Barely three months into the new year and we are happy to announce a monumental milestone reached - 150 million downloads.
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This achievement solidifies IntechOpen’s place as a pioneer in Open Access publishing and the home to some of the most relevant scientific research available through Open Access.
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We are so proud to have worked with so many bright minds throughout the years who have helped us spread knowledge through the power of Open Access and we look forward to continuing to support some of the greatest thinkers of our day.
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Thank you for making IntechOpen your place of learning, sharing, and discovery, and here’s to 150 million more!
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\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:"7443",leadTitle:null,fullTitle:"Nuclear Fusion - One Noble Goal and a Variety of Scientific and Technological Challenges",title:"Nuclear Fusion",subtitle:"One Noble Goal and a Variety of Scientific and Technological Challenges",reviewType:"peer-reviewed",abstract:"Power production and its consumption and distribution are among the most urgent problems of mankind. Despite positive dynamics in introducing renewable sources of energy, nuclear power plants still remain the major source of carbon-free electric energy. Fusion can be an alternative to fission in the foreseeable future. Research in the field of controlled nuclear fusion has been ongoing for almost 100 years. Magnetic confinement systems are the most promising for effective implementation, and the International Thermonuclear Experimental Reactor is under construction in France. To accomplish nuclear fusion on Earth, we have to resolve a number of scientific and technological problems. This monograph includes selected chapters on nuclear physics and mechanical engineering within the scope of nuclear fusion.",isbn:"978-1-78985-788-7",printIsbn:"978-1-78985-787-0",pdfIsbn:"978-1-83962-115-4",doi:"10.5772/intechopen.75348",price:119,priceEur:129,priceUsd:155,slug:"nuclear-fusion-one-noble-goal-and-a-variety-of-scientific-and-technological-challenges",numberOfPages:114,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"c76c428580cf3eda6f92b41e7419fb5c",bookSignature:"Igor Girka",publishedDate:"April 17th 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7443.jpg",numberOfDownloads:5221,numberOfWosCitations:2,numberOfCrossrefCitations:4,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:7,numberOfDimensionsCitationsByBook:1,hasAltmetrics:1,numberOfTotalCitations:13,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 7th 2018",dateEndSecondStepPublish:"June 28th 2018",dateEndThirdStepPublish:"August 27th 2018",dateEndFourthStepPublish:"November 15th 2018",dateEndFifthStepPublish:"January 14th 2019",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"261397",title:"Dr.",name:"Igor",middleName:"Oleksandrovych",surname:"Girka",slug:"igor-girka",fullName:"Igor Girka",profilePictureURL:"https://mts.intechopen.com/storage/users/261397/images/system/261397.jpg",biography:"Igor Oleksandrovych Girka\r\n1.\tGENERAL INFORMATION:\r\n\tDate of birth:\t\t29 April 1962\r\n\tDegrees \r\n2018.03.07: \tCorresponding member of National Academy of Sciences of Ukraine \r\n2004: \t\tDoctor of Science in Physics and Mathematics (Plasma Physics) at Kharkiv V.N.Karazin National University 'Propagation, conversion and absorption of global and surface electromagnetic waves in plasma with multi-dimensional inhomogeneity”\r\n1991:\t\tCandidate of Science in Physics and Mathematics (Plasma Physics) at Kharkiv State University 'Propagation and excitation of low-frequency electromagnetic waves in plasma waveguides”\r\n1985:\tMaster in Theoretical Nuclear Physics at Kharkiv State University 'Excitation of fast magnetosonic waves in tokamaks of large dimensions”\r\n\r\n\tEmployment \r\n2004:\t\t\tProfessor\r\n1993:\t\t\tAssistant Professor\r\n1992:\t\t\tscientific researcher\r\n1989-1991:\t\tpostgraduate student\r\n1986-1988:\t\tjunior member of teaching staff \r\n1985:\t\t\tjunior scientific researcher",institutionString:"University of Kharkiv",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of Kharkiv",institutionURL:null,country:{name:"Ukraine"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"493",title:"Radiochemistry",slug:"nuclear-chemistry-radiochemistry"}],chapters:[{id:"64653",title:"Nuclear Fusion: Holy Grail of Energy",doi:"10.5772/intechopen.82335",slug:"nuclear-fusion-holy-grail-of-energy",totalDownloads:1636,totalCrossrefCites:2,totalDimensionsCites:5,hasAltmetrics:1,abstract:"The declining reserves of fossil fuels and their detrimental effects on the environment have thrust nuclear power based on fission reaction into the limelight as a promising option to energy-starved economies around the world. However, the 1986 Chernobyl and 2011 Fukushima accidents have heightened our fears about nuclear technology’s ability to provide a safe way of generating clean power. There is another kind of nuclear energy that has been powering the Sun and stars since their formation. It is nuclear fusion—a process in which two lighter nuclei, typically isotopes of hydrogen, combine together under conditions of extreme pressure and temperature to form a heavier nucleus. In this chapter, harnessing the energy produced in nuclear fusion reaction in a laboratory environment is discussed. Various research programs dedicated to building fusion reactors are also discussed. Emphasis is given on overcoming some of the technological challenges, such as surmounting the Coulomb barrier, confining the plasma, and achieving the “ignition” temperature for fusion.",signatures:"Quamrul Haider",downloadPdfUrl:"/chapter/pdf-download/64653",previewPdfUrl:"/chapter/pdf-preview/64653",authors:[{id:"264966",title:"Prof.",name:"Quamrul",surname:"Haider",slug:"quamrul-haider",fullName:"Quamrul Haider"}],corrections:null},{id:"65360",title:"Fusion Reaction of Weakly Bound Nuclei",doi:"10.5772/intechopen.80582",slug:"fusion-reaction-of-weakly-bound-nuclei",totalDownloads:864,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:1,abstract:"Semiclassical and full quantum mechanical approaches are used to study the effect of channel coupling on the calculations of the total fusion reaction cross section σfus and the fusion barrier distribution Dfus for the systems 6Li + 64Ni, 11B + 159Tb, and 12C + 9Be. The semiclassical approach used in the present work is based on the method of the Alder and Winther for Coulomb excitation. Full quantum coupled-channel calculations are carried out using CCFULL code with all order coupling in comparison with our semiclassical approach. The semiclassical calculations agree remarkably with the full quantum mechanical calculations. The results obtained from our semiclassical calculations are compared with the available experimental data and with full quantum coupled-channel calculations. The comparison with the experimental data shows that the full quantum coupled channels are better than semiclassical approach in the calculations of the total fusion cross section σfus and the fusion barrier distribution Dfus.",signatures:"Fouad A. Majeed, Yousif A. Abdul-Hussien and Fatima M. Hussian",downloadPdfUrl:"/chapter/pdf-download/65360",previewPdfUrl:"/chapter/pdf-preview/65360",authors:[{id:"262319",title:"Prof.",name:"Fouad A.",surname:"Majeed",slug:"fouad-a.-majeed",fullName:"Fouad A. Majeed"},{id:"263499",title:"MSc.",name:"Yousif A",surname:"Abdul-Hussien",slug:"yousif-a-abdul-hussien",fullName:"Yousif A Abdul-Hussien"},{id:"263500",title:"Dr.",name:"Fatima M.",surname:"Hussian",slug:"fatima-m.-hussian",fullName:"Fatima M. Hussian"}],corrections:null},{id:"64115",title:"Fusion Neutronics Experiments for Thorium Assemblies",doi:"10.5772/intechopen.81582",slug:"fusion-neutronics-experiments-for-thorium-assemblies",totalDownloads:813,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Thorium is a fertile element that can be applied in the conceptual blanket design of a fusion-fission hybrid energy reactor, in which 232Th is mainly used to breed 233U by capture reaction. It is essential to validate 232Th nuclear data by carrying out integral fusion neutronics experiments for macroscopic thorium assemblies. The thorium assemblies with a D-T fusion neutron source consist of a polyethylene shell, depleted uranium shell, and thorium oxide cylinder. The activation of γ-ray off-line method for determining the thorium reaction rates is developed. The 232Th(n, γ), 232Th(n, f), and 232Th(n, 2n) reaction rates in the assemblies are measured by using ThO2 foils and an HPGe γ spectrometer. From 232Th reaction rates, the fuel and neutron breeding properties of thorium under different neutron spectra are obtained and compared. The leakage neutron spectra from the ThO2 cylinders are measured by a liquid scintillation detector. The experimental uncertainties are analyzed. The experiments are simulated by using the MC code with different evaluated data. The ratios of calculation to experimental values are analyzed.",signatures:"Rong Liu",downloadPdfUrl:"/chapter/pdf-download/64115",previewPdfUrl:"/chapter/pdf-preview/64115",authors:[{id:"263536",title:"Prof.",name:"Rong",surname:"Liu",slug:"rong-liu",fullName:"Rong Liu"}],corrections:null},{id:"64000",title:"Mechanical Mockup of IFE Reactor Intended for the Development of Cryogenic Target Mass Production and Target Rep-Rate Delivery into the Reaction Chamber",doi:"10.5772/intechopen.81518",slug:"mechanical-mockup-of-ife-reactor-intended-for-the-development-of-cryogenic-target-mass-production-an",totalDownloads:891,totalCrossrefCites:1,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Target production and its delivery into the reaction chamber of high repetition rate facilities are the most challenging issues in inertial fusion energy (IFE) research. At the Lebedev Physical Institute of Russian Academy of Sciences (LPI), efforts are underway on creation of the mechanical mockup of IFE reactor (MM-IFE) for developing the reactor-scale technologies applicable to mass production of IFE targets and their delivery with a repeatable rate into the chamber of IFE reactor. In this chapter, we discuss the current status and further trends of developments in the area of advanced target technologies underlying the research and development program on MM-IFE.",signatures:"Irina Aleksandrova, Elena Koresheva, Evgeniy Koshelev, Boris Kuteev\nand Andrei Nikitenko",downloadPdfUrl:"/chapter/pdf-download/64000",previewPdfUrl:"/chapter/pdf-preview/64000",authors:[{id:"264266",title:"Prof.",name:"Elena",surname:"Koresheva",slug:"elena-koresheva",fullName:"Elena Koresheva"},{id:"264275",title:"Dr.",name:"Irina",surname:"Aleksandrova",slug:"irina-aleksandrova",fullName:"Irina Aleksandrova"},{id:"271601",title:"Dr.",name:"Andrei",surname:"Nikitenko",slug:"andrei-nikitenko",fullName:"Andrei Nikitenko"},{id:"271602",title:"Mr.",name:"Eugeniy",surname:"Koshelev",slug:"eugeniy-koshelev",fullName:"Eugeniy Koshelev"},{id:"271603",title:"Prof.",name:"Boris",surname:"Kuteev",slug:"boris-kuteev",fullName:"Boris Kuteev"}],corrections:null},{id:"64799",title:"The Mechanical Behavior of the Cable-in-Conduit Conductor in the ITER Project",doi:"10.5772/intechopen.82349",slug:"the-mechanical-behavior-of-the-cable-in-conduit-conductor-in-the-iter-project",totalDownloads:1017,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Cable-in-conduit conductor (CICC) has wide applications, and this structure is often served to undergo heat force-electromagnetic coupled field in practical utilization, especially in the magnetic confinement fusion (e.g., Tokamak). The mechanical behavior in CICC is of relevance to understanding the mechanical response and cannot be ignored for assessing the safety of these superconducting structures. In this chapter, several mechanical models were established to analyze the mechanical behavior of the CICC in Tokamak device, and the key mechanical problems such as the equivalent mechanical parameters of the superconducting cable, the untwisting behavior in the process of insertion, the buckling behavior of the superconducting wire under the action of the thermo-electromagnetic static load, and the Tcs (current sharing temperature) degradation under the thermo-electromagnetic cyclic loads are studied. Finally, we summarize the existing problems and the future research points on the basis of the previous research results, which will help the related researchers to figure out the mechanical behavior of CICC more easily.",signatures:"Donghua Yue, Xingyi Zhang and Youhe Zhou",downloadPdfUrl:"/chapter/pdf-download/64799",previewPdfUrl:"/chapter/pdf-preview/64799",authors:[{id:"9874",title:"Prof.",name:"Zhang",surname:"Xingyi",slug:"zhang-xingyi",fullName:"Zhang Xingyi"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"5196",title:"Radiation Effects in Materials",subtitle:null,isOpenForSubmission:!1,hash:"99f0555ddea93e099cc8d9df9cd6ec0f",slug:"radiation-effects-in-materials",bookSignature:"Waldemar A. 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\r\n\tElectric field is a fundamental nature phenomenon and one of the most important physical parameters. It had significant effects on the last century's science, technology, economy, society, and human lives. After a long development, the electric field appears to take quite different roles in the recently developing science and technology. Its effect is much more refined and stronger. It is thus necessary to take a reviewing look at the development of the electric field in the advancing science and technology in recent years and to see how it would develop in the future. This book is intended to focus on the most important aspects: new materials, novel and sophisticated devices, molecule-level biology and medicine, highly developed instruments, and metrology. We will intend to show in this book that the electric field is taking more and more deterministic roles in newly advancing materials including nanomaterials, two-dimensional materials, new structure catalysts, meta-materials, etc. Devices are becoming tinier and tinier and multi-functioned, so the electric field design and function are getting precise, complicated, sophisticated but strong and multiplied. Biology and medicine are getting into molecule level, so the studies of electric field stimulation effect, electric field cue, and other electric-field related behaviors are growing very fast and will be widely practiced in the near future. Electrical field measurement is becoming an important tool for other physical behaviors such as weak magnetism, and the measurement is getting into the atomic scale so that instruments related to the electric field are stepping greatly forward. The electrical field appears more significant also in the fields of climate, environment, space science, etc., so we intend to present it in this book also as it would contribute remarkably to the future science and high technology. \r\n\t
",isbn:"978-1-80356-678-8",printIsbn:"978-1-80356-677-1",pdfIsbn:"978-1-80356-679-5",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"6dcb071a2e978694b6b1cb9c20afc1a3",bookSignature:"Prof. Hai-Zhi Song",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11494.jpg",keywords:"Electric Field Effect, Nano-Materials, Electric Field Design, Antenna, Microelectronics, Optoelectronics, Electric Field Stimulation, Brain and Nerve, Electric Field Imaging, Atomic Electric Field, Space Science, Climate",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 22nd 2022",dateEndSecondStepPublish:"May 26th 2022",dateEndThirdStepPublish:"July 25th 2022",dateEndFourthStepPublish:"October 13th 2022",dateEndFifthStepPublish:"December 12th 2022",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"a month",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"A pioneering researcher in the fields of new materials, optoelectronic devices, and quantum information processing, appointed vice director of the Science and Technology Committee of SWITP, author/co-author of more than 170 research papers, and holder of 40 patents.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"196114",title:"Prof.",name:"Hai-Zhi",middleName:null,surname:"Song",slug:"hai-zhi-song",fullName:"Hai-Zhi Song",profilePictureURL:"https://mts.intechopen.com/storage/users/196114/images/system/196114.jpg",biography:"Curriculum Vitae\n\nName: Hai-Zhi Song \nGender: male\nDate of Birth: Oct. 20, 1968\nPlace of Birth: Shanxi, China\nAffiliation and Address: \nSouthwest Institute of Technical Physics\nNo.7, Section 4, Renminnan Road, Chengdu 610041, China\nAnd\nInstitute of Fundamental and Frontier Sciences,\nUniversity of Electronic Science and Technology of China,\nNo. 4, Section 2, Jianshebei Road, Chengdu 610054, China\n\nWork Phone: +86-28-68180751, +86-28-83208728\nMobile Phone: +86-158-28239155\nFax: +86-28-83201896\nE-mail: hzsong1296@163.com, hzsong@uestc.edu.cn\n \nEducation \nSept, 1990 – July, 1995:Peking University, PhD, Thesis “Visible luminescence of porous silicon and its mechanism”, Researches on hydrogen-influenced Schottky diodes and silicon-based light-emitting materials. \nSept, 1986 – July, 1990:Nanjing University, Bachelor of Science, Thesis “Study of refractory metal silicides”, Research on Ohmic contact of semiconductors.\n\nWork Experience \nJuly, 1995 – Sept. 1997: Nanjing University, Nanjing, China, Postdoctoral Researcher, Research on silicon-based light-emitting materials. \nOct, 1997 – Sept. 1998: Catholic University Leuven, Leuven, Belgium, Visiting free Researcher, Research on amorphous semiconductors. \nOct, 1998 – Sept. 2001: Tsukuba University, Tsukuba, Japan, Assistant Professor, Research on semiconductor quantum dots. \nOct, 2001 – March 2012: Fujitsu Lab. Ltd., Atsugi, Japan, Researcher/Senior Researcher, Researches on Semiconductor Quantum Dots for Quantum Information, Semiconductor Optoelectronic Materials and Devices. \nApril, 2012 – March 2014: University of Tokyo, Tokyo, Japan, Senior Researcher, Researches on Quantum Information Processing Devices. \nApril, 2014 – now: Southwest Institute of Technical Physics, Chengdu, China, Professor, Researches on Semiconductor Optoelectronic Materials and Devices. \nJune, 2015 – now: University of Electronic Science and Technology, Chengdu, China, Professor, Researches on Nanoscaled Semiconductors and Quantum Information Processing Devices.\n \nAchievements\nSystematically studied the property of porous silicon materials and verified their mechanism; found green and ultraviolet luminescence, and clarified the multiple luminescence mechanisms of nanocrystalline-silicon embedded in SiO2, which is valuable to silicon-based optoelectronic integration; realized enhanced hole mobility in amorphous silicon, verified the existence of deep trap states in amorphous selenium, providing ways to improve amorphous optoelectronic materials. \nDiscovered lateral coupling between self-assembled quantum dots (QDs) and their tuning effect to 2D electron gas; illustrated and deeply explained the metal-insulator transition in 2D ordered QD arrays, all of which are worth in optoelectronic application of semiconductor QDs. \nDeveloped Sb-free technique to double the InAs/GaAs QD density and suppress the atomic interdiffusion, helped producing 1.3 um QD lasers, which won Japanese national prizes and had been merchandized; developed 1.06 um quantum-well lasers, which have been used to produce pure-green lasers robust against high temperature. \nFound a way to access buried QDs by scanning tunneling microscope; achieved a way to prepare diluted QDs by post-annealing and clarified its mechanisms; invented a technique to control the size and site of QDs by atomic-force microscopy lithography, and an apparatus to detect single electron spin states by optically-detected magnetic resonance; designed a few types of micropillar cavities applicable to realize 1.55 um highly-efficient, even coherent (strongly coupled) InAs/InP QD single photon sources; produced fiber-integrated photon-entangled sources, all of which are very useful to the applications of QDs in quantum information processing. \nDeveloped focal-plane single-photon avalanche detectors, providing central devices for 3D laser detecting and ranging system; explored antimonide middle- and long-wavelength infrared detectors and the surface plasmon enhancement effect in such detectors; advanced the acetone-sensing function of Eu-doped SnO2 nano-belt; found Nickle Phosphide serving as a good catalyst in hydrogen-producing. Realized a series of optoelectronic quantum devices for quantum information processing, such as fiber-integrated photon-pair-entangler, chiplet heralded single photon emitter, fiber quantum memories, quantum number generator, etc.\n\nHonor and Group Memberships \nSelected Scholar of the Recruitment Program of Global Experts, China\nEditorial member of “Laser Technology”\nEditorial member of “Journal of Electronic Science and Technology”\nEditorial member of “Internal J. Mat. Sci. Appl”\nMember of APS (American Physics Society)\nMember of OSA (Optical Society of America)\nPermanent Member of China Physical Science and Technology\nPermanent Member of the Chinese Optical Society\nTechnical committee member of PIERS, organizing a series of “quantum information processing and devices” sessions\nTechnical committee member of ICICM",institutionString:"Southwest University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"Southwest University",institutionURL:null,country:{name:"China"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"20",title:"Physics",slug:"physics"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"453623",firstName:"Silvia",lastName:"Sabo",middleName:null,title:"Mrs.",imageUrl:"https://mts.intechopen.com/storage/users/453623/images/20396_n.jpg",email:"silvia@intechopen.com",biography:null}},relatedBooks:[{type:"book",id:"8356",title:"Metastable, Spintronics Materials and Mechanics of Deformable Bodies",subtitle:"Recent Progress",isOpenForSubmission:!1,hash:"1550f1986ce9bcc0db87d407a8b47078",slug:"solid-state-physics-metastable-spintronics-materials-and-mechanics-of-deformable-bodies-recent-progress",bookSignature:"Subbarayan Sivasankaran, Pramoda Kumar Nayak and Ezgi Günay",coverURL:"https://cdn.intechopen.com/books/images_new/8356.jpg",editedByType:"Edited by",editors:[{id:"190989",title:"Dr.",name:"Subbarayan",surname:"Sivasankaran",slug:"subbarayan-sivasankaran",fullName:"Subbarayan Sivasankaran"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1591",title:"Infrared Spectroscopy",subtitle:"Materials Science, Engineering and Technology",isOpenForSubmission:!1,hash:"99b4b7b71a8caeb693ed762b40b017f4",slug:"infrared-spectroscopy-materials-science-engineering-and-technology",bookSignature:"Theophile Theophanides",coverURL:"https://cdn.intechopen.com/books/images_new/1591.jpg",editedByType:"Edited by",editors:[{id:"37194",title:"Dr.",name:"Theophile",surname:"Theophanides",slug:"theophile-theophanides",fullName:"Theophile Theophanides"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3161",title:"Frontiers in Guided Wave Optics and Optoelectronics",subtitle:null,isOpenForSubmission:!1,hash:"deb44e9c99f82bbce1083abea743146c",slug:"frontiers-in-guided-wave-optics-and-optoelectronics",bookSignature:"Bishnu Pal",coverURL:"https://cdn.intechopen.com/books/images_new/3161.jpg",editedByType:"Edited by",editors:[{id:"4782",title:"Prof.",name:"Bishnu",surname:"Pal",slug:"bishnu-pal",fullName:"Bishnu Pal"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3092",title:"Anopheles mosquitoes",subtitle:"New insights into malaria vectors",isOpenForSubmission:!1,hash:"c9e622485316d5e296288bf24d2b0d64",slug:"anopheles-mosquitoes-new-insights-into-malaria-vectors",bookSignature:"Sylvie Manguin",coverURL:"https://cdn.intechopen.com/books/images_new/3092.jpg",editedByType:"Edited by",editors:[{id:"50017",title:"Prof.",name:"Sylvie",surname:"Manguin",slug:"sylvie-manguin",fullName:"Sylvie Manguin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"371",title:"Abiotic Stress in Plants",subtitle:"Mechanisms and Adaptations",isOpenForSubmission:!1,hash:"588466f487e307619849d72389178a74",slug:"abiotic-stress-in-plants-mechanisms-and-adaptations",bookSignature:"Arun Shanker and B. 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1. Introduction
In an agricultural context, olive growing is emerging as a dynamic and interesting topic. The majority of Italian olive growing still requires organic renewal interventions such as farm restructuring and tree planting, varietal conversion, mechanization, technical assistance for the implementation of technological innovations, better organization and contractual weight in product marketing. Therefore, the main objective in this area can be obtained with a more economical management of olive orchards in order to achieve a high production per unit area at lower costs and while respecting the environment. Therefore, current olive growing must be based on two pillars such as the reduction of management costs and the use of cultivation techniques with a low environmental impact. More and more attention is being paid, by the EU, and also by Italy, to environmental sustainability, biodiversity and compliance requirements in agriculture. Indeed, in recent years the EU has issued a set of regulations aimed at environmental protection and enhancement of rural areas by improving the competitiveness of the agricultural sector in order to obtain high-quality products aimed at enhancing the peculiarities of the different territories of origin (PGI, PDO) and protecting agricultural and natural resources. Quality must always be considered a key resource for agriculture, which will enable farms to survive and compete in both Italian and International markets. The cultivation techniques used in olive orchards are directed to preserve and improve the physical and chemical characteristics of the soil (soil preparation and tillage, irrigation, fertilization) and to enhance plant production (training, pruning, fruiting, production and pesticide treatments). The knowledge of olive morphology and biology is a prerequisite for the rationalization of cultivation techniques to improve the quantity and quality of production.
Although the olive tree can be considered a hardy plant and is cultivated in marginal areas, it requires specific cultivation techniques coordinated and integrated with each other in order to exalt their productive potentialities. This is why the wise use of tools such as pruning, irrigation, nutrition and soil management plays an important role in achieving a greater vegetative and reproductive plant balance, and cost containment should be the main goal that guides management decisions.
2. Soil
Soil is defined as the top layer of the earth’s crust. It is formed by mineral particles, organic matter, water, air and living organisms. It is in fact an extremely complex, variable and living medium, and represents a non-renewable resource which performs many vital functions: food and other biomass production, storage, filtration and transformation of many substances including water, carbon, nitrogen. As long as 100 years ago, Wollny (1898) described the positive effect of soil structure on root growth, water availability, gas transport in soils as well as the positive effects of soil structure on soil strength. He mentioned that the mechanisms involved in the interaction between soil structure and plant growth and yield needed to be investigated. Since then, the positive effects of a favorable soil structure and the negative effects of, for example, soil compaction on crop growth and/or yield have been repeatedly described (e.g. Blank, 1932-1939; Dexter, 1988; Hakansson et al., 1988; Kay, 1990). The anthropogenic activities such as tillage, mineral fertilization, waste disposal and industrial pollution, affect both chemical and physical natural soil properties (Kabata-Pendias & Mukherjee, 2007).
Recent improvements and new methods in analytical chemistry and increasing areas of environmental investigation have substantially added to our knowledge of agricultural soil science. For example, the soil characteristics of an olive plantation are especially important in terms of vulnerability to erosion and, to a lesser extent, to leaching of potentially contaminating elements contained in fertilisers and pesticides. The root system of the olive is concentrated in the top 50-70 cm of soil although it may send out roots to a depth of more than one meter to satisfy its water needs. Therefore, the soil must have an optimal texture, structure and composition to a depth of at least one meter. The management of a cropping system requires periodic evaluation that includes systematic testing, with the aim of determining the nutritional status of soils in order to assess the existence of any nutritional deficiency, excess or imbalance and form a basis for planning the nutrient supply as well as other practices (tillage, amendment, correction). The following is a brief description of the main chemical and physical soil properties.
2.1. Soil texture, porosity and density
The textural class is the first parameter that defines soil properties, and is determined by the relative percentage of the three major soil compounds: sand, silt and clay, defined by the respective particle diameter size.
Clayey grounds are characterized by particles of a diameter of less than 0.002 mm, constituted by flinty minerals with different capacities to inflate in the presence of water and to contract in dry conditions, forming cracks which are typical of vertisols. Clayey soils show a low water permeability and high plasticity, which can induce stagnation phenomena and root asphyxia in wet conditions; while in the dry state it has notable tenacity and cohesion.
Silty soils have elementary particles of greater dimensions than the clayey ones and, unlike these, they have greater difficulty in reaching a glomerular structure. The lower structural stability of silty soils causes a low macroporosity and a great bulk density, that determine conditions of low aeration, low permeability and water stagnation in the profile. This type of soil is subject to loosening conditions with greater facility in comparison to clayey soils. However, they have a greater tendency to pulverization in the dry state, and the formation of mud in the wet state.
Sandy soils have particles of a diameter between 2 and 0.02 mm; they are characterized by high permeability of rainwater, and fast mineralization of organic matter.
The Olive tree responds best to soil textures with balanced proportions of sand, silt and clay. Soils that are primarily sandy do not have good nutrient or water-holding capacities, but they do provide good aeration and olives do well, especially when water is available and the crop is properly fertilized to satisfy its mineral requirements. The soil should not contain too much clay to avoid limiting air circulation and to prevent soil management problems. The soil particles should aggregate in granules or crumbs to make the soil porous; this is ensured by sufficient quantities of organic matter and rational soil management to prevent compacting and erosion. Soil is composed of solid particles (mineral and organic matter) of different sizes, usually bound together into aggregates by organic matter, mineral oxides, and charged clay particles. The number and size of pores vary considerably among soils exhibiting different organic matter content, texture and structure and cultivation techniques have a great effect on bulk density and porosity: any management practice that increases organic matter will increase the granular structure of the soil, increase the pore space, and decrease the bulk density (Gisotti, 1988; Giordano, 1999; Hao et al., 2008).
2.2. Organic Matter and nitrogen ratio
The Organic Matter (OM) is a complex mixture of organic compounds deriving from metabolic wastes and decaying residuals of plants, animals and microorganisms, at different stages of decomposition. The OM percentage directly influences the structure and chemical-physic properties of soil in terms of water infiltration and retention, element absorption, particle aggregations, Cation Exchange Capacity (Al3+, Fe3+, Ca2+, Mg2+, NH4+), buffering power, over the nutrient source for the plant. The quantity and nature of OM is highly dependent upon farming practices and climatic conditions and is found as both chemically stable humus (or passive OM) and partially decomposed plants, microbes and animal residues (or active OM).
Measures to increase the organic content are a very important part of good soil management in Mediterranean regions, especially in order to reduce vulnerability to erosion (European Soil Bureau, 1999). Practical measures are based on the incorporation of organic matter such as farm-yard manure, cover crops, pruning and processing residues, and soil tillage.
Plant availability of organic N is dependent on OM breakdown, which is difficult to estimate. The ratio of total organic carbon and total nitrogen (C/N) is the traditional guide to the nature of the organic matter present in the soil.
The basic premise behind this ratio is that organic carbon is the primary source of energy for soil microbes, but these also require nitrogen to multiply and utilise this energy. The microbes utilise soil carbon via respiration, with the consequent loss of carbon dioxide from the soil. As the active fraction of the OM is thus degraded, the C/N ratio drops until a steady state (the passive fraction) is finally attained. Interpreting this ratio is complicated, as it also depends on the nature of the OM. The passive fraction of the OM can have a C/N ratio that is ‘medium’. Consequently, medium C/N ratio soils can have a wide variation in mineralisable N status, and this is a limitation when considering the C/N ratio in isolation.
2.3. Cation exchange capacity (CEC), pH, electrical and hydraulic conductivity, water content
Plant nutrients usually exist as ions which carry an electrostatic charge. This electrostatic charge is a result of atomic substitution in the lattices of soil minerals and because of hydrolysis reactions on the broken edges of the lattices and the surface of oxides, hydroxides, hydrous oxides and organic matter (Hendershot et al., 2008a). These charges attract counterions (exchangeable ions) and form the exchange complex. Ions can be bound to the soil in varying degrees. At one extreme, they may be an integral part of the soil, strongly bound to silica and essentially unavailable to growing plants. At the other extreme, they may be fully soluble and not interact with the soil to any significant extent. Exchangeable ions are between these two extremes, and are weakly bound to soil particles. The bonds between soil particles and exchangeable ions are not permanent, and are continually broken reformed, as the ions move within the water surrounding soil particles. The bonding of these ions largely prevents their loss by leaching, but is not so strong that plants cannot extract them from the soil. In fact, plant roots absorb exchangeable ions by \'swapping\' them for hydrogen cations (H+).
The cation exchange capacity is often estimated by summing the major exchangeable cations (K, Ca, Mg, and Na) using units of cmol kg-1, even if the common expression for CEC is in terms of milliequivalents per 100 grams (meq/100g) of soil. The CEC of soil can range from less than 5 to 35 meq/100g for agricultural type soils, and is related to clay and organic matter content.
CEC is important for maintaining adequate quantities of plant available calcium, magnesium, sodium and potassium in soils. For many crops the magnesium level should ideally be twice as much as that of potassium. When magnesium is lower than potassium, suppression of magnesium uptake can occur. Sodium is only of secondary importance in the soil test as its uptake by plants is largely dependent on the plant species involved and the potassium status of the soil, rather than the level of sodium extractable from the soil.
The Total Base Saturation is related to CEC, which represents the proportion of the soil’s total capacity for cations that is actually occupied by these nutrients. It is calculated by summing together the levels of calcium, magnesium, potassium and sodium found in the soil and expressing this sum as a percentage of the CEC value.
Soil pH is one of the most common and important measurements in standard soil analyses (Hendershot et al., 2008b). The pH value expresses degree of acidity or alkalinity of the soil. It is important because it influences the chemical and physiological processes in the soil, and the availability of nutrients. Availability changes differently with pH levels: aluminium, copper, iron, manganese and zinc increase when the pH decreases; unlike magnesium that decreases when the pH decreases (Belsito et al., 1988; AA.VV., 1989; Jones, 2003).
Electrical conductivity (EC) is the ability of a material to conduct an electrical current and is commonly expressed in units of microSiemens per meter (µS cm-1). It is used to estimate the level of soluble salts. The measurement of EC in the soil water extracted from the field-water content is theoretically the best measure of salinity as it indicates the actual salinity level experienced by the plant root (Miller & Curtin, 2008). However, this measurement has not been widely used because it varies as soil-water content changes over time and so it is not a single-valued parameter. A soil is considered saline if the EC of the saturation extract exceeds 4000 µS cm-1 at 25°C. The soil EC varies depending on the amount of moisture held by soil particles. Consequently, the EC correlates strongly to soil particle size and texture and affects crop productivity.
Soil water analyses can be organized into two main groups: analysis of storage properties and analysis of hydraulic properties. The water content of soil is part of the analysis of storage properties which refer to the soil’s ability to absorb and hold water. Instead hydraulic conductivity is a hydraulic property which refers to the soil’s ability to transmit or conduct water. It is more difficult for plants to absorb nutrient elements at low soil moisture levels, so nutrient element contents will be lower.
3. Soil management
In order for plants to live, two key functions can be attributed to soil: habitability and nutrition. The function of habitability mainly depends on the physico-chemical characteristics of the soil. The function of nutrition depends on the factors that make nutrients bio-available to the plants, described above, determining the fertility of the soil as productive attitude. Biological soil functions depend on the micro-organic pattern, responsible for processes on the organic matter such as: mineralization, humification, nitrification, nitrogen fixation, symbioses, and parasitism. The agricultural management systems of soils, such as crop rotation, nutrient application, plant species, kind of tillage, and use of pesticides may have a strong impact on the composition of the soil microbial community. Maintenance of sustainable soil fertility depends greatly on the ability to harness the benefits of rhizosphere microorganisms such as arbuscular mycorrhizal fungi (AMF), which form a symbiotic association with the roots of most plant families. Olive plants are known to form arbuscular mycorrhiza (Roldán-Fajardo & Barea, 1985; Briccoli Bati et al., 1992; Calvente et al., 2004), the most common mycorrhizal type involved in normal cropping systems, being considered as a key component in environmentally friendly agro-biotechnologies (Jeffries & Barea, 2001).
Mycorrhizae act as biofertilizers, bioregulators, and biocontrol agents (Lovato et al., 1996; Von, 1997). Arbuscular mycorrhizal fungi allow the plant to absorb greater quantities of water and nutrients, particularly those less mobile in the soil such as phosphorus. In addition to phosphorus, other elements such as nitrogen, zinc, calcium and sulfur are involved in the mechanisms of mobilization and uptake by mycorrhizal fungi.
Mycorrhizal symbiosis also acts as a bio-regulator, able to influence some physiological processes, growth regulators and the development of the plant, to modify the morphology of the roots, the roots/foliage ratio and sometimes branching foliage and flowering. These soil fungi improve the agronomic fertility of the soil through the formation and stabilization of particle aggregates, in particular in land lacking structure.
3.1. Tillage
Tillage consists of some mechanical operations, performed with different tools, which modify soil structure, according to the management needs, that can be summarized as: increase of the soil mass (active layer); increase in soil permeability, runoff and erosive phenomena; accumulation of water reserves; reduction of evaporation due to interruption of superficial capillarity; destruction or containment of weeds; burial of fertilizers, corrective, amendants, and crops residual.
Usually, for olive groves a deeper autumnal tillage is carried out, to increase the water reserve and to bury the phospho-potassic fertilizers; while during the spring-summer period, some harrowing is performed to reduce evaporation and to eliminate weeds. Soil tillage was classified according to the epoch and the type of performance, distinguishing into preparatory practices, performed before the plantation, to constitute suitable conditions to sustain the crop after the implant, and subsequent practices, performed during crop culture.
Soil tillage can be performed with different tools classified into three main groups: mouldboards, rippers and scramblers. Mouldboards cut and upset the soil; rippers cut the profile producing clods but without modifying soil stratigraphy; and scramblers break up and remix the worked layer.
The choice of the best tillage technique must be performed in order to: reduce costs, in terms of working times and fuel needs; increase the timeliness of intervention; maintain a suitable productive level of crops and soil fertility; contain erosive phenomena.
The soil water content strongly influences the choice of the epoch and the type of intervention performance. Dependent on this, there are different physical soil states: i) cohesive, when the soil is dry; in this state the soil does not stick to utensils, it has maximum tenacity, it is crushproof and resistant to breakup; ii) plastic, characterized by a progressive warping and stickiness, that increases with an increase in damp; iii) liquid, when the soil behaves like a suspension. Tillage is difficult and harmful to the soil when the soil is sticky; over this limit, the passing of machines provokes undoing of the structural aggregates. With dry soils the work needs higher powers, and forms compact clods of varying dimensions, according to the type of performance: plowing causes large clods, while with rotary hoeing a notable pulverization and formation of small clods occurs.
A soil is considered as loosening when it has an optimal damp for the execution of tillage, approximately corresponding to half of their field capacity, with a more or less ampler range depending on the soil type and intervention (Bonciarelli, 1981; Giardini, 1986).
Plowing is the most known and commonly used form of soil tillage in agricultural practice and is performed with three type of tools: the ploughshare plow and the disk plow, that work by traction; and the rollover plow, that acts by the tractor power take-off (PTO).
The plow operates by cutting and overthrowing a slice of soil, with an angle varying with the type of plough, the operating velocity and the operation goal: the complete overthrow of slices is necessary in green manuring and in weed control; while vertical slices improve airing and rainwater infiltration. Using a cylindrical bending breast a greater crumbling action is achieved; while a helical breast favours the slice overthrow with smaller production of thin soil. The speed of ploughing acts on both the slice overthrow and crumbling: a fast ploughing enhances the inversion of layers and the pulverization of clods. The ploughshare action can cause compaction of the deep soil, called tillage pan. Such a drawback can be enhanced using tractors working "within furrow", and in conditions of high damp. The tillage pan hinders the vertical movement of rainwater and the gaseous exchanges in the soil and the growth of the roots.
The drawbacks of the ploughshare plow are: excessive clod level, that requires other refining tillage, with further passages of machinery that stamp on the soil and degrade its structure; formation of tillage pan; high requirement of traction power. Such negative aspects can be mitigated using the disk plow, in which the ploughshare and the breast are replaced by a spherical cap, free rotating on an axle angled in respect of the operating direction. The disk limits attrition and needs of traction power. During rotation the cap lifts a slice of soil that is then crumbled and remixed. In comparison to the classical plow it better prepares the bed for seeding; it is proper for light ploughing in loose or medium textured soil rich of skeleton and in groves.
There are other tillage techniques that can be carried out, using different types of machinery which can be complementary or alternatives to ploughing. Among these the most common are:
Ripping technique is characterized by the vertical breakup of the soil without inversion of the layers. The tools used in this type of tillage are constituted by a varying number of anchors (from 1 to 5) that practice a different action on the soil depending on their shape and interaxle. Some machineries are endowed with vibrating tools that enhance shattering of the soil, and can be joined to rolls or harrows to finish up and to level the surface in a single pass.
Rotary Hoeing consists in the shattering and remixing of the soil performed by machinery moved with a tractor PTO., with tools that work on a horizontal axle (millers) or vertical axle (rototiller). Their drawback is the excessive shattering of soil, that worsens its structure, with compaction, formation of superficial crust and tillage pan, fast tool usury; while requiring high working power. They are unsuitable in heavy and/or skeleton soils.
Weeding is a tillage practice complementary to ploughing, carried out to reduce the clod of the soil, and to bring up weed roots. This machinery is formed by bent rigid or elastic rippers and with different types of feet.
Harrowing is performed to refine clods, eliminate weeds, bury fertilizers and break the superficial crust. The tools for this operation are of different shapes and dimensions, according to soil types, soil conditions and the needs of soil refining.
All tillage up to 15 cm of depth is included in the minimum tillage group,, with the aim of energy saving, preserving soil structure and timeliness of work. Among the different operative options, various types of machinery are available that can perform tillage, fertilization, seeding and chemical weeding of the soil in a single pass (Toscano, 1998).
3.2. Tillage: Soil characteristics and erosion
The usable kind of tillage depends on the soil texture. In clayey soils, the minimum tillage can have positive effects on the containment of erosive phenomena, due to the residual crop on the soil surface, and on compaction, in order to reduce passing of the machinery.
In silty soils all the tilling techniques that do not involve the inversion of layers favour soil structuring, and the presence of residual crop, and avoids the destructuring caused by the beating action of rain water.
In sandy soils, the choice of tillage techniques should exclude deep intervention, while all the minimum tillage techniques generally guarantee best results.
The different handling of the soil can determine a different availability of the nutrient elements, as well as a different biological activity. The techniques that do not involve the inversion of layers, allow maintaining or increasing the organic matter in the soil. With regards to the availability of the principal nutrient elements, the effects produced by the different tilling techniques vary according to the different movement of each element in the soil.
Nitrogen results mostly available for plants in a worked soil, due to the high aeration of the mass and for the velocity whereby the residual and organic fertilizers are degraded into mineral elements which can be assimilated.
For the phosphorus, a low mobile element, there are strong differences in its stratification along the profile according to the type of tillage. With a plow this element has the tendency to distribute itself in a more homogeneous way in the soil in comparison to how it is distributed in soil that has not been worked, or only cracked soil, in which phosphorus remains in the most superficial layers.
The common good supply of natural Italian agricultural land, particularly clayey ones, leads to a substantial independence of availability of potassium from the plowing technique adopted.
All tilling techniques that improve soil permeability, and allow maintenance of a vegetable coverage, are very useful in the control of erosive phenomena (Stein et al., 1986; Rasiah & Kay, 1995; Raglione et al., 2000; Toscano, 2000; Toscano et al., 2004a). Erosion consists in the removal of the most fertile soil layers by wind and/or rainwater action. The eroded amount is proportional to the intensity of the rainfall, to the slope and type of the soil.
3.3. Soil grassing
To protect the soil profile, structure and edaphic biocenosis, it is useful to apply less expensive cultivation techniques which have a lower environmental impact than traditional tillage. The minimum tillage or controlled soil grassing, generally determine a great activity of the soil biota, due to the greater presence of organic matter and the low trouble of soil.
It is possible to implement soil grassing, which can be either natural or artificial, and to partially or wholly cover the orchard surface. The benefits of controlled grassing in olive orchards are: improvement of the soil structure, increase of soil organic matter and water absorption, reduction of runoff and erosion, improvement of carrying capacity and reduction of compactness, enhancement of microbial activity and nutritional balance; simplified management at lower operating costs. The possible competition of turf for water and nutrients with regards to the olive plants (Pastor, 1989), can be prevented with proper grass management, such as cutting, or additional fertilization (Toscano et al., 2004b).
The simpler type of soil grassing is “permanent”, whereby the soil is constantly covered by spontaneous vegetation that is periodically mowed or shredded.
Alternatively, in dry summer conditions, temporary grassing can be adopted, eliminating grass, when competition for water competition begins, with superficial tillage or using contact herbicides; the coverage naturally reestablishes itself with the resumption of the rainy season, retaining its beneficial effects up to the following spring.
For artificial grassing the choice of the essences is very important, these must have fast growth following planting and to be resistant to pounding and to mulching. However, the artificial grassing presents some economic and managerial limits such as the difficult choice of the essences and the seeding costs.
The machinery for grass management consists in the rotary mower, and the shredder. They are of great working capacity and have low power needs, compared to the tools that operate on the soil; the shredder has the advantage that it grinds the mown grass, thus reducing degradation times, and it can also be used for pruning residues. Both these machines can be equipped with intercept rotary mower, which allows cutting of the grass along the row, avoiding damage to the tree trunks. Long-time experiences of controlled grassing in different non-irrigated olive orchard soils have confirmed the effectiveness of this technique in improving soil properties, in the drainage system, in the control of soil erosion and on olive tree productivity (Briccoli Bati et al., 2002; Toscano et al., 1999, 2006). On the contrary other tests, comparing different application methods of grassing, have evidenced better agronomic and productive results with green manure in summer, to avoid the increased competition for soil water occurred by permanent grassing in this environment (Toscano, 2009). Therefore, the choice of the best soil management system must be made according to the specific soils and crop characteristics. In olive groves the replacement of tillage with other techniques is possible, according to water availability, in order to obtain the best maintenance of soil fertility, a reduction of the erosion in slopes, a timeliness of intervention, a reduction of the costs and, therefore, the attainment of greater incomes.
4. Nutrition
The olive tree is still often considered a rustic plant, having little nutritional requirements and capable to survive even in rough environments, with minimal care and management. The olive plant grows in most soil types as long as they are well drained. These plants, could also vegetate in the absence of fertilization, but require suitable nutrition to express their productive and qualitative potentialities.
In the traditional olive-grove plant nutrition is mainly based on systematic and massive inputs of chemical nutrients distributed to the soil, not always correctly and often unnecessarily (if not harmful) for plants and the environment (groundwater pollution). In many cases olive tree fertilization is often empirically approached and farmers apply much more fertiliser than the crop really needs (Tombesi et al., 1996).
The compilation of adequate fertilization programs, in terms of type, doses, epochs and disposal of the nourishing elements, are not of simple generalization and depend on local environmental and climatic factors, as well as on the effectiveness of the fertilizer composition and its application method.
It is indispensable to carry out a prior analysis of soil chemistry and of the nutrient contents of the plant by plant tissue analysis (usually leaves are used). These analyses will give significant data on the status of both soil and plant, indicating the most useful typology and doses of nutrients to apply in the fertilization plans.
Leaf analysis, is a reliable method for assessing the nutritional status of the crop (Bouat, 1968; Freeman et al., 1994). The content of the major nutrients in the leaves differs not only according to the cultivars, the soil and climatic conditions of the cultivation area, the time of sampling for the analysis but also in relation to the pruning and irrigation applied to olive orchard (Briccoli Bati et al., 1995). Some research on a regional scale has defined certain relationships between the time of leaf sampling, the foliar nutrient content and the quality of production (Failla et al., 1997; Soyergin et al., 2000). In fact, it was found that the leaf diagnostic at flowering is conclusive for the less mobile elements (Ca, Mg, Fe and Zn) while during the winter rest foliar analysis better shows the nutritional potential of the soil for nutrients with increased mobility as N, P and K (Failla et al., 1997). The level of global nutrition, generalizing, expressed as percentage amount on the leaf dry matter for nitrogen, phosphorus and potassium, results as 3,5% divided, respectively, in 2,1 - 0,35 - 1,05 with a physiological relationship of 6:1:3.
In profitable olive growing, the nutritional needs also vary in relation to the phenological phases, to the climate, to the cultivar, to the trees’ productive potentiality, and to the olive orchard management, i.e. presence of soil grassing and irrigation. For these reasons, fertilization planning cannot be approached as a standard procedure and many authors report different evaluations about the nourishment needs of olive trees (Natali, 1993; Petruccioli & Parlati, 1983).
Fertilisation systems include: chemical fertilisers (NPK applied beneath the tree canopy projection, usually in the form of combined fertilisers), organic fertilisation (green and animal manures, leaves, compost, manufactured organic fertilisers), and fertilisation through watering systems and through foliage.
During the first three years of the olive plantation, when vegetative activity prevails on fructification, it is important to stimulate, with fertilization, rapid canopy and root growth of the tree to predispose the plants quickly to flowering and fruiting (Palese et al., 1997). In this phase, Nitrogen is the essential element, while phospho-potassic fertilizers at this time are less important, provided that during the preparatory work of the soil for planting, such fertilizers were distributed over the entire surface and buried with deep tillage.
When the plant completed the first phase of growth (5th - 6th year) and during the entire life of the orchard, the scope of fertilization is to induce and support the yield and, simultaneously, also to ensure the renewal of fruiting shoots and roots.
In order to calculate the amount of nutrient supply to plants it is helpful to adopt the returning criteria of nutrients removed with fruit harvesting, with pruned wood and abscised leaves: for 100 kg of drupes produced the olive tree needs around 900 g nitrogen, 200 g of phosphorus and 1.000 g of potassium. In fertilization planning, such doses must be triplicate, due to the losses leaching, volatilization, fixation, etc.
Traditionally nitrogen is supplied annually and divided in at least two doses. Most of the quantity to be given (2/3) at the end of winter before flower bud differentiation and before the growth of new lateral shoots, and the second during the flowering period (from the pre-flowering stage till fruit set). Usually the recommended nitrogen application ranges between 500-1500g for bearing tree, according to canopy volume.
Throughout the life of the olive-grove, phosphorus and potassium supply must be repeated every 5-6 years, with the doses defined by the results of soil and leaf analysis. These fertilizers are usually supplied in autumn, and burying with shallow tillage, on alternate inter-rows to limit damage to the roots, with doses of 200-400 units of potassium and 100-200 of phosphorus per hectare integrated with suitable doses of organic matter (manure, green manure or compost).
During the annual cycle, nitrogen absorption is more intense from the flowering up to the pit hardening, while the contents of N and P decrease in the leaves up to the pit hardening and at the same time they increase in the drupes. Subsequently, both in the leaves and fruits nitrogen and phosphorus decrease after veraison. Instead, potassium, constantly decreases in the leaves, while increasing in the fruits.
Biennial or triennial interventions for phosphorus and potassium, in the poor soils are useful, applied after harvesting in concomitance with deep tillage for rainwater storage, in old or dry-condition raised olive orchard; or at the end of winter, with lighter tillage in a young and intensive olive grove.
4.1. Nutrients typology and effects
The use of the appropriate fertilizer at the right time increases the efficiency and reduces the cost of fertilization, with a positive impact on the produced olive fruit and oil content.
Fertilization can be distinguished into organic and mineral. The first one has the purpose to improve the physical characteristics of the soil, such as the structure, the porosity, the permeability, the tackiness, the consistency, the water retention, and the pH. The second one is destined to feed the plants.
Nitrogen is fundamental in plant growth, it participates in the formation of amino acids and in the formation of proteins, therefore, it is crucial in the growing processes when the plant is young. In adult trees nitrogen supports the formation of shoots, a necessary condition to ensure constant productivity and positively influence flower formation, fruit setting and fruit development, especially during the early stages, up to the pit hardening. Nitrogen fertilization consistently increases the olive yield but only when leaf N is below the sufficiency threshold (Hartmann,1958). It is usually applied to the soil using urea, ammonium sulphate, or ammonium nitrate. Nitrogen can also be supplied with either organic materials such as feathers or blood meal, compost, or a leguminous cover crop. Its deficiency is manifested by decreased growth activity, leaf yellowing, high ovary abortion, low yield and alternate bearing (Cimato et al., 1990; 1995).
Phosphorus also has a role in growth, being essential for cell division and the development of the meristematic tissues, fruit set, fruit growth and maturation, and in lignification of the shoots. Even if absorbed by the olive tree in a relatively high quantity, the effects of phosphatic fertilization are nevertheless manifested with extreme slowness. The most used phosphate fertilizers are soluble phosphates and in particular superphosphates with 35-45% of phosphorus pentoxide, which is the form absorbed by the plant. A content of 50-100 ppm of phosphorus pentoxide in the soil detected by soil analysis, can be considered to be satisfactory. The symptoms of deficiency of this element, which is very rare, occur with a reddish or purplish coloration of the green parts of the plant, and it causes metabolic problems for growth and fructification, with delays in drupe maturation.
Potassium promotes the accumulation of carbon hydrates such as starch, an energetic reserve for metabolic processes. This element, regulates the water consumption of the plant through an increase in water retention in the tissues and it also controls transpiration. Potassium is an enzymatic activator, it increases the plants resistance to thermal extremes and to some fungal diseases, and it promotes oil accumulation in the fruits. This element is, usually, applied to the soil during winter in order to gradually reach the rooting zone with the rain. Regular potassium fertilization is necessary in order to maximize both yield and quality, especially in heavy yield years.
After nitrogen, phosphorus and potassium, other very important nourishing elements are magnesium and calcium. Magnesium is an essential component of chlorophyll and generally it is not considered in fertilization plans because it is already contained in many fertilizers. Occasionally, magnesium deficiency can be revealed in orchards growing on sandy, neutral soil. Fertilization based on magnesium sulfate corrects this deficiency.
Calcium is vital to olive plant growth, because it is an essential constituent of cell walls and contributes to the mechanical resistance of tissues, it also acts as an activator of some enzymes. Deficiencies of calcium due to soil acidity, can be corrected with an adequate lime supply as calcium carbonate.
Sulphur is present in plant amino-acids such as cystine, cysteine and methionine and is located in the soil in the organic matter. Fertilizers containing sulphur as ammonium or potassium sulphate, etc. are distributed against possible deficiencies of this element.
The most important microelements are iron, copper, zinc, manganese, molybdenum and especially boron, all developing a specific and exclusive role as enzymatic activators in the biochemical processes of the plants. These elements, present in small amounts in olive tissues, have a very narrow range between a sufficiency and toxicity level. Leaf tissue analyses provide excellent information in order to directly diagnose the toxicity or the lack of these microelements.
Above all it is very important to know the boron content of the leaves because it plays a major role in pollen growth, fruit set and plant productivity. Visible symptoms of boron deficiency are manifested with leaves with apical chlorosis, followed by necrosis and leaf drop. In the cases of a slight boron deficiency, the fertility of the flowers is reduced due to increased ovary abortion (Perica et al., 2001). Boron deficiency is nevertheless removable with extreme rapidity and effectiveness through leaf treatments during the pre-flowering stages. Foliar applications have had statistically significant effects on the yield and leaf B contents, therefore, the most economic dose was found to be 0.4% foliar application of sodium tetraborate.
The organic matter in soil plays a central role in controlling the availability of N, P and K and it can also act as a chelate, making certain micronutrients more available for the roots in the form of complexes.
4.2. Fertilization techniques
Plant nutrition is physiologically dependent on the absorption of nourishing elements through the roots; it is therefore necessary to ensure that in the active soil layer there is a suitable endowment of available nourishing elements for the plants. Normally fertilizers are spread on the soil. Nitrogenous fertilizers, nitric, ureic or ammoniacal, are used annually according to requirements and the time of intervention, the first one being easily soluble with a fast effect, while ureic and ammoniacal products have a longer acting time and greater persistence. The nitrogen amount usually provided is of 1kg N equal to, approximately, 5kg of ammonium sulfate, 3kg of ammonium nitrate, 4kg of calcium nitrate or 2kg of urea. The principal provisions of phosphorus and potassium, due to their low mobility in the soil, are provided before the plantation of the orchard establishment, further applications are made every 4 to 5 years in the autumn on the ground.
Fertilizers can also be supplied by the foliage, and in olive trees this characteristic can be effectively exploited in order to satisfy the needs of the plants in situations of particular demands (lacks of microelements), or as integration of soil fertilization in the different phenological phases. This technique is considered to be a valid support to increase the nutrient levels and the crop yield, reducing competition among metabolic sinks (shoots, inflorescences and fruits) and increasing the absorption of nutrients through the roots (Cimato et al., 1990, 1991, 1994, 1995; Toscano et al., 2000; Toscano, 2008). It provide nutrients quickly, uses low amounts of fertilizer, can be combined with pesticide applications, is well suited to rain-fed olive trees or when ground fertilizations would be useless due to a lack of soil humidity. The advantages of this technique are manifold: timely intervention, nutrients are given at the moment of greatest necessity, and is effective in a short time, and allows an integral use of the administered element. If only a foliage solution is applied, several applications take place (Fernández-Escobar, 1999; Ben Mimoun et al., 2004). Some results demonstrate, however, that foliar fertilization cannot entirely replace nutrition through the roots, even though it permits a reduction of the fertilizer required to be applied to the soil (Fontanazza, 1988; Toscano et al, 2000).
Many authors have studied the efficiency of olive foliar nourishment and for specific nutrients good results have been achieved using urea solution (Cimato et al, 1991; 1994).
Potassium is easily absorbed and distributed through leaf tissues (California Fertilizer Association, 1998) and foliar application is helpful to satisfy plant requirement having a high efficiency (Inglese et al., 2002). Phosphorous is given during summer fruit growth, in order to be readily absorbed and translocated to the fruits for quality purposes, therefore its application is better in the form of a foliar fertilizer.
In addition, recent studies have assessed the effectiveness of some commercial products on different olive cultivars, which behave differently. A helpful example of this efficiency is shown using NutriVant (NV) foliar fertilizers in addition to soil fertilization and showed that better results are obtained on the ‘Carolea’, than on ‘Nocellara del Belice’ cultivar. This difference is more clear in the “off year” orchards, during which an increase in the vegetative parameters and yield entity, in comparison to the control tests, was recorded. Conversely, in the “on year”, the NV test had good results on both observed cultivars (Toscano et al., 2002b; Toscano, 2005; Toscano & Godino, 2010).
In irrigated orchards it is possible to supply nutrients to the plant by watering systems (fertigation) (Toscano et al., 2002a). The advantages of such practice consist in the easiness of application and in the efficiency of fertilizers, being able to reduce the needs of fertilizers by up to 30% in comparison to soil distribution. Fertigation implies a sensitive reduction of the management costs both in terms of purchase, transport and distribution of fertilizers, enhancing their efficacy in order to grant a better nutritional level to the trees, to maximize yield, oil production and profitability.
5. Irrigation
The efficient use of water resources in agriculture is extremely important in order to improve the economical and environmental sustainability of agricultural activity. Mediterranean regions of Italy are characterized by a high evaporative demand of the atmosphere, water scarcity and increasing negative consequences of climate change. In Italy the rainfall can vary annually from less than 400 to over 800 millimeters, and the lack of precipitation that is often manifested during the summer, involves the use of irrigation during dry periods to ensure the constant productivity of olive orchards.
In traditional olive cultivation areas, characterized by water scarcity, rainfall and underground water resources are the only supplies for the olive tree water requirements. Rainfed olive groves, therefore, are characterized by low plantation density which allows the exploitation of an adequate soil volume by the root system, minimizing competition for water among plants.
The olive, a sclerophyllous evergreen tree, is able to tolerate the low availability of water in the soil by means of morphological and physiological adaptations acquired in response to coping with drought stress (Connor & Fereres, 2005; Bacelar et al., 2007). Under semi-arid conditions olive trees were able to restrict water loss by modulating stomatal closure at different levels of soil moisture and evaporative demand and show a non-balanced allocation of dry matter among the different plant organs, resulting in a reduction of the vegetative growth and a significant decline in the productive performance (low yield and alternate bearing behaviour) in favour of development of the root system. Indeed, olive tree roots can extend and go deep into the soil to exploit a wider soil volume (Fernández et al., 1991; Dichio et al., 2002). Olive plants maintain a high rate of photosynthesis during long drought stress periods. The high efficiency of the olive is also due to its ability to continue to absorb carbon dioxide and to produce carbohydrates in water deficit conditions that determine the complete stomatal closure and threaten the survival of other species (Xiloyannis & Dichio, 2006). A higher photosynthetic rate under drought is a decisive factor for better drought tolerance in olive cultivars (Bacelar et al., 2007). Generally, when water is not restricting growth, plants invest a considerable fraction of photoassimilates in the expansion of photosynthetic tissues, maximising light interception and, as a consequence, growth (Dale, 1988). The capacity to withstand severe and prolonged drought periods, however, is negatively associated with olive tree growth and productivity, owing to the decrease of assimilates under water deficit conditions. Reductions in photosynthetic performance under water stress have also been observed by several authors (Inglese et al., 1999; Patumi et al., 1999; Tognetti et al., 2005; Bacelar et al., 2006; Lavee et al., 2007; Ben Ahmed et al., 2009).
A proper soil water availability enhances vegetative growth, such as shoot length, allowing the olive trees to produce a higher number of buds able to provide the opportune basis for the next year’s production (Patumi et al., 2002; D’Andria et al., 2004; Gucci et al., 2007;Ben-Gal et al., 2008; ). Stress levels and water requirements are highly dependent on fruit load and best irrigation management must account for biannual bearing effects. Although biennial bearing is basically genetically determined, the degree to which it occurs is greatly affected by environmental conditions, especially the weather and cultivation practices (Pandolfi et al., 2000). Alternate fruit bearing occurs under both extensive and intensive growing conditions (Pannelli et al., 1996; Lavee, 2006). With irrigation, olive production can increase up to five times that of olive groves in dry arid climates, in the Italian climate on average a double production must be expected (Bini et al., 1997). Obviously the scale of production will depend on soil conditions, average rainfall, evapo-transpiration and temperatures, cultivars, planting distances and other cultural practices (Nuzzo et al., 1997). Proper management of irrigation, especially during the summer drought, keeps leaves in activities promoting fruit growth and accumulation of reserves in the various plant organs (Xiloyannis & Palese, 2001), in any case, table olives cannot be cultivated without irrigation.
5.1. Olive tree water needs
The unitary water consumption of the olive tree, namely the quantity of water that must be transpired in order to synthesize a gram of dry substance or commercial product, have been estimated to be 1 liter of water by 1 m2 of leaf, daily transpired in August. Such indexes, with opportune calculations, can be useful to help establish watering volumes. Best indications are drawn by the compilation of water budgets that, from the comparison among the entity of the rains and the losses of damp from the soil by evapo-transpiration, allow the determining of the water deficit or excess in the different periods of the year.
The criteria to be adopted in watering planning must be based on respect of the water requirement of the crop, and on the knowledge of the critical phases of the vegetative cycle of the plants, over that of the quantity of available water for irrigation, for the evaluation of the economic convenience of the intervention. As for all the other production factors, the economic principle of marginal productivity is in force also for water.
Olive tree water requirements are variable and depend upon factors such as soil type, climate, planting density, age of trees, cultural management (e.g. fertilizing, pruning) and the method of irrigation.
In the olive tree there are nevertheless some critical periods during the annual cycle, during which the plant mostly needs water. The first one extends from bud differentiation up to flowering and therefore to the fruit set: in these phases a water deficit can create trouble in flower development with a smaller number of flowers for inflorescence, increasing ovary abortion, and a lower fruit set. Generally during this period in Italy there are no deficiencies in soil water. Subsequently, at the second phase of fruit growth, corresponding to the pit hardening period, olive trees are most resistant to water deficit (Goldhamer et al., 1994; Moriana et al., 2007), on the contrary the third phase, when olive oil is accumulated, the olive tree again seems to be sensitive to water stress (Lavee & Wodner, 1991)
The inolition process starts around the pit hardening phase and reaches a maximum before ripening. The effects of irrigation on oil content are nevertheless quite controversial depending on different experimental conditions
Some authors did not find any difference in oil content between irrigated and non-irrigated trees (Michelakis et al., 1994; d’Andria et al., 2004), while Inglese et al. (1999) reported a lower oil content in the fruits of trees grown under high soil water deficit conditions. The literature suggests that the fruit and oil yield response to irrigation is highly cultivar specific (Lavee et al., 2007). Despite the increasing use of irrigation in olive groves, there is still a poor understanding of the effect of irrigation deficit on the qualitative parameters of olive oil.
For the calculation of the water needs in an olive-grove, some formulas are used that consider climatic environmental data, such as the rains and the potential evapo-transpiration (ETP), adopting different coefficients in relation to the spacing of trees, the age and shape of the plants, and season. The water deficit, will be given by the difference between the water used by the crop and the water availability in the soil: such a deficit will be therefore compensated for with irrigation to optimize the productive potentialities of the plants.
The calculated seasonal watering volumes, will be nevertheless reduced considering the threshold of convenience, in relation to the efficiency of the irrigation system, the cost and availability of water and the value of the product. For the intensive olive growing in South Italy, it increased from 1.500 up to 3.000 m3 hectare-1 per year (Agabbio, 1978).
An evaluation of the water needs, such as the water consumed by the crop (evaporation and transpiration), can rationalize the irrigation technique. The evaporation potential (ET0) must be determined through the compilation of the soil hydrological balance and the search for an empirical correlation between the potential evapo-transpiration and one of the climatic factors.
To satisfy the needs of an intensive olive-grove the results of different watering trials pointed out that for the olive tree it is enough to supply 30-50% of the evaporated water.
The beginning of the irrigation season should take place when the soil is still wet (60-70% of available water) to ensure the maintenance of adequate reserves even in deeper layers and at points not covered by providers in order, however, to maintain roots present in those areas.
Irrigation can be realized in different ways and the choice of the optimal method should be made according to each single olive-grove typology and environments. Sprinkling methods, with giant irrigators or wings, have the advantage of adapting to any soil condition, the facility of moving and transfer, and the timeliness of intervention, but generally with high costs and low efficiency of water. On the contrary localized irrigation, that allows water distribution evenly in sloping land, is a technique which offers the possibility to intervene in certain biologically critical phases for the plants (flowering, fruit setting, pit hardening, etc.), allowing a significant reduction, of about 25-30%, in the consumption of water. Furthermore it allows a more uniform distribution of water over time, with shorter shifts and increases the efficiency of irrigation up to 90%, avoiding losses due evapo-transpiration, runoff, etc.
With sprinkling the volumes are calculated for the whole surface; with the localized irrigation on the wet surface equal to 10% with drip irrigation and to 25% with microjets. Microjets enable irrigation of a rather large surface to meet the different needs of the olive tree during its development, but also creates constraints for tillage and weeds removal by mechanical means and increase water loss by evapo-transpiration.
In the center-northern olive-grove environments of Italy, natural water availability is often such to allow satisfactory production, even without resorting to irrigation. In the South of Italy, generally the annual average rainfall is rather low, with rains concentrated in the autumn-winter season, that does not coincide with the needs of the plant, therefore it is necessary to apply irrigation during summer.
The irrigation intervals depend, more than from the evaporative demand of the environment, on the type of soil and therefore from the quantity of water that it can retain.
In the case of localized irrigation shifts are on average 2-4 days with about 30 m3 ha-1 of water, the turns will progressively be shorter passing from slimy-sandy to sandy soil.
The most critical phases in which water stress should be avoided are at floraison, at fruit set, at fruit growth and at inolition. An effective watering season could start, according to watering water availability, at the end of flowering (May-June) and continuing until late September.
In recent years many studies have tried to apply deficit irrigation strategies to olive trees. These are based on the observation of Chalmers et al. (1981), who reported for peach trees that the maintenance of a slight plant water deficit can improve the partitioning of carbohydrate to reproductive structures, such as fruit, thus controlling excessive vegetative growth. The asynchronous growth of olive fruits and shoots reduces competition for assimilates at critical stages, providing a sound basis for the application of irrigation deficit.
The controlled irrigation deficit is a water management method that does not completely satisfy the tree’s water requirements during the growing season. It causes a temporary and regulated water deficit in a specific phenological stage. When it is applied in the pit-hardening period, the olive oil yield is not affected while the water use efficiency (WUE) is improved. On the contrary when the controlled irrigation deficit is applied from fruit set to harvest, the oil yield decreases but the WUE and certain olive oil quality parameters improve. As the productive tree responses are not affected by moderate levels of water stress, irrigation deficit strategies are recommended in arid and semi-arid areas to save the scarce conventional water resources (Angelakis et al., 1999; Massoud et al., 2003).
Finally it is interesting to note that the olive is quite resistant to salinity. This plant tolerates brackish water (up to a salty residue of 4 g/liter), and therefore can allow the realization of irrigated olive-groves, valorizing waters which are not usable for other crops (Basta et al., 2002; Perica et al., 2008).
6. Pruning
Pruning is a very expensive practice in olive grove management, reaching up to 40% of total cultivation costs, but it is also essential for olive grove profitability. It is finalized to modify the natural shape and structure of the trees, to reduce to the least one skeletal structures, to balance the vegetative and productive activity, and to maximize fructification. To reach the best results, pruning must be rationally managed, and based on the harvesting system. A modern approach to this practice allows to form and maintain the tree structure at a relatively low cost, reducing and simplifying pruning operations without negatively affecting yield, oil quality, or orchard sustainability.
Strategies of “minimum pruning” can be developed at a farm level independently of the type and size of the orchard. Managing the canopy according to the criteria of “minimum pruning” is suitable both for traditional olive groves and modern, high-density orchards.
The growing habit of the cultivar, the natural tendency for high vegetative activity, the type of buds and branches, and alternate bearing are all important biological features of the olive tree that it is important to consider for pruning.
In practice, pruning is distinguished into a formation and a production pruning: formation pruning has the purpose to give the selected form to the olive tree; while the production pruning is finalized to preserve the form and the size of the canopy, to eliminate inefficient or unproductive structures, to facilitate the functional positioning of fruiting shoots to enhance harvest efficiency, to maintain the trees’ vegetative and productive balance. Olive trees bear fruits on the previous year’s shoots, so to have fruit every year an adequate vegetative growth must be achieved. Annual interventions should be faster, smaller and easier cuts using small tools such as shears and saws.
The execution of pruning should avoid the accumulation of too much wood caused by an excess of primary branches and an excessive overlapping of secondary branches. To stimulate olive production pruning must be reduced to strictly necessary interventions, leaving the most possible greater number of leaves. Periodically some return cuts made on the branches return the plants to their assigned volume to maintain the volume and the shape of olive trees.
Extraordinary kinds of pruning are practiced when it is necessary to restructure the canopy in another form held to be more convenient. Pruning old trees requires drastic cuts to rejuvenate or to restore the health of the plants so as to stimulate their growth and renew fruit-bearing shoots and branches.
Pruning also contributes to reducing the occurrence of pest and disease. Dense canopies encourage the presence of parasites due to high relative humidity, whilst well-aerated canopies considerably decrease the attack of pest and disease such as the ‘olive knot’ which appears on branches and is otherwise very difficult to control.
6.1. Training system
Around the Mediterranean basin, a traditional area of olive tree cultivation, there are many different training systems for olive trees, but now in modern orchards the most common shapes are:
The “vase” with several different variants is by far the most popular shape and the most practical for hand or semi-mechanical harvesting. Usually the vase has a single trunk varying in height from 50 cm to 120 cm, branching into some primary branches, in adult plants generally three, equally spaced so as to intercept as much sunlight as possible. These branches, tilted about 45-50 degrees, support the scaffolding of the tree.
The only pruning required is in the centre of the canopy to allow enough sunlight to come through and removing cross branches leaving the greatest possible number of leaves on the plants, because productivity and the oil quantity in the drupes is dependent on them.
The “single-trunk” is constituted by a central axis of the tree that raises a series of primary branches chosen amongst those that grow vigorously inserted in a spiral, alternated by 50-60 cm between them. To achieve this form few thinning cuts are made during the training phase. When the plants are in production the primary branches are periodically pruned by cutting or heads back, or eliminating them in order to renew the fruit-bearing surface. This shape is good for the intensive olive growing systems where the canopy cone reduces distances between the plants and for the mechanical harvest with shakers, but it is difficult to manage.
The “bush” shape is the result of natural basal sprouting of the olive tree with numerous branches and those that arise from the bottom. This system is suitable for intensive cultivation models to be collected by hand or with tool facilitators it requires very little pruning during the training phase, but it is unsuitable for mechanical harvests with shakers due to lateral branches shooting from the proximal part of the trunk.
The hedgerow is a training system in which trees grow freely, so that the canopy forms a productive wall along the row, usually managed with mechanical pruners to maintain the trees with an available volume.
Lately the training system suitable for olive orchards with over 1000 trees per hectare, is a single axis, obtained by thinning out the side branches in the apical part and by also removing those located below 0.5 m from soil during the first year of planting the to allow the passage of the machine. Once full production has been reached, plants are pruned so as to contain vegetation within 2.2 m in height and prevent the development of little branches of a diameter greater than 3 cm. In these groves mechanical pruning alternating with manual interventions is used to contain the development of foliage.
The training system is the result of the growing habit of the tree and pruning practices and it must be chosen before the planting as a function of the harvesting method and mainly of the area climate. Indeed, experimental tests of comparison between the ”vase” and the “single-trunk” conducted over several years in the experimental field of CRA-OIL, located in Mirto Crosia (CS-Italy), showed the extreme difficulty in maintaining the last shape due to the climatic characteristics which are strongly favorable to olive plant development.
6.2. Pruning scopes and effects
A first objective of pruning is to provide a shape and structure to the tree which guarantees proper illumination of the canopy to enhance photosynthesis, good circulation of air, avoidance of pest disease, and a better disposition of fruiting shoots to facilitate and maximize the harvest.
At plantation, the first cuts are executed to plan the scaffold and the principal branches are chosen according to the selected shape. In the following years, pruning will be limited to the elimination of unfit shoots, favoring correct skeletal development. After the third-fourth year, with the beginning of the yield, annual pruning will have to balance volumetric growth with the vegetative-productive equilibrium of the trees.
Pruning intensity increases with the age of the tree. Pruning is light on young trees to allow the shaping and to grow and build energy reserves.
As general guidelines, for adult trees, given the light need of this species to perform photosynthesis, it is necessary to reduce the density of the foliage, allow sunlight to penetrate into every part of the olive canopy and promote air circulation. All the suckers around base of the trunk and branches that have already produced should be removed. It is also important to keep the upper parts of the tree open to allow the lower parts to remain productive.
In adult olive-groves, in full production, annual pruning allows better regulating of the balance between vegetative and reproductive activities and so contributes to reduce alternate bearing. This phenomenon is more dramatic the wider the pruning shift. The shift of pruning cycles should be chosen based on factors such as the growth of branches, the fruit-laden, the training system, soil fertility and climate and structural aspects of the farm. The execution of pruning every 2 or more years allows a reduction of the cost of such practice but favors the occurrence of alternate bearing.
Tests for several years showed that it is necessary to maintain a large leafy area of the plant, and pruning of medium intensity in shifts of two - three years, depending on the cultivar, gives the best results (Tombesi et al., 2002; Tombesi et al., 2007). These pruning cycles, compared with annual pruning, allow an increase in the production efficiency of the plant, and also a net saving of human work, since the execution times are not very different, and the number of cuts per plant is almost similar.
According to whether the mechanical harvest are adopted, with shakers or mechanization, in the first instance it is necessary to build the canopy towards erect forms, with shoots which are relatively short and rigid, to favor the transmission of vibrations up to the drupes in the whole volume of the canopy, while in the second case, the pruning will have the aim of bringing up the external wall of the canopy longer and pending fruiting shoots, to facilitate harvesting with pneumatic combs(De Simone & Tombesi, 2006; Tombesi et al., 2008).
Pruning must be carried out at the end of winter, before the restart of vegetative growth. It must be avoided after the harvest, because it reduces the cold resistance of the plants and does not allow wounds to heal, favoring diseases from fungi or other parasites. Traditionally in late summer a second pruning is performed on adult plants to eliminate suckers inside the plants, with special reference to the vase shape, where the formation of shoots within the canopy becomes a rule.
In profitable olive orchards pruning mechanization is essential to reduce management costs and regain timeliness in working, even though it penalizes the productive efficiency of trees. To balance the economic needs of management there are several ways to carry out mechanical pruning that should not be performed simultaneously on the entire plant. To ensure a good production of fruiting branches the canopy that remains after pruning should not excessively reduced. Mechanical pruning can be applied alternately in different years and/or rows by carrying out topping and hedging, reserving annual hand pruning to eliminate shoots and suckers.
Several experiments have been performed in different types of olive orchards in order to study the feasibility of mechanical pruning (Giametta & Zimbalatti, 1997; Ferguson et al., 1999; Ferguson et al., 2002; Peça et al., 2002; Tombesi et al, 2008; Dias et al., 2008; Farinelli et al., 2009). In our experience, the technical-economical convenience of pruning mechanization, also considering equipment integrated with pneumatic combs for olive harvesting, was evaluated. The results showed the good effectiveness of the pruning equipment in terms of cutting quality and working capacity (Pascuzzi et al., 2007; Toscano 2010a ). Other trials have been carried out to assess the performances and the effects of mechanical pruning, that was performed both with toothed disks and scissor blades pruning machines. Both resulted in great efficacy and work productivity; nevertheless, the first ones are more efficient for woody vegetation, up to 10 cm diameter, while the second ones work better on thin branches, even though it can cut woody branches up to 5 cm diameter (unpublished data).
7. Harvesting
In olive grove management, the harvest is the other most expensive practice, together with pruning. Harvesting systems, can be considered rational only when they can reconcile the operation costs with the necessity to pick up the maximum yield in respect of the product quality. In the past, the availability of low cost manpower with a manual harvest allowed the satisfaction of these two demands, but the low availability and increase of the cost of labor, have made such operations excessively onerous, and applicable only to table olives.
Manual harvest can be improved using hand-held pneumatic combs to detach the olives from the plant that assuage the work, and give maximum flexibility in terms of harvesting time, and increase the operators productivity, but it is time-consuming and costly.
Mechanical harvesting is executed with shaker, also equipped with a reverse umbrella as an olive interceptor, that has considerable economic advantages compared with traditional manual picking procedures(Tombesi & Tombesi, 2007). In this way a great reduction in labour costs, harvesting timeliness and good performance, is achieved. Nevertheless it is difficult to apply in the majority of traditional olive groves due to the presence of malformed, voluminous plants, or those of an unsuitable cultivar.
In the new intensive olive groves, with trees optimized for cultivar and structure, mechanical harvest is instead applicable with positive results, usually in a step, getting up to 80-90% of yield (Hartmann & Reed, 1975; Ferguson et al., 1999; Giametta & Pipitone, 2004; Toscano & Casacchia, 2006). In these orchards with well pruned trees it is possible to harvest up to 50 trees/hour with a suitable shaker and collecting system (Lavee, 2010).
Using shakers, the more efficient harvesting yard is constituted by 5 or 7 operators, of which one operates the shaker, and the others the nets and the moving of olives, reaching a productivity up to 0,4 tons/man by hour (Briccoli et al., 2006; Tombesi, 2006; Toscano, 2007).
In super intensive olive orchard, or intensive olive orchard with trees structured in a productive wall, continuous harvesters, derived from grape pickers that work on both walls of a row (Bellomo et al., 2003; Arrivo et al., 2006) can be used. Wall pickers, that work on a single side of tree walls, also reach a working productivity up to 1 hectare by hour, with yield percentages similar to the shakers (Toscano, 2010b).
7.1. Ripening physiology of drupes
The olive tree fruits (Olea europaea L.) are oval or round drupes, of variable weight according to the cultivar, the yield, the nutritional and health state of the tree. The drupe is constituted by the external exocarp (peel), by the fleshy mesocarp (pulp) and by the internal stone (pit). Fruit development and ripening are a combination of biochemical and physiological changes that occurred during maturity of fruit. The development process is characterized by changes in size, weight, composition, color, flavor and physical proprieties of the fruit (Connor & Fereres, 2005) and is critical for final yield and oil quality. Oil accumulation, which occurs from pit hardening to harvesting may be early or late depending on the variety, generally it starts in the northern hemisphere from the month of August and continues up to November-December, subsequently the increase of oil content in the drupes is apparent being due to water reduction.
The maturation of olives also varies depending on the crop load, environmental conditions, which are subject to strong annual variations, soil moisture, and cultural practices. At harvest, within a tree, not all the fruit are at the same ripening stage, in fact this parameter also depends on the position of the fruits.
For the olives to be used for the oil extraction, the harvest must have been carried out at the beginning of the ripening phase of fruits, at veraison, when the pulp changes its color from green to purplish red. This stadium corresponds to the maximum oil yield per hectare, since, even if subsequently a slight increase in the oil content of the drupes is had, the loss for natural fruit drop undoes the advantage. In many instances the oil quality also decreases. An early harvest allows the production a good oil, rich in antioxidants and aromatic flavors, that confers resistance to oxidation, and a "fruited” taste. Instead, oils obtained from olives harvested at an advanced ripening stage are less intense, less bitter with a lower percentage of mono-unsaturated and saturated fatty acids and a higher percentage of poly-unsaturated fatty acids, that penalize its stability.
With regards to the harvesting method, oils with excellent quality can be produced with both manual and mechanical harvesting, as long as the drupes are intact and healthy.
For table olives harvesting is carried out manually from the plant, to avoid damage to the fruits that would consequently depreciate their market value. In some cases harvesting in the olive-grove is done in different steps as a consequence of the ripening scale, or performed at the same time and the sub-size fruits are sent to the crusher for oil extraction. To facilitate the harvest it is necessary that the plants are of a contained dimension, and with suitable forms that assemble the fruits on the outside of the canopy and on lean shoots.
In table cultivars for green fruit processing the harvest is done when the peel color changes to light green, that corresponds to the beginning of pulp softening and the maximum content of sugars, fundamental during tanning, for the fermentation process that follows sweetening, with lye or brine. For the olives destined for tanning to black, the harvest must be effected when the pulp is also colored, based on the physiological maturation of the fruits.
The most important parameters to determine the stage of maturation of the drupes are the fruit separation force and the development of natural fruit drop. Before the natural fall of olives there is an attenuation of the force with which they are attached to branches and shoots. These physiological changes do not occur simultaneously on all the drupes of the same tree but occur with a certain scaling. Therefore, the decrease of the attachment strength of the fruit and the drop of the first fruits are the most important indices of the final stage of ripening. These indices are easily determined and able to predict with sufficient reliability the time to start harvesting.
The optimal time of harvest can be, further, defined as one in which there is a high amount of fruit on the plant capable of being detached by the machines in considerable percentages and with a high content in good quality oil when ripening the pulp becomes less consistent (Farinelli et al., 2006).
8. Conclusions
The information contained in this paper highlights that it is possible to achieve some improvements in olive tree productivity (in terms of quantity and quality) and a reduction in costs, spreading more rational agronomic practices. Increasing the olive groves income can be achieved through updated cultivation techniques. All these must be coordinated and integrated with each other to obtain a rapid formation of the tree production structures that allow the maximum expression of their productive potential and provide a high level of mechanization. Soil management, plant structure, fertilizer, irrigation, pruning and mechanical harvesting must be chosen according to variety and environmental features. The paper provides useful indications on the introducing of the cover crop to better soil management in order to control erosion and maintain soil fertility.
Moreover, olive trees respond very strongly to irrigation and take advantage of very low volume of water also with regulated irrigation deficit. With regards to olive pruning, this cultural practice must be managed rationally based on the harvesting system and both these techniques (pruning and harvesting) must be done mechanically to reduce the running costs for better crop competitiveness.
Acknowledgement
Financial support for this study was provided by the Italian Ministry of Agriculture, Food and Forestry Policy through the project GERMOLI “Salvaguardia e valorizzazione del GERMoplasma OLIvicolo delle collezioni del CRA-OLI“.
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Introduction",level:"1"},{id:"sec_2",title:"2. Soil",level:"1"},{id:"sec_2_2",title:"2.1. Soil texture, porosity and density ",level:"2"},{id:"sec_3_2",title:"2.2. Organic Matter and nitrogen ratio",level:"2"},{id:"sec_4_2",title:"2.3. Cation exchange capacity (CEC), pH, electrical and hydraulic conductivity, water content",level:"2"},{id:"sec_6",title:"3. Soil management ",level:"1"},{id:"sec_6_2",title:"3.1. Tillage",level:"2"},{id:"sec_7_2",title:"3.2. Tillage: Soil characteristics and erosion",level:"2"},{id:"sec_8_2",title:"3.3. Soil grassing",level:"2"},{id:"sec_10",title:"4. Nutrition",level:"1"},{id:"sec_10_2",title:"4.1. Nutrients typology and effects",level:"2"},{id:"sec_11_2",title:"4.2. Fertilization techniques",level:"2"},{id:"sec_13",title:"5. Irrigation",level:"1"},{id:"sec_13_2",title:"5.1. Olive tree water needs",level:"2"},{id:"sec_15",title:"6. Pruning",level:"1"},{id:"sec_15_2",title:"6.1. Training system ",level:"2"},{id:"sec_16_2",title:"6.2. Pruning scopes and effects ",level:"2"},{id:"sec_18",title:"7. Harvesting",level:"1"},{id:"sec_18_2",title:"7.1. Ripening physiology of drupes",level:"2"},{id:"sec_20",title:"8. Conclusions",level:"1"},{id:"sec_21",title:"Acknowledgement",level:"1"}],chapterReferences:[{id:"B1",body:'AA.VV.1989Paolo Sequi (a cura di), Chimica del suolo,. Pàtron (ed.),Bologna, Italy.'},{id:"B2",body:'AgabbioM.1978Influenza dell’intervento irriguo sul ciclo produttivo dell’olivo. Nota II: Influenza del regime idrico sulla biologia fiorale e sui caratteri morfo- qualitativi dei frutti. Studi Sassaresi. Sez. III. Vol. XXV: 266272'},{id:"B3",body:'AngelakisA. N.doMarecosMonte. M. H. F.BontouxL.AsanoT.1999The status of wastewater reuse practice in the Mediterranean basin: need for guidelines. Water Res. 1022012217'},{id:"B4",body:'AparicioR.LunaG.2002Characterisation of monovarietal virgin olive oils. Eur. J. Lipid Sci. 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Spoleto (PG), Italy, 310315'},{id:"B110",body:'ToscanoP.GodinoG.BelfioreT.BriccoliBati. C.2002bFoliar fertilization: a valid alternative for olive cultivar. Acta Horticolturae, 594, 191195'},{id:"B111",body:'ToscanoP.BriccoliBati. C.GodinoG.De SimoneC.RaglioneM.LorenzoniP.AngeliniR.AntonuccioS.2004aEffetti Agronomici e pedologici di due diverse tecniche di gestione del suolo in un oliveto collinare del Meridione d’Italia. Olivae 1022126'},{id:"B112",body:'ToscanoP.ScazziotaB.Briccoli-BatiC.2004bStrategie di gestione eco-compatibile per il recupero di competitività in sistemi olivicoli marginali: esperienze sull’inerbimento in suolo declive ed effetti sugli aspetti vegeto-produttivi su cv Carolea. In atti Conv. “Il futuro dei sistemi olivicoli in aree marginali: aspetti socio-economici, gestione delle risorse naturali e produzioni di qualità”. 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Geb. Agrik. Phys. 20231290'},{id:"B124",body:'XiloyannisC.PaleseA. M.2001Efficienza dell’uso dell’acqua nella coltivazione dell’olivo. In COI; Regione Campania; CNR Ist. Irrigazione (Eds) “Gestione dell’acqua e del territorio per un olivicoltura sostenibile”, Corso Internazionale di aggiornamento tecnico scientifico, Napoli, Italy.'},{id:"B125",body:'XiloyannisC.DichioB.2006L’irrigazione sostenibile in frutticoltura. Ital. J. Agron. 3507517'}],footnotes:[],contributors:[{corresp:null,contributorFullName:"Caterina Briccoli Bati",address:null,affiliation:'
Agricultural Research Council - Olive Growing and Oil Industry Research Centre, Rende (CS), Italy
National Research Council - Institute for Agricultural and Forest Systems in the Mediterranean, (ISAFOM), Rende (CS), Italy
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1. Introduction
In this chapter the focus is on higher education (HE) curricula innovation geared towards online teaching and learning and responsiveness to the demands of globalization. Globalization is inevitable worldwide phenomenon regardless of the different countries’ existing social, cultural, economic and political boundaries. “Globalization serves as the impetus for sociopolitical and economic change and… perpetuates a borderless world where practices and ideas are shared across space and time aided by technology, mobility, communication, socioeconomic relationship, and environmental interdependence” ([1], p. 21). Indeed, the impact of globalization may have fueled many new developments, such as, the increased focus on knowledge-related resources (an innovation, an idea, a solution) as opposed to tangible industrial natural resources (land, timber, rubber) in traditional economies. As such, globalization has led to many “unprecedented developments in information technologies and social media; the pervasive impact of economic liberalization and trade agreements; the increased flow of people, ideas, capital, values, services, goods and technology across borders” ([2], p. 5). HE has also been and continues to be impacted by the globalization storm. Therefore, higher education institutions (HEIs) have had to adjust their curricula and the programs they offer to enhance their students’ ability to competently face the globalization challenges and opportunities which are many and complex as reflected in Figure 1. However, HEIs in Africa have been slow in terms of curricula innovation, yet, the globalization and technological influences continue to emerge and will remain so as an important part of our daily lives and society.
Figure 1.
Shows the complexity of higher education curricula innovation demands for the 21st century knowledge production.
2. Methods
The method of gathering the information presented in this chapter involved thorough in-depth review of literature on embracing online teaching and learning in HE, with particular focus on barriers, realities, and possibilities. Furthermore, relevant literature on curriculum innovation and online pedagogy were used. We also blended this approach using Makerere University as a case study. The College of Education and External Studies (CEES) conducted a needs assessment survey on preparedness for online teaching and learning. Here we report data for both challenges and coping strategies during online teaching and learning. The Faculty shared their responses which were obtained from the college’s staff WhatsApp platform in the second week of July 2021 about those courses taught online for semester two academic year 2020/2021 during the COVID-19 pandemic. The faculty who participated in this study are those who actually had taught or were teaching online courses. Although the information gathered from one college may not be generalizable it is credible and valid. This due to the fact that faculty shared their own lived experiences in online teaching and learning.
Globalization has influenced the way we do business especially as a driving force of the knowledge-based economies around the world. Knowledge has become a critical resource that is needed to operate in the globalized knowledge economy. The focus is now more on knowledge as opposed to increased emphasis on the accumulation of tangible resources. As such, knowledge is looked at as a commodity or an asset and it is also seen as a catalyst in modern economics ([3], p. 291). Nevertheless, the “use of knowledge is the main driver of economic development and a powerful engine of production” ([4], p. 8). Currently, efforts to accumulate more tangible resources (i.e. building structures, computers, photocopies) without adequate or sufficient knowledge on how to use the resources seems not to make sense anymore. This does not mean that tangible resources are no longer important. However, the value of tangible resources in diminished without the knowledge on how to use them innovatively. Therefore, such people who are capable of generating knowledge or ideas leading to solutions that address current global challenges are on an increasing demand. They are on demand because they contribute both directly and indirectly towards the knowledge production. Knowledge production refers to ability to generate innovative knowledge/ideas and solutions to address real-life situations or challenges. Indeed, innovation is a product of knowledge production. HEIs should play a significant role in knowledge production and likewise incredibly contribute to innovations. In theory, one best way of becoming innovative is by engaging and interacting with innovations [5]. Therefore, HEIs must create conducive environment for students that actually represent the world of innovation through scientific research, technology and knowledge production. Indeed, developed and developing economies of the world increasingly lay much more emphasis on knowledge production in terms of generating innovative ideas and patent creation to optimize their competitive advantage in the globalized market share. “Globalization has also been an important factor in opening new markets and internationalization of trade in knowledge sectors that have exposed the world economies to international competition” ([4], p. 7). This has also stimulated “the creation of global labor markets of highly skilled workers, investment and access to new technologies, information, idea and knowledge flows from around the world that have accelerated the transition to a knowledge-based economy” [4]. Knowledge-based economy refers to economies focusing on “increased specialization, research, innovation, and learning driven by new information technologies” ([6], p. 10). The new information technologies are so important drivers of the knowledge-based economy that if Africa is to remain competitive, it needs to expand its networks for improved information sharing [3]. Most importantly, the knowledge-based economy emphasizes the use of ‘knowledge’ as an asset to leverage the growth and development of world economies. As a matter of fact, some countries have been so good at flexibly creating and producing new knowledge quickly to address current local, regional, and global problems facing society. These countries have been able to obtain significant economic gains through such innovation and knowledge production. Besides, these countries have continued to prosper in spite of the impact of globalization. However, the majority of third world countries have been unable to make the necessary adjustments in terms of globalization responsive curricula especially for higher education and the quality of their education systems is generally low. Consequently, they have tended to stagnate in their economic, social and technological developments. Yet if Africa to remain relevant and competitive in today’s knowledge-based economy, the continent has to revamp her HEIs as centers of excellence for knowledge production.
4. Higher education (HE) in Africa
While HE is not a new concept in Africa, this level of scholarship has been a preserve for the privileged few. Back in the colonial days [1880s–1950s], HE in Africa was first accessed only by the children of the chiefs and loyal families. However, prior- and post-independence in early 1960s and 1970s many governments in Africa recognized the role of HE in economic and human capital development. Much as African governments at that time committed modest resources to HE, these governments extended HE opportunities to children from poor families who academically brilliant. The motivation was to prepare citizens for the few government white color jobs. However, the 1990s on wards have seen declining governments’ commitments towards financing of HE in Africa. Equity in financing of HE remains a huge challenge in Africa [7] and yet, “the doors to HE must be open to all worthy students, regardless of their socioeconomic status, gender, and regional origin” ([7], p. xiv). Interestingly, the demand for HE in Africa is rapidly expanding and the numbers of private HEIs in Africa have more than doubled in the last two decades. For example, “in 2018, there were 1682 universities in Africa, up from 784 in 2000” [8]. HE also contributes to social mobility by enabling low-income students to move up the income ladder [7]. However, Africa’s knowledge capital remains very low due to poor quality of education since most graduates lack the needed competences [9].
It is also important to note that the developed and developing/emerging economies of the world have invested heavily in HE compared to third world countries. Evidence shows that “nations increase their knowledge base by investing heavily in HE and research institutions in order to position themselves in the global competition” ([3], p. 292). Thus, African nations should consolidate their efforts towards ensuring the quality of higher education and training with particular emphasis on laying a firm foundation in scientific research, technology and innovation [8]. This of course has serious implication on financing of HE. Indeed, “production of new knowledge is and [remains to be] the core function of tertiary education” ([10], p. 12). This core function can be enhanced even further when HEIs emphasize and promote cross cutting-edge scientific research, technological knowledge and innovation in response to compelling social, economic, political, and environmental problems facing our society.
“Education leaders regardless of their location will need to position their institutions at the intersections of commerce, culture, and technological transfers to gain the most out of the connectivity and knowledge that benefit their local quality of life” ([11], p. 609). Indeed, society should look up to HEIs for the creation of new knowledge and innovation [12] granted that “Universities can also be important magnets for talent and innovation, when attracting top students” ([13], p. 114). The top students with best brains can make a difference through their contribution to knowledge production and innovation. Thus, HEIs are not only engines of innovation but also incubators for economic transformation and development to meet the global challenges [8].
Regrettably, as earlier indicated, there has been declining investment in HE in most African countries. This is reflected by the fact that most HEIs in Africa with the exception of Egypt and South Africa have tended to lag behind in cutting-edge scientific research, technology and innovation [8]. Indeed, African nations continue to be major knowledge consumers and seekers as opposed to knowledge creators/producers. In fact, the continent’s research output is extremely low accounting for 1.01% of the global research output [8]. As such, Africa as a continent will continue to be alien to the main players that substantively contribute towards the solution formulation to meet real global challenges. Indeed, “The potential of HE’s contribution to Africa’s development remains underdeveloped and often misunderstood, [Yet,] in today’s globalized world, which prioritizes economic growth through liberalized trade and competitive market strategies, much emphasis has been placed on HE’s ability to produce graduates to serve the labor market and produce new knowledge for the knowledge economy” ([2], p. xiii). However, this potential cannot be achieved if HEIs continue to produce graduates with mismatched skills to the current job market [14]. The question of ensuring that the individuals that graduate from HEIs are employable in the twenty-first century remains a huge concern in Africa [8].
This has serious implication for the existing “institutional missions and curricula” ([1], p. 21). There is need to revisit the relevance of the current institutional missions and curricula especially by focusing on their alignment with the twenty-first century job market demands. Thus widening access and opportunities for HE in Africa without actually ensuring that the rising numbers of graduates are employable and have acquired the twenty-first century skills remains a serious dilemma. However, one cannot dream of graduates being endowed with the twenty-first century skills without the curricula integration of such skills into interactive and engaging activities and experiences for students. This requires to focus on the utilization of pedagogical strategies that can enhance student-centered learning [15]. For instance, encouraging student’ led inquiry and collaborations, prepares them to operate effectively, communicate and work independently. Thus, the need to adjust curricula and pedagogical demands of the twenty-first century HE [8] cannot be underestimated.
However, this is unlikely to happen unless HEIs revisit the issue of quality in terms of education and training experiences offered to their young people granted that educational quality is the key to enhancing the quality of citizens/people [9]. Therefore, it takes quality education and training experiences to develop quality knowledge capital. For instance, creating provisions for active participation/engagement of youths in scientific research draws them into increased learning opportunities that can promote the development of innovative ideas [5] and hence, their likelihood to contribute meaningfully in creating innovative projects. In fact those involved in the innovation research projects and processes tend to organically gain competences through interactive learning [5].
5. Embracing the ‘New Normal’ in Africa
The pandemic has disrupted all walks of life and the most affected sector is education. It has been reported that millions of school and college going children are out of school. Thousands of parents and teachers have succumbed to the pandemic. This has left education, the already overburdened sector with fewer teachers as well as other support personnel. HEls closed in 175 countries leaving over 220 million post-secondary students whose studies were disrupted due to COVID-19 [16]. It is also important to note that even long before the pandemic, many countries in Africa were not ready to fully embrace the “New Normal” [17]. As such, the pandemic has worsened the situation for majority of African countries and stopped them from getting ready to embrace the New Normal by disrupting the basic progress already made in terms of their technological innovation and knowledge production. Consequently, it has also compromised Africa’s ongoing economic and social development.
Indeed, if these countries do not adapt modern knowledge systems and tools; they stand a danger of becoming laggards or passive bystanders in the future” ([3], p. 293). Given that the continent’s “natural resources are rapidly depleting, and Africa’s economic survival and prosperity will increasingly depend on its knowledge capacity and human capital investment [12]. Indeed, there is need of glooming innovative individuals in Africa who are better able to generate both new and local knowledge and ideas or make new use of existing knowledge ([12], p. 301). The failure to do so will accordingly undermine Africa’s competitiveness in terms of technological innovation and knowledge production. However, it is important to explore the current realities surrounding information and communications technology (ICT) potential for HEIs in Africa. The following section presents the current realities surrounding ICTs and their impact in the globalized knowledge economy.
The current advancements in ICTs and mobile technologies have stimulated information sharing and knowledge-based economy which have been driven by even those fast moving sharing ICTs [4]. “ICT is both a driving force and enabler of the processes toward a knowledge-driven global economy. It allows HE providers to accommodate the specific needs of students in terms of mode, pace, place and time of study and to cater for different and new target groups and (niche) markets both locally and globally” ([18], p. 36). However, “the integration of ICTs into teaching is still in its infancy in Africa” [18].
In recent years, there has been an increase in blending of ICTs and emerging technologies as drivers of numerous economic and social activities including education. For instance, mobile technologies have been used to transform the teaching and learning processes in higher education [19]. Increasingly, institutions are looking for ways of reducing costs through the use of emerging mobile technologies. Mobile technologies have become part and parcel of our daily life, hence, the ‘New Normal’. Many people also have come to appreciate that more can be achieved with less through the use of emerging mobile technologies.
“This emerging blend will also affect curricula and policy questions, such as what? and what for?” ([20], p. 3). The challenge is to translate the New Normal applications as drivers of interactive learning and innovative ideas. Yet, evidence show that online ICT and emerging mobile technologies could also take education and training to another level in terms of enhancing innovative interactive teaching, learning and skill development post pandemic [21]. The four new roles of technology in helping teachers improve their work include; improved record keeping for student learning, planning for student learning, instructions for student learning, and assessment for and of student learning ([22], p. 370). This allows the teacher to gain control over the facilitation and management of students’ learning experiences.
“Technology and integration have led to increased demand for higher-order general cognitive skills—such as complex problem-solving, critical thinking, and advanced communication—that are transferable across jobs but cannot be acquired through schooling ([23], p. 78) transferable social behavioral skills i.e. teamwork, resilience, self-confidence, negotiation, and self-expression ([23], p. 80). Indeed it is recommended that for online learning there is need to move away from “the recall focus… and concentrate more on how to recapture the powerful improvisational and impromptu conversations and interactions that lead to group innovation” ([24], p. 232). “As we move into online and blended environments, there is also need not to focus on what is easier to teach online (information) instead of what is more difficult but also important (collaboration, creativity, and critical thinking)” ([24], p. 234). The idea is to create activities or tasks that are meaningful and worth of the time that students invest.
However, in an effort for HEIs in Africa to embrace the New Normal it may need to avoid the four most common mistakes in introducing technology into teaching namely: (i) installing learning technology without reviewing student needs and content availability; (ii) imposing technological systems from the top down without involving faculty and students; (iii) using inappropriate content from other regions of the world without customizing it appropriately; and (iv) producing low quality content that has poor instructional design and is not adapted to the technology in use ([18], p. 37). In an effort to move forward HEIs need to avoid the above mentioned common mistakes of integrating technology in teaching. This could enhance their optimum utilization of meager resources as well as avoid unnecessary investments. As earlier indicated that advancing ICTs and emerging mobile technologies such as cloud computing solutions has the potential to actually reduce the cost of education [22, 25]. For instance, digitization of curricula content and instructions could make information storage, sharing and retrieval much easier and cheaper. Subsequently, millions of students and teachers can be able to use and benefit from the same materials without necessarily adding an extra cost for material production. It is also important to note that “knowledge products are inexhaustible and their use is not limited by spatial boundaries or geographical distance” [26]. One of the promises of online technologies is that they can increase access to nontraditional and underserved students by bringing a host of educational resources and experiences to those who may have limited access to on-campus only higher education [20]. However, numerous barriers exist that have tended to undermine the potential of embracing the New Normal in HEIs in Africa. Yet, the New Normal has come to stay which necessitates students to become more tuned to the flexibility and conveniences of programs associated with online/virtual learning compared to face-to-face learning. This almost leaves no chance for those HEIs that shall opt for the traditional option as they are most likely to be outcompeted and will fail to survive.
6. Barriers hindering Africa’s HEIs to embrace ICT in teaching and learning
In Africa, embracing the advancing ICTs and mobile technologies to support virtual learning through enriched pedagogy and curriculum delivery remains a major challenge [12]. As such, HEIs have to proactively deal with these barriers in order to respond effectively with associated global demands. These barriers include but not limited to; lack of digital technologies, high cost of Internet and low broadband connectivity, inadequate ICT literacy, emerging information security threats, and unreliable power supply [25]. Other barriers that also hinder innovative use of ICT include “lack of confidence, experience, motivation, and training; access to resources and timetabled use of dedicated ICT classrooms; unreliability of equipment; classroom practices which clash with the culture of student exploration, collaboration, debate, and interactivity within which much technology-based activity is said to be situated” ([27], p. 28). Indeed, lack of online pedagogical skills of teachers and students, negative attitude about online learning, over emphasis on technology at the expense of learning, lack of support for online learning [28] and the COVID-19 pandemic have also compromised the progress made by majority of HEIs in Africa in their effort to embrace the new normal to support online pedagogy.
7. Current realities and repositioning of Africa’s HEIs in ICT era
In the context of advancing information technology and knowledge production, a lot has changed in the way we do business. Increasingly people are looking for innovative ways of providing better, cheaper, and affordable services and will continue to do so. It is important for Africa as a continent to appreciate the current realities of the impact of globalization (Table 1).
If someone is not willing to make the necessary adjustments in his/her field or profession and move forward; many others may be willing to do so and as such the individual will lag behind. For instance, with advancing technology and knowledge production, the field of agriculture has changed a lot. It is now possible for a dairy farmer to effectively and profitably raise more than 100 dairy cows on less than one-acre plot of land. This is possible as farmers have gained new technological knowledge on how to increase livestock production through improved alternative feeds [silage, hey, food supplements, etc.], organic farming, and genetic engineering.
The manufacturing industry is also experiencing many changes especially with advancing technologies and increased automation. The majority of manual labor workers are losing their jobs except for the very few gifted ones who are rare to find who are having tacit knowledge and competences.
The telecommunication industry is also moving from monopoly to competition. Major telecommunication companies (i.e. Uganda Telecommunication Limited, and Uganda Postal Services) are losing the monopoly they enjoyed in the 1970s, 1980s and 1990s—to serious competition from new market entrants—the mobile phone companies such as MTN and Airtel that are exploring many different things—mobile money, short message service (SMS), Internet provisions, and surveillance.
The recent technological innovation and digitalization of energy is also taking the hydro-electric power industry to another level. This industry is transforming steadily and may give way for other alternative power solutions such as solar energy, nuclear energy, wind energy, and biomass.
The banking industry has moved to another level in terms of coming up with innovative services such as online banking, mobile wallet, electronic money transfer, and online customer support.
Current trends are demanding for increased use of digitalized materials and paperless everywhere as opposed to hardcopy materials i.e. e-air tickets, e-applications forms, e-testing and e-results, e-medical prescriptions, and e-interviews.
Increasingly institutions are looking for ways of maintaining a remote mode of working, teaching and learning in the post pandemic world, cloud computing technologies and solutions will drive in this new direction [29].
Free online courses are on the increase. Virtual online colleges and universities are also increasing in number and are becoming very popular because of their flexible and appealing programs [13].
It is now possible to access credible qualifications from world class universities via virtual tools/options without necessarily having to attend physically on campus.
Today, there are more open educational resources accessible online compared to those available in all physical libraries combined.
Increasingly more college students are opting for part-time online studies as opposed to face-to-face full-time studies. This is likely to be even more intensified post COVID-19 pandemic.
Increasingly, parents and their children are becoming less willing and able to spend more on higher education. Technology will improve students learning and likely at a lower cost per student per year than in the current industrial-age paradigm ([22], p. 371])
Increasingly more people are preferring to work from home as opposed to working from their office. Many people have actually realized that they can get much more done at home without spending many hours on the road traveling to and from their office. Many companies are now looking for e-generation individuals who are already excited and motivated to work productively from home.
It is now possible to virtually attend an international conference without actually having to meet expenses for travel, visa, and accommodation.
Many business activities are being and will continue to be accomplished virtually as opposed to face-to-face through zoom meetings and conferences, webinars, online classes and workshops [30].
Table 1.
Current realities for the need to reposition Africa’s HEIs in ICT era.
Basing on these realities, clearly the world is moving towards the adoption of online driven virtual business. Thus, there is no way Africa as a continent could afford to lag behind the rest of the world by its failure to build capacity in online tools and opportunities to advance innovation and knowledge creation. Therefore, HEIs must play a central role to enhance this urgently needed capacity building by equipping students with the ability to maneuver/utilize emerging online tools for creating innovative business opportunities. By doing so, HEIs can transform Africa’s economies to the extent of surviving both anticipated and unanticipated dynamic globalization challenges and opportunities. However, this cannot be realized if African HEIs continue to deliver the same education and training programs introduced during the colonial days. Thus, curricula innovation is inevitably needed to prepare a new e-generation of individuals who are endowed with the required ICT literacy skills. This will demand for a paradigm shift in the curricula innovation enterprise in a sense that all these current realities should be integrated into the curricula design.
At least something must be done about the curricula enterprise for HE in Africa especially in terms of ensuring the enhancing human capacity in online and ICT skills. This will require a holistic curricula transformation in HEIs to be able to produce a new e-generation of individuals that are capable of contributing to the needed knowledge production through the use of emerging innovative technologies and cloud computing solutions. It will also be vital to ensure that each student, whoever graduates from any HEIs in Africa should have been oriented in online mobile technologies and applications. This could expand online ICT literacy in all HEIs in Africa. Furthermore, all computer engineering programs should also emphasize cloud computing skills and information security management skills. As such a generation of individuals who are confident, comfortable and enjoy working with these tools will increase. However, this requires students’ engagement into activities that promote interactive learning in production and application of knowledge [4].
Increasingly there will be need for shifting the focus from curricula content coverage to ensuring learning. As such, “utilizing effective instructional strategies and designing learning experiences that enable the participants to experience the innovation through attributes of innovations” becomes very critical ([31], p. 22). It is also important to note that innovative teaching and learning is much more than just downloading instructional information/materials. Yet, ‘information alone is instruction’ [32] implying the need for careful scrutiny in selecting appropriate online materials for the students.
Life will never be the same again post COVID-19. The pandemic led to lockdown in all countries around the world and businesses have been closed, public transport is closed, public gatherings prohibited, and educational institutions closed. This has disoriented all people in one way or another and their normal daily activities disrupted. Now people need to think deeper and creatively to be able to survive, yet, the twenty-first century skills are on high demand. These skills could be developed/gained through social interactive learning [33]—enhanced by modern tools and applications.
8. Possibilities for Africa’s HEIs to meet the global demands
Many HEIs are faced with serious dilemma of how to go forward with their teaching and learning programs post pandemic. The question of what possibilities HEIs may have to remain vibrant in post pandemic to survive the globalization demands is an important one. However, with advancing ICTs and mobile technologies, many options are now possible.
First, opportunities for remote teaching and learning in institutions can easily be made available and readily possible. For instance, many free tools and apps are already available to enhance online pedagogy (i.e. teaching and learning processes) in higher education. Such tools and apps include but not limited to Google classroom, YouTube, Google docs, Google meet; Google Drive; Facebook, Twitter, Slideshare, Linkedin; edX, Open Culture, Skillshare, Plural-sight, a Cloud Guru; Scribd, Prezi; Skype; Zoom podcast; Padlet, whats-up group; Edmodo; among others [30, 34].
Of course if these tools are to work well, support for lecturers and students is needed to enable them optimize the benefits associated with these tools in the teaching and learning processes. Therefore, the need exists in the integration of online pedagogies in curricula design for online teaching and learning; such as blending asynchronous and synchronous approaches.
Second, utilization of existing online resources will become the center of focus for majority of institutions. HEIs in Africa may not have to create new wheels when many others are already available. For instance, many top world universities already offer thousands of free online courses that can be used by students and lecturers around the world-some of these universities include: MIT, Stanford University, Harvard University, University of California, Berkeley; University of Toronto; Yale University, New York University (NYU); Georgia Institute of Technology, The Open University in UK, and many others.
Therefore, HEIs in Africa can learn from these world universities without having to develop their own online pedagogy programs. This approach makes a lot of economic sense because the investment that would otherwise be required to develop online programs could be enormous in terms of money, time, and knowledge/expertise needed to complete the task.
Third, mobile phones can be used to enhance access to education opportunities for men and women [2] and fortunately the coverage of mobile phone access has expanded rapidly in Africa and majority of higher education students own their own personal mobile phones, smart phones and ipads [30]. Therefore, it is strategic to capitalize on the use of commonly accessible mobile technologies to enhance teaching and learning. If HEIs are to continue serving the increasing numbers of students incommensurate to available physical infrastructures and shrinking national budgets mobile technologies and cloud computing solutions could be the answer [34]. HEIs need to do better when it comes to optimizing the utilization of emerging mobile technologies and cloud computing as teaching and learning tools if substantive curricula innovation is to happen. ICTs could also provide opportunities for developing collaborative learning between HEIs and local communities [35] beyond geographical boundaries.
Fourth, cultural integration in curricula is vital.
Culture plays a big part in our lives and the way we relate with others. It is therefore imperative to integrate culture into curricula as it orientates the young to important values, norms and way of life in society. For instance “if education is meant to bear on the people’s cultural background and traditional manner of doing things, remarkable academic achievement would be recorded” ([36], p. 5). Therefore, all curricula should rotate around working with the local environments addressing real life problems. This integration process of cultural values and norms could enrich the preparation of individuals for specific occupational skills and may enhance creativity and innovation relevant to the local environment [36].
Nevertheless, designing curricula in higher education is a complex activity [37] and therefore, HEIs are challenged to produce global citizens who can effectively communicate and work harmoniously to fit in the multicultural context. Thus, universities are required to provide global environments through their adjusted curricula. Withstanding that building some robust curricula that is effective in reflecting global environments is not an easy task. The ultimate goal would be to nurture “among students lifelong learning skills and a mindset for critical thinking, effective communication, creativity, curiosity, collaboration, problem-solving, adaptability, principled, and ethical behavior” [8].
Fifth: utilizing existing social networks.
The use of already established networks offers a huge base of social capital to spearhead HEIs in Africa. Drawing on the Social Network Theory which assumes that the relationship and ties one has in the network determine the kind of resources which one can access [38] given that majority of faculty in Africa have attended and trained from institutions in the north, Asian and Arabian countries potentially represent/hold significant social capital. Therefore, institutions need to invest/tap in the social relationships and networks of their faculty as a strategy through which resources of other institutions can be accessed, borrowed, or leveraged [38]. Through their existing social networks faculty can be able to make valuable connections to identify the needed resources and move forward to form strategic synergies for sharing these resources. In this case the most critical resource may be knowledge. The knowledge resource could take the form, for example, how to develop programs; how to use a computer application, and how to conduct an online assessment. Furthermore, advancing online technologies could actually leapfrog social networking possibilities in HEIs in Africa especially by enabling faculty and students to access international knowledge (journals, papers, databases, courses, presentations) as well as collaborate with peers worldwide [17]. Indeed, “increasing levels of collaboration and collective planning and strategic decision making across institutions creates new spaces and opportunities for peer to peer learning and fosters new innovations and models for the future of cybersecurity practice in higher education” ([29], p. 29).
Sixth: digitization of curriculum content and regulatory ICT policies [39] to facilitate easy access of materials for increasing numbers of students and faculty. Thus, the digitized content could be deposited into a central pool where all university students and teachers can easily access it. Nonetheless, caution must be taken to deal with issues regarding digital information security threats, a subject beyond this chapter [33].
Seventh: integration of indigenous education in HE.
The indigenous education curricula’s focus was/should be on preparing the young to deal with real needs of society and the relevancy of what was being taught [40]. HEIs in Africa have a lot to learn from indigenous education curricula. In Africa, the need to introduce and embrace localized curricula is extremely critical and cannot be underscored. HEIs should focus on localized curricula that target and fully integrate the needs of society. Truly, “HEIs have a core mandate to establish close links with and serve local and national needs as well as society at large” ([2], p. xiii). In essence, therefore, HEIs must respond to the local market demands/needs by offering relevant curricula and educational programs [41] that speak directly to local cultural demands to avoid industrial and economic developments that are divorced to local societal needs. Yet, this is the main essence and core value of indigenous education curricula. Needless to say “curriculum is at the heart of HE and as such, transformation must focus on what is taught what is learned and what is relevant to the teaching and learning to society” ([42], p. 13).
Eighth: participation and involvement of students in curricula issues.
Students’ involvement in curricula activities is needed to optimize their meaning and real learning opportunities. Indeed, with online tools the universities are losing control over the teaching, research and learning activities [43] and time is now for students to drive their own learning. Learners’ ability to construct their own knowledge and experiences through their free interaction with ICT trends show that students’ ownership of devices is rapidly increasing in some countries and that reliance on institutional equipment, often poorly managed, is also decreasing ([44], p. 851). Clearly, the institutional dynamics are changing where students and teachers are now in position to determine what to do/educational path.
Ninth: effective instructional strategies.
The best way to assist someone to enable him/her deeply learn is by doing. Therefore, effective instructional strategies are required to solicit and encourage students’ active engagement. These include, service learning, collaborative learning, active engagement, and problem solving activities. As such, African countries should ensure that students are afforded the opportunity to be part of the new and exciting global world with blended and value-adding ICT applications by giving them opportunities of doing/acting through their participation/involvement ([45], p. 984). This challenges the current curricula being offered by HEIs in Africa, regarding its relevance and innovativeness. Generally, most curricula are more theoretical oriented as opposed to practical/hands-on.
Tenth: ‘Necessity is the mother of invention’ [Plato] or innovation. During the post pandemic, there will be need for people to look for better innovative ways of surviving that are divorced from the traditional means with standard operating procedures (SOPs) in place. For example, people may engage in online businesses startups, e-marketing, e-medicine, e-spare parts, e-foods, e-transport, home-based business and factory/industry, etc. given the available cloud computing applications such as YouTube, Google go, Chrome, Google app, etc. Many young people can also gain a broad range of valuable ideas and skills in gardening, sawing, landscaping, carpentry, homemaking, engineering, camping and survival skills from online resources. As such, young people have so much to learn and gain from online virtual environments through interactive engagements with resources/materials, peers, and teachers. Interestingly, the majority of young people do not only enjoy but are motivated to use these tools confidently and comfortably.
9. Curriculum innovation
What comes out clearly from ongoing discussion in this chapter is that, we learn by doing. This implies that any curricula innovation and reform should be responsive to current demand of society. For instance, in preparation of a generation to spur the knowledge production the curricula must be responsive to these demands of the technological innovation. If young people are to organically become creative and innovative, they should exploit online advancing mobile technologies for knowledge production and national economic development. This preparation has to starts from curricula experiences and the training they receive.
Curricula innovation in higher education in Africa will take a new direction. “Not only instructional formats will need to change, but degree programs and course content will too…. Higher education will increasingly move from knowledge acquisition to skills development, with a shift toward inter and multidisciplinary” [46]. The motivation is to produce graduates who are multi-skilled and multidisciplinary [46]. Attention is needed to promote a holistic and innovative curricula that impacts the job skills of the twenty-first century [8], yet, the current curricula and delivery method are too theoretical and utilize outdated skills [17] for twenty-first century higher education.
Similarly, Africa cannot expect different results without making substantial adjustments in the quality of education and training experiences available to its youth and without actually interrogating the curricula content being offered, how it is delivered, and how it is being assessed. Thus, the curricula business success will also depend on ensuring that HEIs are capable of glooming and nurturing highly skilled individuals that are endowed with transferable twenty-first century skills who will be able to support Africa’s economies [12]. Therefore, there is also need for implementing curricula innovation in order to meet the twenty-first century skills through enhanced interactive learning [18].
Tracer studies in Africa indicate that many graduates of professional courses do not actually practice their professions. For instance, Makerere University SIDA/SEREC study revealed that majority of the graduating veterinary doctors from the university do not actually practice veterinary medicine or engage in active animal farming activities, but rather end up in other business sectors, i.e. pharmacy, car dealers, real estates, among others. The overarching question is that why are such highly trained people opting not to engage with their professions after graduation? Yet, Makerere University offers some of the top/best Agriculture and Veterinary programs in Africa. There is need to interrogate the curricula of these programs in terms of their content, innovativeness in delivery, and assessment. This may also apply to almost all other courses and professions for HEIs in Africa.
Table 2 shows the keys to guide the curricula innovation and addressing such questions could inform the curricula design process.
What subject content to be included or discarded?
What current realities to be integrated into the curricula?
What approaches to focus on i.e. disciplinary, transdisciplinary, multidisciplinary?
What instructional/pedagogical strategies to be used?
What assessment strategies to be used?
What cultural identity/values/norms for integration?
What indigenous knowledge could be integrated?
What resources are locally accessible?
What social networks opportunities are available for resource mobilization?
What ICT gadgets are commonly used and readily available for students’ cohorts in HEIs?
What best practices for curricula integration of online tools and pedagogies for students and faculty?
How to motivate students and faculty for online teaching and learning?
What best practices of advocating for blended teaching and learning?
Table 2.
Possible questions to guide curricula innovation.
These questions may aid the process of undertaking curricula renovation process on issues which are highly complex, embedded and interlinked as reflected in Figure 1. We envisage the need to work towards developing a general curricula design framework that identifies the various factors and drivers that are essential to sustain important curricula innovation within the globalization context. Numerous curricula design models on contemporary higher education can be consulted [37, 47].
10. Makerere University as case studies
The College of Education and External Studies (CEES) is one of the nine colleges at Makerere University. CEES conducted a needs assessment survey on preparedness for online teaching and learning. The Faculty whose courses were taught or were being taught online were invited to participate in study via CEES’ staff WhatsApp platform. The information was gathered during the second week of July 2021 for those courses that had been taught online for semester two of academic year 2020/2021 during the Covid-19 pandemic. Here we report data for both challenges and coping strategies during online teaching and learning presented in Tables 3 and 4 respectively.
Students’ skills and culture in technology is till wanting. They do not have any prior training in use and adoption of ICT in their pedagogy.
Majority of students do not have the devices to engage in online learning. Lack of devices including laptops and smart phones, for accessing lessons. Some students would come to campus so as to share laptops for zoom lessons, [this makes many students become more vulnerable to Covid 19].
Unstable Internet i.e. School of Education Internet went off for almost one month. Unreliable Internet could shut off many students.
Large classes up to 800 students tried to join any session at their convenience.
Giving tests or quizzes for such a large class was very problematic.
Teaching huge numbers and multiple groups online has salient challenges of control and pedagogical management leading to uneasiness.
Some students rioted over Makerere University Electronic Learning Environment (MUELE) usage. Why? Because of haphazard online implementation of the same with no clear support systems.
Lack of training and orientation in online learning especially how to use MUELE combined with poor digital skills of students. No provision for technical support for both staff and students for technology challenges faced while using MUELE.
Unstable Internet connection. Power going off during class. Some learners complaining about their data.
Poor attendance, only 80–100 students attending out of 900 students. Students attended face to face meetings more than online.
Zoom worked a bit better but students had serious connectivity issues and kept dropping off.
Less motivation of students because of less interactions with online learning since students have to be muted.
Most of staff gadgets are outdated only fit for word processing, emails.
Very poor time management on part of students due to many home distractions.
Students yelling deliberately disrupting the lecture.
Students complain of having no data. Data costs were mentioned as high and most students were not aware of how the zero rates thing works on MUELE.
No contact information [i.e. emails, phones, Facebook, WhatsApp, etc.] to connect with learners.
Some students turned up to do exams and claimed that they were not aware of online teaching.
MUELE is too overloaded, too slow, all the time the sessions crashed.
Lack of staff and students’ confidence in using MUELE and zoom.
Table 3.
Challenges encountered during online teaching and learning.
Train students in usage of online learning resources.
Train students in MUELE and zoom sessions and how they operate.
Ensure that zero rating works on MUELE.
Provide needy students with devices and data.
Identify and support struggling students.
Need to train students in designing and facilitating online learning.
MUELE should be used as just a platform for posting study materials and emphasize zoom.
Need to emphasize attendance or even take attendance record. Encourage also use of a chat channel.
Try multiple Internet network providers.
Staff to be helped by the university to access unlimited zoom versions.
Encourage learners to have a to-do list and to keep time for online sessions.
The university should increase the bandwidth to accommodate the increasing numbers of online courses hence more users.
With orientation training and support, MUELE can be used for interactive and collaborative learning activities like discussion, forums, reflection on the blogs and journals.
Uploading of multimedia materials accompanied by tasks which enable deep learning to reinforce live sessions using zoom.
MUELE should not just act as a depository for materials but let us use it as a learning space, where we provide feedback and support to students, where students interact and collaborate with peers, etc.
Both students and staff need ongoing technical support for both MUELE and zoom so IODEL and other units should dedicate staff to provide this support.
Need to capture and regularly update students so that when it requires to get to each individual student, it is possible.
Motivate our students towards online teaching and learning.
Help students maintain focus and create a sense of community.
Make discussions meaningful.
Increase students’ engagement.
Address equity issues in terms of Internet access, gadgets, and all other forms of online infrastructure especially for the impaired students.
Need to upgrade staff gadgets for newer versions that can handle effectively online teaching and learning.
Need to build confidence of staff in online teaching and learning.
Table 4.
Coping strategies for online teaching and learning.
What comes out clearly from Table 3 shows that most of the challenges faced by MUK faculty in online teaching and learning were consistent with the barriers highlighted in literature [48]. However, lack of skills in online learning and pedagogies for both faculty and students, negative attitudes about online learning, connectivity issues and lack of gadgets suitable for online learning stood to be very critical. Digital divide also remains to be a serious concern [33]. As such numerous technical problems arose and the need for support in online learning is urgently required without compromising the educational experiences for students [33]. In addition, digital divide may continue to exist [30] and yet, it negatively impacts on the teaching and learning experiences [49] as well as extends inequalities in higher education access [17, 50].
Table 4 shows share responses for faculty regarding the coping strategies for online teaching and learning. They shared their insights into what they thought could be done to make online teaching and learning successful.
Clearly, Table 4 reveals that faculty see the need for technical support for both faculty and students as being vital. The support should focus on promoting skills in online pedagogies for both faculty and students. The need to motivate and encourage positive attitudes about online learning cannot be underscored. It is also crucial to university management to deal with connectivity and digital divide issues for both faculty and students. However, Table 5 shows recommended action points for institutional leaders and managers in their efforts to embrace online teaching and learning. We find these action points ideal in providing a starting point for all HEIs wanting to embark on the online teaching and learning journey.
Use the most widely used and existing technology and resources available locally: mobile first, public cloud to scale quickly, international content to fill in.
Set up a one stop space as ab entry to various resources: most universities using their learning management system (LMS) as central platforms- for advice, communications, teaching, learning, support etc. integrating other technologies in the LMS i.e. video conferencing.
Focus on curating existing (open) content rather than developing content: developing good content takes time and expertise. Instead, focus on existing local and international (open education resources) content and align these to your curriculum.
Provide regular guidance and support to students and teachers is fundamental: set up virtual help-desk and providing pro-active tips and regular communications.
Table 5.
Action points for leaders in short- and medium terms.
The action point presented in Table 5 are consistent with our understanding of what we perceive to be new possibilities to online teaching and learning. However, African nations can also take a leaf from Senegal as a step to embrace online teaching and learning. In Senegal, each student in higher education is given a laptop subsidized by the government and is paid for by the student in installments within a period of 12 months. Furthermore, the government has taken the lead in providing connectivity to HEIs. With increased connectivity, the Ministry signed an agreement with Elsevier and other publishers to provide access to journals and databases. Other initiatives of the government which leverage broadband connectivity, include establishment of the Senegal Virtual University, the Knowledge City and Technology Park. Internet access is free for students in all public universities [17].
11. Discussion and conclusions
What comes out clearly from this work is that where we have reached there is no point of return. Globalization, knowledge based economy, and the pandemic are all here to stay. HEIs must take a mantle to boldly address human development and social, cultural, health and governance issues as required [2]. The role of HE in providing relevant skills, technical and entrepreneurial trainings that are on demand, as well as those relevant in developing and promoting technological innovations is critical [12]. The demand for new knowledge and educational opportunities will not only continue to grow but will be password to economic survival in Africa. With declining government spending towards higher education, HEIs must develop alternative affordable options to support high quality education for diverse student’ populations [13]. Blended learning in higher education in Africa will become the order of the day. With advancing ICT technologies, mobile and cloud computing solutions are capable of rendering higher education affordable [34] for the increasing number of students who could not otherwise have been able to access it before.
These ICTs technologies especially mobile technologies could easily make education more flexible and accessible in many amazing and unlimited ways [25].
Currently, curricula innovation in HE has become the order of the day especially being able to deliver education amidst the COVID-19 pandemic. HEIs are increasingly challenged to focus on the curricula integration promote/stimulate knowledge production, creativity and innovation of higher level skills that may to be more important in the globalized knowledge economy. Interestingly, more students and teachers are now not only beginning to appreciate online teaching and learning but are becoming more comfortable and confident with it [20]. The need to upgrade online infrastructure to meet the changing demographics of students, curricula and pedagogical demands of the twenty-first century HE [8] cannot be underscored. Additionally, embracing pedagogical changes in terms of curricula design and delivery that involves students as active participants in the learning process rather than passive consumers [8] is the way to go.
This will be vital especially during the pandemic and post pandemic era where online learning/virtual learning environment has become part of our daily lives. Indeed, African nations cannot continue to drag their feet by their failure to do what the rest of the world are doing as far as making available quality and equitable education opportunities to all college going cohorts.
Unfortunately, millions of college students in Africa are at home out of school due to the pandemic lockdown. However, their counterparts in the developed countries are accessing quality educational experiences through virtual/remote learning environments. Tough decisions have to be made for Africa to become innovative in terms of building capacity for their citizens. Given that the quality of any nation/country cannot surpass the quality of its citizens.
The future of Africa’s HEIs will depend on improved collaboration, networking, and information sharing. Indeed, advancing online mobile technologies and cloud computing facilities could enable Africa’s HEIs to develop communities of practice [35] and embrace the ‘new normal’ for the knowledge production and economic growth. This chapter has emphasized curricula innovation effort that are current realities’ driven if these reforms are to make a difference. However, further research is needed on how to carry out curricula design intended to integrate current realities associated with the New Normal to meet the demands of the globalized knowledge society. Further research should generate innovative curricula design frameworks to guide future curricula innovation interventions and processes that target technological knowledge production and innovation.
\n',keywords:"curriculum innovation, higher education, knowledge production, knowledge-based economy, the ‘New Normal’",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/79255.pdf",chapterXML:"https://mts.intechopen.com/source/xml/79255.xml",downloadPdfUrl:"/chapter/pdf-download/79255",previewPdfUrl:"/chapter/pdf-preview/79255",totalDownloads:128,totalViews:0,totalCrossrefCites:0,dateSubmitted:"October 2nd 2021",dateReviewed:"October 4th 2021",datePrePublished:"November 24th 2021",datePublished:null,dateFinished:"November 7th 2021",readingETA:"0",abstract:"If Africa is to remain relevant and competitive in today’s knowledge-based economy, it has to rely on higher education institutions (HEIs) as centers of excellence for knowledge production. HEIs nurture and sustain the production of highly-skilled individuals to support Africa’s growing economies. Among all possible ways, this could be achievable through strategic curricula innovation driven by emerging mobile technologies. Consequently, Africa’s HEIs need to embrace the ‘New Normal’ by optimizing online teaching and learning in their pursuit to expand information and communications technology (ICT) literacy as a means to increase students’ opportunities in higher education (HE). However, Africa’s ability to embrace the ‘New Normal’ has been marred by inadequate ICT infrastructures, low connectivity, unreliable power supply, and national budget constraints that may undermine Africa’s HEIs’ potential to augment knowledge production and innovation.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/79255",risUrl:"/chapter/ris/79255",signatures:"Christopher B. Mugimu",book:{id:"10911",type:"book",title:"Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid",subtitle:null,fullTitle:"Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid",slug:null,publishedDate:null,bookSignature:"Dr. Lee Waller and Dr. Sharon Waller",coverURL:"https://cdn.intechopen.com/books/images_new/10911.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-83968-700-6",printIsbn:"978-1-83968-699-3",pdfIsbn:"978-1-83968-701-3",isAvailableForWebshopOrdering:!0,editors:[{id:"263301",title:"Dr.",name:"Lee",middleName:null,surname:"Waller",slug:"lee-waller",fullName:"Lee Waller"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Methods",level:"1"},{id:"sec_3",title:"3. 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Introduction. In: Sehoole C, Knight J, editors. Internationalisation of African Higher Education—Towards Achieving the MDGs. Rotterdam/Boston/Taipei: Sense Publishers; 2013. pp. 1-10'},{id:"B3",body:'Sadiku MNO, Nelatury SR, Musa SM. Knowledge economy. Journal of Scientific and Egineeing Research. 2017;4:291-294'},{id:"B4",body:'Kamara AB, Bousrih L, Nyande M. Growing a Knowledge-Based Economy: Evidence from Public Expenditure on Education in Africa. Ghana: African Development Bank; 2008. p. 32'},{id:"B5",body:'Lundvall B-A. Innovation as an interactive process: From user-producer interaction to the national system of innovation. In: Dosi G, Freeman C, Nelson R, Silverberv G, Soete L, editors. Technical Change and Economic Theory. London and New York: Printer Publishers; 2009. pp. 349-369'},{id:"B6",body:'Schiliro D. Knowledge-Based Economies and the Institutional Environment. MPRA; 2010. p. 13'},{id:"B7",body:'Darvas P, Gao S, Shen Y, Bawany B. Sharing Higher Education’s Promise beyond the Few in Sub-Saharan Africa. Washington DC: World Bank Group; 2017'},{id:"B8",body:'Zeleza P. Quality Higher Education ‘Indespensible’ for Africa’s Future. Universtiy World News Africa Edition. 2021'},{id:"B9",body:'Bashir S, Lockheed M, Ninan E, Tan J-P. Facing Forward Schooling for Learning in Africa. Washington DC: AFD-World Bank Group; 2018. p. 505'},{id:"B10",body:'Commonwealth. Commonwealth Education Policy Framework. 2017'},{id:"B11",body:'Frost R. Globalization theory and policy implications for community college leaders. In: Raby RL, Valeau EJ, editors. Community College Models Globalization and Higher Education Reform. Dordrecht, The Netherlands: Springer; 2009. pp. 603-613'},{id:"B12",body:'Evoh CJ, Mugimu CB, Chavula HK. Knowledge production in the knowledge economy: Higher education institutions and the application of innovations in ICT for capacity development in Africa. In: Wiseman AW, Wolhuter CC, editors. The Development of Higher Education in Africa: Prospects and Challenges (International Perspectives on Education and Society). UK: Emerald Books; 2013. pp. 283-322'},{id:"B13",body:'Bruininks RH, Keeney B, Thorp J. Transforming America’s universities to compete in the “New Normal”. Innovative Higher Education. 2010;35:113-125'},{id:"B14",body:'Mutavi JN, Ponge A. The role of developing partners in creating a knowledge-based society: The panecea to the youth challenges in education in Kenya. International Journal of Research and Innovation in Social Sciences (IJRISS). 2020;IV:282-287'},{id:"B15",body:'Burdick MN, Hallman HL. At the Crossroads of Pedagogical Change in Higher Education: Exploring the Work of Faculty Developers. New York and London: Routledge; 2022'},{id:"B16",body:'World Bank. The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation. Washington, DC: World Bank Group; 2020'},{id:"B17",body:'Bashir S. Connecting Africa\'s Universities to Affordable High-Speed Broadband Internet: What Will it Take? Washington, DC: IBRD/World Bank; 2020. p. 36'},{id:"B18",body:'Sarkar S. The role of information and communication technology (ICT) in higher education for the 21st century. The Science Probe. 2012;1:30-40'},{id:"B19",body:'Aseey AA, Andollo AA. Electronic mobile devices, transformative pedagogy and learning: Higher education and changing times in Kenya. Journal of Educational and Social Research. 2019;9:54-61'},{id:"B20",body:'Dziuban C, Graham CR, Moskal PD, Norberg A, Sicilia N. Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education. 2018;15:1-16'},{id:"B21",body:'Cahapay MB. Rethinking education in the new normal post COVID-19 era: A curriculum studies perspective. Aquademia. 2020;4:1-5'},{id:"B22",body:'Reigeluth CM. An instructional theory for the post-industrial age. In: West RE, editor. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. EdTech Books.Org. Provo Utah: Brigham Young University; 2018. pp. 361-376'},{id:"B23",body:'World Bank. The World Development Report: The Changing Nature of Work. Washington DC: The World Bank Group; 2019'},{id:"B24",body:'West RE. Communities of innovation individual, group, and organizational characteristics leading to greater potential for innovation. In: West RE, editor. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. EdTech Books.Org. Provo Utah: Brigham Young University; 2018. pp. 217-243'},{id:"B25",body:'Mugimu CB, Masembe CS. ICT-driven curriculum reform in higher education: Experiences, prospects, trends, and challenges. In: Hawkins JN, Jacob WJ, editors. Policy Debates in Comparative, International, and Development Education. New York: Palgrave Macmillian; 2011. pp. 109-128'},{id:"B26",body:'Miller RL. Economics: Today and Tomorrow. New York, NY: McGraw Hill; 2005'},{id:"B27",body:'Ongeta W, Mose G, Musyoka-Kamere IM, Mune C. Innovative ways of integrating information and communication technology in teaching and learning in higher education. African Journal of Education, Science and Technology. 2013;1:24-29'},{id:"B28",body:'Kibuku RN, Ochieng DO, Wausi AN. e-Learning challenges faced by universities in Kenya: A literature review. The Electronic Journal of e-Learning. 2020;18:150-161'},{id:"B29",body:'EDUCAUSE. EDUCAUSE Horizon Report, Information Security Edition. Boulder, CO: EDUCAUSE; 2021. p. 50'},{id:"B30",body:'UN. The sustainable Development Goals Report 2020. New York: United Nations (UN); 2020'},{id:"B31",body:'Agarwal N. A study of innovation in instructional strategies and designs for quality enrichment in higher education. Cosmos an International Journal of Art & Higher Education a Refereed Research Journal. 2018;7:1-23'},{id:"B32",body:'Merrill MD. Using the first principles of instruction to make instruction effective, efficient, and engaging. In: West RE, editor. Foundations of Learning and Instructional Desifgn Technology: Historetical Roots and Current Trends. EdTech Books.Org. Provo Utah: Brigham Young University; 2018. pp. 377-393'},{id:"B33",body:'Garcia-Morales VJ, Garrido-Moreno A, Martin-Rojas R. The transformation of higher education after the COVID disruption: Emerging challenges in online learning scenario. Frontiers in Psychology. 2021;12:1-6'},{id:"B34",body:'Shukur BS, Ghani MKA, Alyawer SA. A modified acceptance model for cloud computing adoption in higher educational institutes for developing countries. International Journal of Advanced Science and Technology. 2020;29:1348-1361'},{id:"B35",body:'Hodgkinson-Williams C, Slay H, Siebörger I. Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology. 2008;39:433-442'},{id:"B36",body:'Okoye KRE, Okoye PI. Enhancement and innovation in higher education in Nigeria. Journal of Research Development. 2015;24:1-9'},{id:"B37",body:'Govender A, Naicker NK. Designing and developing ICT curriculum in the 21st Century using a modernistic curriculum model in contemporary higher education. Mediterranean Journal of Social Sciences. 2014;5:1172-1180'},{id:"B38",body:'Daly AJ. Surveying the terraine ahead social network theory and educational change. In: Daly AJ, editor. Social Network Theory and Educational Change. Cambridge, Massachusetts: Harvard Education Press; 2010. pp. 259-274'},{id:"B39",body:'Muga OP. An Investigation into the stutus of Kenya\'s information communication technology (ICT) policy in the education system. European Journal of Education Studies. 2019;6:291-306'},{id:"B40",body:'Mugimu CB, Nakabugo MG. Back to the future? The indigenous education curriculum in Uganda. International Studies in Education. 2009;10:18-31'},{id:"B41",body:'Jacob J, Nsubuga Y, Mugimu CB. Higher education in Uganda: The role community colleges in educational delivery and reform. In: Rady RL, Valeau EJ, editors. Community College Models: Globalization and Higher Education Reform. Dordrecht, The Netherlands: Springer; 2009. p. 595'},{id:"B42",body:'Andrade MS. A Responsive Higher Education Curriculum: Change and Disruptive Innovation, Innovations in Higher Education—Cases on Transforming and Advancing Practice. London: IntechOpen; 2018'},{id:"B43",body:'Kivati G. The role of Kenya’s formal higher education in sustainable development within the context of globalization. In: Filho WL, Skanavis C, Paço AD, Rogers J, Kuznetsova O, Castro P, editors. Handbook of Theory and Practice of Sustainable Development in Higher Education. Cham, Switzerland: Springer; 2017. pp. 17-34'},{id:"B44",body:'Ngambi H. Diversity dynamics in teaching. In: Martensson P, Bild M, Nilsson K, editors. Teaching and Learning at Business Schools: Transforming Business Education. Hampshire, England: Gower Publishing Limited; 2008. pp. 101-110'},{id:"B45",body:'Hough J. The case of business simulations in higher education in South Africa. SAJHE. 2012;26:973-986'},{id:"B46",body:'Kaplan A. Higher Education at Crossroads of Disruption the University of the 21st Century. United Kingdom: Emerald Publishing; 2021'},{id:"B47",body:'Bajada C, Kandlbinder P, Trayler R. A general framework for cultivating innovations in higher education curriculum. Higher Education Research & Development. 2019;38:465-478'},{id:"B48",body:'Kaliisa R, Picard M. Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technology. 2019;35(6):35'},{id:"B49",body:'Naidoo S, Raju J. Impact of the digital divide on information literacy training in a higher education context. South African Journal of Library and Information Science. 2012;78:34-44'},{id:"B50",body:'UNESCO. The State of Broadband: Tackling Digital Inequalities a Decade for Action. Paris, France: The Broadband Commission for Sustainable Development; 2020. p. 130'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Christopher B. Mugimu",address:"cbmugimu@gmail.com",affiliation:'
College of Education and External Studies, Department of Foundations and Curriculum Studies, Makerere University, Kampala, Uganda
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The Open Access Publishing Fee (OAPF) is payable only after your book chapter, monograph or journal article is accepted for publication.
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OAPF Publishing Options
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1,400 GBP Chapter - Edited Volume
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850 GBP Chapter - Book Series Topic (Annual Volume)
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10,000 GBP Monograph - Long Form
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Services included are:
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An online manuscript tracking system to facilitate your work
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Personal contact and support throughout the publishing process from your dedicated Author Service Manager
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Assurance that your manuscript meets the highest publishing standards
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English language copyediting and proofreading, including the correction of grammatical, spelling, and other common errors
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XML Typesetting and pagination - web (PDF, HTML) and print files preparation
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Discoverability - electronic citation and linking via DOI
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Permanent and unrestricted online access to your work
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What isn't covered by the Open Access Publishing Fee?
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If your manuscript:
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Exceeds the number of pages defined by the publishing guidelines, an additional fee per page may be required
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If a manuscript requires Heavy Editing or Language Polishing, this will incur additional fees.
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Your Author Service Manager will inform you of any items not covered by the OAPF and provide exact information regarding those additional costs before proceeding.
\n\n
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To explore funding opportunities and learn more about how you can finance your IntechOpen publication, go to our Open Access Funding page. IntechOpen offers expert assistance to all of its Authors. We can support you in approaching funding bodies and institutions in relation to publishing fees by providing information about compliance with the Open Access policies of your funder or institution. We can also assist with communicating the benefits of Open Access in order to support and strengthen your funding request and provide personal guidance through your application process. You can contact us at funders@intechopen.com for further details or assistance.
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Indexing and listing across major repositories, see details ...
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Long-term archiving
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His fields of interest are anterior segment disease, keratoconus, glaucoma, corneal dystrophies, and cataracts. His research topics include\nintraocular lens power calculation, eye modification induced by refractive surgery, glaucoma progression, and validation of new diagnostic devices in ophthalmology. \nHe has published more than 100 papers in international and Italian scientific journals, more than 60 in journals with impact factors, and chapters in international and Italian books. He has also edited two international books and authored more than 150 communications or posters for the most important international and Italian ophthalmology conferences.",institutionString:'University of Campania "Luigi Vanvitelli"',institution:{name:'University of Campania "Luigi Vanvitelli"',institutionURL:null,country:{name:"Italy"}}}]},{type:"book",id:"7560",title:"Non-Invasive Diagnostic Methods",subtitle:"Image Processing",coverURL:"https://cdn.intechopen.com/books/images_new/7560.jpg",slug:"non-invasive-diagnostic-methods-image-processing",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Mariusz Marzec and Robert Koprowski",hash:"d92fd8cf5a90a47f2b8a310837a5600e",volumeInSeries:3,fullTitle:"Non-Invasive Diagnostic Methods - Image Processing",editors:[{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:null}]},{type:"book",id:"6843",title:"Biomechanics",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/6843.jpg",slug:"biomechanics",publishedDate:"January 30th 2019",editedByType:"Edited by",bookSignature:"Hadi Mohammadi",hash:"85132976010be1d7f3dbd88662b785e5",volumeInSeries:4,fullTitle:"Biomechanics",editors:[{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",institutionURL:null,country:{name:"Canada"}}}]}]},openForSubmissionBooks:{paginationCount:3,paginationItems:[{id:"11570",title:"Influenza - New Approaches",coverURL:"https://cdn.intechopen.com/books/images_new/11570.jpg",hash:"157b379b9d7a4bf5e2cc7a742f155a44",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 10th 2022",isOpenForSubmission:!0,editors:[{id:"139889",title:"Dr.",name:"Seyyed Shamsadin",surname:"Athari",slug:"seyyed-shamsadin-athari",fullName:"Seyyed Shamsadin Athari"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11569",title:"Bacterial Sexually Transmitted Infections - New Findings, Diagnosis, Treatment, and Prevention",coverURL:"https://cdn.intechopen.com/books/images_new/11569.jpg",hash:"069d6142ecb0d46d14920102d48c0e9d",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 31st 2022",isOpenForSubmission:!0,editors:[{id:"189561",title:"Dr.",name:"Mihaela Laura",surname:"Vica",slug:"mihaela-laura-vica",fullName:"Mihaela Laura Vica"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11568",title:"Staphylococcal Infections - Recent Advances and Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/11568.jpg",hash:"92c881664d1921c7f2d0fee34b78cd08",secondStepPassed:!1,currentStepOfPublishingProcess:2,submissionDeadline:"July 8th 2022",isOpenForSubmission:!0,editors:[{id:"59719",title:"Dr.",name:"Jaime",surname:"Bustos-Martínez",slug:"jaime-bustos-martinez",fullName:"Jaime Bustos-Martínez"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},onlineFirstChapters:{},subseriesFiltersForOFChapters:[],publishedBooks:{},subseriesFiltersForPublishedBooks:[],publicationYearFilters:[],authors:{paginationCount:301,paginationItems:[{id:"116250",title:"Dr.",name:"Nima",middleName:null,surname:"Rezaei",slug:"nima-rezaei",fullName:"Nima Rezaei",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/116250/images/system/116250.jpg",biography:"Professor Nima Rezaei obtained an MD from Tehran University of Medical Sciences, Iran. He also obtained an MSc in Molecular and Genetic Medicine, and a Ph.D. in Clinical Immunology and Human Genetics from the University of Sheffield, UK. He also completed a short-term fellowship in Pediatric Clinical Immunology and Bone Marrow Transplantation at Newcastle General Hospital, England. Dr. Rezaei is a Full Professor of Immunology and Vice Dean of International Affairs and Research, at the School of Medicine, Tehran University of Medical Sciences, and the co-founder and head of the Research Center for Immunodeficiencies. He is also the founding president of the Universal Scientific Education and Research Network (USERN). Dr. Rezaei has directed more than 100 research projects and has designed and participated in several international collaborative projects. He is an editor, editorial assistant, or editorial board member of more than forty international journals. He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. Voyich",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Montana State University",country:{name:"United States of America"}}},{id:"330412",title:"Dr.",name:"Muhammad",middleName:null,surname:"Farhab",slug:"muhammad-farhab",fullName:"Muhammad Farhab",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"435274",title:null,name:"Muhammad",middleName:null,surname:"Shahid Khan",slug:"muhammad-shahid-khan",fullName:"Muhammad Shahid Khan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Islamia University of Bahawalpur",country:{name:"Pakistan"}}}]}},subseries:{item:{id:"11",type:"subseries",title:"Cell Physiology",keywords:"Neurodevelopment and Neurodevelopmental Disease, Free Radicals, Tumor Metastasis, Antioxidants, Essential Fatty Acids, Melatonin, Lipid Peroxidation Products and Aging Physiology",scope:"
\r\n\tThe integration of tissues and organs throughout the mammalian body, as well as the expression, structure, and function of molecular and cellular components, is essential for modern physiology. The following concerns will be addressed in this Cell Physiology subject, which will consider all organ systems (e.g., brain, heart, lung, liver; gut, kidney, eye) and their interactions: (1) Neurodevelopment and Neurodevelopmental Disease (2) Free Radicals (3) Tumor Metastasis (4) Antioxidants (5) Essential Fatty Acids (6) Melatonin and (7) Lipid Peroxidation Products and Aging Physiology.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/11.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11407,editor:{id:"133493",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",profilePictureURL:"https://mts.intechopen.com/storage/users/133493/images/3091_n.jpg",biography:"Prof. Dr. Angel Catalá \r\nShort Biography Angel Catalá was born in Rodeo (San Juan, Argentina). He studied \r\nchemistry at the Universidad Nacional de La Plata, Argentina, where received aPh.D. degree in chemistry (Biological Branch) in 1965. From\r\n1964 to 1974, he worked as Assistant in Biochemistry at the School of MedicineUniversidad Nacional de La Plata, Argentina. From 1974 to 1976, he was a Fellowof the National Institutes of Health (NIH) at the University of Connecticut, Health Center, USA. From 1985 to 2004, he served as a Full Professor oBiochemistry at the Universidad Nacional de La Plata, Argentina. He is Member ofthe National Research Council (CONICET), Argentina, and Argentine Society foBiochemistry and Molecular Biology (SAIB). His laboratory has been interested for manyears in the lipid peroxidation of biological membranes from various tissues and different species. Professor Catalá has directed twelve doctoral theses, publishedover 100 papers in peer reviewed journals, several chapters in books andtwelve edited books. Angel Catalá received awards at the 40th InternationaConference Biochemistry of Lipids 1999: Dijon (France). W inner of the Bimbo PanAmerican Nutrition, Food Science and Technology Award 2006 and 2012, South AmericaHuman Nutrition, Professional Category. 2006 award in pharmacology, Bernardo\r\nHoussay, in recognition of his meritorious works of research. Angel Catalá belongto the Editorial Board of Journal of lipids, International Review of Biophysical ChemistryFrontiers in Membrane Physiology and Biophysics, World Journal oExperimental Medicine and Biochemistry Research International, W orld Journal oBiological Chemistry, Oxidative Medicine and Cellular Longevity, Diabetes and thePancreas, International Journal of Chronic Diseases & Therapy, International Journal oNutrition, Co-Editor of The Open Biology Journal.",institutionString:null,institution:{name:"National University of La Plata",institutionURL:null,country:{name:"Argentina"}}},editorTwo:null,editorThree:null,series:{id:"10",title:"Physiology",doi:"10.5772/intechopen.72796",issn:"2631-8261"},editorialBoard:[{id:"186048",title:"Prof.",name:"Ines",middleName:null,surname:"Drenjančević",slug:"ines-drenjancevic",fullName:"Ines Drenjančević",profilePictureURL:"https://mts.intechopen.com/storage/users/186048/images/5818_n.jpg",institutionString:null,institution:{name:"University of Osijek",institutionURL:null,country:{name:"Croatia"}}},{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBDeQAO/Profile_Picture_1623411145568",institutionString:"BLDE (Deemed to be University), India",institution:null},{id:"79615",title:"Dr.",name:"Robson",middleName:null,surname:"Faria",slug:"robson-faria",fullName:"Robson Faria",profilePictureURL:"https://mts.intechopen.com/storage/users/79615/images/system/79615.png",institutionString:null,institution:{name:"Oswaldo Cruz Foundation",institutionURL:null,country:{name:"Brazil"}}},{id:"84459",title:"Prof.",name:"Valerie",middleName:null,surname:"Chappe",slug:"valerie-chappe",fullName:"Valerie Chappe",profilePictureURL:"https://mts.intechopen.com/storage/users/84459/images/system/84459.jpg",institutionString:null,institution:{name:"Dalhousie University",institutionURL:null,country:{name:"Canada"}}}]},onlineFirstChapters:{},publishedBooks:{},testimonialsList:[{id:"27",text:"The opportunity to work with a prestigious publisher allows for the possibility to collaborate with more research groups interested in animal nutrition, leading to the development of new feeding strategies and food valuation while being more sustainable with the environment, allowing more readers to learn about the subject.",author:{id:"175967",name:"Manuel",surname:"Gonzalez Ronquillo",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/175967/images/system/175967.png",slug:"manuel-gonzalez-ronquillo",institution:{id:"6221",name:"Universidad Autónoma del Estado de México",country:{id:null,name:"Mexico"}}}},{id:"8",text:"I work with IntechOpen for a number of reasons: their professionalism, their mission in support of Open Access publishing, and the quality of their peer-reviewed publications, but also because they believe in equality.",author:{id:"202192",name:"Catrin",surname:"Rutland",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",slug:"catrin-rutland",institution:{id:"134",name:"University of Nottingham",country:{id:null,name:"United Kingdom"}}}},{id:"18",text:"It was great publishing with IntechOpen, the process was straightforward and I had support all along.",author:{id:"71579",name:"Berend",surname:"Olivier",institutionString:"Utrecht University",profilePictureURL:"https://mts.intechopen.com/storage/users/71579/images/system/71579.png",slug:"berend-olivier",institution:{id:"253",name:"Utrecht University",country:{id:null,name:"Netherlands"}}}}]},submityourwork:{pteSeriesList:[],lsSeriesList:[],hsSeriesList:[],sshSeriesList:[],subseriesList:[],annualVolumeBook:{},thematicCollection:[],selectedSeries:null,selectedSubseries:null},seriesLanding:{item:null},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/41346",hash:"",query:{},params:{id:"41346"},fullPath:"/chapters/41346",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()