\r\n\tThe proposed subtitles are \r\n\t• Municipal Solid waste landfills \r\n\t• Industrial waste landfills \r\n\t• Hazardous waste landfills \r\n\t• Global approaches and technologies \r\n\t• Legal and economic aspects
",isbn:"978-1-83768-352-9",printIsbn:"978-1-83768-351-2",pdfIsbn:"978-1-83768-353-6",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"94513c9322631c6de257373b093d7d3a",bookSignature:"Dr. Suriyanarayanan Sarvajayakesavalu",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/12042.jpg",keywords:"Landfills, Generation, Recycling, Disposal, Liquid, Gaseous, Radioactive, Methods, Techniques, Practices, Solid Waste Generation",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 8th 2022",dateEndSecondStepPublish:"July 6th 2022",dateEndThirdStepPublish:"September 4th 2022",dateEndFourthStepPublish:"November 23rd 2022",dateEndFifthStepPublish:"January 22nd 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"8 hours",secondStepPassed:!1,areRegistrationsClosed:!1,currentStepOfPublishingProcess:2,editedByType:null,kuFlag:!1,biosketch:"Active researcher and academician specialized in Environmental Monitoring.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"237021",title:"Dr.",name:"Suriyanarayanan",middleName:null,surname:"Sarvajayakesavalu",slug:"suriyanarayanan-sarvajayakesavalu",fullName:"Suriyanarayanan Sarvajayakesavalu",profilePictureURL:"https://mts.intechopen.com/storage/users/237021/images/system/237021.png",biography:"Prof. Dr. Suriyanarayanan Sarvajayakesavalu, MSc, MPhil, Ph.D., is Deputy Director Research of Vinayaka Mission's Research Foundation (VMRF) - Deemed to be University. Prior to this position, Dr. Suriyanarayanan served as a post-doctoral fellow at the University of Turin, Italy, and a project coordinator, faculty, and head (I/c) at the Department of Water and Health, JSS Academy of Higher Education and Research (formerly Jagadguru Sri Shivarathreeshwara University), Mysuru, India. He also served as a science officer for SCOPE Beijing office, Research Center for Eco-Environmental Sciences (RCEES), Chinese Academy of Sciences, from April 2015 to March 2017. He also serves as a Nodal Officer for SCOPE India activities under the JSS Academy of Higher Education and Research. He has research experience in the areas of environmental monitoring, radiation ecology, and environmental microbiology. He is a recipient of the Young Scientist research grant award from the Science and Research Board (SERB), Department of Science and Technology, Government of India. He also secured the prestigious visiting scientist fellowship from the Chinese Academy of Sciences in 2016–2017. He is an Associate Editor of Environmental Development Journal by Elsevier.",institutionString:"Vinayaka Missions University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"2",institution:null}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"11",title:"Engineering",slug:"engineering"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"444315",firstName:"Karla",lastName:"Skuliber",middleName:null,title:"Mrs.",imageUrl:"https://mts.intechopen.com/storage/users/444315/images/20013_n.jpg",email:"karla@intechopen.com",biography:"As an Author Service Manager, my responsibilities include monitoring and facilitating all publishing activities for authors and editors. 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1. Introduction
Public concern on the radiation therapy for prostate cancer has increased recently. The leading causes of this phenomenon are thought of as popularization of prostate-specific antigen (PSA) measurement and having been able to tell the curable patients apart by means of the accomplished risk classifications. Massive development of radiation therapy technology also seems to be one of the leading causes. This chapter focuses on the variety of curative radiation therapy for clinically localized prostate cancer.
In the 1970s, the treatment field size and portal configuration for radiation therapy were based on estimations of the anatomic boundaries of the prostate defined by plain-film radiography and by the digital rectal examination. At that time, a variety of treatment techniques were used. In general, four fields were used to treat the pelvis and prostate to an initial dose of 45 Gy, with a boost to 70 Gy to the prostate only [1, 2]. Early conventional external beam radiation therapy used total doses in the range of 60 to 70 Gy, because it was believed that this dose was close to the maximum dose allowed by the surrounding normal tissues, especially rectum. Today, it is obvious that this dose is not sufficient to get an adequate local control rate.
In the early to mid-1908s, three-dimensional conformal treatment techniques became increasingly available. Although these techniques vary in some aspects, they share certain common principles that offer significant advantages over conventional external beam radiation therapy techniques. CT-based images referenced to a reproducible patient position are used to localize the prostate and normal organs and to generate high resolution 3D reconstructions of the patient. Treatment field directions are selected using beam`s-eye-view techniques and the fields are shaped to conform to the patient`s CT-defined target volume, thereby minimizing the volume of normal tissue irradiated. Compared with treating a patient by conventional external beam radiation therapy technique, 3D-CRT is associated with a nearly 30% reduction in the dose received by 50% of the rectum. Based on this kind of analysis, it greater than or equal to 10% should be possible without an increase in acute or chronic toxicity [3].
2.3. Intensity Modulated Radiation Therapy (IMRT)
IMRT is a relatively recent refinement of three-dimensional conformal techniques that uses treatment fields with highly irregular radiation intensity patterns to deliver exquisitely conformal radiation distributions. These intensity patterns are created using special inverse and optimization computer planning systems. Rather than define each shape and weight as is done in conventional treatment planning, planners of IMRT treatment specify the desired dose to the target and normal tissues using mathematical descriptions referred to as constraints or objectives [4]. Sophisticated optimization methods are then used to determine the intensity pattern for each treatment field that results in a dose distribution as close to the user-defined constraints as possible. IMRT delivery is significantly more complex than conformal delivery as well. Delivery of an IMRT intensity pattern requires a computer-controlled beam-shaping apparatus on the linear accelerator known as a multi-leaf collimator (MLC). The MLC consists of many small individually moving leaves or fingers that can create arbitrary beam shapes. The MLC is used for IMRT delivery in either a static mode referred to as step and shoot, which consists of multiple small, irregularly shaped fields delivered in sequence, or a dynamic mode with the leaves moving during treatment to create the required irregular intensity patterns [5]. Since its inception, IMRT has become a common and important method for treating prostate cancer and has facilitated an escalation in dose.
2.4. Clinical results of EBRT
2.4.1. Clinical results of conventional EBRT
The results of several large single-institution comparison between radical prostatectomy (RP) and EBRT were reported.
Investigators from Cleveland Clinic Foundation, USA analyzed 1,682 patients with clinical stage T1 and T2 disease treated with either RP or RT. They reported that the 8-year biochemical relapse free survival (bRFS) rates for RP and conventional EBRT less than 72 Gy were 72% and 34%, respectively, and conventional EBRT less than 72 Gy was inferior to RP in the 8-year bRFS rate (Fig 1)[6].
Figure 1.
Biochemical relapse-free survival by treatment modality: RT to doses < 72 Gy, RT to doses > or = 72 Gy, and RP for all (A), favorable (B), and unfavorable patients(C).
D’Amico et al. reported a retrospective cohort study of 2635 patients with either RP or RT of median dose to 70.4 Gy (95% CI, 69.3-70.4 Gy) [7]. Eight-year bRFS rates for low-risk (T1c, T2a, PSA < or = 10 ng/ml, and Gleason score (GS) < or = 6) patients were 88% and 78% for RP and RT, respectively. Eight-year bRFS rates for intermediate-risk (T2b or GS 7 or PSA > 10 and < or = 20 ng/ml) patients with < 34% positive prostate biopsies were 79% and 65% for PR and RT, respectively. Eight-year bRFS rates were 36% versus 35% for intermediate-risk patients with at least 34% positive prostate biopsies and 33% versus 40% for high-risk (T2c or PSA > 20ng/ml or GS > or = 8) patients treated with RP versus those treated with RT, respectively. In conclusion, in their retrospective cohort study, intermediate-risk and low-risk patients with a low biopsy tumor volume who were treated with RP appeared to fare significantly better compared with patients who were treated using conventional-dose RT. For the meanwhile, Intermediate-risk and high-risk patients with a high biopsy tumor volume who were treated with RP or RT had long-term estimates of bRFS that were not found to be significantly different.
2.4.2. Clinical results of 3D-CRT
Above-mentioned investigators from Cleveland Clinic Foundation reported that 3D-CRT more than 72 Gy was superior to Conventional EBRT less than 72 Gy and very similar to RP in the 8-year bRFS (6). Eight-year bRFS rate were 86% versus 86% (p = 0.16) for favorable-risk (T1 to T2a, GS < or = 6, PSA < or = 10 ng/ml) patients and 62% versus 61% (p = 0.96) for unfavorable-risk (T2b to T2c, GS > or = 7, PSA > 10 ng/ml) patients with RP versus those treated with RT > or = 72 Gy (Fig 1). Several study also have demonstrated that doses in excess of 70 to 72 Gy are associated with a reduction in the risk of recurrence compared with lower doses [8-12].
2.4.3. Clinical results of IMRT
Investigators from Memorial Sloan Kettering Cancer Center (MSKCC) reported their experience in 1002 patients treated with IMRT of 86.4 Gy [13]. They reported 7-year bRFS rates for low, intermediate, and unfavorable risk group patients as 98.8%, 85.6%, and 67.9%, respectively. In this report, they concluded that high dose IMRT to 86.4 Gy for localized prostate cancer resulted in excellent clinical outcomes with acceptable toxicity.
2.4.4. Clinical results of combined with Androgen Deprivation Therapy (ADT) and EBRT
Thus far, there have been five phase III randomized controlled trials for high-risk prostate cancer that compared radiotherapy alone with radiotherapy and ADT [14-18]. In all of these trials, ADT improved bRFS. In three of these four trials, ADT improved both overall survival (OS) and cause-specific survival (CSS).
From above-mentioned results, combining ADT with radiotherapy should be recommended in the high-risk group.
For intermediate-risk prostate cancer, two studies were published. Investigators from Brigham and Women’s Hospital reported their randomized trial that consisted of 206 patients [19]. Two months each of total androgen blockade given before, during, and after radiotherapy for a total of 6 months. After a median follow-up of 4.52 years, ADT had improved 5-year bRFS, CSS, and OS. The Trans-Tasman Radiation Oncology Group (TROG) 96.01 study consisted of 802 patients, who were randomized to radiotherapy alone, 3 months, or 6 months of neoadjuvant hormones with radiotherapy. Five-year bRFS was significantly improved in the 3-month and 6-month arms as compared to the control arm. Although the 6-months arm showed significantly improved 5-year CSS, the 3-month arm was not significantly improved.
The thing to note is that these trials used doses less than 72 Gy that would be considered suboptimal by today’s standard. Whether the benefit of ADT remains in the current era of dose escalation is currently unclear.
2.5. Acute and late adverse events
2.5.1. Acute and late adverse events of conventional EBRT
EBRT delivered with conventional techniques is fairly well tolerated, although grade 2 or higher acute rectal morbidity (discomfort, tenesmus, diarrhea) or urinary symptoms (frequency, nocturia, urgency, dysuria) requiring medication occur in approximately 60% of patients. Symptoms usually appear during the third week of treatment and resolve within days to weeks after treatment is completed. The incidence of late complications that develop > or = 6 months after completion of treatment is significantly lower, whereas serious complications that require corrective surgical intervention are rare. An analysis of 1,020 patients treated in two large Radiation Therapy Oncology Group (RTOG) trials 7506 and 7706 demonstrated an incidence of chronic urinary sequelae, such as cystitis, hematuria, urethral stricture, or bladder contracture, requiring hospitalization in 7.7% of cases, but the incidence of urinary toxicities requiring major surgical interventions such as laparotomy, cystectomy, or prolonged hospitalization was only 0.5% [20]. More than half of chronic urinary complications were urethral strictures, occurring mostly in patients who had undergone a previous transurethral resection of the prostate (TURP). The incidence of chronic intestinal sequelae, such as chronic diarrhea, proctitis, rectal and anal stricture, rectal bleeding or ulcer, requiring hospitalization for diagnosis and minor intervention was 3.3%, with 0.6% of patients experiencing bowel obstruction or perforation. Fatal complications were rare (0.2%). Most complications attributed to radiation therapy are observed within the first 3 to 4 years after treatment, and the likelihood of complications developing after 5 years in low. The risk of complications is increased when radiation doses exceed 70 Gy. The risk of rectal toxicity has been correlated with the volume of the anterior wall exposed to the higher doses of irradiation
2.5.2. Acute and late adverse events of CRT
Michalski et al. reported the toxicity outcomes of Stages T1-T2 prostate cancer in RTOG 9406, a phase I-II dose escalation study [21]. Two hundred twenty five patients were treated to 78 Gy (2 Gy fractions). The median follow-up was 2.2 years. Only 3% of patients had grade 3 acute toxicity. No grade 4 or 5 acute toxicity was reported. The late grade 2 and 3 bowel toxicity rates were 18% and 2%, respectively. 2 had grade 4 bowel toxicity. The late grade 2 and 3 bladder toxicity rates were 17% and 4%, respectively. No grade 4 or 5 late bladder toxicity was reported.
Zietman et al. reported acute and late genitourinary (GU) and gastrointestinal (GI) toxicity among patients treated on a randomized controlled trial [22]. The median follow-up was 5.5 years. The acute GU grade 3 toxicity for both the 70.2 Gy (1.8 Gy fractions) and 79.2 Gy dose arms in 2 Gy per fraction were 1%. The acute GI grade 3 toxicity for the 70.2 Gy and 79.2 Gy dose arms were 1% and 0%, respectively. The late GU grade 2 and 3 toxicity were 18% and 2%, respectively, for the 70.2 Gy dose arm, and 20% and 1%, respectively, for the 79.2 Gy dose arm (difference not significant between two arms). The late GI grade 2 for the 70.2 Gy and 79.2 Gy arms were 8% and 17%, respectively (p = 0.005). The late GI grade 3 toxicity, however, was 1% for both arms.
Zelefsky et al. reported the long-term tolerance of high-dose 3D-CRT at MSKCC [23]. The 5-year actuarial rate of grade 2 rectal toxicity for patients receiving 64.8 to 70.2 Gy was 7%, compared with 16% for those treated to 75.6 Gy and 15% for those who treated to 81 Gy (70.2 vs. 75.6 or 81 Gy, p <0.001). The 5-year actuarial rate of grade 3 or higher rectal toxicity was 0.85%, and no correlation between dose and the development of grade 3 complications was found within the range of 64.8 to 81 Gy. Multivariable analysis demonstrated the following variables as predictors of late grade 2 or higher GI toxicity: prescription doses >75.6 Gy (p < 0.001), history of diabetes mellitus (p = 0.01), and the presence of acute GI symptoms during treatment (p = 0.02). The 5-year actuarial likelihood of Grade 2 or higher late GU toxicity for patients who receiving 75.6 to 81 Gy was 15%, compared with 8% for those treated to 64.8 to 70.2 Gy (p = 0.008). The 5-year actuarial likelihood of the development of a urethral stricture (Grade 3 toxicity) for patients who had a prior TURP was 4%, compared with 1% for those who did not have a prior TURP (p = 0.03). No correlation was observed between higher radiation doses and the development of a urethral stricture. Multivariable analysis demonstrated the following variables as predictors of late Grade 2 or higher GU toxicity: prescription doses >75.6 Gy (p = 0.008) and the presence of acute GU symptoms during treatment (p <0.001).
Peeters et al. reported on the incidence of acute and late complications in a multicenter randomized trial comparing 68 Gy to 78 Gy 3D-CRT [24]. The median follow-up was 31 months. For acute toxicity, no significant differences were seen between the two arms. GI toxicity Grade 2 and 3 was reported as the maximum acute toxicity in 44% and 5%, respectively. For acute GU toxicity, these figures were 41% and 13%. The 3-year in incidence of grade 2 and higher GI and GU toxicities for the 68 Gy dose arm was 23.2% and 28.5%, respectively. The 3-year incidence of grade 2 and higher GI and GU toxicities for the 78 Gy dose arm was 26.5% and 30.2%, respectively. The differences were not significant. However, the authors did note a significant increase in grade 3 rectal bleeding at 3 years was 10% for the 78 Gy arm, compared to 2% for the 68 Gy arm (p = 0.007), and in nocturia (p = 0.05). The factors related to acute GI toxicity were hormone therapy (HT) (p < 0.001), a higher dose-volume group (p = 0.01), and pretreatment GI symptoms (p = 0.04). For acute GU toxicity, prognostic factors were: pretreatment GU symptoms (p < 0.001), ADT (p = 0.003), and prior TURP (p = 0.02). The following variables were found to be predictive of late GI toxicity: a history of abdominal surgery (p <0.001), and the presence of pretreatment GI symptoms (p = 0.001). The following variables were predictive of late GU toxicity: pretreatment urinary symptoms (p <0.001), the use of neoadjuvant ADT (p <0.001), and prior TURP (p = 0.006).
Sabdhu et al. reported that urethral strictures for 1,100 patients treated with 3D-CRT [25]. The 5-year actuarial likelihood of developing urethral stricture was 4% for 120 patients with a prior history or TURP compared to 1% for 980 patients with no history of TURP (p = 0.01). Other late urinary toxicities were not observed among patients with a prior history of a TURP. Lee et al. observed a 2% incontinence rate among patients with a prior history of TURP who were treated with EBRT compared with a 0.2% rate in patients without a prior TURP[26].
2.5.3. Acute and late adverse events of IMRT
In an attempt to improve further the conformality of the high-dose therapy plans and decrease the rate of grade 2 and higher toxicity, an IMRT approach was introduced for the treatment of clinically localized disease.
Zelefsky et al. reported their experience in 1571 patients treated with 3D-CRT or IMRT with dose raging from 66 to 81 Gy [27]. The median follow-up was 10 years. In this experience, IMRT significantly reduced the risk of grade 2 and higher late GI toxicities compared with conventional 3D-CRT (5% vs. 13%, p < 0.001), although IMRT delivered higher dose than 3D-CRT. However, IMRT increased the risk of acute and late grade 2 and higher GU toxicities and acute grade 2 and higher GI toxicities compared with conventional 3D-CRT (37% vs. 22%, p = 0.001, 20% vs. 12%, p = 0.01, and 3% vs. 1%, p = 0.04, respectively).
According to the latest report from MSKCC, actuarial 7-year grade 2 or higher late GI and GU toxicities with the use of IMRT to 86.4 Gy were 4.4% and 21.1%, respectively. Late grade 3 GI and GU toxicities were 0.7% and 2.2%, respectively [13].
Mamgani et al. compared the toxicity of 41 prostate cancer patients treated with IMRT to 78 Gy with that of 37 patients treated with the 3D-CRT approach at the same dose level within the Dutch dose-escalation trial [28]. They reported that IMRT significantly reduced the incidence of acute grade 2 or higher GI toxicity compared with 3D-CRT (20% vs. 61%, p = 0.001). For acute GU toxicity and late GI and GU toxicities, the incidence was lower after IMRT, although these differences were not statistically significant (53% vs. 69%, p = 0.3, 21% vs. 37%, p = 0.16, and 43% vs. 45%, p = 1.0, respectively).
Interstitial prostate brachytherapy was first performed by Barringer in 1915 [29-31]. Its first widespread adoption occurred in the 1970s, when the retropubic method was popularized [32]. A laparotomy was done for lymph node dissection and exposure of the prostate. Iodine-125 sources were implanted under direct visualization. The procedure was technically difficult to perform, in part because of limited working space in the pelvis. As a result, retropubic implantation lost popularity in the 1980s [33]. Instead, ultrasound-guided permanent prostatic implantation emerged in the early 1980s and has spread all over the world. The ultrasound-guided transperineal technique was initially described by Holm and coworkers in 1983 [34]. Transrectal ultrasound (TRUS) allowed visualization of the needle location within the prostate, facilitating real-time read-justments of needle position as necessary. Implants could be computer preplanned using transverse ultrasound images. Transperineal implants also could be done percutaneously on an outpatient basis, without laparotomy. Combined with modern, computer-based treatment planning, technological advances allowed for higher quality outpatient prostate brachytherapy [35].
Brachytherapy offers substantial biologic advantages over EBRT in terms of dose localization and higher biologic doses. A modification of the time, dose, and fractionation tables has been made to allow interconvertability between beam radiation and low-dose-rate brachytherapy [36]. There are also substantial practical advantages of brachytherapy, including vastly shorter treatment times and lower costs. These practical advantages have helped maintain widespread interest in brachytherapy, despite continuous improvements in beam radiation. Although enthusiasm remains high in some quarters, there are still vexing discrepancies in reported cure rates and morbidities. It is becoming clearer that such discrepancies result partly from different technical expertise and patient management policies [37]. Brachytherapy, like surgery, is operator-dependent and outcomes vary with skill and experience.
3.2. Patient selection
Contraindications to brachytherapy include metastatic disease (including lymph node involvement), gross seminal vesicle involvement because that radioactive seeds are unlikely to be capable of sterilizing more than the most proximal 1 cm of seminal vesicle tissue, or large T3 disease that cannot be adequately implanted because of geometrical impediments to adequate tumor mass implantation (an unusual presentation).
Large prostate size can be often contraindication to brachytherapy because that the anterior and lateral portion of the gland may be inadequately covered because of pubic arch interference of needle placement. When a patient has a prostate > 60 cc, and pubic arch interference is a concern, a short course of ADT will reduce prostate volume by an average of approximately 30% in 3-4 months [38, 39]
Patients with a high International Prostate Symptom Score (IPSS) for urinary irritative and obstructive symptoms are at increased risk of developing postimplant urinary retention [40-43]. Terk et al. [44] and Gutman et al. [45] reported that patients with IPSS had a high risk of urinary retention.
Patients with prior pelvic radiotherapy may be at increased risk of developing late GI or GU toxicity. In such patients, the dose delivered to the prostate, rectum, and bladder should be considered.
In patients with prior TURP, a large TURP defect may disturb implantation of seed throughout the entire gland, resulting in unacceptable dosimetry.
Early-stage prostate cancer with T < or = 2a, initial PSA < or = 10ng/ml, and GS < or = 6 is suitable for brachytherapy without supplemental EBRT. Meanwhile, the generally accepted policy has been to add EBRT for the prostate cancer with T > 2a, initial PSA > 10ng/ml, or GS > 6. However, patients with intermediate-risk disease (T = 2b, GS = 7, or PSA > 10 and < or = 20 ng/ml) represent a heterogeneous patient population some of whom may benefit from monotherapy. Some investigators reported their experiences to perform monotherapy for patients with intermediate- and high-risk disease [46 – 51].
First of all, TRUS imaging is obtained before planned procedure to assess the prostate volume. A computerized plan is generated from the ultrasound images, producing isodose distributions and the ideal location of seeds within the gland to deliver the prescription dose to the prostate. Several days to weeks later, the implantation procedure is performed. Needles are then placed under ultrasonographic guidance through a perineal template according to the coordinates determined by the preplan. Radioactive seeds are individually deposited in the needle with the aid of an applicator or with preloaded seeds on a semirigid strand containing the preplanned number of seeds. In the latter case, this is accomplished by stabilizing the needle obturator that holds the seed column in a fixed position while the needle is withdrawn slowly, depositing a row or series of seeds within the gland.
In general most brachytherapists use a modified peripheral loading technique for permanent interstitial implantation. This approach can reduce the urethral doses more than a homogenous loading technique. The portion of the urethra receiving 150% dose (UV150) should be limited [52]. Likewise, the volume of the rectum (RV100) receiving the prescription dose ideally should be < 1 cc [53].
3.3.2. Intraoperative planning techniques
Intraoperative planning takes advantage of the opportunity of using real-time measurements of the prostate during the procedure while preplanning is often preformed several weeks before implantation, frequently under different conditions than the actual operative procedure. Subtle changes in the position of the ultrasound probe as well as the distortion of the prostate associated with needle placement and subsequent edema can result in profound changes in the shape of the gland compared with the preplanned prostatic contour.
3.4. Dose selection
Numerous studies have confirmed D90 (the minimum dose received by 90% of the prostate volume) and V100 (percentage of the prostate volume receiving 100% of the prescribed dose) are correlated with outcome [54-56].
Prescription doses for I-125 or palladium-103 (103Pd) are typically 140 to 160 Gy or 110 to 130 Gy, respectively. In practice, many brachytherapists plan a dose higher than the above mentioned doses to compensate for edema, seed misplacement, and so on. Merrick et al. [57] examined variability in permanent prostate brachytherapy preimplant dosimetry among eight experienced brachytherapy teams. A range of D90 values from 112% to 151% of the prescription dose was planned. Several investigations suggest that an acceptable dose range for postimplant D90 for I-125 may be 130 to 180 Gy as long as normal structures are not overdosed. Zelefsky et al. [58] reported that D90 < 130 Gy was associated with and increased risk of failure. Meanwhile, Gomez-Iturriaga Pina et al. [59] reported that D90 from 180 Gy to 200 Gy was associated with excellent biochemical disease-free survival and acceptable toxicity.
When combined EBRT and brachytherapy, a wide variety of implant and beam radiation dose combinations are used. Implant prescription doses area generally dropped to approximately 70% to 80% of monotherapy doses, ranging from 110 to 120 Gy with I-125 and 90 to 100 Gy with Pd-103. External beam doses of 40 to 50 Gy area typically used. No studies have investigated either the sequencing of EBRT and brachytherapy, or the time interval between the two.
A wide variety of seed activities, seed numbers, or total activities have been used because of no clinical evidence of any effect outcome. Seed activities typically vary from 0.3 to 0.6 mCi for I-125 and 1.2 to 2.2 mCi for Pd-103.
3.5. Clinical results
3.5.1. Clinical results of LDR brachytherapy as monotherapy
It is generally accepted that patients with low-risk disease are excellent candidate for LDR monotherapy. There is no randomized data comparing therapeutic outcomes between LDR monotherapy, surgery, and EBRT. However, multiple reports of low-risk patients treated with LDR monotherapy have demonstrated excellent long-term biochemical control rates of 80 – 95% (Table 1).
Patients with intermediate-risk disease represent a heterogeneous patient population. Some of them seem to benefit from LDR monotherapy, whereas others may require combined modality approaches with EBRT and/or ADT. D’Amico et al [65] reported that percentage of positive prostate biopsy cores is a predicting factor of biochemical outcome following EBRT, particularly for intermediate-risk patients. In their report, patients with > 50% of biopsy cores positive had PSA relapse rates comparable to those of high-risk patients, whereas patients with < 34% of biopsy cores positive had favorable biochemical outcomes similar to those of low risk patients. Long-term biochemical control rate for intermediate-risk patients treated with LDR monotherapy is also favorable, ranging from 70% to 90% (Table 1).
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tAuthors\n\t\t\t
\n\t\t\t
\n\t\t\t\tN\n\t\t\t
\n\t\t\t
\n\t\t\t\tMean/Median Follow-up\n\t\t\t
\n\t\t\t
\n\t\t\t\tAdjuvant Hormone Therapy\n\t\t\t
\n\t\t\t
\n\t\t\t\tbRFS rate\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tLow-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tIntermediate-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tHigh-risk\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
Sylvester et al [60]
\n\t\t\t
215
\n\t\t\t
11.7 years
\n\t\t\t
NO
\n\t\t\t
15-year
\n\t\t
\n\t\t
\n\t\t\t
85.90%
\n\t\t\t
79.90%
\n\t\t\t
62.20%
\n\t\t
\n\t\t
\n\t\t\t
Prade et al [61]
\n\t\t\t
734
\n\t\t\t
55 months
\n\t\t\t
YES
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
92.00%
\n\t\t\t
84%
\n\t\t\t
65%
\n\t\t
\n\t\t
\n\t\t\t
Henry et al [62]
\n\t\t\t
1298
\n\t\t\t
4.9 years
\n\t\t\t
YES
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
86.40%
\n\t\t\t
76.70%
\n\t\t\t
60.60%
\n\t\t
\n\t\t
\n\t\t\t
Zelefsky et al [63]
\n\t\t\t
2693
\n\t\t\t
63 months
\n\t\t\t
NO
\n\t\t\t
8-year
\n\t\t
\n\t\t
\n\t\t\t
82%
\n\t\t\t
70%
\n\t\t\t
48%
\n\t\t
\n\t\t
\n\t\t\t
Zelefsky et al [64]
\n\t\t\t
367
\n\t\t\t
63 months
\n\t\t\t
YES
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
96%
\n\t\t\t
89%
\n\t\t\t
-
\n\t\t
\n\t
Table 1.
LDR brachytherapy as monotherapy
For patients with high-risk disease, the use of supplemental beam radiation to cover the periprostatic prostate tissue has been widely practiced. However, LDR monotherapy has been good results comparable to combination of monotherapy and EBRT even in patients with high-risk disease.
3.5.2. Clinical results of combination of LDR brachytherapy and EBRT
Outcomes (bRFS rates) for a combination of LDR brachytherapy and EBRT are shown in Table 2.
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tAuthors\n\t\t\t
\n\t\t\t
\n\t\t\t\tN\n\t\t\t
\n\t\t\t
\n\t\t\t\tMean/Median Follow-up\n\t\t\t
\n\t\t\t
\n\t\t\t\tAdjuvant Hormone Therapy\n\t\t\t
\n\t\t\t
\n\t\t\t\tbRFS rate\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tLow-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tIntermediate-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tHigh-risk\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
Critz et al [66]
\n\t\t\t
1469
\n\t\t\t
6 years
\n\t\t\t
NO
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
93%
\n\t\t\t
80%
\n\t\t\t
61%
\n\t\t
\n\t\t
\n\t\t\t
Merrick et al [67]
\n\t\t\t
204
\n\t\t\t
7 years
\n\t\t\t
YES
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
86.60%
\n\t\t
\n\t\t
\n\t\t\t
Sylvester et al [68]
\n\t\t\t
223
\n\t\t\t
9.43 years
\n\t\t\t
NO
\n\t\t\t
15-year
\n\t\t
\n\t\t
\n\t\t\t
85.60%
\n\t\t\t
80.30%
\n\t\t\t
67.80%
\n\t\t
\n\t\t
\n\t\t\t
Stock et al [69]
\n\t\t\t
181
\n\t\t\t
65 months
\n\t\t\t
YES
\n\t\t\t
8-year
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
73%
\n\t\t
\n\t\t
\n\t\t\t
Wernicke et al [70]
\n\t\t\t
242
\n\t\t\t
10 years
\n\t\t\t
NO
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t
77.30%
\n\t\t\t
-
\n\t\t
\n\t
Table 2.
Combination of LDR brachytherapy and EBRT
3.6. Acute and late adverse events of LDR brachytherapy
3.6.1. Urinary toxicity
Almost all patients after LDR brachytherapy develop some kind of acute urinary symptoms, for example, urinary frequency, urgency, and occasional urge incontinence. These symptoms often peak at about 3 months after brachytherapy, subsequently gradually decline over the ensuing 3 to 6 months, and resolve with in 1 year (71). Most patients benefit with the use of an α-blocker. However, Brown et al [71] reported that 22% of patients experienced persistent urinary symptoms even after 12 months.
Acute urinary retention (AUR) is a common complication of modern brachytherapy, but can occur immediately after LDR brachytherapy. Crook et al. [72] demonstrated on the basis of a multivariate analysis that larger prostate volumes and prior hormone therapy were each independent predictors of AUR. AUR should be managed by intermittent or continuous bladder drainage. If AUR persists more than a few days, clean intermittent self-catheterization is preferred to continuous drainage by a Foley catheter. The use of transurethral incision of prostate should be avoided in the first 6 months, but if retention persists, transurethral incision of prostate or minimal TURP may be considered, recognizing the risk of urinary incontinence after these procedures [73-75].
3.6.2. Rectal toxicity
Grade 2 rectal toxicity symptoms, which manifest as rectal bleeding or increased mucous discharge, occur in 2 to 10% of patients, nearly always manifests between 6 and 18 months of implantation [76]. It is partly related to rectal dose and its volume exposed to a particular dose. The incidence of grade 3 or 4 rectal toxicity, which symptoms manifest rectal ulceration or fistula, is unusual (< 1.0%), providing that the volume of rectal wall receiving the prescription dose is kept below 0.5 cc on day 0 or 1 cc on day 30 dosimetry [77]. Most cases of rectal bleeding do not progress to rectal ulceration or fistula and are self-limited in nature. However, healing is typically slow. With the ineffectiveness of medical therapies, more invasive therapies with argon plasma coagulation or topical formalin have been highly effective therapy for rectal bleeding [78]. Invasive therapies, however, might exacerbate radiation damage, so they should be undertaken with caution. Rectal wall biopsy in the course of evaluation for rectal toxicity should avoid as much as possible because it may result in the development of rectal ulceration or fistula.
3.6.3. Sexual dysfunction
Erectile impotence occurs from 20% to 80% after implantation. According to Zelefsky et al [79], whereas the incidence of impotence at 2 years after implantation was 21%, the rate increased to 42% at 5 years after. Merrick et al. [80] reported that there is a strong correlation between radiation-induced impotence and the dose to the penile bulb and proximal penis. They recommend that with day 0 dosimetric evaluation, the minimum dose delivered to 50% and 25% of the bulb should be maintained below 40% and 60% of prescribed minimum peripheral dose, respectively, whereas the minimum dose delivered to 50% and 25% of the crura should be maintained below 40% and 28% of prescribed minimum peripheral dose, respectively, to maximize posttreatment potency.
Several reports suggest that sildenafil citrate have good response to impotence after implantation[81, 82]. Potters et al. [83] reported that the addition of neoadjuvant androgen deprivation had a significant impact on the potency preservation rate after implantation. The response to sildenafil was significantly better in those patients not treated with neoadjuvant ADT.
HDR brachytherapy has been used as the brachytherapy component in combination with EBRT for the treatment of prostate cancer [84-90]. In general, for this approach patients undergo transperineal placement of afterloading catheters in the prostate under ultrasonographic guidance. After CT-based treatment planning, several high-dose fractions are administered during an interval of 24 to 36 hours using 192Ir. This treatment is followed by supplemental EBRT directed to the prostate and periprostatic tissues to a dose of 40 to 50.4 Gy using conventional fractionation. Recently, dose-escalation studies have been implemented to increase gradually the dose per fraction delivered with the HDR boost [91]. Improved outcomes with higher HDR boost doses were observed compared with outcomes achieved using lower dose level. Single higher dose fraction also becomes used for dealing with the issue of needle displacement between each fraction [92]. More recently, several institutes have used HDR brachytherapy as monotherapy without the addition of EBRT, largely for low-risk, but also for intermediate- and high-risk patients [93-99].
HDR brachytherapy offers several potential advantages over other techniques. Taking advantage of an afterloading approach, the radiation oncologist and physicist can more easily optimize the delivery of radiation therapy to the prostate and compensate for potential regions of underdosage that may be present with permanent interstitial implantation. Further, this technique reduces involved in the procedure compared with permanent interstitial implantation. Finally, HDR brachytherapy boosts may be radiobiologically more efficacious in terms of tumor cell kill for patients with increased tumor bulk or adverse prognostic features compared with low-dose-rate boost such as 125I or 103Pd.
4.2. Clinical results of HDR brachytherapy
The reported outcomes of combination of HDR brachytherapy and EBRT are favorable (Table 3). Multiple reports of low- and intermediate-risk patients treated with combination of HDR brachytherapy and EBRT have demonstrated excellent long-term biochemical control rates of 90-100% and 87-98%, respectively (Table 3). Long-term biochemical control rate for high-risk patients treated with combination of HDR brachytherapy and EBRT is also favorable.
Yoshioka et al. [99] have performed HDR brachytherapy as monotherapy for localized prostate cancer since 1996. The 5-year bRFS rate for low-, intermediate-, and high-risk patients was 85%, 93%, and 79%, respectively.
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tAuthors\n\t\t\t
\n\t\t\t
\n\t\t\t\tN\n\t\t\t
\n\t\t\t
\n\t\t\t\tMean/Median Follow-up\n\t\t\t
\n\t\t\t
\n\t\t\t\tHDR dose\n\t\t\t
\n\t\t\t
\n\t\t\t\tbRFS rate\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tLow-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tIntermediate-risk\n\t\t\t
\n\t\t\t
\n\t\t\t\tHigh-risk\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
Boost
\n\t\t
\n\t\t
\n\t\t\t
Astrom et al. [100]
\n\t\t\t
214
\n\t\t\t
4 years
\n\t\t\t
10 Gy x 2
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
92%
\n\t\t\t
88%
\n\t\t\t
61%
\n\t\t
\n\t\t
\n\t\t\t
Bachand et al. [101]
\n\t\t\t
153
\n\t\t\t
44 months
\n\t\t\t
9 Gy x 2/ 10 Gy x 2
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
95.9%
\n\t\t\t
95.5%
\n\t\t
\n\t\t
\n\t\t\t
Chen et al. [84]
\n\t\t\t
85
\n\t\t\t
40 months
\n\t\t\t
5.5 Gy x 3
\n\t\t\t
4-year
\n\t\t
\n\t\t
\n\t\t\t
100%
\n\t\t\t
91%
\n\t\t\t
81%
\n\t\t
\n\t\t
\n\t\t\t
Demanes et al. [85]
\n\t\t\t
209
\n\t\t\t
6.4 years
\n\t\t\t
5.5 Gy x 4/ 6.0 Gy x 4
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
92%
\n\t\t\t
87%
\n\t\t\t
63%
\n\t\t
\n\t\t
\n\t\t\t
Yamada et a.l [86]
\n\t\t\t
105
\n\t\t\t
44 months
\n\t\t\t
5.5 Gy x 3/ 7.0 Gy x 3
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
100%
\n\t\t\t
98%
\n\t\t\t
92%
\n\t\t
\n\t\t
\n\t\t\t
Phan et al. [89]
\n\t\t\t
309
\n\t\t\t
59 months
\n\t\t\t
6 Gy x 4
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
98%
\n\t\t\t
90%
\n\t\t\t
78%
\n\t\t
\n\t\t
\n\t\t\t
Prada et al. [102]
\n\t\t\t
313
\n\t\t\t
71 months
\n\t\t\t
11.5 Gy x 2
\n\t\t\t
10-year
\n\t\t
\n\t\t
\n\t\t\t
100%
\n\t\t\t
91%/88%
\n\t\t\t
79%
\n\t\t
\n\t\t
\n\t\t\t
Monotherapy
\n\t\t
\n\t\t
\n\t\t\t
Yoshioka et al. [99]
\n\t\t\t
112
\n\t\t\t
5.4 years
\n\t\t\t
6 Gy x 9
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
85%
\n\t\t\t
93%
\n\t\t\t
79%
\n\t\t
\n\t\t
\n\t\t\t
Rogers CL et al. [103]
\n\t\t\t
284
\n\t\t\t
35.1 months
\n\t\t\t
6.5 Gy x 6
\n\t\t\t
5-year
\n\t\t
\n\t\t
\n\t\t\t
94.40%
\n\t\t
\n\t
Table 3.
HDR brachytherapy
4.3. Acute and late adverse events of HDR brachytherapy
4.3.1. Urinary toxicity
Acute urinary symptoms such as urinary urgency and frequency are common and usually resolve within a few months. Urinary retention occurs in less than 5% of patients treated with combination of HDR brachytherapy and EBRT [89, 94, 104, 105]. Urinary strictures are reported in up to 15% of patients, and most commonly seen in the bulbomembranous urethra [106, 107]. Urinary incontinence is extremely rare, and seen in less than 2% of patients [107, 108].
4.3.2. Rectal toxicity
Transient rectal symptoms such as rectal urgency or frequency often occur. Late rectal bleeding may occur and is usually not clinically significant. Rectal fistula is extremely rare, and seen in less than 1% of patients[89].
4.3.3. Sexual toxicity
Erectile dysfunction has been reported in up to 40% of patients, but approximately 80% will respond to phosphodiesterase-5 inhibitors (86).
5. Particle beam radiation therapy
Particle beam radiation therapy is the cancer therapy to deliver the ions accelerated by means of a cyclotron or synchrotron. Nowadays, protons and carbon ions (heavy particles) are in clinical use.
For protons and heavy particles, unlike electrons or X-rays, the dose increases while the particle penetrates the tissue and loses energy continuously. Hence the dose increases with increasing thickness up to the Bragg peak that occurs near the end of the particle\'s range. Beyond the Bragg peak, the dose drops to zero (for protons) or almost zero (for heavy particles). The advantage of this energy deposition profile is that less energy is deposited into the healthy tissue surrounding the target tissue.
Although proton beams have approximately the same biological effectiveness as X-rays or electrons, carbon ions have 1.2 to 3.5 times as much effectiveness as X-rays. Carbon ions many other biological features, which X-rays don`t have, as follows; 1) having their reduced ability to repair damage DNA, 2) having smaller oxygen enhancement ratio, 3) effectiveness even against the hypoxic cancer cells, 4) effectiveness even against S-late phase cancer cells because of their being less of cell cycle dependence.
Investigators from National Institute of Radiological Sciences, Japan reported their experience in 927 patients treated with hypofractionated conformal carbon-ion radiation therapy between April 2000 and December 2010 [109]. Of 927 patients, 250, 216, and 461 patients were treated with 66 GyE (Gray equivalent (a measure of carbon-ion radiation dose base on an relative biological effectiveness (RBE) ratio of 3 with respect to photon radiation)) in 20 fractions (Fr), 63 GyE in 20 Fr, and 57.6 GyE in 16 Fr, respectively. Neoadjuvant ADT was given to the patients in the intermediate- and high-risk groups for 2 to 6 months. Adjuvant ADT was continued for a duration of 6 months for intermediate-risk patients and for 2 years for the high-risk patients. They reported the 5-year cause specific survival rates for the low-, intermediate-, and high-risk group patients as 100%, 100%, and 97.9%, respectively. The 5-year bRFS rates of the low-, intermediate-, and high-risk groups were 89.4%, 96.8%, and 88.4%, respectively. They reported that grade 2 rectal bleeding developed in 15 patients (1.6%), but no grade 3 or worse morbidities at the rectum were observed in all groups. They also reported that late grade 2 and grade 3 GU toxicities were observed in 57 (6.1%) and one (0.1%) of 927 patients, respectively. These incidences of late morbidities, especially of rectal bleeding are favorable compared with other RT methods (Table. 4).
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t\tAuthors\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t\tMethod\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t\tDose fractionation\n\t\t\t
\n\t\t\t
\n\t\t\t\tNo. patients\n\t\t\t
\n\t\t\t
\n\t\t\t\tMorbidity rate\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t\t(Gy/Fr)\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t\tGI\n\t\t\t
\n\t\t\t
\n\t\t\t\tGU\n\t\t\t
\n\t\t
\n\t\t
\n\t\t\t
Coote et al. [110]
\n\t\t\t
IMRT
\n\t\t\t
\n\t\t\t
60.0/20
\n\t\t\t
\n\t\t\t
60
\n\t\t\t
\n\t\t\t
9.5%
\n\t\t\t
4.0%
\n\t\t
\n\t\t
\n\t\t\t
Martin et al. [111]
\n\t\t\t
IMRT
\n\t\t\t
\n\t\t\t
60.0/20
\n\t\t\t
\n\t\t\t
92
\n\t\t\t
\n\t\t\t
6.3%
\n\t\t\t
10.0%
\n\t\t
\n\t\t
\n\t\t\t
Kupelian et al.[112]
\n\t\t\t
IMRT
\n\t\t\t
\n\t\t\t
70.0/28
\n\t\t\t
\n\t\t\t
770
\n\t\t\t
\n\t\t\t
4.4%
\n\t\t\t
5.2%
\n\t\t
\n\t\t
\n\t\t\t
King et al. [113]
\n\t\t\t
\n\t\t\t
SRT
\n\t\t\t
\n\t\t\t
36.25/5
\n\t\t\t
\n\t\t\t
41
\n\t\t\t
\n\t\t\t
15.0%
\n\t\t\t
29.0%
\n\t\t
\n\t\t
\n\t\t\t
Madsen et al. [114]
\n\t\t\t
SRT
\n\t\t\t
\n\t\t\t
33.5/5
\n\t\t\t
\n\t\t\t
40
\n\t\t\t
\n\t\t\t
7.5%
\n\t\t\t
22.5%
\n\t\t
\n\t\t
\n\t\t\t
Michalski JM et al. [115]
\n\t\t\t
3DCRT
\n\t\t\t
\n\t\t\t
68.4-79.2/38-41
\n\t\t\t
275
\n\t\t\t
\n\t\t\t
7-16%
\n\t\t\t
18-29%
\n\t\t
\n\t\t
\n\t\t\t
\n\t\t\t
\n\t\t\t
3DCRT
\n\t\t\t
\n\t\t\t
78.0/39
\n\t\t\t
\n\t\t\t
118
\n\t\t\t
\n\t\t\t
25-26%
\n\t\t\t
23-28%
\n\t\t
\n\t\t
\n\t\t\t
Schulte RW [116]
\n\t\t\t
Proton
\n\t\t\t
\n\t\t\t
75.0/39
\n\t\t\t
\n\t\t\t
901
\n\t\t\t
\n\t\t\t
3.5%
\n\t\t\t
5.4%
\n\t\t
\n\t\t
\n\t\t\t
Ishikawa et al. [109]
\n\t\t\t
Carbon-ion
\n\t\t\t
57.6-66.0/16-20
\n\t\t\t
927
\n\t\t\t
\n\t\t\t
1.9%
\n\t\t\t
6.3%
\n\t\t
\n\t
Table 4.
Comparison of Grade 2 or worse late morbidity rates according to RT method
The results of three large phase III trials, which evaluated the merits of adjuvant versus expectant management in postoperative patients with positive surgical margins and/or pT3 disease, were reported.
EORTC 22911 confirmed the value of ART, which reduced the risk of biochemical failure and prolongs the time to clinical progression [117]. Patients eligible for this study had pT2-3N0M0 tumors and one or more pathologic risk factors (extracapsular extension (ECE), positive surgical margins (PSM), seminal vesicles invasion (SVI)). After a median follow-up of 5 years, biochemical and clinical progression-free survivals were significantly improved in the radiotherapy group (P < 0.0001 and P = 0.0009, respectively). The rate of local regional failure was also lower in the radiotherapy group (P = 0.07). Severe toxicity (grade 3 or higher) was similar, being 2.6% versus 4.2% at 5 years in the postoperative radiotherapy group (P = 0.07).
SWOG 8794 randomly assigned 473 node-negative patients initially treated with radical prostectomy, but found to have either PSM or pT3 (ECE and/or SVI) disease to ART or observation [118]. ART consisted of 60 to 64 Gy. ART resulted in an improvement in metastasis-free and overall survival compared with deferred therapy (HR 0.71; P = 0.016 and HR 0.72; P = 0.023, respectively). Although adverse effects were more common with radiotherapy versus observation, by 5 years there were no differences in health-related QOL, and a subset analysis suggests that earlier treatment is better than delayed treatment [119].
From the German Cancer Society, ARO 96-02/AUO AP 09/95 randomized 385 patients with pT3 or PSM to either ART (60Gy in 2 Gy fractions) or observation [120]. Although this study had the short median follow-up of 40 months, ART significantly improved progression-free survival (P < 0.0001) with a low incidence of late complications from radiotherapy.
6.2. Salvage radiotherapy (SRT)
A multi-institutional study suggests that early intervention with radiotherapy is better than delayed intervention for patients with biochemical failure [121, 122]. This analysis included patients with pT3-4N0 disease who received either SRT or early ART. Early ART for pT3-4N0 disease significantly reduces the risk of long-term biochemical progression after radical prostatectomy compared with SRT.
Stephenson et al. [123] reported on the outcomes and prognostic factors of 501 men who had salvage radiotherapy after a biochemical recurrence. In the entire cohort, the 4-year progression-free survival (PFS) was 45%, and 67% attained a PSA nadir of <0.1 ng/mL. Multivariate analyses demonstrated that Gleason score of 8 to 10, preradiotherapy PSA >2 ng/mL, negative margins, PSA-doubling time <10 months, and seminal vesicle invasion were associated with PSA progression. Supporting earlier intervention, preradiotherapy PSA <0.6 ng/mL had significantly improved PFS than a PSA of 0.61 to 2 ng/mL (P = 0.006) and >2 ng/mL (P = 0.001).
\n',keywords:null,chapterPDFUrl:"https://cdn.intechopen.com/pdfs/41798.pdf",chapterXML:"https://mts.intechopen.com/source/xml/41798.xml",downloadPdfUrl:"/chapter/pdf-download/41798",previewPdfUrl:"/chapter/pdf-preview/41798",totalDownloads:1590,totalViews:143,totalCrossrefCites:0,totalDimensionsCites:0,totalAltmetricsMentions:0,impactScore:0,impactScorePercentile:3,impactScoreQuartile:1,hasAltmetrics:0,dateSubmitted:"May 1st 2012",dateReviewed:"September 7th 2012",datePrePublished:null,datePublished:"January 16th 2013",dateFinished:"January 3rd 2013",readingETA:"0",abstract:null,reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/41798",risUrl:"/chapter/ris/41798",book:{id:"3274",slug:"advances-in-prostate-cancer"},signatures:"Shinji Kariya",authors:[{id:"157550",title:"Dr.",name:"Shinji",middleName:null,surname:"Kariya",fullName:"Shinji Kariya",slug:"shinji-kariya",email:"kariyas@kochi-u.ac.jp",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Kochi Medical School Hospital",institutionURL:null,country:{name:"Japan"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. External beam radiation therapy",level:"1"},{id:"sec_2_2",title:"2.1. Conventional External Beam Radiation Therapy (EBRT)",level:"2"},{id:"sec_3_2",title:"2.2. Three-Dimensional Conformal Radiation Therapy (3D-CRT)",level:"2"},{id:"sec_4_2",title:"2.3. Intensity Modulated Radiation Therapy (IMRT)",level:"2"},{id:"sec_5_2",title:"2.4. Clinical results of EBRT",level:"2"},{id:"sec_5_3",title:"2.4.1. Clinical results of conventional EBRT",level:"3"},{id:"sec_6_3",title:"2.4.2. Clinical results of 3D-CRT",level:"3"},{id:"sec_7_3",title:"2.4.3. Clinical results of IMRT",level:"3"},{id:"sec_8_3",title:"2.4.4. Clinical results of combined with Androgen Deprivation Therapy (ADT) and EBRT",level:"3"},{id:"sec_10_2",title:"2.5. Acute and late adverse events ",level:"2"},{id:"sec_10_3",title:"2.5.1. Acute and late adverse events of conventional EBRT",level:"3"},{id:"sec_11_3",title:"2.5.2. Acute and late adverse events of CRT",level:"3"},{id:"sec_12_3",title:"2.5.3. Acute and late adverse events of IMRT",level:"3"},{id:"sec_15",title:"3. Low-Dose-Rate (LDR) brachytherapy (Permanent implants) ",level:"1"},{id:"sec_15_2",title:"3.1. Introduction to permanent implants",level:"2"},{id:"sec_16_2",title:"3.2. Patient selection",level:"2"},{id:"sec_17_2",title:"3.3. Treatment techniques",level:"2"},{id:"sec_17_3",title:"3.3.1. Preplanned transperineal implantation techniques",level:"3"},{id:"sec_18_3",title:"3.3.2. Intraoperative planning techniques",level:"3"},{id:"sec_20_2",title:"3.4. Dose selection",level:"2"},{id:"sec_21_2",title:"3.5. Clinical results",level:"2"},{id:"sec_21_3",title:"Table 1.",level:"3"},{id:"sec_22_3",title:"Table 2.",level:"3"},{id:"sec_24_2",title:"3.6. Acute and late adverse events of LDR brachytherapy",level:"2"},{id:"sec_24_3",title:"3.6.1. Urinary toxicity",level:"3"},{id:"sec_25_3",title:"3.6.2. Rectal toxicity",level:"3"},{id:"sec_26_3",title:"3.6.3. Sexual dysfunction",level:"3"},{id:"sec_29",title:"4. High-Dose-Rate (HDR) brachytherapy (Temporary implants)",level:"1"},{id:"sec_29_2",title:"4.1. Introduction to HDR brachytherapy",level:"2"},{id:"sec_30_2",title:"4.2. Clinical results of HDR brachytherapy",level:"2"},{id:"sec_31_2",title:"4.3. Acute and late adverse events of HDR brachytherapy",level:"2"},{id:"sec_31_3",title:"4.3.1. Urinary toxicity",level:"3"},{id:"sec_32_3",title:"4.3.2. Rectal toxicity",level:"3"},{id:"sec_33_3",title:"4.3.3. Sexual toxicity",level:"3"},{id:"sec_36",title:"5. Particle beam radiation therapy",level:"1"},{id:"sec_37",title:"6. Postoperative radiotherapy ",level:"1"},{id:"sec_37_2",title:"6.1. Adjuvant radiotherapy (ART)",level:"2"},{id:"sec_38_2",title:"6.2. Salvage radiotherapy (SRT)",level:"2"}],chapterReferences:[{id:"B1",body:'Bagshaw MA, Cox RS, Ray GR. Status of radiation treatment of prostate cancer at Stanford University. 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Int J Radiat Oncol Biol Phys 2007; 68(1) 34-40.'},{id:"B68",body:'Sylvester JE, Grimm PD, Blasko JC, et al. 15-year biochemical relapse free survival in clinical stage T1-T3 prostate cancer following combined external beam radiotherapy and brachytherapy; Seattle experience. Int J Radiat Oncol Biol Phys 2007; 67(1):57-64.'},{id:"B69",body:'Stock RG, Cesaretti JA, Hall SJ, et al. Outcomes for patients with high-grade prostate cancer treated with a combination of brachytherapy, external beam radiotherapy and hormonal therapy. BJU Int 2009; 104(11) 1631-1636.'},{id:"B70",body:'Wernicke AG, Shamis M, Yan W, et al. Role of isotope selection in long-term outcomes in patients with intermediate-risk prostate cancer treated with a combination of external beam radiotherapy and low-dose-rate interstitial brachytherapy. Urol 2012; 79(5) 1098-1104.'},{id:"B71",body:'Brown D, Colonias A, Miller R, et al. Urinary morbidity with a modified peripheral loading technique of transperineal 125I prostate implantation. Int J Radiat Oncol Biol Phys 2000; 47(2) 353-360.'},{id:"B72",body:'Crook J, McLean M, Catton C, et al. Factors influencing risk of acute urinary retention after TRUS-guided permanent prostate seed implantation. Int J Radiat Oncol Biol Phys 2002; 52(2) 453-460.'},{id:"B73",body:'Blasko JC, Ragde H, Grimm PD. Transperineal ultrasound-guided implantation of the prostate: Morbidity and complications. Scand J Urol Nephrol Suppl 1991; 137 113-118.'},{id:"B74",body:'Hu K, Wallner K. Urinary incontinence in patients who have a TURP/TUIP following prostate brachytherapy. Int J Radiat Oncol Biol Phys 1998; 40(4) 783-786.'},{id:"B75",body:'Kollmeier MA, Stock RG, Cesaretti J, et al. Urinary morbidity and incontinence following transurethral resection of the prostate after brachytherapy. J Urol 2005; 173(3) 808-812.'},{id:"B76",body:'Snyder KM, Stock RG, Hong SM, et al. Defining the risk of developing grade 2 proctitis following 125I prostate brachytherapy using a rectal dose-volume histogram analysis. Int J Radiat Oncol Biol Phys 2001; 50(2) 335-341.'},{id:"B77",body:'Tran A, Wallner K, Merrick G, et al. Rectal fistulas after prostate brachytherapy. Int J Radiat Oncol Biol Phys 2005; 63(1) 150-154.'},{id:"B78",body:'Smith S, Wallner K, Han B, et al: Argon plasma coagulation for rectal bleeding following prostate brachytherapy. Int J Radiat Oncol Biol Phys 2001; 51(3) 636-642.'},{id:"B79",body:'Zelfsky MJ, Yamada Y, Cohen G, et al. Comparison of the 5-year outcome and morbidity of three dimensional conformal radiotherapy versus transperineal permanent iodine-125 implantation for early stage prostate cancer. J Clin Oncol 1999; 17(2) 517-522.'},{id:"B80",body:'Merrick GS, Butler WM, Wallner KE et al. The importance of radiation doses to the penile bulb vs. crura in the development of postbrachytherapy erectile dysfunction. Int J Radiat Oncol Biol Phys 2002; 54(4) 1055-1062.'},{id:"B81",body:'Merrck GS, Butler WM, Wallner KE, et al. Erectile function after prostate brachytherapy. Int J Radiat Oncol Biol Phys 2005; 62(2) 437-447. '},{id:"B82",body:'Raina R, Agarwal A, Goyal KK et al. Long-term potency after iodine-125 radiotherapy for prostate cancer and role of sildenafil citrate. Urology 2003; 62(6) 1103-1108.'},{id:"B83",body:'Potters L, Torre T, Fearn PA et al. Potency after permanent prostate brachytherapy for localized prostate cancer. Int J Radiat Oncol Biol Phys 2001; 50(5) 1235-1242.'},{id:"B84",body:'Chen YC, Chuang CK, Hsieh ML, et al. High-dose-rate brachytherapy plus external beam radiotherapy for T1 to T3 prostate cancer: An experience in Taiwan. Urology 2007; 70(1) 101-105.'},{id:"B85",body:'Demanes DJ, Brandt D, Schour L, et al. Excellent results from high dose rate brachytherapy and external beam for prostate cancer are not improved by androgen deprivation. Am J Clin Oncol 2009; 32(4) 342-347.'},{id:"B86",body:'Yamada Y, Bhatia S, Zaider M, et al. Favorable clinical outcome of three-dimensional computer-optimized high-dose-rate prostate brachytherapy in the management of localized prostate cancer. Brachytherapy 2006; 5(3) 157-164.'},{id:"B87",body:'Ducchesne GM, Williams SG, Das R, et al. Patterns of toxicity following high-dose-rate brachytherapy boost for prostate cancer: Mature prospective phase I/II study results. Radiother Oncol 2007; 84(2) 128-134.'},{id:"B88",body:'Hiratsuka J, Jo Y, Yoshida K, et al. Clinical results of combined treatment conformal high-dose-rate iridium-192 brachytherapy and external beam radiotherapy using staging lymphadenectomy for localized prostate cancer. Int J Radiat Oncol Biol Phys. 2004; 59(3) 684-690.'},{id:"B89",body:'Phan TP, Syed AM, Puthawala A, et al. High dose rate brachytherapy as a boost for the treatment of localized prostate cancer. J Urol 2007; 177(1) 123-127.'},{id:"B90",body:'Zwahlen DR, Andrianopoulos N, Matheson B, et al. High-dose-rate brachytherapy in combination with conformal external beam radiotherapy in the treatment of prostate cancer. Brachytherapy 2010; 9(1) 27-35.'},{id:"B91",body:'Martinez AA, Gonzalez J, Ye H. Dose escalation improves cancer-related events at 10 years for intermediate- and high-risk prostate cancer patients treated with hypofractionated high-dose-rate boost and external beam radiotherapy. Int J Radiat Oncol Biol Phys 2011; 79(2) 363-370.'},{id:"B92",body:'Morton G, Loblaw A, Cheung P, et al. Is single fraction 15 Gy the preferred high dose-rate brachytherapy boost dose for prostate cancer? Radiother Oncol 2011; 100(3) 463-467.'},{id:"B93",body:'Demanes DJ, Martinez AA, Ghilezan M, et al. High-dose-rate monotherapy: Safe and effective brachytherapy for patients with localized prostate cancer. Int J Radiat Oncol Biol Phys 2011; 81(5) 1286-1292.'},{id:"B94",body:'Ghilezan M, Martinez AA, Gustason G, et al. High dose rate brachytherapy as monotherapy delivered in two fractions within one day for favorable/intermediate risk prostate cancer: Preliminary toxicity data. Int J Radiat Oncol Biol Phys 2012; 83(3) 927-932.'},{id:"B95",body:'Jabbari S, Weinberg VK, Shinohara K, et al. Equivalent biochemical control and improved prostate-specific antigen nadir after permanent prostate seed implant brachytherapy versus high-dose three-dimensional conformal radiotherapy and high-dose conformal proton beam radiotherapy boost. Int J Radiat Oncol Biol Phys 2010; 76(1) 36-42.'},{id:"B96",body:'Grills IS, Martinez AA, Hollander M, et al. High dose rate brachytherapy as prostate cancer monotherapy reduces toxicity compared to low dose rate palladium seed. J Urol 2004; 171(3) 1098-1104.'},{id:"B97",body:'Rogers CL, Alder AS, Rogers RL, et al. High dose rate brachytherapy as monotherapy for intermediate risk prostate cancer. J Urol 2012; 187(1) 109-116.'},{id:"B98",body:'Prada PJ, Jimenez I, Gonzalez-Suarez H, et al. High-dose-rate interstitial brachytherapy as monotherapy in one fraction and transperineal hyaluronic acid injection into the perirectal fat for the treatment of favorable stage prostate cancer: Treatment description and preliminary results. Brachytherapy 2012; 11(2) 105-110.'},{id:"B99",body:'Yoshioka K, Konishi K, Sumida I, et al. Monotherapeutic high-dose-rate brachytherapy for prostate cancer: Five-year results of an extreme hypofractionation regimen with 54 Gy in nine fractions. Int J Radiat Oncol Biol Phys 2011; 80(2) 469-475.'},{id:"B100",body:'Astrom L, Pedersen D, Mercke C, et al. Long-term outcome of high dose rate brachytherapy in radiotherapy of localized prostate cancer. Radiother Oncol 2005; 74(2) 157-161.'},{id:"B101",body:'Bachand F, Martin AG, Beaulieu L, et al. An eight-year experience of HDR brachytherapy boost for localized prostate cancer: Biopsy and PSA outcome. Int J Radiat Oncol Biol Phys 2009; 73(3) 679-684.'},{id:"B102",body:'Prada PJ, Gonzalez H, Fernandez J, et al. Biochemical outcome after high-dose-rate intensity modulated brachytherapy with external beam radiotherapy: 12 years of experience. BJU Int 2011; 109(12) 1787-1793.'},{id:"B103",body:'Rogers CL, Alder SC, Rogers RL, et al. High dose brachytherapy as monotherapy for intermediate risk prostate cancer. J Urol 2012; 187(1) 109-116.'},{id:"B104",body:'Demanes DJ, Rodriguez RR, Schour L, et al. High-dose-rate intensity-modulated brachytherapy with external beam radiotherapy for prostate cancer. Int J Radiat Oncol Biol Phys 2005; 61(5) 1306-1316.'},{id:"B105",body:'Deger S, Boehmer D, Roigas J, et al. High dose rate (HDR) brachytherapy with conformal radiation therapy for localized prostate cancer. Eur Urol 2005; 47(4) 441-448.'},{id:"B106",body:'Sullivan L, Williams SG, Tai KH, et al. Urethral stricture following high dose rate brachytherapy for prostate cancer. Radiother Oncol 2009; 91(2) 232-236.'},{id:"B107",body:'Pellizzon AC, Salvajoli JV, Maia MA, et al. Late urinary morbidity with high dose prostate brachytherapy as a boost to conventional external beam radiation therapy for local and locally advanced prostate cancer. J Urol 2004; 171(3) 1105-1108.'},{id:"B108",body:'Duchesne GM Williums SG, Das R, et al. Patterns of toxicity following high-dose-rate brachytherapy boost for prostate cancer: Mature prospective phase I/II study results. Radiother Oncol 2007; 84(2) 128-134.'},{id:"B109",body:'Ishikawa H, Tsuji H, Kamada T, et al. Carbon-ion radiation therapy for prostate cancer. Int J Urol 2012; 19(4) 296-305.'},{id:"B110",body:'Coote JH, Wylie JP, Cowan RA, et al. Hypofractionated intensity-modulated radiotherapy for carcinoma of the prostate: analysis of toxicity. Int J Radiat Oncol Biol Phys 2009; 74(4) 1121-1127.'},{id:"B111",body:'Martin JM, Rosewall T, Bayley, et al. Phase II trial of hypofractionated image-guided intensity-modulated radiotherapy for localized prostate adenocarcinoma. Int J Radiat Oncol Biol Phys 2007; 69(4) 1084-1089. '},{id:"B112",body:'Kupelian PA, Thakkar VV, Khuntia D, et al. Hypofractionated intensity-modulated radiotherapy (70 Gy at 2.5 Gy per fraction) for localized prostate cancer: long-term outcomes. Int J Radiat Oncol Biol Phys 2005; 63(5) 1463-1468.'},{id:"B113",body:'King CR, Brooks JD, Gill H, et al. Stereotactic body radiotherapy for localized prostate cancer: interim results of a prospective phase II clinical trial. Int J Radiat Oncol Biol Phys 2009; 73(4) 1043-1048.'},{id:"B114",body:'Madsen BL, His RA, Pham HT, et al. Stereotactic hypofractionated accurate radiotherapy of the prostate (SHARP), 33.5 Gy in five fractions for localized disease: first clinical trial results. Int J Radiat Oncol Biol Phy 2007; 67(4) 1099-1105.'},{id:"B115",body:'Michalski JM, Bae K, Roach M, et al. Long-term toxicity following 3D conformal radiation therapy for prostate cancer from the RTOG 9406 phase I/II dose escalation study. Int J Radiat Oncol Biol Phy 2010; 76(1) 14-22. '},{id:"B116",body:'Shulte RW, Slater JD, Rossi CJ Jr, et al. Value and perspectives of proton radiation therapy for limited stage prostate cancer. Strahlenther Onkol 2000; 176(1) 3-8.'},{id:"B117",body:'Bolla M, van Poppel H, Collette L, et al. Postoperative radiotherapy after radical prostatectomy: a randomized controlled trial (EORTC trial 22911). Lancet 2005; 366(9485) 572-578.'},{id:"B118",body:'Thompson IM, Tangen CM, Paradelo J, et al. Adjuvant radiotherapy for pathological T3N0M0 prostate cancer significantly reduces risk of metastases and improves survival: long-term followup of a randomized clinical trial. J Urol 2009; 181(3) 956-962.'},{id:"B119",body:'Swanson GP, Hussey MA, Tangen CM, et al. Predominant treatment failure in postprostatectomy patients is local: analysis of patterns of treatment failure in SWOG 8794. J Clin Oncol 2007; 25(16) 2225-2229'},{id:"B120",body:'Wiegel T, Bottke D, Steiner U, et al. Phase III postoperative adjuvant radiotherapy after radical prostatectomy compared with radical prostatectomy alone in pT3 prostate cancer with postoperative undetectable prostate-specific antigen: ARO 96-02/AUO AP 09/95. J Clin Oncol 2009; 27(18) 2924-2930.'},{id:"B121",body:'Trabulsi EJ, Valicenti RK, Hanlon AL, et al. A multi-institutional matched-control analysis of adjuvant and salvage postoperative radiation therapy for pT3-4N0 prostate cancer. Urology 2008; 72(6) 1298-1302.'},{id:"B122",body:'Trock BJ, Han M, Freedland SJ, et al. Prostate cancer-specific survival following salvage radiotherapy vs observation in men with biochemical recurrence after radical prostatectomy. JAMA 2008; 299(23) 2760-2769.'},{id:"B123",body:'Stephenson AJ, Scardino PT, Kattan MW, et al. Predicting the outcome of salvage radiation therapy for recurrent prostate cancer after radical prostatectomy. J Clin Oncol 2007; 25(15) 2035-2041.'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Shinji Kariya",address:"kariyas@kochi-u.ac.jp",affiliation:'
Department of Diagnostic Radiology and Radiation Oncology, Kochi Medical School, Kohasu, Oko-town, Kochi, Japan
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1. Introduction
In this chapter, I discuss primary classroom pedagogy and assert that common portrayals of teaching and learning, particularly in media, policy, and some academic discourse, fall well short of capturing the complexity of what goes on in many classrooms. Traditional depictions of learning as linear, mechanistic, and in direct causal connection to teaching “input” remain dominant across education sectors, despite their failure to explain the unpredictable and uneven topography of pupil learning outcomes. Against this background, I argue that complex adaptive systems (CAS) theory may offer a useful non-linear alternative to the dominant linear, mechanistic thinking which dominates in many conceptions of school learning. In Section 2, I present the challenges and consequences of oversimplified conceptions of teaching and learning. In Section 3, I explain CAS theory and associated ideas in the context of education and explore arguments for and against applications of CAS thinking to classroom learning. In Section 4, I explore some pedagogical implications of conceptualizing classrooms and classroom learning through a CAS lens and discuss what these might mean for teachers.
2. The over-simplification of classroom teaching and learning
There is widespread support in the literature for the view that primary classroom learning and teaching are not straightforward processes. Davis and Sumara [1] note that most teachers will attest to the unpredictability of learners’ responses to teaching. Eisner [2] described teaching as “an inordinately complex affair” and others, [3, 4, 5] have framed teachers’ roles in terms of managing uncertainty and problematizing unpredictability. Shulman [6] is unequivocal in describing teaching as “perhaps the most complex, most challenging, and most demanding, subtle, nuanced and frightening activity that our species ever invented”. Descriptions of the facilitation and elicitation of learning by teachers themselves [7, 8] also acknowledge the unpredictable, dynamic and often messy, uneven nature of learning, and Alexander et al. sum up the argument with the assertion that “one cannot begin to understand the true nature of human learning without embracing its interactional complexity [9].” The case for learning and teaching being far from straightforward is also captured succinctly by Schon, who described teachers’ work as operating in the “swampy lowlands” of everyday life. For him, “the problems of real-world practice do not present themselves to practitioners as well-formed structures. Indeed, they tend not to present themselves as problems at all but as messy indeterminate situations [10].” Considering this, it seems reasonable to suggest that what pupils learn in the context of school classrooms does not flow mechanistically from teachers’ input and is not entirely within the conscious control of either teachers or pupils. This is not to argue that learning is not a function of teaching, but that pupil learning must be driven by more than merely the influence of teachers and teaching. It seems reasonable to hypothesize that teaching input is filtered through a range of networked factors resulting in learning occurring sometimes because of, sometimes despite, and sometimes irrespective of what teachers do.
Notwithstanding these depictions of the complex nature of learning and teaching, including from teachers themselves, a popular portrayal in policy and public discourse runs counter to this, presenting teaching and learning as simple, linear, causal, and mechanistic activities [11] reflecting a technical rationalist view of the profession [12, 13]. In this conception, teachers simply apply instrumental “teaching” solutions to address well-formed “learning” problems. Discourse and national agendas concerning teaching, learning, pupil progress, curriculum, standards, and teacher professional development are typically driven by this input-output conception. In the dominant policy discourse, “outstanding” teaching is often narrowly defined as the meticulous planning of lessons to meet specific, predetermined objectives [14] and despite years of reform in the UK and comparable education systems, the language of policy [15] still partially depicts a transmission and absorption notion of teaching and learning. This leads to the popular notion that if teaching is “outstanding” learning will (or should) be too. Tessellating policies of national testing, league tables, school inspection, and teacher competency descriptors firmly position teachers as the lynchpins [16] of pupil progress with the consequence that they are routinely held accountable for a phenomenon (learning) which appears to be only partially within their control.
This technical rationalist positioning of teaching alludes to an absorption and output conception of learning and learners. However, the pupil end of any learning and teaching relationship is no less complex than the teaching end. In any given school classroom “the persistence of inequities in student achievement [17]” speaks to a range of factors influencing learning. These include inherited and environmental predispositions such as cognitive ability, personality, confidence, task commitment, and risk-taking tendencies along with influences from home and school ecosystems. More ephemeral factors influencing volition such as social dynamics, nutrition, mood, and even weather may also play a part. Research from several paradigms offers insights into learner factors and their effects on learning outcomes. Bronfenbrenner’s [18] Ecological systems theory, for example, presents a framework for describing community and environmental influences on individuals. According to the model, interaction with other individuals and institutions across five levels of systems (from micro to chrono) shapes the individual’s growth, learning, and development. These include family, peer group, school, media, and health care policies for example. Research into the emergence of gifts and talents in school-age learners [19, 20] has highlighted common elements, which typically correlate with high performance, including general cognitive ability, environment, personality, self-confidence, and chance. Numerous studies from the field of psychology [21, 22, 23, 24] illustrate how personality influences readiness to learn and learning outcomes. Common findings suggest that the long-established “Big Five” personality traits (openness, conscientiousness, extraversion, agreeableness, and neuroticism) interact in statistically significant ways with learning. Studies of class emotion and mood [25, 26, 27] reveal how pupil interactions, on/off-task behaviors, and learning can be influenced by interpersonal features including regulation, negotiation, and resistance. Despite wide-ranging acknowledgment across multiple disciplines that learning is influenced by a complex array of converging and mutually interacting factors (those mentioned above and many not mentioned e.g. working memory, self-efficacy, parents’ education, personal health, and cultural expectations to name a few), its depiction remains largely characterized in public discourse by the receiving and remembering of information and the mastery of a set of skills. This is evidenced most clearly in the way that policy developments in the United Kingdom, and comparable education systems, over the last 20 years have striven to routinize teaching.
It is against this landscape, in which teaching and learning are characterized quite differently in policy and media to how teachers and pupils experience them, and how research frames them, that this discussion chapter sits. I have previously suggested [28] there is a need for more accurate depictions of teachers’ work and its relationship to pupils’ learning. As Hardman [29] points out, there has been a failure of simple causal explanations to adequately account for the complexities of school and classroom learning, because, according to Davis & Sumara learning tends to “defy simplistic analyses and cause-effect explanations [1]”. Complex adaptive systems (CAS) theories may offer valuable insights about ways that learning emerges in classrooms and my hope is that advancing this discussion will contribute to unpicking current over-simplified thinking about teaching and learning and offer new perspectives on pedagogy.
3. Complex adaptive system (CAS) thinking
A less reductionist, less mechanistic, more accurate depiction of classroom teaching and learning will necessarily acknowledge their complexity. The framework of complexity theory (an umbrella term applied to the analysis of a range of dynamic, non-linear systems) is a transdisciplinary theoretical framework presenting a non-linear, non-mechanistic scheme through which to view change within systems. Emerging originally from disciplines such as computer science, cybernetics, chaos theory, and the natural sciences [30, 31, 32], complexity theory has been applied to the natural sciences since the 1950s, and to the social sciences for approximately the last 30 years, as a tool for understanding systems containing multiple agents (in the case of classrooms: pupils, teachers, ideas, environment) whose adaptation, development or change (classroom system learning) is resistant to explanation using the traditional scientific method, or as Newell puts it, “phenomena resistant to reductionist analysis [33].” Complexity theory breaks with linear, causal, or deterministic explanatory frameworks [34], rejecting a version of reality in which “a knowledge of inputs is adequate to predict outputs [1]”. Complexity theory distinguishes between systems that are merely complicated and systems that are complex. Complicated systems, such as clocks or engines, have many moving, interacting parts that behave in centralized, repetitive, predictable ways. They remain consistent over time. In contrast, complex systems display less predictable, bottom-up, emergent, and non-linear behaviors, because the elements constantly and mutually affect one another [35]. Central to the behavior of complex systems (and therefore to this discussion) are the concepts of self-organization and emergence. Complex systems are said to have self-organizing properties, meaning that they are not centrally governed or controlled, instead of individual agents in the system act with degrees of autonomy, through local decision-making. From these autonomous actions patterns of coherent, aggregate behaviors form across the system from the bottom-up; this is referred to as emergence. My contention in this chapter is that to some extent learning can be said to have emergent qualities and that complexity may provide a framework for depicting and explaining elements of classroom learning which are routinely omitted by mechanistic portrayals of classroom teaching and learning.
Complexity theory has been employed as a lens through which to analyze systems in and of education for a little under three decades now exploring a range of aspects including curriculum [36, 37, 38, 39], educational research [1, 40, 41, 42], purposes of schooling [43], educational change [44, 45] and the philosophy of education [46]. A limited range of empirical studies have been undertaken into areas including school interventions [47], non-linear modeling for education systems [48, 49], and agent-based studies at system, school and classroom levels [50, 51, 52]. Since complexity theory is still a novel framework in education, support for the application of a complexity lens to classroom learning is currently limited but growing. A number of studies have examined classrooms, focusing on links between classroom systems and complexity characteristics, analoging pupil interactivity with the non-linear, ensemble agent behavior characteristic of complex systems. My justification for framing the primary classroom as complex draws on these accounts which suggest that complexity has useful applications in the analysis of classrooms and classroom learning.
Systems that adapt themselves through complex emergence are described as complex adaptive systems (CAS). Typical examples from the natural sciences include ant colonies, insect swarms, or clouds, and city traffic is an example often cited from the human social sciences. In each case, patterns of complex aggregate behaviors emerge through the mutually self-interested actions of individual agents following simple rules. The system “learns” and adapts itself through the network of agent interactions without top-down control from any central authority. CAS is said to function more bottom-up than top-down. Whilst descriptions of CAS properties in the literature across multiple domains overlap considerably, the lack of any unified CAS field of study, a single body of literature, or agreed nomenclature has proved an impediment to achieving a universally applicable framing in the social sciences. As Sullivan points out, “it seems every theorist has his or her own list of characteristics, qualifying properties, or optimal conditions for complex adaptive systems, each slightly different from the next [53]”. Some have attempted to consolidate divergent definitions into more generalizable interpretations for CAS [53, 54, 55, 56, 57, 58], however, even in synthesized forms, there is a considerable divergence from one framing to the next. Some theorists [1, 29, 33, 40, 44, 46, 53, 59, 60] have drawn on framings from complexity sciences to describe and discuss features of CAS in the field of education, though here too, no consensus exists about how to frame CAS.
The question of whether a school classroom is a CAS has been studied and discussed by some [29, 53, 59] including me [61] with mixed, but indefinite, conclusions, which depend largely on the CAS definition used and the organizing principles at work in the classroom. I have previously acknowledged [61, 62] that a primary classroom is not a CAS as originally conceived in the natural or computational sciences. However, along with others, I maintain that classrooms have sufficient CAS-like characteristics to warrant using a CAS framing to seek otherwise tacit insights about the nature of classroom learning. The most significant voices concerned with CAS thinking and education (Davis [1, 63, 64], Sumara [1], Mason [44, 45], Morrison [46], Sullivan [53] to name some) agree that caution should be exercised when attempting to conceive of the school classroom as a CAS, or equating emergence with learning. Analogies were taken from complexity science on radically emergent systems, for example, insect swarms, suggests that a classroom organized along similar principles would maximize knowledge sharing between pupils, have little by way of top-down leadership, prioritize individual self-interest and investigate questions to which neither pupils nor teachers know the answer. This is contrary to how most classrooms operate, whereby teachers exercise central executive control, pupil to pupil knowledge sharing may be considered cheating and the teacher tends to know “the answer”. Whilst complexity offers “intriguing and generative metaphor(s)” for the classroom system [33], there are obvious limitations to such analogies. Despite some reservations, however, there is agreement among those who have examined learning through a complexity lens (Davis [1, 63, 64], Newell [33], Sullivan [53], Hardman [29] in particular) that instruction alone does not cause learning and that there are, as yet unearthed insights about learning which a CAS framing may elicit.
Whilst no two definitions of CAS in the literature align exactly, there are certain characteristics I deem to be most relevant to school classrooms that appear repeatedly in CAS definitions, shown in Table 1. These form the core framework for this discussion of emergent learning. Based on these criteria, a complex adaptive classroom system is one containing multiple autonomous, interacting pupils, whose inter-relationships create networked, self-organized, non-linear behaviors from which change (learning) emerges at different levels (individual, small groups, whole class).
CAS criteria
Definition
Self-organization
Individual agents acting with sufficient autonomy to determine their own actions/interactions/behaviors
Pupil autonomy
Well-networked interactions
Local decision-making
Impulsive/instinctive behaviors
Emergence
Organized patterns of synergistic behaviors which aggregate bottom-up across the system as a result of agent self-organization
Bottom-up behaviors
Bifurcations
Perturbations/injection of novelty
Unpredictability
Evidence of non-additive learning
Non-linearity
Information moves between agents via feedback loops and signals, therefore causality is not linear but networked and recursive
Causation networked
Information moves back and forth between pupils
Pupils send and receive signals
Transcend their components
Exhibit properties not manifest in individual agents; systems that learn; learning is more than the sum of the system parts
Produce learning beyond the knowledge/capabilities of each individual.
Table 1.
CAS characteristics salient to classrooms and classroom learning.
3.1 The idea of a complex adaptive classroom
Complexivist educational researchers have explored ways in which characteristics of school classrooms overlap with descriptions of CAS, pointing out strengths and weaknesses in the comparison. Burns and Knox [65] compared De Bot et al.’s [66] descriptions of the development of complex systems over time, with their own analysis of classrooms. They found a number of correlations, including that both consists of sets of interacting variables (pupils, teachers, resources, environment), both had unpredictable outcomes (learning outcomes, critical incidents), both are part of and connected to other systems (family, institutional, community), both are sensitive to initial conditions, meaning that small changes or incidents can result in large differences over time and both develop through interaction and through internal self-organization. These qualities produce the inherent instability which predisposes classroom systems to emergent change over time. Davis and Sumara [1] posit that to really understand the dynamics of the classroom it is necessary to stop thinking linearly, a point which is supported and explained, with reference to how the social world behaves, by Byrne [67] who asserts that outcomes are determined by multiple causes moving in non-linear ways. Typical classroom examples of this are the multiple factors that might determine whether a pupil contributes verbally or not to a class discussion. These might include (though are not limited to) peer pressure, personal ambition, knowledge of an answer, fear of failure, confidence level, social status, degree of interest, or desire to go to lunch. If the classroom is a CAS, one would also expect these factors to interact with one another and exert influence over other pupils indirectly (“if my neighbor keeps quiet I will speak up/keep quiet; if my neighbor speaks up I will compete to speak first/keep quiet”) making causality non-linear, an argument which most teachers would not find it difficult to make. The point here is that classrooms consist of more than simply 30 separate linear interactions between teachers and pupils. Pupils influence one another in multiple visible and invisible ways making it difficult to trace the antecedent(s) of any given event or outcome.
Arguing that classrooms display CAS behaviors, Guanglu [68] points to the non-linear, recursive nature of teaching and learning, in which pupils’ and teachers’ interconnections produce continuous recursions of understanding, interpretation, re-understanding, and reinterpretation. Teaching and learning do not always follow this pattern, in fact, the linear transmission of information remains common in many classrooms and arguments for more direct instruction are currently strengthening [69, 70, 71]. However, some degree of openness and randomness are characteristic of even in the most tightly controlled classrooms and at times learning can take on forms more akin to “mutual fertilization, pollination [and] active catalytic(s) [38]”. Guanglu suggests that this mutuality is seen in the experience, commonly reported by teachers, of gaining a new or better understanding of the subject matter they are teaching, through the act of teaching it [68]. Support for conceptualizing school classrooms as CAS also comes from Hardman [29] who asserts that sudden or unanticipated emergence of novel outputs in classroom activity is inevitable, partly due to the internal diversity of classrooms, including the uniqueness of individual pupils’ (and teachers’) brains. Novelties might include sudden realizations, moments of inspiration, original ideas or solutions derived from collaborative experimentation. Diversity is a theme which Davis and Sumara [1] pick up. They suggest that differences, counterpoints, and asymmetries between agents within a system cause the very perturbations from which self-organization and emergence originate. Diversity in this sense does not refer to demographic identity differences (race, gender, etc), but to the myriad tangible, intangible, perceptible, and imperceptible differences which exist between human beings which in the classroom may cause differences in perspective, motivation, intent, action or utterance. These might include, personality traits, personal histories, family environment, inherited traits, self-esteem, self-confidence, or mood. In a CAS, internal diversity is one factor that helps maintain a system’s vibrancy and promote adaptation, keeping it far from equilibrium. In the context of a primary classroom this is seen in the way that given sufficient autonomy, pupil interactions rarely follow prescribed pathways or result in predictable outcomes. Collisions between individual diversities create collisions between ideas and perspectives which in turn creates the pluriform, entangled messiness so evident to teachers. From the mess, however, novelty and innovation often emerge.
A few suggestions are evident in these descriptions which lend support to the framing of classrooms as CAS. Firstly, that classrooms, like other CAS, have many moving parts which, given sufficient opportunity to interact, will produce productive instability. Secondly, that instability is causally connected to learning insomuch as randomness changes interactive behaviors and injects novelty, which can qualitatively change learning states. Thirdly, there is an implication that even in classrooms characterized by linear transmission and high degrees of centralized teacher control, openness is inevitable to some degree. Described in these accounts of classrooms and adding some legitimacy to comparisons with descriptions of CAS, are factors beyond, or resistant to, control. Despite the structure of organized schooling, the structure of the curriculum, and the necessary order imposed by teachers, diversities reveal themselves when pupils enjoy sufficient autonomy and openness in the classroom system and this creates opportunities for unpredictability and non-linear change. An example of non-linear emergent learning is evident in the common understanding that alongside the top-down influence of the teacher, pupils also influence and change one another through mutual self-influence [63]. The flow of content, explanation, and questioning does not only travel unidirectionally from teacher to pupils and result in the development of neat predictable knowledge, understanding, and skills. Alexander et al. point out that “change that happens in the learner, be it dramatic or imperceptible, or immediate, or gradual exerts a reciprocal effect on the learner’s surroundings [9]”. This depiction offers a strong positive comparison between classrooms and CAS, implying that there is also a flow of information and influence between pupils, towards the classroom environment and climate and, presumably, back towards the teacher as well. This suggests that as pupils change, they also change one another, the teacher and their surroundings, including the environment, through their mutual interconnectedness, much like the behavior of a CAS. Davis and Sumara refer to this phenomenon when stating that complex systems, such as classrooms, are systems that learn. Within such systems, they suggest
“one cannot reliably predict how a student or a classroom collective will act based on responses in an earlier lesson, or sometimes a few minutes previous. In other words, strict predictability and reliability of results are unreasonable criteria when dealing with systems that learn.” [1]
This means that in a classroom, change (learning) is unlikely to only unfold entirely as intended or directed by the structures of organized schooling, the curriculum, or the teacher. The system and its constituent agents will also adapt and change in ways not predicted or intended by those governing structures. This is evident in the common occurrence of classroom ethos, culture, and atmosphere changing over the course of a week, month, term, semester, or academic year. Such changes are behavioral, relational, environmental, and knowledge-based and can be felt by pupils and teachers in the dynamics of the classroom system. The system adapts because the collective adapts. Groups adapt because individuals adapt. Haggis suggests that emergence is always unpredictable to some extent, stating that “what emerges will depend on what interacts, which is at least partly determined by chance encounters and changes in environments [41].” This supports Biesta’s point [72] that learning cannot be reliably predicted but is a retrospective judgment. A principal learning characteristic of classrooms according to complexivists is their tendency towards self-organization and self-maintenance, what Sullivan [53] refers to as “adapt[ing] of their own accord.” Some degree of self-organization is inevitable in any system which is not entirely mechanistic and deterministic and since wholly determining the opinions, predilections, desires, impulses, thoughts, and behaviors of groups of pupils is impossible (not to mention undesirable), the tendency for self-organization to exert an influence on classrooms is understandable.
3.2 CAS classroom framing: Some cautions and discussions
It is necessary to ask, however, to what extent this phenomenon can be said to positively influence learning. In a CAS such as an ant colony, immune system, or decentralized finance block-chain, the self-organization and its concomitant adaptation is the learning. The fluctuation and interaction of many agents (be they ants or genes) all influencing one another, all influencing the system and being influenced by it, produces change that exceeds the individual possibilities of the agents. However, this analogy does not translate perfectly into school classrooms because, as Biesta [72] points out, education is not a morally neutral activity, but a purposeful, values-orientated one, and because of this, what is learned matters. He argues that describing learning as whatever emerges as a result of classroom interactions ignores the fact that education exists so that people learn something, not just anything. This argument fits with assertions from others [42, 73] that a CAS framework has considerable limitations when analyzing classroom learning because classroom learning is goal-orientated and has prescribed directions in which teachers must steer all pupils. As Kuhn puts it
“It may be argued that there is a fundamental mismatch between complexity and educational enterprise as in essence complexity is descriptive whereas education is normative, or goal-orientated. {…} complexity offers organizational principles for describing how the world and humans function. Education, however, is orientated towards achieving certain goals [42].”
These descriptions of the purposes of education are demonstrably incompatible with depictions of CAS, in which higher complexities may emerge as a consequence of agents operating individually out of mutual self-interest. Kuhn goes on to state “complexity merely describes, whereas education aims to make a difference [42]”. A consequence of this purposefulness that characterizes education (and which distinguishes it from learning in the general sense) is the centralized control of the teacher. Teachers impose expectations and structures on classroom activity and do so in the interest of curricular aims and purposes. Biesta [72] describes how this introduces “an asymmetrical element into the educational process” which is “one of the main reasons why educational learning is radically different from collective, interactive, explorative learning”. Without the imposition of purposive structures, the likelihood of emergent learning aligning with curriculum aims is low and the risk that nothing of curricular value will be learned, potentially high. Individuals in a classroom system are not all equal and teachers do not permit pupils to behave out of self-interest, for good reason. Ramussen agrees that educational learning has “special intentions in mind” [74], describing teaching as a “social arrangement and organization aimed at intensifying possibilities for learning and the results of learning”. The absence of any overarching “special intentions” in a CAS found in nature or in human systems at a great scale, such as cities or economies, weakens the case for classrooms being viewed as CAS. Sullivan’s study [53] illustrates this. Examining three different lessons (a music class, a mathematics class, and an English class) through a CAS lens, he noted that not all the classrooms displayed complex adaptive behaviors. He suggests that a key factor in whether a classroom can usefully be classified as a CAS is whether adaptations within the system are triggered by the teacher or by the collective. If the teacher orchestrates all or most responses to daily events (snow days, timetable changes, pupil absence) with little involvement from the pupils, then adaptations cannot be described as bottom-up. In concluding he states
“One may say that classrooms are inevitably complicated, and I would certainly agree. One may even say that all classrooms exhibit some measure of complexity, and I might agree. To assume, however, that a class will network itself in such a way that it adapts in any meaningful way is too much to assume [53].”
Radford [40] bridges arguments for and against comparisons between classrooms and CAS using a metaphoric continuum between what he refers to as “clockishness” and “cloudishness”. He draws on Popper’s assertion [75] that all systems can be viewed on a continuum between deterministic, reducible, and predictable (clockish) on one hand, and indeterminate, unpredictable, and open (cloudish) on the other. Radford’s contention is that even the most deterministic systems, such as clocks, have degrees of unpredictability, and that likewise, the most open and unpredictable systems, such as clouds, have some degree of predictability. Viewed at sufficient resolution, a clock will reveal its lack of mechanistic causality and a cloud will reveal its causalities. All phenomena, according to Radford, can be thought of as having degrees of both “clockishness” and “cloudishness”. The question is, which is the most useful or accurate explanatory framework for depicting a given system. Some researchers have attempted to describe the “cloudish” features of classrooms and how exploring them might lead to new insights about classrooms and classroom teaching and learning. Semetsky for example presents a radical vision of a self-organized classroom, characterized by decentralized control, pupil autonomy, and an absence of direct instruction. She posits that this would “naturalize the concept of learning [76]” through the introduction of greater choice for pupils. She envisages a classroom in which there are no right or wrong responses or answers, just an array of choices for pupils, creating an environment with an “inherent incapacity for students to experience failure at any point within the process” because there is no “special educative aim”. This vision of classroom learning is considerably more cloud-like than clock-like and would require a radical overhaul of curriculum structures, not to mention the very purposes of education. Semetsky acknowledges that this radical vision has the potential to be counter-productive, however. She draws on Cillier’s warning about chaotic system behaviors or “catatonic shutdown [77]” and suggests that a multiplicity of pupil options may contribute to complete disorganization rather than self-organization. This is similar to Waldrup’s assertion that whilst frozen (clockish) systems can benefit from “loosening up a bit”, turbulent (cloudish) systems “can always do better by getting themselves a little more organized [78]”.
Morrison presents a similar critique and asks
“whether self-organization is such a good thing, or whether it will lead to diversity, inefficiency, time-wasting, mob rule, and a risk of people going off in so many different directions that the necessary connectivity between parts of an organization, its values and direction will be lost or suffocated [46].”
This is a valid question. Judging when sources of novelty and disruption risk undermining sources of coherence within a system is crucial to maintaining a productive edge of chaos states and is a crucial aspect of teacher professional judgment. In a CAS such equilibrium is maintained through self-organization. In a classroom, it is largely due to the influence of the teacher. A key illustration of why the conception of classrooms as CAS both is, and is not, accurate and useful.
Others present visions of classrooms as self-organizing adaptive systems, which are less adversarial to the purposes of education than Semetsky’s. Fong for example, suggests that the concept of self-emergent order is well suited to early learning environments because of their natural tendency to balance the “dual worlds of emergent order and imposed control [79]” and the challenges teachers face in managing the latter in busy nursery or kindergarten classrooms. Sullivan [53] also takes a positive view of the classroom as a CAS and posits that in classrooms where the features of CAS such as self-organization, distributed control, and agent-interaction (the more cloudish characteristics) are maximized, novel learning emerges. Defining emergent learning as the “acquisition of new knowledge by an entire group when no individual member possessed it before [53]” Sullivan suggests that some curriculum subjects lend themselves more than others to the conditions in which such learning might emerge (literacy more so than mathematics in his example). One such feature of CAS which might be emphasized and capitalized upon in the interest of classroom learning is neighbor interactions. In their study of Canadian mathematics teachers Davis and Simmt noted that with sufficient density of short-range pupil interactions and networking, the emergence of novelty was likely. Their concept of neighbor interactions includes, but also stretches beyond, pupils sitting on the same table. They emphasize that “neighbors in a knowledge-producing community are not physical bodies or social groupings. Rather, the neighbors that must “bump” against one another are ideas [63]”. They recommend maximizing conditions in which pupils’ ideas can collide, not just between neighbors on tables, but across the topography of the classroom system, because “agents within a complex system must be able to affect one another’s activities [1]”.
It is clear that school classrooms share several characteristics with CAS, however, the extent to which any classroom can usefully be described as complex depends on how it is organized. Classrooms that operate under strictly centralized control (“clockish”) will share fewer features of CAS, whereas classrooms which function in more decentralized or distributed ways (“cloudish”) are likely to create space for the sort of autonomy which invites more CAS-like behaviors. Under such organizational principles, pupils may interact in networked and non-linear ways, becoming self-organizing, and inviting learning to emerge bottom-up, rather than always traveling top-down from the teacher. Figure 1 depicts three broad typical organizing principles common to many classrooms: centralized, decentralized, and distributed. When centrally organized [A], communication flows linearly from the teacher to the pupils but there is little or no interaction between pupils. When organized in a distributed manner [B], groups of pupils interact, including with the teacher, however, there is little or no mutual interaction between pupil groups. In a more distributed organization [C], interactions occur between any individuals with no central organization from the teacher. Newell [33] points out that all three organizational principles may be enacted at different times in any given classroom (even within a single lesson). In classrooms where decentralized or distributed forms are common, ideas are more likely to collide, pupils are more likely to become mutually influential, novelty and innovation may be more apparent, and learning may emerge which exceeds what any individual pupil previously knew or understood.
Figure 1.
Centralised [A], decentralized [B], and distributed [C] classroom organizing principles. Adapted from Davis and Sumara [1].
However, as Semetsky [76] has noted and my own research [62] attests, events, occurrences, and interactions that challenge or obstruct learning are also more likely in decentralized and distributed classrooms structures. With greater pupil autonomy comes greater unpredictability, greater likelihood of social conflict, and greater unevenness in pupil participation. Many theorists [80, 81, 82, 83, 84, 85, 86, 87] have also noted that pupil interaction alone rarely results in elaborated learning and that the organizing and structuring influence of the teacher is essential in transforming pupils’ hunches and intuitions into knowledge and understanding. With this in mind, and notwithstanding the evident CAS-like qualities of classroom learning, it is relevant to ask what the potential pedagogical benefits of a CAS classroom framing might be.
4. Implications for teachers and teaching
Notwithstanding its limitations, there is sufficient merit in the arguments for CAS-classroom comparisons to conclude that viewing the classroom through a CAS lens can illuminate a range of teaching and learning behaviors that might otherwise go unnoticed, and therefore unattended to. Among the drawbacks to an over-simplified, linear view of teaching and learning mentioned in part one of this chapter, is the risk that despite knowing better, teachers may teach in ways that presume a linear relationship between teaching and learning, missing opportunities to set conditions conducive to non-linear emergence. A CAS lens may encourage teachers to think non-linearly about learning processes, to become more attuned to collective, networked effects on learning, to see the critical potential in moments they might otherwise ignore, dismiss or want to prevent, and gain a more thorough appreciation of why pupil learning does not appear to augment in a steady trajectory. Arguments have been made that the extent to which classrooms reflect CAS-like qualities depends on how they are organized. More centralized organizational structures are less likely to encourage self-organized behaviors, whereas decentralized or distributed structures are more conducive to self-organization and emergence. In this final section I argue that teachers can occasion emergence through the organizational principles they employ and the degrees of autonomy they give to pupils, in order to capitalize on useful CAS-like classroom characteristics in the interest of learning. Part four draws on preliminary findings from my own recent research into emergent learning in a British year 4 classroom to explore how this might be achieved and what the benefits might be.
4.1 Thinking non-linearly
Linear thinking tends to result in linear expectations, which for teachers means the assumption that tangible evidence of pupil learning will follow shortly after teaching input. This mechanistic reckoning about learning is a key part of the simplification problem presented at the start of this chapter and is ubiquitous in classrooms across the world. However, it does not reflect how many teachers experience classroom learning on a day-to-day basis. Thinking non-linearly about teaching and learning means understanding that learning is a consequence of multiple, networked factors which may not covary linearly or occur in the same moments or places. Learning, when it emerges tangibly, is the result of inputs from multiple sources, including direct teaching, autonomous activity, peer influence, social dynamics, personality traits, prior conceptions, understandings, misunderstandings, environment, and chance, from a range of temporally diverse events. In short, learning (including individual learning) results from system-wide factors, not simply the linear mechanisms of teaching. Instruction may be the dominant influence on pupil learning, but is far from the only influence and its effects are filtered through multiple influences both within, and outside of, the classroom system. Awareness of the networked and recursive nature of learning enables teachers to notice, attend to and even plan for the pluriform influences which may assert themselves in, and beyond, the classroom. For example, awareness that pupils’ mental models, their understandings, and the connections they make are substantially influenced by experiences outside of school may lead a teacher to elicit information about pupils’ wider experiences of a phenomenon before planning to teach it. Similarly, knowing that new knowledge may emerge through decentralized and distributed interactive structures may lead teachers to facilitate episodes of autonomous, or semi-autonomous group activity expecting pupils to create or evolve ideas which they themselves had not planned for. Thinking non-linearly can encourage teachers to not only ask conditional “if-then” questions about teaching and learning but also consider “what if …” questions which can produce sensitivity to teachable moments. Thinking non-linearly changes expectations about how, when, and from where learning might emerge and can result in teachers noticing potential and future learning in its infancy. Sensitivity and responsiveness to “soon-to-be” learning as it appears are at the heart of effective pedagogy. Understanding that pupils, their ideas, utterances, moods, similarities, differences, and personal histories interact in non-linear ways can help teachers to look for potential learning in places and at times not typically explored when expectations follow singular, linear logic. This includes finding learning, or the conditions for learning in unlikely places, including classroom disruption, in social conflict, or in incidental, unintended moments.
Thinking non-linearly is not a typical habit for most teachers, however, trained as they often are to view teaching and learning in a unidirectional causal relationship in which learning is singularly the product of teaching. This is essentially the central presumption of the “what works” educational paradigm [88] and there are understandable justifications for this habit of mind; not least because it is accurate to some extent. Learning is a consequence of teaching. The problem is not that teaching has no part to play in learning, it plays a significant part, of course. The problem is the failure to understand teaching and learning as existing in a recursive, mutually influencing relationship and failure to see learning as an emergent phenomenon that surfaces because of bottom-up dynamics as much as from top-down instruction. Non-linear thinking, which attempts to accommodate these concepts, will require some effortful reimagining on the part of teachers well-versed in the “what works” paradigm.
4.2 Attunement to networked influences on learning
Non-linear thinking about teaching and learning has the potential to unlock awareness of the different sources which influence learning and how they interact with one another. Once aware that instruction is only one of several influences and that the multiple influencing factors are mutually interactive, teachers may view common classroom scenarios and occurrences differently. For example, when pupils articulate their understanding of a concept or process it is likely that the new understanding was constructed in an uneven trajectory involving bursts, plateaus, and stops over time. In addition to teaching input, the conceptual understanding will be a result of their interactions with other pupils, the collision of ideas those interactions permit, interaction with the environment and with aspects of their own and others’ personalities, learning habits, social status, intellectual and non-intellectual pre-requisites. Sensitivity to these factors can support teacher judgments about pupil grouping, sequencing, and duration of classroom activities, whether and when to intervene, scaffolding questions to ask, and the importance of helping pupils to link experiences. My research with 8 and 9-year-old pupils in a British Year 4 classroom [62] suggests that learning is always a process of organizing, reorganizing, constructing, reconstructing, and refining existing knowledge and understanding. This was illustrated in instances where pupil learning was the consequence of errors and misunderstandings, off-task as well as on-task behaviors, and because of, rather than in spite of, social conflict. There was also evidence that asymmetries in pupil social hierarchies produced discussion and knowledge sharing which more symmetrical dynamics almost certainly would not have. In one such example, the disruptive influence of one pupil in a practical small group activity and the frustration it caused other group members actually drove reconfigurations in pupil roles and articulation of perspectives, arguments, and explanations. The atmosphere was not calm and cooperative, but ideas, demonstrations, and later articulation of learning almost certainly resulted in part because of this. Behaviors which a teacher might instinctively want to prevent unlocked learning for some pupils, to some extent. Attunement to these factors and possibilities, particularly the knowledge that learning can emerge out of social conflict (which teachers routinely, and understandably, aim to suppress) has the potential to shift teachers away from expecting evidence of learning during or shortly after instruction, towards a more authentic appreciation of and attention to the range of antecedents, including unexpected ones.
4.3 The unexpected emergence of learning
Attunement to the CAS-like features of classrooms and non-linear thinking about learning processes opens the door for teachers to re-evaluate their intuitions about where and how learning can, or might, emerge. Acknowledging that some antecedents of visible learning originate from outside of the linear mechanisms of direct instruction means acknowledging that learning is caused and supported by more than simply teacher explanation and demonstration or planned classroom activities. It may also emerge incidentally during the non-lesson time or out of instances of social disruption, which teachers typically aim to discourage. Evidence from numerous classroom studies [89, 90, 91, 92, 93] suggests that when pupils collaborate autonomously, or semi-autonomously, on shared activities some degree of social conflict is inevitable. This may range from minor disagreements about turn-taking or resources that do not interrupt the flow of activity, to larger arguments that disrupt purposeful activity, cooperation, and group productivity. What these studies do not acknowledge, however, is that whilst there are sound reasons to discourage an atmosphere of conflict in the classroom, clashes of personality, asymmetries of social dominance, disagreements about pupil roles, and the socially engendered necessity to resolve these can actually produce moments of novelty, innovation, knowledge sharing or motivation which lead to learning. It is no surprise that nowhere in the literature is there any support for the idea that social conflict might also support curriculum learning in unexpected ways, however, some of the data in my recent research [62] suggests that learning does not just survive episodes of social conflict, but can be occasioned by it. I am not here advocating a laissez-faire approach to classroom management or an “anything goes” attitude to pupil behaviors. Calmness, cooperation, and mutual respect are necessary and desirable qualities to encourage in classrooms. However, I am (somewhat tentatively) suggesting that when teachers suspend, even temporarily, their linear expectations about what produces learning (and perhaps even stop thinking about learning as a product altogether), they may notice teachable moments worth capitalizing upon in some unexpected places.
According to Davis and Simmt [63] the network of mutual self-influence between pupils, environment, and classroom climate, and the resulting randomness, opens the door to novel moments of teaching and learning. An example of this in my recent research included instances in which arguments between two pupils prompted periods of increased productivity and “on-task” behaviors from others. In another example the repeated ignoring of a low social status pupil by his small group caused him out of frustration to share his ideas with the teacher, resulting in him eventually explaining it to the whole class, whereafter most groups adopted his ideas. The learning in these incidents, or the conditions for it, emerged bottom-up rather than top-down. What emerged was a consequence of the situated, unique dynamic choreography of multiple pupils’ wills, personalities, social standing, and knowledge states, among other factors. Sensitivity to the ways these and other factors can interact to produce conditions for learning where one might not expect to find it can be advantageous to teachers. How then might teachers use this knowledge and capitalize on it in the interest of learning? The knowledge that whilst excessive pupil autonomy, interactive license, or social conflict is likely to obstruct learning, appropriate degrees of freedom from centralized teacher control can invite novelty, could lead teachers to re-evaluate their centralizing instincts and look for a balance between Radford’s “clockish” and “cloudish” organization [40] in their classrooms. Such re-evaluations can lead to teachers pausing, observing, and assessing for potential teachable moments. If there are potential benefits in allowing social conflict to play out, enabling pupils to find their own resolutions, this may lead teachers to re-assess how and when they intervene. Judging the line between tolerable and intolerable degrees of social conflict or noticing signs of potential learning benefits is unlikely to be easy, however there is evidence, albeit tentative, that there may be payoffs for teachers brave enough to try. The “edge of chaos” [1] will always be a double-edged sword, inviting innovation but also risking havoc. Semetsky [76] acknowledges that radical visions of open and unrestrained classroom systems, whilst opening doors to possibility, might also be counterproductive. Accepting that interactive learning is by nature open and generative (and therefore susceptible to disorganization), Biesta [72] has argued in favor of enabling constraints, structures which facilitate autonomous pupil interaction, encourage novelty and originality but without courting havoc. A useful question for teachers therefore might be, how can I implement limits on interactive learning which unlock and enable, rather than dampen, novelty and originality?
4.4 Occasioning emergent learning
CAS-framed classroom research and discussion [33, 61, 62, 64] suggests that CAS-like behaviors do not necessarily occur naturally in all classrooms, but depend to a large extent on balance between sources of coherence and disruption; between centralized control and decentralized autonomy. Having looked at some of the opportunities which CAS-like behaviors might offer teachers and pupils in pursuit of learning, it is worth considering ways teachers might occasion emergence by locating and exploiting “sweet spots” between rigid order and all-out chaos; in which pupils benefit from what autonomous interaction and teacher scaffolding have to offer. This is what Radford [40] refers to when describing systems, which are a balance between “clockish” and “cloudish”. This would include knowing how, and judging when, to centralize or decentralize the organization and autonomy, and understanding the consequences. Much like a jazz leader, knowing when to allow improvisation and when to return the ensemble to the main theme. “Sweet spots” exploit the most useful products of centralized, decentralized, and distributed classroom structures, whilst avoiding the unproductive excesses of each.
In tightly controlled, centralized classroom structures ideas tend to flow linearly from the teacher to the pupils and back from individual pupils towards the teacher. Under this organizing principle, ideas do not collide, they simply travel along straight lines, often in just one direction emanating from the teacher. Those ideas become known by everyone but are not interrogated, trialed, experienced, regurgitated, or challenged. The principal casualty of this tendency in highly centralized classrooms is the cross-fertilization of pupil perspectives and emergent learning. Newly emerging understandings, partially articulated thinking, and challenge to pupil assertions tend to arise more freely in distributed peer-to-peer interaction than in centralized, didactic scenarios. Too much centralized communication is likely to stifle this “soon-to-be” learning. At the opposite extreme, in classrooms principally characterized by distributed structure, ideas tend to collide but are rarely refined, sustained, or linked coherently. The main casualty here is the spread of ideas since ideas tend to remain local, petering out without dissemination, and coherence, because thinking remains atomized. Somewhere between these extremes lie sweet spots where pupils experience sufficient freedom and autonomy to encourage elements of self-organization and bottom-up novelty, accompanied by sufficient central teacher coordination for emerging ideas to be shared, digested, shaped, and sustained. Factors that teachers can manipulate to locate such sweet spots include (among other things) physical space, time periods, activity types, and groupings. Activities with sufficient openness undertaken for appropriate durations by autonomous or semi-autonomous pupil groupings with considered classroom organization and sensitive teacher intervention have the potential to create space for novelty, creativity, and innovation to emerge. Timely shifts between distributed, decentralized, and centralized structures may enable learning to emerge and progress from emergent states towards elaborated, more secure states from which it can be more easily redistributed.
In order to create conditions in which partially formed ideas may grow into articulated explanations or productive applications, a range of pedagogical pre-requisites are necessary, beginning with an understanding of what centralized, decentralized, and distributed modes of classroom organization offer the pursuit of learning. Confidence and competence in noticing signs that classroom structures need to be loosened or tightened follow logically from this, along with knowing how and judging when to do this. Creating open learning activities and opportunities that are fertile ground for ideas to collide, which are encouraging autonomous interaction and structured sufficiently to elicit novelty and originality, whilst avoiding excessive teacher control takes courage and practice. The starting point, surely, is sensitivity to potential teachable moments, attunement to the networked interacting influences at work in the classroom, and openness to the possibility of learning emerging from unexpected places.
5. Concluding thoughts
In response to the widespread tendency for teaching and learning to be depicted in over-simplified and linear-causal terms, this chapter has discussed the potential usefulness of applying a CAS framing to the primary classroom. I have sought to begin addressing the question of whether viewing classrooms as complex systems may illuminate inherent complexities of learning and ask whether doing so reveals any useful lessons for teachers. Descriptions of the behavior of CAS and consideration of the typical characteristics of many classrooms leave little doubt that classrooms have CAS-like features, though the extent to which such features may prevail in any given classroom depends to a large extent on how teaching and learning are organized. The most salient CAS qualities inherent to primary classrooms are occasioned by pupil autonomy, interconnectedness, and interaction through which there is some evidence that learning can reveal itself in emergent forms, more as a consequence of bottom-up than top-down initiative. Under the right conditions, including sufficient enabling constraints and pupil autonomy, a focus on CAS characteristics can draw teachers’ attention to the possibility of learning emerging from unexpected sources and in unanticipated times and ways. These include pupil errors, social conflict, and apparently off-task behaviors. However, more research is needed into the forms and value of such emergent learning, including how and to what extent it can be encouraged by thoughtful, imaginative, and sensitive teaching.
A possible implication for teachers is a recommendation to introduce subtle shifts in thinking about classroom practice and pupil learning. This would include considering the potential benefits of loosening central control and allowing pupils sufficient autonomy for self-organization to materialize, holding less tightly to evidence of pupils meeting learning objectives in unitary packages, and developing sensitivity to what else might be learned, when and how. I would urge my fellow teachers away from framings that locate learning as merely the linear product of teaching and instead invite them to adopt a more open and speculative mindset, exploring and investigating pluriform and interconnected antecedents of learning, rather than expecting it to appear as a product following teacher input.
\n',keywords:"complexity theory, complex adaptive systems, emergence, teaching & learning",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/79753.pdf",chapterXML:"https://mts.intechopen.com/source/xml/79753.xml",downloadPdfUrl:"/chapter/pdf-download/79753",previewPdfUrl:"/chapter/pdf-preview/79753",totalDownloads:127,totalViews:0,totalCrossrefCites:0,dateSubmitted:"November 5th 2021",dateReviewed:"November 19th 2021",datePrePublished:"December 26th 2021",datePublished:null,dateFinished:"December 22nd 2021",readingETA:"0",abstract:"Complex adaptive systems (CAS) theory is offering new perspectives on the nature of learning in school classrooms. In CAS such as social networks, city traffic systems and insect colonies, innovation, and change are occasioned through non-linear, bottom-up emergence rather than linear, top-down control. There is a growing body of evidence and discourse suggesting that learning in school classrooms, particularly in the early years and primary phases, has non-linear, emergent qualities and that teachers, school leaders, and educational researchers can gain valuable insights about the nature of interactive group learning by analyzing classrooms through a CAS lens. This chapter discusses the usefulness of a CAS framing for conceptualizing learning in primary school classrooms. It will explore key arguments, discuss relevant objections and draw on my own research to make the case for a measured application of CAS theory to primary classroom teaching and learning, explaining how it can support the development of innovative pedagogies.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/79753",risUrl:"/chapter/ris/79753",signatures:"Ben Knight",book:{id:"10662",type:"book",title:"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications",subtitle:null,fullTitle:"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications",slug:null,publishedDate:null,bookSignature:"Dr. Hülya Şenol",coverURL:"https://cdn.intechopen.com/books/images_new/10662.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-80355-088-6",printIsbn:"978-1-80355-087-9",pdfIsbn:"978-1-80355-089-3",isAvailableForWebshopOrdering:!0,editors:[{id:"240203",title:"Dr.",name:"Hülya",middleName:null,surname:"Şenol",slug:"hulya-senol",fullName:"Hülya Şenol"}],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. The over-simplification of classroom teaching and learning",level:"1"},{id:"sec_3",title:"3. Complex adaptive system (CAS) thinking",level:"1"},{id:"sec_3_2",title:"3.1 The idea of a complex adaptive classroom",level:"2"},{id:"sec_4_2",title:"3.2 CAS classroom framing: Some cautions and discussions",level:"2"},{id:"sec_6",title:"4. Implications for teachers and teaching",level:"1"},{id:"sec_6_2",title:"4.1 Thinking non-linearly",level:"2"},{id:"sec_7_2",title:"4.2 Attunement to networked influences on learning",level:"2"},{id:"sec_8_2",title:"4.3 The unexpected emergence of learning",level:"2"},{id:"sec_9_2",title:"4.4 Occasioning emergent learning",level:"2"},{id:"sec_11",title:"5. Concluding thoughts",level:"1"}],chapterReferences:[{id:"B1",body:'Davis B, Sumara D. Complexity Theory and Education: Inquiries into Learning, Teaching and Research. Abingdon: Routledge; 2006. p. 202'},{id:"B2",body:'Eisner E. 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Dynamic systems theory and applied linguistics: The ultimate “so what”? International Journal of Applied Linguistics. 2005;15:116-118. DOI: 10.1111/j.1473-4192.2005.0083b.x'},{id:"B67",body:'Byrne D. Complexity Theory and the Social Sciences. London: Routledge; 1998. p. 297'},{id:"B68",body:'Guanglu Z. On the recursion between teaching and learning. Complicity: An International Journal of Complexity and Education. 2012;9:90-97. DOI: 10.29173/cmplct16537'},{id:"B69",body:'Rosenshine B. Principles of instruction: Research-based strategies that all teachers should know. American Educator. 2012;36(12-19):39'},{id:"B70",body:'Ashman G. The Power of Explicit Teaching and Direct Instruction. London: Sage; 2021. p. 152'},{id:"B71",body:'Sherrington T. Rosenshine’s Principles in Action. Melton: John Catt Educational; 2019. p. 88'},{id:"B72",body:'Biesta G. Theorising learning through complexity: An educational critique. A response to Ton Jorg’s pragmatic view. Complicity: An international Journal of Complexity and Education. 2009;6:28-33. DOI: 10.29173/cmplct8802'},{id:"B73",body:'Egan K. The Educated Mind: how Cognitive Tools Shape Our Understanding. Chicago: University of Chicago Press; 1997. p. 310'},{id:"B74",body:'Ramussen J. Learning, teaching and complexity. In: Doll W, Fleener MJ, Truit D, St Julien J, editors. Chaos, Complexity, Curriculum and Culture: A Conversation. Oxford: Peter Lang; 2005. pp. 209-234'},{id:"B75",body:'Popper KR. Objective Knowledge: An Evolutionary Approach. Oxford: Oxford University Press; 1979. p. 380'},{id:"B76",body:'Semetsky I. Not by breadth alone: Imagining a self-organised classroom. Complicity: An International Journal of Complexity and Education. 2005;2(19-36). DOI: 10.29173/cmplct8725'},{id:"B77",body:'Cilliers P. Complexity and Postmodernism: Understanding Complex Systems. London: Routledge; 1998. p. 156'},{id:"B78",body:'Waldrup M. Complexity: The Emerging Science at the Edge of Order and Chaos. London: Penguin; 1992. p. 380'},{id:"B79",body:'Fong PJE. Complexity theory, visible and invisible pedagogies in a kindergarten classroom. In: Proceedings of the Asia-Pacific Educational Research Association International Conference. Hong Kong: The Hong Kong Institute of Education; 2006'},{id:"B80",body:'Galton MJ, Simon B, Croll P. Inside the Primary Classroom. London: Routledge & Kegan Paul; 1980. p. 216'},{id:"B81",body:'Corden R. Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research. 2001;1:347-367. DOI: 10.1177/146879410100100305'},{id:"B82",body:'Mercer N. Words and Minds: How We Use Language to Think Together. London: Routledge; 2000. p. 224'},{id:"B83",body:'Dawes L, Mercer N, Wegerif R. Thinking Together: A Programme of Activities for Developing Speaking and Listening. Birmingham: Imaginative Minds; 2004. p. 103'},{id:"B84",body:'Mercer N, Hodgkinson S, editors. Exploring Talk in School. London: Sage; 2008. p. 208'},{id:"B85",body:'Resnick LB, Asterhan CSC, Clarke SN. Talk, learning and teaching. In: Resnick LB, Asterhan CSC, Clarke SN, editors. Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: AERA; 2015. pp. 1-12'},{id:"B86",body:'Alexander RJ. Towards Dialogic Teaching: Rethinking Classroom Talk. 5th ed. New York: Dialogos; 2017. p. 60'},{id:"B87",body:'Alexander R. Developing dialogic teaching: Genesis, process trail. Research Papers in Education. 2018;33:561-598'},{id:"B88",body:'Biesta G. Why ‘What Works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education. 2010;29:491-503. DOI: 10.1007/s11217-010-9191-x'},{id:"B89",body:'Mercer N, Littleton K. Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. London: Routledge; 2007. p. 163'},{id:"B90",body:'Barnes D, Todd F. Communication and Learning in Small Groups. London: Routledge and Kegan Paul; 1977. p. 139'},{id:"B91",body:'Rosenshine B. How time is spent in classrooms. Journal of Classroom Interaction. 2015;50:41-53'},{id:"B92",body:'London M, Sessa V. The development of group interaction patterns: How groups become adaptive, generative, and transformative learners. Human Resource Development Review. 2007;6:353-376. DOI: 10.1177/1534484307307549'},{id:"B93",body:'Galton M, Hargreaves L. Group work: Still a neglected art? Cambridge Journal of Education. 2009;39:1-6. DOI: 10.1080/03057640902726917'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Ben Knight",address:"benjamin3.knight@uwe.ac.uk",affiliation:'
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Ramirez is a senior physicist and manager of the Basic and Applied Research Division at SPAWAR Systems Center Pacific (SSC Pacific). He manages and leads the technical direction of over 100 scientists and engineers, with the mission to provide scientific and technological solutions in the areas of cryogenic exploitation of RF signals, quantum information technologies, cyber security, non-linear dynamics, environmental sciences, alternative energy sources, electromagnetic sensors, human/machine interactions, and other technologies relevant to the US Navy. 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Ramirez",slug:"ayax-d.-ramirez",email:"ayax.ramirez@navy.mil"},{id:"137059",title:"Dr.",name:"Stephen D.",surname:"Russell",fullName:"Stephen D. Russell",slug:"stephen-d.-russell",email:"stephen.russell@navy.mil"},{id:"137060",title:"Dr.",name:"David W.",surname:"Brock",fullName:"David W. Brock",slug:"david-w.-brock",email:"david.brock@navy.mil"}],book:{id:"1606",title:"Acoustic Emission",slug:"acoustic-emission",productType:{id:"1",title:"Edited Volume"}}},{id:"64246",title:"Acoustic Emission Technology for High Power Microwave Radar Tubes",slug:"acoustic-emission-technology-for-high-power-microwave-radar-tubes",abstract:"Microwave tubes used in high-power radar and communications systems are expensive and have an operating life of a few thousand hours. When one fails, it is generally impossible to determine the sequence of events that contributed to its failure. Previous investigators have designed microprocessor-based systems with as many as 11 sensors to monitor tube performance, provide tube protection, and record a comprehensive tube failure history. These systems are limited by the small amount of time available during the tube’s interpulse period for data buffering and fault analysis. They work well if the microwave tube is operated with 200 or fewer pulses per second. However, many tubes are operated at up to 1000 pulses per second. In this effort, an alternative nondestructive testing technique using acoustic emission (AE) was used for in-situ monitoring of normal and abnormal performance of radar tubes, including a magnetron, a klystron, and a traveling wave tube amplifier. This technique captures changes in radio frequency (RF) output pulses due to irregular operation and it is a real-time instantaneous in-situ indicator of the performance of microwave radar tubes. It also offers the possibility of developing built-in prognostic capabilities within the radar system to provide advanced warning of a system malfunction. Understanding the sequence of events leading to a tube failure allows for better maintenance, extends the operating life of the system, and results in significant cost avoidance.",signatures:"Narayan R. Joshi, Ayax D. Ramirez, Stephen D. Russell and David W. Brock",authors:[{id:"95431",title:"Dr.",name:"Narayan",surname:"Joshi",fullName:"Narayan Joshi",slug:"narayan-joshi",email:"giravani2@juno.com"},{id:"137058",title:"Mr.",name:"Ayax D.",surname:"Ramirez",fullName:"Ayax D. Ramirez",slug:"ayax-d.-ramirez",email:"ayax.ramirez@navy.mil"},{id:"137059",title:"Dr.",name:"Stephen D.",surname:"Russell",fullName:"Stephen D. Russell",slug:"stephen-d.-russell",email:"stephen.russell@navy.mil"},{id:"293363",title:"Dr.",name:"David",surname:"Brock",fullName:"David Brock",slug:"david-brock",email:"dbrock@spawar.navy.mil"}],book:{id:"6722",title:"Acoustic Emission Technology for High Power Microwave Radar Tubes",slug:"acoustic-emission-technology-for-high-power-microwave-radar-tubes",productType:{id:"3",title:"Monograph"}}},{id:"64756",title:"Automated Classification of Microwave Transmitter Failures Using Virtual Sensors",slug:"automated-classification-of-microwave-transmitter-failures-using-virtual-sensors",abstract:"Each year, nearly $100 M is spent replacing high-power microwave tubes in the fleet. In many cases (estimated at over 25%), tubes that are operating perfectly are inadvertently replaced because there are insufficient in-situ monitoring equipment available to diagnose specific problems within the system. High-power microwave vacuum tubes used in radar or communications systems have minimal condition-based maintenance capability and no means to identify specific component failures. This chapter presents the results from a system that uses cathode current and acoustic emission sensors combined as a virtual sensor to locate and classify microwave transmitter failures. Data will be shown which differentiate the failure mode from subsystems on a radar klystron and from a communications system magnetron. The use of the integrated condition assessment system (ICAS) to acquire and track virtual sensor data will also be described. These results offer promise of a low-cost, nonintrusive system to monitor microwave transmitters, which correctly identifies component failures avoiding incorrect replacement of high-value klystrons, magnetrons, or traveling wave tubes. This advanced technique also offers the possibility of developing built-in prognostic capabilities within the radar system to provide advanced warning of a system malfunction.",signatures:"Ayax D. Ramirez, Stephen D. Russell, David W. Brock and Narayan R. Joshi",authors:[{id:"137058",title:"Mr.",name:"Ayax D.",surname:"Ramirez",fullName:"Ayax D. Ramirez",slug:"ayax-d.-ramirez",email:"ayax.ramirez@navy.mil"},{id:"137059",title:"Dr.",name:"Stephen D.",surname:"Russell",fullName:"Stephen D. 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In 2001 he graduated from the Electrical Faculty in the Poznan University of Technology with the M.Sc. degree in high voltage engineering and in 2005 with the Ph.D. degree in electrical engineering. He worked as a visiting researcher at the University of Stuttgart, Germany (2003), University of Manitoba (postdoctoral fellowship), Winnipeg, Canada (2007) and CG Power Systems Canada Inc. (2007). He participated in a few international and national research projects supported by the European Union and Polish Government. He published over 50 papers in journals and international conferences, mainly on measurement, diagnostics and on-line monitoring of power transformers with the use of acoustic emission (AE) method. He also carried out a number of technical expertise for electric power industry in the field of AE. Currently he specializes in development of AE signal source localization techniques. He is an active member of the Association of Polish Electrical Engineers and Polish Society for Theoretical and Applied Electrical Engineering.",institutionString:null,institution:{name:"Poznań University of Technology",institutionURL:null,country:{name:"Poland"}}},{id:"86966",title:"Dr.",name:"Runar",surname:"Unnthorsson",slug:"runar-unnthorsson",fullName:"Runar Unnthorsson",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Iceland",institutionURL:null,country:{name:"Iceland"}}},{id:"88156",title:"Dr.",name:"Kristián",surname:"Máthis",slug:"kristian-mathis",fullName:"Kristián Máthis",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Charles University",institutionURL:null,country:{name:"Czech Republic"}}},{id:"92252",title:"Dr.",name:"Paul",surname:"Ziehl",slug:"paul-ziehl",fullName:"Paul Ziehl",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of South Carolina",institutionURL:null,country:{name:"United States of America"}}},{id:"92716",title:"Dr.",name:"Adrian",surname:"Pollock",slug:"adrian-pollock",fullName:"Adrian Pollock",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"95431",title:"Dr.",name:"Narayan",surname:"Joshi",slug:"narayan-joshi",fullName:"Narayan Joshi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/95431/images/1350_n.jpg",biography:"Narayan R. Joshi received his MSc in Electronics from Poona University, India. He received his MS and PhD in Mechanics and Materials Science from Johns Hopkins University, MD. He has worked as the Head of the Dual Engineering Degree at the University of Maryland, Baltimore, Lamar University, TX, and Prairie View A&M University, TX. His academic teachings include elastic wave propagation, materials science, metallurgy, mechanical vibrations, and advanced non-destructive evaluation methods. His experimental research includes ultrasonics, acoustic emission, X-ray diffraction, and optical materials (lasers without inversion). Dr. Joshi has worked for General Electric, Oak Ridge National Laboratories, Southwest Research Institute, and Texas Instruments. He has about 60 research publications to his credit. He is ASNT Level III in UT, PT, MT, and ET. He is a fellow of the American Society for Non-Destructive Testing. He holds three patents.",institutionString:null,institution:{name:"Houston Community College System",institutionURL:null,country:{name:"United States of America"}}},{id:"97103",title:"Prof.",name:"Hiroshi",surname:"Inoue",slug:"hiroshi-inoue",fullName:"Hiroshi Inoue",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Osaka Prefecture University",institutionURL:null,country:{name:"Japan"}}},{id:"137059",title:"Dr.",name:"Stephen D.",surname:"Russell",slug:"stephen-d.-russell",fullName:"Stephen D. 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He holds over 120 US and foreign patents and over 20% of his IP portfolio has been commercially licensed. He has authored or coauthored over 70 articles in peer-reviewed journals, conference proceedings, and technical reports and serves on the Editorial Board of the Naval Science and Technology FUTURE FORCE Magazine. Dr. Russell received his PhD, MS from the University of Michigan and his BS from SUNY Stony Brook. He is a Fellow of the National Academy of Inventors, Senior Member of SPIE, and member of the American Physical Society.",institutionString:null,institution:null},{id:"137060",title:"Dr.",name:"David W.",surname:"Brock",slug:"david-w.-brock",fullName:"David W. Brock",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null}]},generic:{page:{slug:"open-access-funding-funders-list",title:"List of Funders by Country",intro:"
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UK Research and Innovation (former Research Councils UK (RCUK) - including AHRC, BBSRC, ESRC, EPSRC, MRC, NERC, STFC.) Processing charges for books/book chapters can be covered through RCUK block grants which are allocated to most universities in the UK, which then handle the OA publication funding requests. It is at the discretion of the university whether it will approve the request.)
Wellcome Trust (Funding available only to Wellcome-funded researchers/grantees)
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Examples of IKS such as Ayurveda from India and Acupuncture from China are well known. IK covers diverse areas of importance for society, spanning issues concerned with the quality of life - from agriculture and water to health. The IK resident in India and China have high relevance to rural life, especially given the level of engagement with agricultural and health technologies. The goal is to establish a heuristic whereby IK can be reviewed and evaluated within particular contexts to determine if the IKS can lead to the development of appropriate technology (AT) addressing that need sustainably. Although much work on cataloguing and documenting IKS has been completed in these two countries, a paucity of attention has been paid to the scientific rationale and technological content of these IKS. Evaluation of many indigenous technologies reveal that many of these technologies can be classified as ‘appropriate’, focused on basic needs of water, sanitation and agriculture, and many have origins in IKS that survived. Thus, IKS must be validated, exploited and integrated into AT innovation and development.",book:{id:"5866",slug:"indigenous-people",title:"Indigenous People",fullTitle:"Indigenous People"},signatures:"John Tharakan",authors:[{id:"198534",title:"Prof.",name:"John",middleName:null,surname:"Tharakan",slug:"john-tharakan",fullName:"John Tharakan"}]},{id:"56510",doi:"10.5772/intechopen.69890",title:"Role of Traditional Ethnobotanical Knowledge and Indigenous Institutions in Sustainable Land Management in Western Highlands of Kenya",slug:"role-of-traditional-ethnobotanical-knowledge-and-indigenous-institutions-in-sustainable-land-managem",totalDownloads:2595,totalCrossrefCites:4,totalDimensionsCites:5,abstract:"The objective of this chapter is to elucidate the relevance of indigenous knowledge and institutions in natural resource management using western highlands of Kenya as a case study. The research design was a mixed method, combining qualitative and quantitative methods. A total of 350 individuals (comprising farmers, herbalists and charcoal burners) from households were interviewed using a structured questionnaire, 50 in-depth interviews and 35 focus group discussions. The results show that indigenous knowledge and institutions play a significant role in conserving natural resources in the study area. There was gender differentiation in knowledge attitude and practice (KAP) of indigenous knowledge as applied to sustainable land management. It is recommended that deliberate efforts should be put in place by the County Governments to scale up the roles of indigenous institutions in managing natural resources in the study area.",book:{id:"5866",slug:"indigenous-people",title:"Indigenous People",fullTitle:"Indigenous People"},signatures:"Chris A. 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This recent transition presents a growing opportunity for indigenous people who live in nature-rich areas (national parks, etc.) to collaborate with ‘outside stakeholders’ such as governmental agencies, scholars and environmental NGOs in natural resource management. In such situations, it is necessary to deeply understand the value of indigenous resource management (IRM) practices to promote self-directed and effective resource management. This chapter focuses on local forest resource management and its suitability in the local social-cultural context in central Seram, east Indonesia. First, I describe how the well-structured forest resource use is constructed and maintained through the indigenous resource management practices based on ‘supernatural enforce mechanism’. After that, I investigate what social-ecological roles the IRM in Amanioho has, and how IRM practices relate to the social-cultural context of an upland community in central Seram. 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Survey questionnaire, observations, focus group discussions, and key informant interview were employed to obtain data. Field data were analyzed and interpreted using appropriate analytical tools and procedures. The result revealed that the Borana herders have time-tested weather forecasting experience of using astrological, intestinal, plant, and animal body language indicators. Astrological and intestinal readings that need special training and local expertise are known as Urgii Elaltus and Uchuu, respectively. Forecast information is disseminated using the Borana sociocultural institutions. Based on the disseminated forecast information, the Borana herders take measures such as strengthening enclosure, storing hay, migrating with animals, destocking, and changing schedules of social and cultural festivities such as wedding. The precision and credibility of traditional weather forecast steadily declined and led to repeated faulty predictions. Poor documentation and knowledge transfer system, influence of religion and modern education, premature death of forecast experts, and expansion of alcoholism were identified as causes undermining the vitality of Borana indigenous weather forecast. It is high time that the tenets of indigenous weather forecasting be assessed scientifically and be integrated into the modern science of weather forecasting before they vanish.",book:{id:"5866",slug:"indigenous-people",title:"Indigenous People",fullTitle:"Indigenous People"},signatures:"Desalegn Yayeh Ayal",authors:[{id:"198164",title:"Dr.",name:"Desalegn",middleName:"Yayeh",surname:"Ayal",slug:"desalegn-ayal",fullName:"Desalegn Ayal"}]},{id:"67479",doi:"10.5772/intechopen.86677",title:"Exploring Aboriginal Identity in Australia and Building Resilience",slug:"exploring-aboriginal-identity-in-australia-and-building-resilience",totalDownloads:1342,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"This chapter will discuss the challenges faced by Aboriginal people seeking recognition of their identity as Indigenous Australians. It will explore government policies, their impact on identity formation and the ongoing impact of colonisation on education and health outcomes for Indigenous people in Australia. The issues raised will include historical and contemporary experiences as well personal values and attitudes. The strategies and programs introduced within educational settings as part of an inclusive practice regime will be highlighted. Aboriginal people have faced many challenges, and continue to do so in postcolonial times, including challenges to their identity.",book:{id:"8522",slug:"indigenous-aboriginal-fugitive-and-ethnic-groups-around-the-globe",title:"Indigenous, Aboriginal, Fugitive and Ethnic Groups Around the Globe",fullTitle:"Indigenous, Aboriginal, Fugitive and Ethnic Groups Around the Globe"},signatures:"Clair Andersen",authors:[{id:"296447",title:"Associate Prof.",name:"Clair",middleName:null,surname:"Andersen",slug:"clair-andersen",fullName:"Clair Andersen"}]}],mostDownloadedChaptersLast30Days:[{id:"56426",title:"Indigenous Resource Management Practices and the Local Social-Cultural Context: An Insight towards Self-Directed Resource Management by People who ‘Coexist’ with Supernatural Agents",slug:"indigenous-resource-management-practices-and-the-local-social-cultural-context-an-insight-towards-se",totalDownloads:1775,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"In recent arguments in the governance of natural resource management, effectiveness and desirability of collaborative management among various stakeholder including indigenous people has been recognized. In the context of Indonesia, the reformation movement has stimulated the growth of a new perception of indigenous people’s rights to their land in the country. This recent transition presents a growing opportunity for indigenous people who live in nature-rich areas (national parks, etc.) to collaborate with ‘outside stakeholders’ such as governmental agencies, scholars and environmental NGOs in natural resource management. In such situations, it is necessary to deeply understand the value of indigenous resource management (IRM) practices to promote self-directed and effective resource management. This chapter focuses on local forest resource management and its suitability in the local social-cultural context in central Seram, east Indonesia. First, I describe how the well-structured forest resource use is constructed and maintained through the indigenous resource management practices based on ‘supernatural enforce mechanism’. After that, I investigate what social-ecological roles the IRM in Amanioho has, and how IRM practices relate to the social-cultural context of an upland community in central Seram. Then, I discuss the possible future applications for achieving self-directed resource management by people who ‘coexist’ with supernatural agents.",book:{id:"5866",slug:"indigenous-people",title:"Indigenous People",fullTitle:"Indigenous People"},signatures:"Masatoshi Sasaoka",authors:[{id:"198898",title:"Dr.",name:"Masatoshi",middleName:null,surname:"Sasaoka",slug:"masatoshi-sasaoka",fullName:"Masatoshi Sasaoka"}]},{id:"56259",title:"Indigenous Knowledge Systems for Appropriate Technology Development",slug:"indigenous-knowledge-systems-for-appropriate-technology-development",totalDownloads:4099,totalCrossrefCites:7,totalDimensionsCites:8,abstract:"Indigenous knowledge systems (IKS) comprises knowledge developed within indigenous societies, independent of, and prior to, the advent of the modern scientific knowledge system (MSKS). Examples of IKS such as Ayurveda from India and Acupuncture from China are well known. IK covers diverse areas of importance for society, spanning issues concerned with the quality of life - from agriculture and water to health. The IK resident in India and China have high relevance to rural life, especially given the level of engagement with agricultural and health technologies. The goal is to establish a heuristic whereby IK can be reviewed and evaluated within particular contexts to determine if the IKS can lead to the development of appropriate technology (AT) addressing that need sustainably. Although much work on cataloguing and documenting IKS has been completed in these two countries, a paucity of attention has been paid to the scientific rationale and technological content of these IKS. Evaluation of many indigenous technologies reveal that many of these technologies can be classified as ‘appropriate’, focused on basic needs of water, sanitation and agriculture, and many have origins in IKS that survived. Thus, IKS must be validated, exploited and integrated into AT innovation and development.",book:{id:"5866",slug:"indigenous-people",title:"Indigenous People",fullTitle:"Indigenous People"},signatures:"John Tharakan",authors:[{id:"198534",title:"Prof.",name:"John",middleName:null,surname:"Tharakan",slug:"john-tharakan",fullName:"John Tharakan"}]},{id:"67017",title:"Late Antiquity: Then and Now",slug:"late-antiquity-then-and-now",totalDownloads:834,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Late Antiquity as a period has a complex history with moments when the issues pertaining to it seem to intensify. One of these was without a doubt the aftermath of World War I and reached its apex in 1923 during the International Congress of Historical Sciences in Brussels. The tragic events that had shaken Europe had a deep impact on historiography. In the aftermath of World War II, this trend was reversed on account of a progressive change of perspective and sensibility. 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In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. This topic will closely deal with all emerging trends in this discipline.",annualVolume:11411,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null,editorialBoard:[{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",fullName:"Abdulsamed Kükürt",profilePictureURL:"https://mts.intechopen.com/storage/users/219081/images/system/219081.png",institutionString:null,institution:{name:"Kafkas University",institutionURL:null,country:{name:"Turkey"}}},{id:"241413",title:"Dr.",name:"Azhar",middleName:null,surname:"Rasul",fullName:"Azhar Rasul",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRT1oQAG/Profile_Picture_1635251978933",institutionString:null,institution:{name:"Government College University, Faisalabad",institutionURL:null,country:{name:"Pakistan"}}},{id:"178316",title:"Ph.D.",name:"Sergey",middleName:null,surname:"Sedykh",fullName:"Sergey Sedykh",profilePictureURL:"https://mts.intechopen.com/storage/users/178316/images/system/178316.jfif",institutionString:null,institution:{name:"Novosibirsk State University",institutionURL:null,country:{name:"Russia"}}}]},{id:"17",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. Thus all studies on metabolism will be considered for publication.",annualVolume:11413,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",fullName:"Anca Pantea Stoian",profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"203824",title:"Dr.",name:"Attilio",middleName:null,surname:"Rigotti",fullName:"Attilio Rigotti",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Pontifical Catholic University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"300470",title:"Dr.",name:"Yanfei (Jacob)",middleName:null,surname:"Qi",fullName:"Yanfei (Jacob) Qi",profilePictureURL:"https://mts.intechopen.com/storage/users/300470/images/system/300470.jpg",institutionString:null,institution:{name:"Centenary Institute of Cancer Medicine and Cell Biology",institutionURL:null,country:{name:"Australia"}}}]},{id:"18",title:"Proteomics",keywords:"Mono- and Two-Dimensional Gel Electrophoresis (1-and 2-DE), Liquid Chromatography (LC), Mass Spectrometry/Tandem Mass Spectrometry (MS; MS/MS), Proteins",scope:"With the recognition that the human genome cannot provide answers to the etiology of a disorder, changes in the proteins expressed by a genome became a focus in research. Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. The Proteomics topic aims to attract contributions on all aspects of MS-based proteomics that, by pushing the boundaries of MS capabilities, may address biological problems that have not been resolved yet.",annualVolume:11414,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null,editorialBoard:[{id:"72288",title:"Dr.",name:"Arli Aditya",middleName:null,surname:"Parikesit",fullName:"Arli Aditya Parikesit",profilePictureURL:"https://mts.intechopen.com/storage/users/72288/images/system/72288.jpg",institutionString:null,institution:{name:"Indonesia International Institute for Life Sciences",institutionURL:null,country:{name:"Indonesia"}}},{id:"40928",title:"Dr.",name:"Cesar",middleName:null,surname:"Lopez-Camarillo",fullName:"Cesar Lopez-Camarillo",profilePictureURL:"https://mts.intechopen.com/storage/users/40928/images/3884_n.png",institutionString:null,institution:{name:"Universidad Autónoma de la Ciudad de México",institutionURL:null,country:{name:"Mexico"}}},{id:"81926",title:"Dr.",name:"Shymaa",middleName:null,surname:"Enany",fullName:"Shymaa Enany",profilePictureURL:"https://mts.intechopen.com/storage/users/81926/images/system/81926.png",institutionString:"Suez Canal University",institution:{name:"Suez Canal University",institutionURL:null,country:{name:"Egypt"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/41798",hash:"",query:{},params:{id:"41798"},fullPath:"/chapters/41798",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)}()