working as the joint editor of two edited volumes on Time Series Analysis and Forecasting to be published in the first half of 2021 by an international house. Currently, she is working as a Data Scientist with an MNC in Delhi, India.",institutionString:"NSHM College of Management and Technology",institution:{name:"Association for Computing Machinery",country:{name:"United States of America"}}},{id:"226240",title:"Dr.",name:"Andri Irfan",middleName:null,surname:"Rifai",slug:"andri-irfan-rifai",fullName:"Andri Irfan Rifai",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226240/images/7412_n.jpg",biography:"Andri IRFAN is a Senior Lecturer of Civil Engineering and Planning. He completed the PhD at the Universitas Indonesia & Universidade do Minho with Sandwich Program Scholarship from the Directorate General of Higher Education and LPDP scholarship. He has been teaching for more than 19 years and much active to applied his knowledge in the project construction in Indonesia. His research interest ranges from pavement management system to advanced data mining techniques for transportation engineering. He has published more than 50 papers in journals and 2 books.",institutionString:null,institution:{name:"Universitas Internasional Batam",country:{name:"Indonesia"}}},{id:"314576",title:"Dr.",name:"Ibai",middleName:null,surname:"Laña",slug:"ibai-lana",fullName:"Ibai Laña",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314576/images/system/314576.jpg",biography:"Dr. Ibai Laña works at TECNALIA as a data analyst. He received his Ph.D. in Artificial Intelligence from the University of the Basque Country (UPV/EHU), Spain, in 2018. He is currently a senior researcher at TECNALIA. His research interests fall within the intersection of intelligent transportation systems, machine learning, traffic data analysis, and data science. He has dealt with urban traffic forecasting problems, applying machine learning models and evolutionary algorithms. He has experience in origin-destination matrix estimation or point of interest and trajectory detection. Working with large volumes of data has given him a good command of big data processing tools and NoSQL databases. He has also been a visiting scholar at the Knowledge Engineering and Discovery Research Institute, Auckland University of Technology.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"314575",title:"Dr.",name:"Jesus",middleName:null,surname:"L. Lobo",slug:"jesus-l.-lobo",fullName:"Jesus L. Lobo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314575/images/system/314575.png",biography:"Dr. Jesús López is currently based in Bilbao (Spain) working at TECNALIA as Artificial Intelligence Research Scientist. In most cases, a project idea or a new research line needs to be investigated to see if it is good enough to take into production or to focus on it. That is exactly what he does, diving into Machine Learning algorithms and technologies to help TECNALIA to decide whether something is great in theory or will actually impact on the product or processes of its projects. So, he is expert at framing experiments, developing hypotheses, and proving whether they’re true or not, in order to investigate fundamental problems with a longer time horizon. He is also able to design and develop PoCs and system prototypes in simulation. He has participated in several national and internacional R&D projects.\n\nAs another relevant part of his everyday research work, he usually publishes his findings in reputed scientific refereed journals and international conferences, occasionally acting as reviewer and Programme Commitee member. Concretely, since 2018 he has published 9 JCR (8 Q1) journal papers, 9 conference papers (e.g. ECML PKDD 2021), and he has co-edited a book. He is also active in popular science writing data science stories for reputed blogs (KDNuggets, TowardsDataScience, Naukas). Besides, he has recently embarked on mentoring programmes as mentor, and has also worked as data science trainer.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",biography:"Yalcin Isler (1971 - Burdur / Turkey) received the B.Sc. degree in the Department of Electrical and Electronics Engineering from Anadolu University, Eskisehir, Turkey, in 1993, the M.Sc. degree from the Department of Electronics and Communication Engineering, Suleyman Demirel University, Isparta, Turkey, in 1996, the Ph.D. degree from the Department of Electrical and Electronics Engineering, Dokuz Eylul University, Izmir, Turkey, in 2009, and the Competence of Associate Professorship from the Turkish Interuniversity Council in 2019.\n\nHe was Lecturer at Burdur Vocational School in Suleyman Demirel University (1993-2000, Burdur / Turkey), Software Engineer (2000-2002, Izmir / Turkey), Research Assistant in Bulent Ecevit University (2002-2003, Zonguldak / Turkey), Research Assistant in Dokuz Eylul University (2003-2010, Izmir / Turkey), Assistant Professor at the Department of Electrical and Electronics Engineering in Bulent Ecevit University (2010-2012, Zonguldak / Turkey), Assistant Professor at the Department of Biomedical Engineering in Izmir Katip Celebi University (2012-2019, Izmir / Turkey). He is an Associate Professor at the Department of Biomedical Engineering at Izmir Katip Celebi University, Izmir / Turkey, since 2019. In addition to academics, he has also founded Islerya Medical and Information Technologies Company, Izmir / Turkey, since 2017.\n\nHis main research interests cover biomedical signal processing, pattern recognition, medical device design, programming, and embedded systems. He has many scientific papers and participated in several projects in these study fields. He was an IEEE Student Member (2009-2011) and IEEE Member (2011-2014) and has been IEEE Senior Member since 2014.",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",slug:"mrinmoy-roy",fullName:"Mrinmoy Roy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,institution:{name:"Lovely Professional University",country:{name:"India"}}},{id:"310576",title:"Prof.",name:"Erick Giovani",middleName:null,surname:"Sperandio Nascimento",slug:"erick-giovani-sperandio-nascimento",fullName:"Erick Giovani Sperandio Nascimento",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y00002pDKxDQAW/ProfilePicture%202022-06-20%2019%3A57%3A24.788",biography:"Prof. Erick Sperandio is the Lead Researcher and professor of Artificial Intelligence (AI) at SENAI CIMATEC, Bahia, Brazil, also working with Computational Modeling (CM) and HPC. He holds a PhD in Environmental Engineering in the area of Atmospheric Computational Modeling, a Master in Informatics in the field of Computational Intelligence and Graduated in Computer Science from UFES. He currently coordinates, leads and participates in R&D projects in the areas of AI, computational modeling and supercomputing applied to different areas such as Oil and Gas, Health, Advanced Manufacturing, Renewable Energies and Atmospheric Sciences, advising undergraduate, master's and doctoral students. He is the Lead Researcher at SENAI CIMATEC's Reference Center on Artificial Intelligence. In addition, he is a Certified Instructor and University Ambassador of the NVIDIA Deep Learning Institute (DLI) in the areas of Deep Learning, Computer Vision, Natural Language Processing and Recommender Systems, and Principal Investigator of the NVIDIA/CIMATEC AI Joint Lab, the first in Latin America within the NVIDIA AI Technology Center (NVAITC) worldwide program. He also works as a researcher at the Supercomputing Center for Industrial Innovation (CS2i) and at the SENAI Institute of Innovation for Automation (ISI Automação), both from SENAI CIMATEC. He is a member and vice-coordinator of the Basic Board of Scientific-Technological Advice and Evaluation, in the area of Innovation, of the Foundation for Research Support of the State of Bahia (FAPESB). He serves as Technology Transfer Coordinator and one of the Principal Investigators at the National Applied Research Center in Artificial Intelligence (CPA-IA) of SENAI CIMATEC, focusing on Industry, being one of the six CPA-IA in Brazil approved by MCTI / FAPESP / CGI.br. He also participates as one of the representatives of Brazil in the BRICS Innovation Collaboration Working Group on HPC, ICT and AI. He is the coordinator of the Work Group of the Axis 5 - Workforce and Training - of the Brazilian Strategy for Artificial Intelligence (EBIA), and member of the MCTI/EMBRAPII AI Innovation Network Training Committee. He is the coordinator, by SENAI CIMATEC, of the Artificial Intelligence Reference Network of the State of Bahia (REDE BAH.IA). He leads the working group of experts representing Brazil in the Global Partnership on Artificial Intelligence (GPAI), on the theme \"AI and the Pandemic Response\".",institutionString:"Manufacturing and Technology Integrated Campus – SENAI CIMATEC",institution:null},{id:"1063",title:"Prof.",name:"Constantin",middleName:null,surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/1063/images/system/1063.png",biography:"Prof. Dr. Constantin Voloşencu graduated as an engineer from\nPolitehnica University of Timișoara, Romania, where he also\nobtained a doctorate degree. He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:'"Politechnica" University Timişoara',institution:null},{id:"221364",title:"Dr.",name:"Eneko",middleName:null,surname:"Osaba",slug:"eneko-osaba",fullName:"Eneko Osaba",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/221364/images/system/221364.jpg",biography:"Dr. Eneko Osaba works at TECNALIA as a senior researcher. He obtained his Ph.D. in Artificial Intelligence in 2015. He has participated in more than twenty-five local and European research projects, and in the publication of more than 130 papers. He has performed several stays at universities in the United Kingdom, Italy, and Malta. Dr. Osaba has served as a program committee member in more than forty international conferences and participated in organizing activities in more than ten international conferences. He is a member of the editorial board of the International Journal of Artificial Intelligence, Data in Brief, and Journal of Advanced Transportation. He is also a guest editor for the Journal of Computational Science, Neurocomputing, Swarm, and Evolutionary Computation and IEEE ITS Magazine.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"275829",title:"Dr.",name:"Esther",middleName:null,surname:"Villar-Rodriguez",slug:"esther-villar-rodriguez",fullName:"Esther Villar-Rodriguez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/275829/images/system/275829.jpg",biography:"Dr. Esther Villar obtained a Ph.D. in Information and Communication Technologies from the University of Alcalá, Spain, in 2015. She obtained a degree in Computer Science from the University of Deusto, Spain, in 2010, and an MSc in Computer Languages and Systems from the National University of Distance Education, Spain, in 2012. Her areas of interest and knowledge include natural language processing (NLP), detection of impersonation in social networks, semantic web, and machine learning. Dr. Esther Villar made several contributions at conferences and publishing in various journals in those fields. Currently, she is working within the OPTIMA (Optimization Modeling & Analytics) business of TECNALIA’s ICT Division as a data scientist in projects related to the prediction and optimization of management and industrial processes (resource planning, energy efficiency, etc).",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. He is a Senior Member of the IEEE, and a recipient of the Biscay Talent prize for his academic career.",institutionString:"Tecnalia Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"278948",title:"Dr.",name:"Carlos Pedro",middleName:null,surname:"Gonçalves",slug:"carlos-pedro-goncalves",fullName:"Carlos Pedro Gonçalves",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRcmyQAC/Profile_Picture_1564224512145",biography:'Carlos Pedro Gonçalves (PhD) is an Associate Professor at Lusophone University of Humanities and Technologies and a researcher on Complexity Sciences, Quantum Technologies, Artificial Intelligence, Strategic Studies, Studies in Intelligence and Security, FinTech and Financial Risk Modeling. He is also a progammer with programming experience in:\n\nA) Quantum Computing using Qiskit Python module and IBM Quantum Experience Platform, with software developed on the simulation of Quantum Artificial Neural Networks and Quantum Cybersecurity;\n\nB) Artificial Intelligence and Machine learning programming in Python;\n\nC) Artificial Intelligence, Multiagent Systems Modeling and System Dynamics Modeling in Netlogo, with models developed in the areas of Chaos Theory, Econophysics, Artificial Intelligence, Classical and Quantum Complex Systems Science, with the Econophysics models having been cited worldwide and incorporated in PhD programs by different Universities.\n\nReceived an Arctic Code Vault Contributor status by GitHub, due to having developed open source software preserved in the \\"Arctic Code Vault\\" for future generations (https://archiveprogram.github.com/arctic-vault/), with the Strategy Analyzer A.I. module for decision making support (based on his PhD thesis, used in his Classes on Decision Making and in Strategic Intelligence Consulting Activities) and QNeural Python Quantum Neural Network simulator also preserved in the \\"Arctic Code Vault\\", for access to these software modules see: https://github.com/cpgoncalves. He is also a peer reviewer with outsanding review status from Elsevier journals, including Physica A, Neurocomputing and Engineering Applications of Artificial Intelligence. Science CV available at: https://www.cienciavitae.pt//pt/8E1C-A8B3-78C5 and ORCID: https://orcid.org/0000-0002-0298-3974',institutionString:"University of Lisbon",institution:{name:"Universidade Lusófona",country:{name:"Portugal"}}},{id:"241400",title:"Prof.",name:"Mohammed",middleName:null,surname:"Bsiss",slug:"mohammed-bsiss",fullName:"Mohammed Bsiss",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241400/images/8062_n.jpg",biography:null,institutionString:null,institution:null},{id:"276128",title:"Dr.",name:"Hira",middleName:null,surname:"Fatima",slug:"hira-fatima",fullName:"Hira Fatima",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/276128/images/14420_n.jpg",biography:"Dr. Hira Fatima\nAssistant Professor\nDepartment of Mathematics\nInstitute of Applied Science\nMangalayatan University, Aligarh\nMobile: no : 8532041179\nhirafatima2014@gmal.com\n\nDr. Hira Fatima has received his Ph.D. degree in pure Mathematics from Aligarh Muslim University, Aligarh India. Currently working as an Assistant Professor in the Department of Mathematics, Institute of Applied Science, Mangalayatan University, Aligarh. She taught so many courses of Mathematics of UG and PG level. Her research Area of Expertise is Functional Analysis & Sequence Spaces. She has been working on Ideal Convergence of double sequence. She has published 17 research papers in National and International Journals including Cogent Mathematics, Filomat, Journal of Intelligent and Fuzzy Systems, Advances in Difference Equations, Journal of Mathematical Analysis, Journal of Mathematical & Computer Science etc. She has also reviewed few research papers for the and international journals. She is a member of Indian Mathematical Society.",institutionString:null,institution:null},{id:"414880",title:"Dr.",name:"Maryam",middleName:null,surname:"Vatankhah",slug:"maryam-vatankhah",fullName:"Maryam Vatankhah",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Borough of Manhattan Community College",country:{name:"United States of America"}}},{id:"414879",title:"Prof.",name:"Mohammad-Reza",middleName:null,surname:"Akbarzadeh-Totonchi",slug:"mohammad-reza-akbarzadeh-totonchi",fullName:"Mohammad-Reza Akbarzadeh-Totonchi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Ferdowsi University of Mashhad",country:{name:"Iran"}}},{id:"414878",title:"Prof.",name:"Reza",middleName:null,surname:"Fazel-Rezai",slug:"reza-fazel-rezai",fullName:"Reza Fazel-Rezai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"American Public University System",country:{name:"United States of America"}}},{id:"426586",title:"Dr.",name:"Oladunni A.",middleName:null,surname:"Daramola",slug:"oladunni-a.-daramola",fullName:"Oladunni A. Daramola",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Federal University of Technology",country:{name:"Nigeria"}}},{id:"357014",title:"Prof.",name:"Leon",middleName:null,surname:"Bobrowski",slug:"leon-bobrowski",fullName:"Leon Bobrowski",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Bialystok University of Technology",country:{name:"Poland"}}},{id:"302698",title:"Dr.",name:"Yao",middleName:null,surname:"Shan",slug:"yao-shan",fullName:"Yao Shan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Dalian University of Technology",country:{name:"China"}}},{id:"354126",title:"Dr.",name:"Setiawan",middleName:null,surname:"Hadi",slug:"setiawan-hadi",fullName:"Setiawan Hadi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Padjadjaran University",country:{name:"Indonesia"}}},{id:"125911",title:"Prof.",name:"Jia-Ching",middleName:null,surname:"Wang",slug:"jia-ching-wang",fullName:"Jia-Ching Wang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Central University",country:{name:"Taiwan"}}},{id:"332603",title:"Prof.",name:"Kumar S.",middleName:null,surname:"Ray",slug:"kumar-s.-ray",fullName:"Kumar S. Ray",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Statistical Institute",country:{name:"India"}}},{id:"415409",title:"Prof.",name:"Maghsoud",middleName:null,surname:"Amiri",slug:"maghsoud-amiri",fullName:"Maghsoud Amiri",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Allameh Tabataba'i University",country:{name:"Iran"}}},{id:"357085",title:"Mr.",name:"P. Mohan",middleName:null,surname:"Anand",slug:"p.-mohan-anand",fullName:"P. Mohan Anand",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356696",title:"Ph.D. Student",name:"P.V.",middleName:null,surname:"Sai Charan",slug:"p.v.-sai-charan",fullName:"P.V. Sai Charan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"357086",title:"Prof.",name:"Sandeep K.",middleName:null,surname:"Shukla",slug:"sandeep-k.-shukla",fullName:"Sandeep K. Shukla",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}}]}},subseries:{item:{id:"17",type:"subseries",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. 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