\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"9974",leadTitle:null,fullTitle:"E-Learning and Digital Education in the Twenty-First Century",title:"E-Learning and Digital Education in the Twenty-First Century",subtitle:null,reviewType:"peer-reviewed",abstract:"E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices.",isbn:"978-1-83962-590-9",printIsbn:"978-1-83962-589-3",pdfIsbn:"978-1-83962-591-6",doi:"10.5772/intechopen.87797",price:139,priceEur:155,priceUsd:179,slug:"e-learning-and-digital-education-in-the-twenty-first-century",numberOfPages:308,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"88b58d66e975df20425fc1dfd22d53aa",bookSignature:"M. Mahruf C. Shohel",publishedDate:"May 18th 2022",coverURL:"https://cdn.intechopen.com/books/images_new/9974.jpg",numberOfDownloads:3739,numberOfWosCitations:0,numberOfCrossrefCitations:4,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:8,numberOfDimensionsCitationsByBook:0,hasAltmetrics:0,numberOfTotalCitations:12,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 12th 2020",dateEndSecondStepPublish:"July 3rd 2020",dateEndThirdStepPublish:"September 1st 2020",dateEndFourthStepPublish:"November 20th 2020",dateEndFifthStepPublish:"January 19th 2021",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"94099",title:"Dr.",name:"M. Mahruf C.",middleName:null,surname:"Shohel",slug:"m.-mahruf-c.-shohel",fullName:"M. Mahruf C. Shohel",profilePictureURL:"https://mts.intechopen.com/storage/users/94099/images/system/94099.png",biography:"Dr. M. Mahruf C. Shohel is currently working at the Doctoral College, University of Surrey, United Kingdom. Prior to his current role, Dr. Shohel worked for several British universities since completing his doctoral studies at the University of Manchester. He is an academic researcher with special interests in education, childhood studies, international development, teachers’ professional development, technology-enhanced learning, and social science research methods. Most recently, he has taught “Digital Learning in Emergencies” for postgraduates at the University of Geneva, Switzerland. He has written extensively on development issues in the Global South and conducted research on disadvantaged children including socioeconomically deprived children, street children, sex workers’ children, and displaced refugee children. Currently, Dr. Shohel is engaged in the fields of education in emergencies, education for sustainable development and global citizenship, emerging technologies in education, students\\' learning journeys and their engagement, and teaching and learning in higher education.",institutionString:"University of Surrey",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of Surrey",institutionURL:null,country:{name:"United Kingdom"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1318",title:"Virtual Learning",slug:"virtual-learning"}],chapters:[{id:"74185",title:"Knotworking as an Analytical Tool for Designing E-Learning While Targeting Industry Competence Needs",doi:"10.5772/intechopen.94998",slug:"knotworking-as-an-analytical-tool-for-designing-e-learning-while-targeting-industry-competence-needs",totalDownloads:331,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This chapter outlines challenges and opportunities for teachers in higher education in their design work of e-learning courses targeting practitioner’s competence development of production technology knowledge. Teachers are challenged to develop up-to-date learning material and digitize learning tasks such as virtual labs and machine-related cases that align to workplace knowledge needs. Design work used for campus education is argued to be insufficient to meet e-learning education while targeting industry competence requirements. Teachers and practitioners are in a transformative process when they engage in mutual design work that both encompass a new e-learning situation, and a new target group of experienced practitioners and workplace demands within smart manufacturing. The theoretical concept knotworking, is applied to shed light on the complexity of designing courses for work-integrated e-learning aiming to enhance professional competences. Knotworking refers to tying, untying, and retying together seemingly separate threads of activity. Based on a longitudinal competence development project, this chapter analyzes considerations of an e-learning design practice through the knotworking concept for understanding learning and practices across professional boundaries.",signatures:"Monika Hattinger and Maria Spante",downloadPdfUrl:"/chapter/pdf-download/74185",previewPdfUrl:"/chapter/pdf-preview/74185",authors:[{id:"325287",title:"Ph.D.",name:"Monika",surname:"Hattinger",slug:"monika-hattinger",fullName:"Monika Hattinger"},{id:"325288",title:"Associate Prof.",name:"Maria",surname:"Spante",slug:"maria-spante",fullName:"Maria Spante"}],corrections:null},{id:"73809",title:"Using E-Learning Platform for Enhancing Teaching and Learning in the Field of Social Work at Sultan Qaboos University, Oman",doi:"10.5772/intechopen.94301",slug:"using-e-learning-platform-for-enhancing-teaching-and-learning-in-the-field-of-social-work-at-sultan-",totalDownloads:544,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"This chapter explores the issue of e-learning as a helpful method in higher education institutes and universities in general, and specifically, in the field of social work education. It is based on a study carried out at Sultan Qaboos University, Oman and presents knowledge and attitudes of students towards reliance on the e-learning platforms, such as Moodle, as a helpful educational tool. It highlights that Moodle as an e-learning platform enhances communication between teachers and students, and among students themselves. The chapter presents the findings about the usefulness of Moodle, as an e-learning platform as well as challenges of social work students face during using e-learning platform in their learning. Finally, it offers recommendations to deal with the challenges and highlights implication of the study beyond social work education.",signatures:"Emad Saleh",downloadPdfUrl:"/chapter/pdf-download/73809",previewPdfUrl:"/chapter/pdf-preview/73809",authors:[{id:"224586",title:"Prof.",name:"Emad",surname:"Saleh",slug:"emad-saleh",fullName:"Emad Saleh"}],corrections:null},{id:"74314",title:"The Impact of Online Learning Strategies on Students’ Academic Performance",doi:"10.5772/intechopen.94425",slug:"the-impact-of-online-learning-strategies-on-students-academic-performance",totalDownloads:73,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Higher education institutions have shifted from traditional face to face to online teaching due to Corona virus pandemic which has forced both teachers and students to be put in a compulsory lockdown. However the online teaching/learning constitutes a serious challenge that both university teachers and students have to face, as it necessarily requires the adoption of different new teaching/learning strategies to attain effective academic outcomes, imposing a virtual learning world which involves from the students’ part an online access to lectures and information, and on the teacher’s side the adoption of a new teaching approach to deliver the curriculum content, new means of evaluation of students’ personal skills and learning experience. This chapter explores and assesses the online teaching and learning impact on students’ academic achievement, encompassing the passing in review the adoption of students’ research strategies, the focus of the students’ main source of information viz. library online consultation and the collaboration with their peers. To reach this end, descriptive and parametric analyses are conducted in order to identify the impact of these new factors on students’ academic performance. The findings of the study shows that to what extent the students’ online learning has or has not led to any remarkable improvements in the students’ academic achievements and, whether or not, to any substantial changes in their e-learning competence. This study was carried out on a sample of University College (UAEU) students selected in Spring 2019 and Fall 2020.",signatures:"Khaled Hamdan and Abid Amorri",downloadPdfUrl:"/chapter/pdf-download/74314",previewPdfUrl:"/chapter/pdf-preview/74314",authors:[{id:"327122",title:"Ph.D.",name:"Khaled",surname:"Hamdan",slug:"khaled-hamdan",fullName:"Khaled Hamdan"},{id:"327125",title:"Dr.",name:"Abid",surname:"Amorri",slug:"abid-amorri",fullName:"Abid Amorri"}],corrections:null},{id:"74424",title:"A Model of the Continual Adaptive Online Knowledge Assessment System",doi:"10.5772/intechopen.95295",slug:"a-model-of-the-continual-adaptive-online-knowledge-assessment-system",totalDownloads:216,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"This chapter presents a model of a novel adaptive online knowledge assessment system and tests the efficiency of its implementation. System enables continual and cumulative knowledge assessment, comprised of sequence of at least two interconnected assessments, carried-out throughout a reasonably long period of time. Important characteristics of the system are: (a) introduction of new course topics in every subsequent assessment, (b) re-assessment of earlier course topics in every subsequent assessment iteration, (c) in an adaptive manner, based on student’s achievements during previous assessments. Personalized post-assessment feedback guides each student in preparations for upcoming assessments. The efficiency has been tested on a sample of 78 students. Results indicate that the proposed adaptive system is efficient on an individual learning goal level.",signatures:"Miran Zlatović, Igor Balaban and Željko Hutinski",downloadPdfUrl:"/chapter/pdf-download/74424",previewPdfUrl:"/chapter/pdf-preview/74424",authors:[{id:"324880",title:"Associate Prof.",name:"Igor",surname:"Balaban",slug:"igor-balaban",fullName:"Igor Balaban"},{id:"324883",title:"Dr.",name:"Miran",surname:"Zlatović",slug:"miran-zlatovic",fullName:"Miran Zlatović"},{id:"326259",title:"Prof.",name:"Željko",surname:"Hutinski",slug:"zeljko-hutinski",fullName:"Željko Hutinski"}],corrections:null},{id:"74519",title:"Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory",doi:"10.5772/intechopen.95375",slug:"blended-learning-in-higher-education-faculty-perspective-through-the-lens-of-the-planned-behaviour-t",totalDownloads:597,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:1,abstract:"Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.",signatures:"Dominique Verpoorten, Johanne Huart, Pascal Detroz and Françoise Jérôme",downloadPdfUrl:"/chapter/pdf-download/74519",previewPdfUrl:"/chapter/pdf-preview/74519",authors:[{id:"324893",title:"Prof.",name:"Dominique",surname:"Verpoorten",slug:"dominique-verpoorten",fullName:"Dominique Verpoorten"},{id:"334504",title:"Prof.",name:"Pascal",surname:"Detroz",slug:"pascal-detroz",fullName:"Pascal Detroz"},{id:"334506",title:"Dr.",name:"Françoise",surname:"Jérôme",slug:"francoise-jerome",fullName:"Françoise Jérôme"},{id:"334508",title:"Dr.",name:"Johanne",surname:"Huart",slug:"johanne-huart",fullName:"Johanne Huart"}],corrections:null},{id:"75120",title:"Mainstreaming Blended Learning in a Low-Income University",doi:"10.5772/intechopen.96143",slug:"mainstreaming-blended-learning-in-a-low-income-university",totalDownloads:59,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Due to the COVID-19 pandemic, Maseno University (MU) began to consider institutional shift from traditional face-to-face (F2F) instructions to online and blended modes of teaching and learning. The university was able to draw from its experience with adapted flexible and blended learning (FBL) approaches for high enrollment common courses already offered to students on the Learning Management System (LMS). Several questions have been raised: How to preserve what most lecturers consider as most essential — the regular student interaction, the freewheeling give-and-take discussion sessions — if the class cannot be together in the same physical space at the same time? How to make a synchronous activity dependent course and make it work in a completely asynchronous environment? How to handle the practical based subjects on the online platform? And even if the university is able to find acceptable answers to these questions, where would it begin? However, MU did not try to reinvent the wheel. There were already examples of good practice in a number of common courses had been running on the LMS. The available courses already had a blend of both theory and practical base. The university sought assistance from schools and departments that already had parts of their programmes running on the LMS. They were able to tap into their expertise and get introduced to a valuable collection of resources about online distance teaching and learning (ODTL). That, in turn, assisted the university to develop online or blended versions of its regular F2F courses that far surpassed expectations, judging from how well their courses performed, and get ready for any other unexpected circumstance equal or similar to which the world has had to live through the COVID-19 pandemic.",signatures:"Mildred Atieno Ayere",downloadPdfUrl:"/chapter/pdf-download/75120",previewPdfUrl:"/chapter/pdf-preview/75120",authors:[{id:"326206",title:"Dr.",name:"Mildred",surname:"Atieno Ayere",slug:"mildred-atieno-ayere",fullName:"Mildred Atieno Ayere"}],corrections:null},{id:"78804",title:"Using Synchronous vs. Asynchronous Methods during the COVID-19 Pandemic in Malaysia: Preservice and In-Service Teachers’ Perspectives",doi:"10.5772/intechopen.100219",slug:"using-synchronous-vs-asynchronous-methods-during-the-covid-19-pandemic-in-malaysia-preservice-and-in",totalDownloads:176,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"The world witnessed the outbreak of the Coronavirus (2019-nCoV) with lockdowns that forced most schools and other educational institutions to close down. Alternative approaches in the form of synchronous and asynchronous methods were adopted to ensure continuity in teaching and learning in this new norm of providing emergency remote education. This chapter aims at presenting preservice and in-service teachers’ views on using synchronous versus asynchronous teaching and learning methods during the COVID-19 pandemic in Malaysia. Data were elicited from three groups of preservice teachers and one group of in-service teachers from three different courses in one teacher education university in Malaysia. Implementation of the e-learning approaches including synchronous and asynchronous sessions was planned carefully based on the course learning outcomes. Important elements such as identification of the learning platform, delivering and conveying information to preservice teachers about the e-learning activities, assessment strategies, attendance, and students’ reflection were taken into consideration.",signatures:"Charanjit Kaur Swaran Singh, Noor Alhusna Madzlan, Eng Tek Ong, Revathi Gopal, Mazura Mastura Muhammad, Siti Shuhaida Shukor, Nor Azmi Mostafa, Tarsame Singh Masa Singh and Mahendran Maniam",downloadPdfUrl:"/chapter/pdf-download/78804",previewPdfUrl:"/chapter/pdf-preview/78804",authors:[{id:"296199",title:"Prof.",name:"Eng Tek",surname:"Ong",slug:"eng-tek-ong",fullName:"Eng Tek Ong"},{id:"325049",title:"Associate Prof.",name:"Charanjit Kaur",surname:"Swaran Singh",slug:"charanjit-kaur-swaran-singh",fullName:"Charanjit Kaur Swaran Singh"},{id:"326098",title:"Dr.",name:"Noor Alhusna",surname:"Madzlan",slug:"noor-alhusna-madzlan",fullName:"Noor Alhusna Madzlan"},{id:"330210",title:"Dr.",name:"Tarsame Singh",surname:"Masa Singh",slug:"tarsame-singh-masa-singh",fullName:"Tarsame Singh Masa Singh"},{id:"330211",title:"Dr.",name:"Mazura Mastura",surname:"Muhammad",slug:"mazura-mastura-muhammad",fullName:"Mazura Mastura Muhammad"},{id:"435927",title:"Dr.",name:"Revathi",surname:"Gopal",slug:"revathi-gopal",fullName:"Revathi Gopal"},{id:"435928",title:"Dr.",name:"Siti Shuhaida",surname:"Shukor",slug:"siti-shuhaida-shukor",fullName:"Siti Shuhaida Shukor"},{id:"435929",title:"Dr.",name:"Nor Azmi",surname:"Mostafa",slug:"nor-azmi-mostafa",fullName:"Nor Azmi Mostafa"},{id:"435930",title:"Dr.",name:"Mahendran",surname:"Maniam",slug:"mahendran-maniam",fullName:"Mahendran Maniam"}],corrections:null},{id:"76147",title:"STEAME Model in Action: Challenges and Solutions in Mastering the Digital Culture",doi:"10.5772/intechopen.97239",slug:"steame-model-in-action-challenges-and-solutions-in-mastering-the-digital-culture",totalDownloads:228,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Due to the digital transformation of everyday practice the process of education has become more complicated than ever before. The role of teachers is more complex as they are not the only source of information and knowledge for their students anymore. Formally or informally, they need to help students develop new competencies and prepare them for the unknown future in the fast-growing and changing labor market. Essential part of these new competencies lies in the interconnected fields of Science, Technology, Engineering and Mathematics. In order for students to obtain them a variety of learning approaches have to be applied in an interdisciplinary educational environment and digital culture. The new generations of digital natives grow up with a set of skills about engaging in the digital world as a basic knowledge. Furthermore, to provide students with more holistic understanding the concepts of Arts are integrated with STEM to become STEAM education. This chapter presents extended education model taking STEM and STEAM to the next level and bringing the Entrepreneurship discipline to create an integrated STEAME curriculum. This chapter presents an integrated STEAME curriculum model, methodology for its implementation and STEAME classroom and environment design as a new education approach to tackle the challenges of the development of skills for the 21st century.",signatures:"Eugenia Kovatcheva and Milena Koleva",downloadPdfUrl:"/chapter/pdf-download/76147",previewPdfUrl:"/chapter/pdf-preview/76147",authors:[{id:"174963",title:"Associate Prof.",name:"Eugenia",surname:"Kovatcheva",slug:"eugenia-kovatcheva",fullName:"Eugenia Kovatcheva"},{id:"327179",title:"MSc.",name:"Milena",surname:"Koleva",slug:"milena-koleva",fullName:"Milena Koleva"}],corrections:null},{id:"76482",title:"Education in Emergencies, Mental Wellbeing and E-Learning",doi:"10.5772/intechopen.97425",slug:"education-in-emergencies-mental-wellbeing-and-e-learning",totalDownloads:236,totalCrossrefCites:3,totalDimensionsCites:3,hasAltmetrics:0,abstract:"The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.",signatures:"M. Mahruf C. Shohel, Arif Mahmud, Munira Azhar Urmee, Muhammad Naveed Anwar, Mohammad Mojibur Rahman, Dev Raj Acharya and Md. Ashrafuzzaman",downloadPdfUrl:"/chapter/pdf-download/76482",previewPdfUrl:"/chapter/pdf-preview/76482",authors:[{id:"94099",title:"Dr.",name:"M. Mahruf C.",surname:"Shohel",slug:"m.-mahruf-c.-shohel",fullName:"M. Mahruf C. Shohel"},{id:"329334",title:"Mr.",name:"Mohammad Mojibur",surname:"Rahman",slug:"mohammad-mojibur-rahman",fullName:"Mohammad Mojibur Rahman"},{id:"329631",title:"Dr.",name:"Dev",surname:"Raj Acharya",slug:"dev-raj-acharya",fullName:"Dev Raj Acharya"},{id:"329632",title:"Dr.",name:"Muhammad Naveed",surname:"Anwar",slug:"muhammad-naveed-anwar",fullName:"Muhammad Naveed Anwar"},{id:"335791",title:"Dr.",name:"Arif",surname:"Mahmud",slug:"arif-mahmud",fullName:"Arif Mahmud"},{id:"471612",title:"Dr.",name:"Munira",surname:"Azhar Urmee",slug:"munira-azhar-urmee",fullName:"Munira Azhar Urmee"},{id:"471613",title:"Dr.",name:"Md.",surname:"Ashrafuzzaman",slug:"md.-ashrafuzzaman",fullName:"Md. Ashrafuzzaman"}],corrections:null},{id:"74468",title:"Emergency Remote Teaching during COVID-19 Pandemic: Roles of Educators in Malaysia",doi:"10.5772/intechopen.95071",slug:"emergency-remote-teaching-during-covid-19-pandemic-roles-of-educators-in-malaysia",totalDownloads:501,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"This chapter responds to the needs of educators in preparing to teach online fully due to the pandemic, COVID-19. This scenario becomes the new normal in the teaching and learning process during the COVID-19 pandemic. The main objective of this chapter is to investigate the roles of educators in one public higher learning institution in Malaysia during emergency remote teaching due to the COVID-19 outbreak. Emergency remote teaching is argued to be the answer to the sudden change from face-to-face teaching to a fully online teaching environment. Data for this chapter were collected through an online survey distributed to potential respondents. Adopting a case study and quantitative approach to research, descriptive and inferential statistical analysis were conducted and presented. Preliminary findings suggest two key challenges. Firstly, educators were ready to embark on transformative emergency remote teaching. Nonetheless, they were not sure of the differences between emergency remote teaching and online teaching; these two have different pedagogical approaches. Secondly, and perhaps most importantly, educators were able to use appropriate platforms and applications during the pandemic; however, they did not have ample time to study other platforms and applications. By this, the author argues that some educators have various options to choose from but may lack the knowledge and understanding on how these options work best. In accepting the new normal in teaching and learning, educators must be open to new and creative strategies to engage students during 100 percent online learning.",signatures:"Jowati Juhary",downloadPdfUrl:"/chapter/pdf-download/74468",previewPdfUrl:"/chapter/pdf-preview/74468",authors:[{id:"297346",title:"Dr.",name:"Jowati",surname:"Juhary",slug:"jowati-juhary",fullName:"Jowati Juhary"}],corrections:null},{id:"78446",title:"Developing Professionals: Experience from a Distance Learning Short Course during the COVID-19 Pandemic",doi:"10.5772/intechopen.99923",slug:"developing-professionals-experience-from-a-distance-learning-short-course-during-the-covid-19-pandem",totalDownloads:102,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The developing and delivering of distance education (DE) courses in the stricto sensu reality in nursing arises in order to strengthen training processes in this area to sensitize critical and reflective professional performance. Thus, this book chapter seeks to report the experience of master’s students of the Academic Master’s Course in Nursing at the Regional University of Cariri, Ceará, Brazil, in the construction and tutoring of a course in the DE modality. Descriptive study, of the experience-report type, resulting from the elaboration and development of a short course on COVID-19, offered in the modality of distance learning, by stricto sensu postgraduate students, destined to graduate nursing students. The experience of developing the short course was positive in the sense of teaching practices, and occurred collectively, through discussions and exchange of knowledge between professors and students, in a planned and organized way. Even before operational limitations, the total process of planning, designing, developing and delivering the short course was considered a successful experience. The recognition of the potentialities and difficulties of the process helped formulating and applying the short course, always based on objectives centered on the perspectives of the students and tutors.",signatures:"Beatriz De Castro Magalhães, Adriana Vieira Nobre, Rachel Cardoso De Almeida, Laís Barreto De Brito Gonçalves, Liz Marjorie Batista De Freitas Leite, Maria Do Socorro Vieira Lopes, Jucier Gonçalves Júnior, Evanira Rodrigues Maia and Grayce Alencar Albuquerque",downloadPdfUrl:"/chapter/pdf-download/78446",previewPdfUrl:"/chapter/pdf-preview/78446",authors:[{id:"325872",title:"Dr.",name:"Jucier Gonçalves",surname:"Junior",slug:"jucier-goncalves-junior",fullName:"Jucier Gonçalves Junior"},{id:"347819",title:"MSc.",name:"Beatriz De Castro",surname:"Magalhães",slug:"beatriz-de-castro-magalhaes",fullName:"Beatriz De Castro Magalhães"},{id:"347820",title:"MSc.",name:"Adriana Vieira",surname:"Nobre",slug:"adriana-vieira-nobre",fullName:"Adriana Vieira Nobre"},{id:"347821",title:"MSc.",name:"Rachel Cardoso De",surname:"Almeida",slug:"rachel-cardoso-de-almeida",fullName:"Rachel Cardoso De Almeida"},{id:"347822",title:"MSc.",name:"Laís Barreto De Brito",surname:"Gonçalves",slug:"lais-barreto-de-brito-goncalves",fullName:"Laís Barreto De Brito Gonçalves"},{id:"347824",title:"MSc.",name:"Liz Marjorie Batista De Freitas",surname:"Leite",slug:"liz-marjorie-batista-de-freitas-leite",fullName:"Liz Marjorie Batista De Freitas Leite"},{id:"347825",title:"Dr.",name:"Evanira Rodrigues",surname:"Maia",slug:"evanira-rodrigues-maia",fullName:"Evanira Rodrigues Maia"},{id:"347826",title:"Dr.",name:"Maria Do Socorro Vieira",surname:"Lopes",slug:"maria-do-socorro-vieira-lopes",fullName:"Maria Do Socorro Vieira Lopes"},{id:"347827",title:"Dr.",name:"Grayce Alencar",surname:"Albuquerque",slug:"grayce-alencar-albuquerque",fullName:"Grayce Alencar Albuquerque"}],corrections:null},{id:"77837",title:"Impact of COVID-19 on Dental Education",doi:"10.5772/intechopen.99504",slug:"impact-of-covid-19-on-dental-education",totalDownloads:98,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The COVID-19 pandemic has brought impacts and changes on dental education around the world. People who are in close contact with the COVID-19 patients, including students and teaching staff, are at increased risk of contamination, as they work close to the oral cavity of patients in direct contact with salivary fluids and in closed environment. In addition, social isolation and distancing measures have been adopted by governments, with severe restrictions on dental education. At this moment, students should have the teaching and experience for adequate dental practice, dental educators should provide solutions to resume dental education remotely to ensure the well-being of students, employees and teaching staff. This chapter discusses the impact of the COVID-19 on dental education and the role of emergency remote education in the continuity of face-to-face classes and preclinical and clinical education, in addition to addressing the challenges and the Brazilian reality of teaching-service-community activities.",signatures:"Isla Camilla Carvalho Laureano, Alidianne Fábia Cabral Cavalcanti and Alessandro Leite Cavalcanti",downloadPdfUrl:"/chapter/pdf-download/77837",previewPdfUrl:"/chapter/pdf-preview/77837",authors:[{id:"347672",title:"Associate Prof.",name:"Alessandro",surname:"Leite Cavalcanti",slug:"alessandro-leite-cavalcanti",fullName:"Alessandro Leite Cavalcanti"},{id:"349298",title:"MSc.",name:"Isla Camilla",surname:"Carvalho Laureano",slug:"isla-camilla-carvalho-laureano",fullName:"Isla Camilla Carvalho Laureano"},{id:"349299",title:"Prof.",name:"Alidianne Fábia",surname:"Cabral Cavalcanti",slug:"alidianne-fabia-cabral-cavalcanti",fullName:"Alidianne Fábia Cabral Cavalcanti"}],corrections:null},{id:"74328",title:"Together Apart during the COVID-19 Pandemic: Assessing Students’ Readiness for Online Assessments Using an E-Learning System",doi:"10.5772/intechopen.95097",slug:"together-apart-during-the-covid-19-pandemic-assessing-students-readiness-for-online-assessments-usin",totalDownloads:402,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Electronic learning (e-learning) is an indispensable management system that supports face-to-face, blended, or fully online courses. In January 2020, 258 students in a second-year management course at a regional university were evaluated on their preparedness for online lectures via e-learning. However, by mid-semester, the COVID-19 pandemic halted face-to-face teaching, pushed final assessments to an online modality, and forced some governments to quickly repatriate their students. This chapter evaluates students’ level of e-learning readiness (e-readiness) and whether it had any effect on their performance in the final assessment. The results show that six percent of the cohort had returned to their home country, six percent had no privacy to take their final online assessments, while 31% depended on Wi-Fi. However, although two-thirds of the cohort preferred the online modality, only a third had acceptable levels of e-readiness. E-ready students felt the disruption in their study routine most, while those who were not e-ready found more time to study after the curfew restrictions were in place. E-ready students attempted their final online assessment earlier than those who were not yet e-ready, but the two groups had similar assessment grades. Evaluating students’ level of e-readiness is vital in providing support for those who have challenges with online learning.",signatures:"Glenda H.E. Gay",downloadPdfUrl:"/chapter/pdf-download/74328",previewPdfUrl:"/chapter/pdf-preview/74328",authors:[{id:"225677",title:"Dr.",name:"Glenda",surname:"H.E. Gay",slug:"glenda-h.e.-gay",fullName:"Glenda H.E. Gay"}],corrections:null},{id:"79929",title:"Transnational Education and E-Learning during a Pandemic: Challenges, Opportunities, and Future",doi:"10.5772/intechopen.101089",slug:"transnational-education-and-e-learning-during-a-pandemic-challenges-opportunities-and-future",totalDownloads:177,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Higher education institutions are globally facing unprecedented disruptive trends, which have rapidly changed the landscape of global higher education due to the COVID-19 pandemic. While transnational education (TNE) is increasingly becoming popular as a provision for internationally recognised education at the doorstep of students, the temporary shift from traditional classroom teaching and learning (T&L) to remote online T&L caused by the COVID-19 pandemic has been challenging for all stakeholders to provide the similar student experience as previously. Regarding TNE programmes, the emergency replacement of traditional classrooms with virtual ones has also raised significant challenges of both equity and pedagogy. However, given the current crisis in higher education, TNE can be a cornerstone in rebuilding the post-COVID-19 international education system. This chapter explores the challenges faced by the TNE programmes based on a systematic literature review and information gathered informally from various stakeholders and discusses the opportunities and future impacts in teaching, learning, and student support as the post-COVID-19 educational landscape emerges. It also provides an insight into how a sustainable transnational learning community can be developed for the quality and sustainability of international higher education in this new decade.",signatures:"Atm S. 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Current evidence indicates that neuroplasticity extends across a hierarchy of organizational scales, from subcellular events, such as the regulation of synaptosomal vesicle pool sizes, to global brain activity, like that of motor skills. Indeed, the breadth of currently known neuroplastic mechanisms suggests that as knowledge of brain operation continues to grow new aspects of neuroplasticity will also continue to emerge. Recent findings, for example, indicate that neuroplasticity is also critical for higher order brain functioning, where it includes cognitive functions such as engram retrieval and pattern consolidation. This volume will highlight recent research into the brain's ability to shape itself through novel neuroplastic mechanisms and how this new knowledge is being used to benefit human health and wellbeing.
",isbn:null,printIsbn:"979-953-307-X-X",pdfIsbn:null,doi:null,price:0,priceEur:null,priceUsd:null,slug:null,numberOfPages:0,isOpenForSubmission:!1,isSalesforceBook:!1,isNomenclature:!1,hash:"e0e688ce0481f7857450236551b53e8d",bookSignature:"Prof. Denis Larrivee",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/8070.jpg",keywords:"Neurotransmitter Receptor Priming, CaM Kinase Activation, Pattern Separation, Consolidation, Brain Injury, Regeneration, Stroke, Sharp Wave Ripples, Sleep, Retrograde Amnesia, Anterograde Amnesia, Huntington's Disease",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfDimensionsCitations:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 21st 2019",dateEndSecondStepPublish:"April 11th 2019",dateEndThirdStepPublish:"June 10th 2019",dateEndFourthStepPublish:"August 29th 2019",dateEndFifthStepPublish:"October 28th 2019",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"3 years",secondStepPassed:!0,areRegistrationsClosed:!0,currentStepOfPublishingProcess:5,editedByType:null,kuFlag:!1,biosketch:null,coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"206412",title:"Prof.",name:"Denis",middleName:null,surname:"Larrivee",slug:"denis-larrivee",fullName:"Denis Larrivee",profilePictureURL:"https://mts.intechopen.com/storage/users/206412/images/system/206412.jpeg",biography:"Dr. Denis Larrivee is a visiting scholar at the Mind and Brain Institute, Las Vegas; University of Navarra Medical School, Spain; and Loyola University Chicago. He has held professorships at Weill Cornell University Medical College, NYC, and Purdue University, Indiana. A former fellow at Yale University\\'s Medical School Dr. Larrivee received the Association for Research in Vision and Ophthalmology\\'s first-place award for studies on photoreceptor degenerative and developmental mechanisms. He is the chief editor of several medical and scientific texts, including topics on brain- computer interfacing, Alzheimer’s disease, neuromodulation and neurostimulation procedures, neuroethics, and sleep pharmacotherapies. He is an editorial board member of the journals Annals of Neurology and Neurological Sciences and EC Neurology. An International Neuroethics Society Expert he is the author of more than ninety papers and book chapters in such varied journals/venues as Neurology and Neurological Sciences, Journal of Neuroscience, Journal of Religion and Mental Health, and IEEE Explore. 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Clinically, people progressing through dementia demonstrate different manifestations of brain and body functions, including psychiatric manifestations, sensory-motor system disabilities, digestion insufficiency, and multiple bodily system involvement. A diverse combination of symptoms reflects the complexity of vascular, biochemical, physiological, and morphological changes in the brain and body during the development and progression of dementia. The amyloid cascade hypothesis has dominated the field of AD for many years. The intensive research concerning amelioration of the protein abnormalities in AD, based on the amyloid hypothesis, does not have practical value yet despite a very controversial, accelerated FDA approval of Aducanumab, an amyloid monoclonal antibody [1]. Conventional therapies—monotherapy or combinations of multiple medications—are not able to stop the progression of the disease and have very limited modifying effects. Our present understanding of the pathogenesis of AD goes far beyond brain dysfunction and pathology. Clinical and epidemiological studies have helped to identify modifiable factors in the onset and treatment of AD. Among these, hemodynamics, muscle health, and nutritional factors have been researched in animal and clinical studies for many years. The hemodynamic factor is related to vasculature, cerebral blood flow (CBF), and structural changes in the brain. A decrease in CBF is well documented during the progression of dementia. Sensory muscle status, changes in gait, balance, and fine dexterous motor skills are all strongly connected to the initiation and progression of dementia [2].
Nutritional deficiencies begin in the early stages of AD with a loss of taste and smell, which interferes with normal digestive processes. This disruption progresses to digestive disorders, malnutrition, and weight loss in advanced stages of dementia [3].
Rehabilitation is an important part of any treatment and has gained attention from the World Health Organization (WHO). In February 2017, there was a meeting hosted by the WHO, “Rehabilitation 2030: A Call for Action.” At the event, WHO issued a call for action towards “concerted and coordinated global action to scale up rehabilitation.” Rehabilitation is very important for people living on the wide spectrum of our world’s economies and should thus be available for all medical conditions that require it, including dementia [4].
The rehabilitation of patients with dementia is an emerging concept aimed at achieving the optimum level of physical and psychological functioning in the progression of aging, neurodegenerative processes, and chronic medical illnesses. The general hypothesis for this combined therapy is based on the suggestion that every modality has a unique influence on brain functions in AD, and a combination of these modalities could have a synergistic effect, significantly slowing the rate of cognitive decline, improving quality of life, and delaying institutionalization. Nutrition and other non-pharmacological interventions, especially physical and cognitive activities, have shown promising results in delaying the onset of dementia and could potentially improve the outcome of dementia treatment. Research related to simultaneous implementation of medication and multiple non-pharmacological interventions is very limited [5, 6].
Studies relating to cognitive rehabilitation, physical exercises, and nutrition alone have shown a positive effect on cognition in animals and humans in time frames ranging from several months to several years [7, 8, 9, 10].
Since 2000, we have developed a working rehabilitation model, utilizing all available resources, most of which are accessible to the average individual in the hopes of delaying the progression of dementia and possibly improving function in certain cognitive and physical domains. The objectives of this rehabilitation model are the activation of brain functions through the alteration of neurotransmitter activities and the increase of muscle activity, sensory input to the brain, CBF, and nutrients and oxygen supply.
To the best of our knowledge, there is no rehabilitation model related to the simultaneous implementation of multiple available modalities (medications, physical and cognitive exercises, nutrition, and sensory stimulations) for AD patients living at home. We hypothesize that the simultaneous implementation of all possible rehabilitation modalities could delay the progression of dementia significantly, when compared to the utilization of a single modality. Here, we present the key elements of this working rehabilitation model for patients living at home.
Our understanding of pathophysiology in dementia has shifted in focus from amyloid accumulation to hemodynamic and energetic metabolism changes in the brain. It is a chronic, progressive disorder that affects the entire body [11]. Amyloid accumulation in the brain is a dynamic process in response to different etiological factors: stress, hypoxia, loss of subcortical nuclei (the nucleus basalis of Meynert, the locus coeruleus, and the raphe nucleous) [12, 13, 14].
The hemodynamic factor is related to the development of hypoxia- and hypoxia-related metabolic and structural changes in the brain. Hypoperfusion affects white matter, subcortical nuclei, and the cortex of the brain in people with dementia. Chronic hypoxia decreases energy production in the brain, affecting protein synthesis pathways, which cause the development of reversible and irreversible morphological changes in the brain structure. During dementia progression, there are cerebral cortex and cortical corpus callosum atrophy, white matter damage, and dysfunction of subcortical nuclei. Alzheimer’s dementia often begins as a disease of small blood vessels that are damaged by oxidation-induced inflammation and dysregulated amyloid metabolism, which may be seen as implications for early detection and therapy [15]. Today, there is an overlap between Alzheimer’s disease and cerebral vascular dementia. Vast evidence from epidemiological, neural, physiological, clinical, and pharmacological studies suggests common pathogenic pathways between these two types of dementia and highlights the vital roles of vascular pathways in dementia development and pathology. The deficiency of cerebral blood flow could be a reason for neuronal dysfunction, white matter damage, and death of brain cells in both types of dementia.
The course of dementia is associated with progressive changes in cardiovascular pathology in the brain, increased numbers of micro and lacunar infarcts, cerebral atrophy, white matter changes, and signs of demyelination [16, 17]. CBF changes have been well documented in normal aging, MCI, and dementia by using different imaging techniques, such as single-photon emission computed tomography (SPECT), functional magnetic resonance imaging (fMRI), positron emission tomography (PET), among others. On an rCBF—SPECT test, people with mild AD showed a significant reduction in rCBF in the left parietal cortex during an episodic memory task [18]. The conversion from MCI to AD, as well as the progression of AD, is associated with CBF changes. The lower the patient’s CBF, the faster and more drastic is their decline of Mini-Mental Status Exam (MMSE) scores [19].
The first notable changes in CBF start in the entorhinal and hippocampal areas of the brain, eventually expanding into the temporal and parietal lobes until finally reaching the frontal lobes [20]. In some places of the brain such as the sensory-motor strip areas and the cerebellum, CBF is relatively well-preserved in dementia [21]. This fact helps our understanding and explanation of the preservation of procedural memory in dementia, which is initiated in sensory-motor areas of the brain [22].
Moreover, judging from the same studies, it is quite possible to suggest that regulation of CBF is preserved as well, at least in the sensory-motor strip and cerebellum in moderate stages of the disease. Another example of preserved CBF in dementia is the report concerning increased CBF in frontal-occipital cortex in mild–moderate AD patients (7 affected people), compared to the control group (8 healthy individuals) during a visual face-matching task [23].
Energetic crises include mitochondrial failure and a decrease in the flow of substrate in brain neurons. A decrease in energy production in the central nervous system is one of the key factors in pathogenesis of dementia, which profoundly changes neuron function.
On the peripheral level, there are well-documented changes in sensory-motor system; decrease in feelings of taste, smell, and number of proprioceptive receptors; changes in mobility of joints and spine; increase in muscle spasticity; and decrease in muscles blood flow. Chronic muscles hypoxia is associated with muscle atrophy and sarcopenia. The decreased number of receptors and their functions result in diminished sensory input to the brain, and compromised CBF and neurotransmitters activities.
Dementia has a progressive course of cognitive decline and physical disability, negatively affecting the quality of life, the capacity to socialize, and the ability to perform everyday activities. From a practical point of view, we developed the 3M’s dementia assessment model™ for dementia evaluation, which includes assessing memory, mood, and movements. It is displayed in Figure 1.
3M’s dementia assessment model™ for dementia.
Dementia can start from any of them, alone or in combination with each other. All factors could be affected at different speeds, and all of them have to be taken into consideration during dementia evaluation [24, 25]. Movements, general slowness, and fine motor skills could start before the development of the cognitive problems in dementia [26].
Each of these modifiable factors could affect disease progression and treatment.
Acute and chronic stresses can affect brain and bodily functions by mobilization of sympathetic nervous system and activation of hypothalamic–pituitary–adrenal (HPA) axis on different stages of stress. Since Hans Selye’s discovery of the general adaptation syndrome, countless publications demonstrate relationships between stressors, stress response, and diseases in animal and clinical studies [27]. Stress affects physiological and biochemical processes in every organ in the body during dementia initiation and progression [28]. Sensitivity to stress events increases with aging and may accelerate cognitive and physical decline in dementia [29]. Acute stress affects attention and memory [30]. Chronic stress could play a role in development and progression of dementia by persistent activation of fundamental surviving pathophysiological, mechanisms [31, 32]. There are links between chronic stress and level of memory loss in MCI and dementia [33]. Stress-related hormones mobilization is manifested in failures of homeostasis, thus leading to various diseases, including dementia [34]. Stress affects physiological and biochemical processes in every organ and system in the body during dementia initiation and progression [28].
They may be bidirectional relationships between stress and dementia. Stress is associated with CBF redistribution, mitochondrial and multiple neural pathways changes, and decreased attention and memory [35]. However, during dementia progression, loss of memory, behavior, and social communications could be stressors and evoke stress response by themselves.
There is related data utilization of different interventions aimed at modulation of stress response; the practical recommendations are in the early stages of research [36]. Effective stress management activities could be helpful for patients with dementia and their caregivers and need to be included in dementia treatment strategy [36, 37].
Depression like dementia is a whole-body disease, affecting brain metabolism, sensory systems, muscle health, and nutrition. Depression could share common pathophysiological mechanisms with dementia, such as hypoperfusion, hypoxia, oxidative stress, and energetic and neurotransmitters failure and stress. Depression is one of the risk factors for developing dementia [24].
Depression could precede dementia and accompany dementia progression. The “vascular depression” hypothesis has been proposed, based on clinical, physiological, and morphological changes in seniors, suffering from persistent depression [38]. Clinical and radiology data and epidemiological studies demonstrate the changes in brain structure in dementia in old-old patients [39]. Treatment of late-life depression with vascular pathology is a challenging task for clinicians.
Apathy and anxiety may be seen in depression and dementia affecting the course of these diseases and associated with detrimental effects on activities of daily living [40, 41, 42, 43].
The fact that cardiovascular pathology occurs in multiple neurodegenerative processes in dementia is well documented. However, it remains necessary to investigate the interconnections and order of occurrence of these two factors [44, 45]. The course of dementia is associated with progressive changes in cardiovascular pathology, increased numbers of microbleeds and lacunar infarcts, cerebral atrophy, white matter changes, and signs of demyelination [17].
Vascular pathology and decrease of CBF contribute to progression of clinical manifestations, improving cognitive and physical functions, and developing morphological changes in dementia. Changes in CBF, cerebral ischemia, and hypoxia negatively affect substrate delivery, necessary for energy production and protein synthesis and essential neuronal activities [46].
In epidemiological studies, nutrition has been under investigation for many years as an important factor contributing to healthy aging and prevention of dementia and multiple chronic diseases.
For the purposes of this discussion, the nutritional aspect in the treatment of dementia can be separated into four components.
The first component is related to the diet. There is currently no consensus regarding a diet geared towards at least partially normalizing brain metabolism in dementia. Along with the well-known Mediterranean diet, calorie-restrictive diets, as well as ketogenic diets, may have a beneficial neuroprotective effect in aging and multiple neurodegenerative diseases [47]. The diet close to that used for cardiovascular pathology and diabetes with some modification geared towards very low carbohydrate products is probably the most suitable diet to be offered for dementia patients.
The second component is a number of vitamins and nutriceuticals, which have been known to affect critical biochemical pathways involved in the pathophysiology of dementia. Among them are vitamins and nutrients that are a part of the normal metabolic processes and become deficient during stress, lack of exercises, hypoxia, and many other clinical conditions. In a controlled study on institutionalized, moderate-to-severe dementia patients taking a vitamin/nutriceutical combination for 9 months demonstrated a significant delay in decline on the Dementia Rating Scale and clock-drawing test, compared to those receiving placebo. The vitamin-nutriceutical combination in this study was designed to support antioxidant activities, energy production, and protein synthesis. This small study supports the notion that even in severe dementia, there is still room for stabilization of disease progression [48]. The specific research data related to different nutritional substances and vitamins is out of scope of this chapter.
General recommendations include products that are rich in antioxidants and include dietary precursors for mitochondria function, protein metabolism, and membrane phosphatide synthesis [6, 49].
The third component is associated with changes in gastrointestinal functions in every part of the GI system. These begin in the early stages of dementia and worsen with disease progression, frequently manifested as nutritional disorders such as anorexia, poor digestion, malnutrition, and weight loss. The loss of taste and smell develops in the early stages of dementia, results in the loss of appetite, and negatively impacts all stages of digestion. Even in the early stages of AD, community-dwelling patients display poor nutritional consumption [50]. Patients with dementia often forget to eat or drink on time. In the advanced stages of dementia, progressive GI malfunctions occur simultaneously with chewing and swallowing problems, dysphagia, and a decreased feeling of thirst, all of which are connected to poor food digestion and absorption, vitamin deficiencies, decreased immunity, loss of muscle mass, increased frequency of infection, poor balance, and falls [3]. Weight loss is associated with severity and mortality in AD and is an indicator of protein, energy, vitamin, and nutrient deficiency [51]. According to these authors, in the middle stage of AD (MMSE—16.6 ± 4.9), significant weight loss is observed in more than 40% of patients living at home.
The presence of malnutrition in dementia could be a result of GI system dysregulation: changes in appetite, weight, and GI motility, and the probable development of exocrine pancreatic insufficiency.
An indicator of pancreatic exocrine insufficiency is the level of fecal elastase-1 in stool, the concentration of which decreases progressively with age. Pancreatic exocrine insufficiency was seen in 21.7% of people over 65 years without gastrointestinal disorders, surgery, or diabetes [52]. Pancreatic exocrine insufficiency is more prominent in patients with insulin-dependent diabetes [53].
The existence of pancreatic insufficiency during the aging process and in diabetes, as well as changes in glucose metabolism in dementia, makes it quite possible that exocrine pancreatic insufficiency plays an important role in the digestive malfunctions in dementia.
The fourth component is the microbiome. Imbalance in gut flora can negatively affect general health. The first connection between intestinal microbiome and longevity was described over a century ago by Elie Metchnikoff [54]. Research about the gut-brain axis demonstrates the strong bidirectional connections between gut–body health. Gut flora participates in production of serotonin, dopamine, and GABA—neurotransmitters, actively affected in many neurodegenerative illnesses and medical diseases as well. Stress, depression, and dementia negatively influence the health of the gut. A practical recommendation about using probiotics, prebiotics, and postbiotics for depression and dementia is on the horizon [55, 56, 57].
Medical illnesses (cardiac problems, diabetes, etc.) are risk factors for dementia development and progression. In recent years, accumulating evidence of research has suggested that cardiovascular pathology, especially irregular pulse, could be associated with dementia progression. In diabetes mellitus (type 2), there are metabolic changes, which affect vasculature and cell functions in every organ in the body. The cognitive and physical decline in dementia became worse with progression of diabetes.
The treatment and stabilization of these medical illnesses and disorders have a positive effect on people with dementia. The same approach could be applied to diseases related to the transport of oxygen to the organs (anemia, pulmonary pathology, and renal problems).
Mental activities have a positive effect on CBF in healthy individuals and have been shown to delay the onset of dementia [58]. Research related to improving CBF in AD patients through the use of cognitive activities is slowly growing. Recently a program of mental exercises for nursing home residents with mild AD showed an improvement in cognitive function after being implemented for 6 months. This program was based on extensive previous research done by the same research team relating to increased CBF during various mental tasks [59].
The connections between physical activities and rCBF are well established and done on healthy seniors, patients with MCI, and animal dementia models [60]. Physical exercise is considered a preventative or disease-modifying intervention, as it has shown a neuroprotective effect in brain aging [61]. Physical activities increase level of BDNF, which is responsible for brain health [62].
The effects of resistance training and aerobic exercises are connected to increased activity of the entire cardiovascular system and CBF simultaneously. These physical activities increase level of BDNF, which actively participate in learning, memory, and mood [63].
Hand exercises are more suitable and safer for fragile medically ill patients with all stages of AD because they can be done in a seated or laying position and appear to be a practical model for a home-based exercise regimen [11].
Simple hand movements have been shown to increase CBF in contralateral hemisphere of healthy subjects [64]. An increase in CBF during meditation, with simultaneous chanting and finger movements (dual tasks), has been observed by SPECT in healthy volunteers [65].
Physical activities have positive effect on neuropsychiatric symptoms in dementia [37].
Physical and mental exercises alone, as well as a combination of the both, could modify CBF and improve cerebral metabolism, decrease hypoxia, increase availability of oxygen and nutrients to brain cells and structures, increase brain vitality and prolong an active life for patients with dementia.
Rehabilitation of AD patients is an emerging concept aimed at achieving optimum levels of physical cognitive and psychological functioning in the presence of neurodegenerative processes, aging, and progression of chronic medical illnesses.
Given the complexity regarding the pathogenesis of AD, we hypothesize that the simultaneous implementation of multiple rehabilitation modalities could delay the progression of dementia. To the best of our knowledge, there is no rehabilitation model designed for the treatment at home for many years. This program starts in the doctor’s office and continues in the home indefinitely.
From a practical point of view, we approach dementia rehabilitation with the 4M’s dementia rehabilitation model™, which includes treating memory, mood, movements, and mitochondria to increase the vitality of neurons and their connections by increasing CBF, as shown in Figure 2.
4M’s dementia rehabilitation model™.
The in-office part of the model includes (a) an assessment of cognitive functions and movements, with special attention paid to preserved areas in cognition and motor system; (b) education about AD, modifiable factors, which needs to be used; (c) teaching patients and caregivers stress reduction techniques, as well as appropriate physical and cognitive exercises, based on patient’s level of dementia; (d) physical and cognitive training during office visits; and (e) monitoring of treatment progress during subsequent office visits.
The home part of the model includes (a) physical exercises, cognitive training, and stress management techniques practiced as per the workbook and videos (which are given to each patient); (b) sensory activation (light, sound, relaxation videos with tranquil nature scenery; and (c) nutrition.
The physical and cognitive aspects of the rehabilitation program have been developed based on the physiological, real-life interplay between physical activity, attention, and procedural memory. Physical activities require attention and help with procedural memory. All of them have a direct effect on CBF [64, 65, 66]. During the progression of AD, all three components deteriorate at different rates over time. However, they are relatively preserved, compared to other cognitive functions until the late stages of AD.
Over the years, preservation of cognitive function has been demonstrated up to 72 months of treatment. Remaining at the same level of cognitive function at the initial visit is a significant treatment achievement [67, 68].
Even though the progression of dementia is going along with development of chronic hypoxia, there is still room for developing neuroplastic changes in response to sensory-motor stimulation [69]. In recent review, ischemic damages evoke an initiation of network reorganization in spared areas of the brain [70].
There are different goals for rehabilitation for chronic and acute brain diseases; even all available rehabilitation modalities are implemented simultaneously in both types of rehabilitation. The goal of rehabilitation in dementia is to prevent cognitive and physical decline and to preserve the level of functioning and the quality of life for as long as possible. Rehabilitation activities for people living at home have to continue without time limits, for many years. Home program refers to activities designed for joint patient and caregivers, which increase patient–caregiver connections. The office staff get training, related to interaction with patients and their caregivers. Much attention is placed on education and support of caregivers as well. Elements of physical, occupational, and speech therapy in outpatient clinics could be provided by office staff in the office and by caregivers at home. Cognitive and physical stabilization is expected, as demonstrated in Figure 3.
Rehabilitation in chronic brain disease.
In stroke and head trauma (acute brain catastrophes), the goal of rehabilitation is to return to the premorbid level as close as possible. Rehabilitation in this case is a time-limited process, lasting from several months to several years. Cognitive and physical improvement is expected, as shown in Figure 4.
Rehabilitation in acute brain trauma/stroke.
The six pillars of the program consist of pharmacological interventions, mild physical exercises, multisensory stimulation, cognitive training, nutrition, and emotional support. Each pillar has direct and indirect effects on the elements of the 4M’s Dementia Rehabilitation Model™.
Medications and supplements comprise the first pillar in this model. Cholinesterase inhibitors, NMDA receptor antagonists, antidepressants, neuroleptics, and mood stabilizers, along with medication for sleep and pain, are used when clinically appropriate. Supplements include vitamin D3, B-complex, fish oil, folic acid, alpha-lipolic acid, acetyl-l-carnitine, inositol, Ribose, and other vitamins.
Mild physical exercises are the second pillar in this rehabilitation. Muscle activities couple with increasing brain blood flow and simultaneously attention and procedural memory training. Exercises are designed for people with extremely limited physical capacities and problems with gait and ambulation. The physical exercises are safe and done in sitting positions and can be performed in the doctor’s office or at home.
Physical exercises mainly consist of simple, coordinated hand and leg exercises performed both with and without the use of simple objects, such as a tennis ball. Dual-task exercises consist of hand movements, coupled with counting and breathing. Special exercises have been developed for balance training and include eye movements for decreasing visual fields and working with neck movements.
Multisensory stimulations include pleasurable activities related to auditory, visual, and tactile and other sensory channels. For example, patients work on pegboards to increase finger mobility and right–left coordination, or patients read tongue twisters loudly, sing songs, or watch comedians.
Attention and memory training consist of computerized attention (“go, no-go”) and working memory exercises (“N-back” paradigm), tasks that are performed in the doctor’s office with different objects (words, numbers, shapes, pictures, textures) plus pen and paper cognitive exercises, performed at home.
Nutrition includes diet and digestive support for microbiome and pancreatic enzymes, if clinically indicated (loss of weight).
Emotional support consists of implementation of stress management tools, brief educational sessions, related to family relationships, psychotherapy for patient’s emotional reactions in response to decline of cognitive and physical functions. For caregivers, there are psychotherapy sessions for developing coping strategies to manage behavior problems in dementia and to recognize symptoms of burnout syndrome. The family understanding and support help dementia victims stay at home for a long period of time.
Here, we present two cases with mild dementia stabilized over years with an integrative treatment approach.
Patient was an 87-year-old, retired engineer, who first came to our office at age 68. Her diagnosis was mild dementia with episodes of depression, anxiety, insomnia, HTN, diabetes, neuropathy, arthritis, dizziness, and gait problems. Her current psychiatric medications are memantine, gabapentin, clonazepam, zolpidem, buproprion SR, donepezil, vitamin D, lovaza, magnesium oxide, B-complex, and folic acid.
This patient has been treated for 19 years (2001–2020). Cognitive assessments include the MMSE, clock-drawing task, verbal fluency animals, and verbal fluency letters tests. She was doing full rehabilitation protocol with any new modifications, which had been developed during this time interval in our office.
As you can see in Figures 5–8, this patient has been stable for the whole period of treatment based on the results of these 4 tests.
MMSE stabilization.
Clock-drawing task stabilization.
Verbal fluency animals.
Verbal fluency letters.
This patient was a 92-year-old female, retired clerk, who came for treatment at age 74. Her diagnosis was mild dementia with episodes of depression, anxiety, insomnia, HTN, CAD, diabetes, arthritis, dizziness, and gait problems. She had a mini-stroke in 2015. Current medications are Namenda, Trintellix, B-complex, folic acid, and magnesium oxide.
This patient has been treated for 16 years (2002–2020). Cognitive assessments include Mini-Mental Status Examination (MMSE), clock-drawing task, verbal fluency animals, and verbal fluency letters tests. She was doing full rehabilitation protocol with any new modifications as in the previous case 1.
After mini-stroke (2014–2015), her MMSE dropped to 22 and then returned to 25.
As you see in Figures 9–12, this patient has been stable for the whole period of treatment.
MMSE stabilization.
Clock-drawing task stabilization.
Verbal fluency animals.
Verbal fluency letters.
The theoretical basis of this rehabilitation model is rooted in emerging research related to neuroplasticity data. Other well-known facts regarding AD pathogenesis—including chronic hypoperfusion and hypoxia, oxidative stress, and mitochondrial and bioenergetics failure—also provide a solid theoretical foundation upon which to effectively design and test different treatment modalities available for rehabilitation in AD [69, 70, 71]. Additionally, modifiable risk factors for AD development and progression continue to be identified [72].
In a broader sense, rehabilitation in AD could include medications that are available today (and those that will become available in the future), in addition to all possible non-pharmacological modalities that are aimed at stabilizing brain and body functions, with special attention to physical and cognitive exercises, sensory stimulations, and dietary modifications.
The rehabilitation of AD has to be seen as an ongoing treatment approach not limited by time constraints. It can be adapted to the different stages of this illness, including even the preclinical stage.
Not all motor and cognitive functions are equally affected in AD. At various levels of dementia and in each cognitive domain, there is a time-related evolution of brain disability. Meanwhile, there is a growing body of data related to the preservation of some of the brain functions in AD, including certain learning and procedural memory capacities, emotional and movement controls, and the ability to use external memory aids [72, 73, 74, 75, 76].
The multifaceted rehabilitation model for home usage presented here demonstrates strategies that go beyond the prescribing of medications to alleviate AD progression alone. It is a dynamic framework that is open to the addition of any newfound medications or innovations in nonpharmacological interventions. This model is based on a proactive, 24/7 approach to battling AD—starting with doctor’s office visits and continuing into the patient’s home for an indefinite period of time.
These rehabilitation strategies become meaningful only with ongoing support from caregivers who help the patients at home with nutrition and everyday physical and cognitive activities. This model is flexible, and the key to it is to use all the five elements of the program simultaneously. This kind of simultaneous approach is already commonly used in the treatment of many other progressive chronic ailments, such as cardiac problems, dyslipidemia, hypertension, and diabetes.
The cost for implementation of this home-based rehabilitation model is minimal (workbook, videos, and tennis ball). In addition, this model may ease the financial burden of this deadly disease on the health care system as a whole by reducing secondary medical problems from progressive dementia and delaying nursing home placement.
A multifaceted rehabilitation model for dementia at home offers a promising strategy for postponing cognitive and physical decline in dementia. Modifiable factors in dementia could be implemented at low cost.
The development of comprehensive therapy models for rehabilitation in dementia is a matter of time. There is an urgent need for the designing of long-term studies, in which all available modalities will be simultaneously implemented and for as long as possible. Further research is needed to assess the efficacy and economic impact of this multifaceted rehabilitation model.
Epidemiological studies have identified a number of modifiable factors in the onset and progression of dementia.
A new understanding of the pathogenesis of dementia has revealed that protein changes in the brain develop simultaneously with cerebrovascular pathology.
Progression of clinical dementia depends on the stress, emotional reactions, CBF, digestive system, medical illnesses profile, cognitive activities, and muscle health.
Physical and mental activities may contribute to the delay of the onset of dementia and slow down the disease progression.
A novel treatment model for dementia patients is the simultaneous use of nonpharmacological modifiable factors and pharmacological interventions for many years.
Thank you to Vian Shekhtman and Nora Zagranichny for their assistance in preparation of this chapter.
The authors declare that they have no competing interests. The authors have no financial interests in this project.
No grant support was received for this project.
I want to thank the patients that have been treated in our center. Their participation and feedbacks were very valuable, and we are grateful for it.
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All published Book Chapters are licensed under a Creative Commons Attribution 3.0 Unported License. Monographs are licensed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license granted to all others. Our Copyright Policy aims to guarantee that original material is published while at the same time giving significant freedom to our Authors. IntechOpen upholds a flexible Copyright Policy meaning that there is no copyright transfer to the publisher and Authors hold exclusive copyright to their work.
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On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. His research interests include pattern recognition, bioinformatics, and biometric systems (fingerprint classification and recognition, signature verification, face recognition).",institutionString:null,institution:null},{id:"496",title:"Dr.",name:"Carlos",middleName:null,surname:"Leon",slug:"carlos-leon",fullName:"Carlos Leon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Seville",country:{name:"Spain"}}},{id:"512",title:"Dr.",name:"Dayang",middleName:null,surname:"Jawawi",slug:"dayang-jawawi",fullName:"Dayang Jawawi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Technology Malaysia",country:{name:"Malaysia"}}},{id:"528",title:"Dr.",name:"Kresimir",middleName:null,surname:"Delac",slug:"kresimir-delac",fullName:"Kresimir Delac",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/528/images/system/528.jpg",biography:"K. Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. 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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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The understanding was included to the literature as personnel management at the beginning of the twentieth century and it turned into an approach as human resources management in the 1980s. It could be observed that many organizations, which deem the human as the most critical stakeholder, adopt a traditional way of personnel management in operating human resources. The employees play a key role in the success of an organization. For this reason, subjects such as recruitment, training, development, career management, performance appraisal, occupational health, and safety are the fundamental functions of human resources management. The study examines to what extent these roles are evaluated through a case study. The subject matter of the study is the most powerful culture and art foundation in Turkey. Compared to many other nonprofit organizations, the foundation actively performs a variety of services within a year worldwide. The fact that the total number of employees might rise up to 800, including the field personnel, indicates the need of a good functioning human resources management. The human resources practices of the foundation are examined and evaluated within that scope.",book:{id:"5826",slug:"issues-of-human-resource-management",title:"Issues of Human Resource Management",fullTitle:"Issues of Human Resource Management"},signatures:"Beste Gökçe Parsehyan",authors:[{id:"189113",title:"Dr.",name:"Beste",middleName:null,surname:"Gokce Parsehyan",slug:"beste-gokce-parsehyan",fullName:"Beste Gokce Parsehyan"}]},{id:"59152",title:"Marketing Strategies for the Social Good",slug:"marketing-strategies-for-the-social-good",totalDownloads:1594,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Social network sites (SNS) have proven to be a good environment to promote and sell goods and services, but marketing is more than creating commercial strategies. Social marketing strategies can also be used to promote behavioral change and help individuals transform their lives, achieve well-being, and adopt prosocial behaviors. In this chapter, we seek to analyze with a netnographic study, how SNS are being employed by nonprofits and nongovernment organizations (NGOs) to enable citizens and consumers to participate in different programs and activities that promote social transformation and well-being. A particular interest is to identify how organizations are using behavioral economic tactics to nudge individuals and motivate them to engage in prosocial actions. By providing an understanding on how SNS can provide an adequate environment for the design of social marketing strategies, we believe our work has practical implications both for academicians and marketers who want to contribute in the transformation of consumer behavior and the achievement of well-being and social change.",book:{id:"6583",slug:"marketing",title:"Marketing",fullTitle:"Marketing"},signatures:"Alicia De La Pena",authors:[{id:"196878",title:"Dr.",name:"Alicia",middleName:null,surname:"De La Pena",slug:"alicia-de-la-pena",fullName:"Alicia De La Pena"}]}],onlineFirstChaptersFilter:{topicId:"4",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82405",title:"Does Board Structure Matter in CSR Spending of Commercial Banks? 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Also, board meetings do not have any significant connection with CSR spending. For control variables, factors, such as firm size and leverage, tend to promote the CSR spending of commercial banks, while profitability has no such relationship. As for the sectoral distribution of CSR funds, we found that although the absolute amount of CSR expenditures by banks has increased substantially over the years, they are primarily limited to health, education, natural disasters, and humanitarian activities. These findings are expected to have significant policy implications.",book:{id:"11602",title:"Corporate Social Responsibility",coverURL:"https://cdn.intechopen.com/books/images_new/11602.jpg"},signatures:"Bishnu Kumar Adhikary and Ranjan Kumar Mitra"},{id:"82395",title:"Toward a Better Understanding of Green Human Resource Management’s Impact on Green Competitive Advantage: A Conceptual Model",slug:"toward-a-better-understanding-of-green-human-resource-management-s-impact-on-green-competitive-advan",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105528",abstract:"Today, green human resource management (GHRM) has become a key business strategy where HRM plays an active role in the ongoing green movement. Thus, the topic of GHRM is of growing interest among management scholars. 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Following a collaborative program on social activism, in which students from different sectors worked together via digital platforms and face-to-face encounters, the impact of the program and its pedagogical tools were examined. The program, called Living in a Multicultural Society, reflects the mosaic of different people and communities, living side by side yet separated by religion, culture, and language. Through this program, students who may not have otherwise met worked together to learn, research, and create. This study was conducted using the mixed-method approach, whereby the qualitative data were gathered via interviews, and the quantitative data were collected through questionnaires. The findings show that this project-based learning program led to significant encounters, understandings, and co-operations between different sectors, and to meaningful end-products relating to social activism. This study enhances the concept that significant pedagogical processes increase students’ motivation, in-depth learning, and outcomes.",book:{id:"11481",title:"Active Learning - Research and Practice",coverURL:"https://cdn.intechopen.com/books/images_new/11481.jpg"},signatures:"Anat Raviv"},{id:"81785",title:"Social Distancing Disbanding Learner Groupings: A Case on Language Development",slug:"social-distancing-disbanding-learner-groupings-a-case-on-language-development",totalDownloads:4,totalDimensionsCites:0,doi:"10.5772/intechopen.104893",abstract:"Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.",book:{id:"10912",title:"Psychosocial, Educational, and Economic Impacts of COVID-19",coverURL:"https://cdn.intechopen.com/books/images_new/10912.jpg"},signatures:"Bulelwa Makena and Thandiswa Mpiti"},{id:"82248",title:"Sustainability and Excellence: Pillars for Business Survival",slug:"sustainability-and-excellence-pillars-for-business-survival",totalDownloads:3,totalDimensionsCites:0,doi:"10.5772/intechopen.105420",abstract:"The chapter presents an overview of management models starting with self-assessment (ISO 9004) and continuing with the European Foundation for Quality Management (EFQM) Excellence Model. Stakeholders’ analysis and their needs and expectations diagnostic are the baseline for building sustainable businesses. Sustainability and excellence are connected, and particular details of these approaches’ implementation are presented. Partnership development appears a key principle in the EFQM model. Based on companies’ strategies analysis, a simplified model may be proposed in order to support business survival in changing environments. Some guidelines to allow assessment of excellence fundamentals implementation are given. Based on experience and without seeing as exhaustive, a summary sheet of possible approaches and deployments is given. This may be used as a practical tool to connect actions implemented in organizations with the excellence model enablers, so as to facilitate assessment to explore the performance maturity level. The same sequence of Plan-Do-Check-Act relates approaches stated by ISO 26000 and sustainability initiatives. Embedding excellence and sustainability into business strategic objectives allows the management to define the framework for competitive continuous improvement.",book:{id:"11476",title:"Globalization and Sustainability - Recent Advances, New Perspectives and Emerging Issues",coverURL:"https://cdn.intechopen.com/books/images_new/11476.jpg"},signatures:"Irina Severin, Maria Cristina Dijmarescu and Mihai Caramihai"},{id:"82269",title:"CSR Reporting and Blockchain Technology",slug:"csr-reporting-and-blockchain-technology",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105512",abstract:"Blockchain technology is a public ledger that stores data in a chain of blocks which can radically improve the quality of our records from “records that might be trustworthy” to “records that trust is absolute”. This chapter explores one area that blockchain technology can radically transform but has not yet received significant attention. We evaluate the suitability of applying blockchain technology for corporate social responsibility (CSR) reporting. We demonstrate that blockchain technology is suitable in the context of CSR reporting since there is a strong need for an immutable common database shared among various stakeholders with potential trust issues. We also argue that blockchain technology does not completely eliminate existing trusted third parties such as governments, international organizations that provide CSR reporting standards, major CSR reporting assurance companies and major CSR infomediaries. In particular, blockchain technology can be used as a platform that integrates all traditional trusted third parties, transforms their functions, and reduces their drawbacks for advancing CSR reporting. 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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"}}}}]},series:{item:{id:"25",title:"Environmental Sciences",doi:"10.5772/intechopen.100362",issn:"2754-6713",scope:"
\r\n\tScientists have long researched to understand the environment and man’s place in it. The search for this knowledge grows in importance as rapid increases in population and economic development intensify humans’ stresses on ecosystems. Fortunately, rapid increases in multiple scientific areas are advancing our understanding of environmental sciences. Breakthroughs in computing, molecular biology, ecology, and sustainability science are enhancing our ability to utilize environmental sciences to address real-world problems.
\r\n\tThe four topics of this book series - Pollution; Environmental Resilience and Management; Ecosystems and Biodiversity; and Water Science - will address important areas of advancement in the environmental sciences. They will represent an excellent initial grouping of published works on these critical topics.
\r\n\tSustainable development focuses on linking economic development with environmental protection and social development to ensure future prosperity for people and the planet. To tackle global challenges of development and environment, the United Nations General Assembly in 2015 adopted the 17 Sustainable Development Goals. SDGs emphasize that environmental sustainability should be strongly linked to socio-economic development, which should be decoupled from escalating resource use and environmental degradation for the purpose of reducing environmental stress, enhancing human welfare, and improving regional equity. Moreover, sustainable development seeks a balance between human development and decrease in ecological/environmental marginal benefits. Under the increasing stress of climate change, many environmental problems have emerged causing severe impacts at both global and local scales, driving ecosystem service reduction and biodiversity loss. Humanity’s relationship with resource exploitation and environment protection is a major global concern, as new threats to human and environmental security emerge in the Anthropocene. Currently, the world is facing significant challenges in environmental sustainability to protect global environments and to restore degraded ecosystems, while maintaining human development with regional equality. Thus, environmental sustainability with healthy natural ecosystems is critical to maintaining human prosperity in our warming planet.
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After that, he was a postdoc research fellow at the University of British Columbia in Canada to do research on large-scale stream experimental manipulation and watershed ecological survey in temperate rainforests of BC. He was a faculty member at the University of Hong Kong to run ecological research projects on aquatic insects, fishes, and newts in Tropical Asian streams. He also conducted research in streams, rivers, and caves in Texas, USA, to study the ecology of macroinvertebrates, big-claw river shrimp, fish, turtles, and bats. 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