Colorectal cancer risk factors and relative risk.
\r\n\t
\r\n\tContamination with biomedical waste and its impact on the environment are global concerns. Biomedical waste that has not been collected and disposed in accordance with the regulations can become a total environmental hazard and cause negative impact on human health and the environment. Medical centers including hospitals, clinics, and places where diagnosis and treatment are conducted generate waste that is highly hazardous and put people under risk of fatal diseases. On the other hand, food waste is commonly produced in all the steps of food life cycle, such as during agricultural production, industrial manufacturing, processing and distribution, and is even consumer-generated within private households. Food waste mostly contains high-value components such as phytochemicals, proteins, flavor compounds, polysaccharides, and fibers, which can be reused as nutraceuticals and functional ingredients. Adsorption is a practicable separation method for purification, along with bulk separation where surface characteristics and pore structures are the main properties in determining equilibrium rate. Managing waste materials on the whole is often unsatisfactory, especially in developing countries, and the unreasonable disposal of waste is a major issue worldwide.
\r\n\tThe following issues will be of particular interest for this book: effects of waste on environment and health, biomedical waste - storage, management, treatment, and disposal, biomedical waste contamination, food waste, potential applications of low-cost sorbents in agricultural and food sectors, biosorbents and bioadsorbents, adsorption of modified agricultural and biological wastes (biosorption), compounds recovered from food waste, and agricultural and food waste-derived sorbents.
",isbn:null,printIsbn:"979-953-307-X-X",pdfIsbn:null,doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!1,isSalesforceBook:!1,hash:"fef68f549e98b68c60ae17bb2b3c64e4",bookSignature:"Dr. Parisa Ziarati",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/9842.jpg",keywords:"Biomedical waste, Food waste, Classification, Hazardous waste, Sources, Treatment and disposal, Contamination, Bioaccumulation, Sorbents, Sorption, Biosorption, Food waste recovery",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"December 4th 2019",dateEndSecondStepPublish:"March 3rd 2020",dateEndThirdStepPublish:"May 2nd 2020",dateEndFourthStepPublish:"July 21st 2020",dateEndFifthStepPublish:"September 19th 2020",remainingDaysToSecondStep:"2 years",secondStepPassed:!0,currentStepOfPublishingProcess:5,editedByType:null,kuFlag:!1,biosketch:null,coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"312371",title:"Dr.",name:"Parisa",middleName:null,surname:"Ziarati",slug:"parisa-ziarati",fullName:"Parisa Ziarati",profilePictureURL:"https://mts.intechopen.com/storage/users/312371/images/system/312371.jpg",biography:"Parisa Ziarati currently works at Nutrition and Food Sciences Research Center, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran. She is a hardworking researcher since she has published 168 research articles in leading technical and scientific journals. She is the author of 3 books. She has delivered 138 lectures at national and international conferences on relevant subjects, primarily environmental chemistry. She has also supervised 118 master’s theses and mediated 108 theses as an advisor. She has also published several papers on new findings in phytoremediation, a topic of current and original research attracting commercial interest. Moreover, she has worked exhaustively on turning low-cost waste products (food, agricultural, forestry, industrial, and mine waste) into valuable resources for water / wastewater remediation and pollution prevention. It is notable that remediation of soils contaminated with heavy metals and organics, detoxification and removal of heavy metals from foods, including rice and vegetables by adsorbents / bio adsorbents is her current research passion.",institutionString:"Nutrition and Food Sciences Research Center",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"0",institution:null}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"12",title:"Environmental Sciences",slug:"environmental-sciences"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"297737",firstName:"Mateo",lastName:"Pulko",middleName:null,title:"Mr.",imageUrl:"https://mts.intechopen.com/storage/users/297737/images/8492_n.png",email:"mateo.p@intechopen.com",biography:"As an Author Service Manager my responsibilities include monitoring and facilitating all publishing activities for authors and editors. From chapter submission and review, to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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Colorectal cancer is a significant public health problem in many countries considering its incidence, mortality rate, and treatment costs [1]. Among all cancer deaths, mortality due to CRC ranks second in the world and accounts for 9–10% of all cancers deaths [2–4]. Colorectal cancer is the second most common cancer worldwide [5]. The incidence of CRC in North America and highly industrialized areas such as northwestern Europe and Australia is high, but is low in less developed regions such as Asia, Africa, and South America [2, 5, 6]. Lifetime risk of developing CRC varies between 2.4 and 6%. Risk factors possessed by individuals may increase this rate [2, 3]. It is necessary to carry out activities related to risk factors in order to implement effective CRC early diagnosis and screening programs and achieve positive outcomes. Moreover, implementing cost-effective screening programs decreases costs and increases the effectiveness of CRC screening [7, 8]. Many people do not know the risk factors for CRC; it is reported that those who do know them should be encouraged and supported by professionals to apply safeguard measures and effective interventions. More than half of CRC incidents can be prevented by implementing protection strategies in accordance with risk factors [9, 10]. However, to achieve this, negative behaviors must be changed to positive, and individuals should be directed toward early diagnosis in accordance with their risk conditions and monitored [11, 12]. In the realization of primary and secondary prevention strategies, bespoke colon cancer risk counseling is important for reducing morbidity and mortality [11–13].
\nAdvancing age, familial and genetic factors, environmental factors, and lifestyle/behavioral factors affect the development of CRC [2, 6–8]. Colorectal cancer risk factors are divided into two groups, those that can be changed and those that cannot [1, 6, 10].
\nThe aim is to prevent cancer, precancerous lesions, and reduce the incidence of cancer-related morbidity and mortality and cancer spread, or at least diagnose it at earlier stages. Cancer prevention research, and the reduction of cancer morbidity and mortality, requires a three-dimensional approach: primary, secondary, and tertiary prevention [4, 6, 11, 20].
\nFactors increasing the risk | \nRelative risk | \n
---|---|
\n | |
One first-degree relative | \n2.2 | \n
More than one relative | \n4.0 | \n
Relative diagnosed before 45 | \n3.9 | \n
\n | |
Crohn’s disease | \n2.6 | \n
Ulcerative colitis Colon Rectum | \n2.8 1.9 | \n
Diabetes | \n1.2 | \n
\n | |
Excessive alcohol consumption | \n1.6 | \n
Obesity | \n1,.2 | \n
Red meat consumption | \n1.2 | \n
Processed meat consumption | \n1.2 | \n
Smoking cigarette | \n1.2 | \n
\n | |
Physical activity (colon) | \n0.7 | \n
Consumption of dairy products | \n0.8 | \n
Fruit consumption | \n0.9 | \n
Vegetable consumption | \n0.9 | \n
Total dietary fiber consumption (10 g/day) | \n0.9 | \n
Colorectal cancer risk factors and relative risk.
Primary prevention includes reducing the effects of carcinogens by using chemopreventive agents or removing environmental carcinogens. The goal of primary prevention is to prevent cancer from starting by reducing individual risk. Primary prevention focuses on lifestyle changes and risk factors related to chemoprevention. Primary prevention measures focus on two areas: making lifestyle changes toward changing primary risk factors and chemoprevention (chemical protection) strategies [20, 21].
\nThe administration of drugs or natural compounds to prevent the development of CRC is called chemoprevention. Colorectal cancer chemoprevention can be considered for advanced adenomas greater than 1 cm with villous histology, and more than two adenomas independent of the size of the adenoma and histology. Also, patients with a family history of cancer or cancer in first-degree relatives benefit from chemoprevention. Some 10% of all CRC groups can benefit from chemoprevention [22]. Research into chemoprevention of CRC is very active and chemical measures are recommended to more people in the high-risk group [6, 18, 21, 22]. Results of studies on chemical measures vary. Nonsteroidal anti-inflammatory drugs (NSAIDs) and aspirin have been determined to inhibit the enzyme cyclo-oxygenase (COX-1 and COX-2), which is involved in development of CRC. Regular aspirin or other NSAID use in humans reduces CRC development by 30–50%. In the recent past, these agents were not recommended for the general population (average risk), but today aspirin and other NSAIDs are recommended for the average-risk group. However, aspirin and other NSAIDs have adverse effects such as gastrointestinal bleeding and stroke, thus the benefit/risk balance of these drugs has restricted their use. In addition, calcium, vitamin D, folic acid, hormone replacement therapy, and the protection provided by statins need to be evaluated in further studies [6, 18, 21, 22].
\nSecondary prevention, which enables slow-growing lesions to be diagnosed at early stages, includes early diagnosis and screening methods. Screening achieves better results because it avoids the onset of new cases and enables treatment of tumors at an early stage, which provides a better prognosis. Screening methods such as colonoscopy can identify abnormal cancerous changes so cancer can be prevented from fully developing. Secondary prevention is often associated with the removal of precancerous lesions or intraepithelial neoplasia (e.g., ductal carcinoma in situ, adenoma, or hyperplasia). In this way, disease is caught at an early stage, and the incidence of patients with advanced stage disease and mortality decreases [20, 23]. Polyps, especially adenomatous-type polyps, are known to be the precursor of CRC. The estimated 5-year survival rate of localized tumor (limited to the bowel wall) is 90%, it is 68% when the regional lymph node is involved, and 10% in the presence of distant metastases. CRC screening is recommended for the entire population; some people have a higher risk of developing CRC than others. The most important step is to assess the correct risk of developing CRC, screening is most effective test for individuals [6, 21, 23–27].
\nColorectal cancer screening tests are divided into two groups:
\nStool tests: guaiac-based fecal occult blood test (gFOBT), fecal immunochemical test, stool DNA test.
Structural analysis: flexible sigmoidoscopy (FS), colonoscopy, double barium contrast radiography, computed tomographic (CT) colonography, virtual colonoscopy, capsule endoscopy.
Each test has different advantages and disadvantages and can be used alone or in combination according to the request and the status of the individual [6]. Secondary prevention measures “Who should be screened and how?” The answer to the questions of who and which test brings clarity to the issue of how and how much will be applied at intervals, which is why CRC screening recommendations/guidelines have been established in many countries [6, 11, 21].
\nThe aim of screening is to detect a precancer condition in the healthy population, as well as very early-stage malignancies that can be treated with a clearly curative intervention. In this context, international clinical guidelines have been created by the following organizations:
\nAmerican Cancer Society (ACS), The US Multi-Society Task Force on Colorectal Cancer (USMSTF), and American College of Radiology
U.S. Preventive Services Task Force (USPSTF)
National Comprehensive Cancer Network (NCCN)
European Society for Medical Oncology (ESMO)
Screening tests and follow-up intervals are implemented and updated frequently by these organizations, depending on study results and technical improvements. The recommendations are not applied in the same way for the whole population; there are variations between countries and appropriate tests are recommended based on individual risk situations [6, 11, 16, 21, 24–28]. Although all guidelines recommend starting routine screening for CRC and adenomatous polyps in asymptomatic adults at age 50, there is less agreement as to the screening method, frequency of screening, and at which age screening may be safely discontinued. The recommendations differ for the method, frequency, and age of screening commencement in high-risk patients.
\nTest | \nInterval recommendations | \nTraining issues to facilitate decision-making advantage/disadvantage | \n
---|---|---|
Flexible sigmoidoscopy | \nEvery 5 years1,2 Every 10 years3 The optimal interval should not be <10 years and may even be extended to 20 years3 | \n
| \n
Colonoscopy | \nEvery 10 years1,2,3 The optimal interval should not be <10 years and may even be extended up to 20 years3 | \n
| \n
Double-contrast colonography | \nEvery 5 years1,2 Uncertain3 | \n
| \n
Virtual colonoscopy/ CT colonography | \nEvery 5 years1 Uncertain2,3 | \n
| \n
Average risk for colorectal cancer, tips for individuals in the group, follow-up frequency, and advantages and disadvantages.
Test | \nRecommendations interval | \nTraining issues to facilitate decision-making advantage/disadvantage | \n
---|---|---|
Guiac-based FOBT | \nAnnually1, 2 Annually3 The test interval should not exceed 2 years3 | \n
| \n
Fecal immuno-chemical test | \nAnnually1 Uncertain2 The test interval should not exceed 3 years3 | \n
| \n
Stool DNA test | \nUncertain1,2,3 | \n
| \n
Moderate risk for colorectal cancer, tips for individuals in the group, follow-up frequency, advantages and disadvantages (continued).
Risk category | \nStarting year | \nRecommendations/interval | \nComment | \n
---|---|---|---|
CRC or adenomatous polyps in the first 60 years of first-degree relative or two or more first-degree relatives at any age | \n40 years, or 10 years younger than the age of the CRC diagnosis in the youngest relative CRC diagnosis1,2 40 years, or 5 years younger than the age of cancer onset in first-degree relatives3 | \nColonoscopy1,2 FOBT and colonoscopy3 Every 5 years1,2,3 | \n\n |
Two adenomatous/CRC polyps in first- or second-degree relatives aged over 60 years | \n40 years1,2 or 5 years younger than the age of disease onset in first-degree relatives3 | \nScreening frequency and recommendations for moderate risk individuals are applied1,2 Screening/follow-up procedure will be determined by clinical follow-up of patients3 | \nIndividuals can now scan any screening test but should begin at an early age | \n
Recommendations and colorectal cancer screening tests for individuals in the increased-risk group.
Risk category | \nStarting year | \nRecommendations/interval | \nComment | \n
---|---|---|---|
Genetically diagnosed with FAP or without evidence of genetic testing and those suspected in FAP | \n10 or 12 years old1,2 Starting at age 12–14 years and continued lifelong in mutation carriers3 | \nIndividual genetic anomaly that carries genetic tests to determine the annual FSA and consulting requirements1,2 Sigmoidoscopy every 2 years3 | \nIf genetic testing is positive, colectomy should be considered Screening and monitoring procedures following clinical cases will be determined3 Once adenomas are detected, annual colonoscopy should be carried out until colectomy is planned3 | \n
For AFAP | \nStarting at age 18–20 years and continued lifelong in mutation carriers. | \nColonoscopy every 2 years | \nAfter adenomas are detected, colonoscopy should be carried out annually3 | \n
Genetically or clinically diagnosed with HNPCC individuals, or high-risk individuals for HNPCC | \n20–25 years of age or their immediate family members or 10 years younger than the age of the CRC diagnosis in the youngest relative1,2 Starting at age 20–25 or 5 years before the youngest case in the family3 | \nColonoscopy every 1–2 years and counseling on whether the genetic testing is necessary1,2Colonoscopy every 1–2 years.3 Upper limit is not established.3 | \nFirst-degree relatives of people with known hereditary MMR gene mutations should be offered genetic testing for HNPCC. Family mutation as yet unknown, but also those having one of the first three criteria of modified Bethesda should be recommended Screening and monitoring procedures following clinical cases will be determined3 | \n
Recommendations and colorectal cancer screening tests for individuals in the high-risk group.
The US Preventive Services Task Force (USPSTF) recommends using high-sensitivity fecal occult blood testing, sigmoidoscopy, or colonoscopy from the age 50 years and to continue until the age of 75 years [28]. Higher risk individuals should begin screening at a younger age, and likely more frequently. Whether individuals need to be screened beyond the age of 75 years must be decided on an individual basis. Recommended screening tests and intervals are as follows:
\nHigh-sensitivity fecal occult blood test (FOBT)—annual
Flexible sigmoidoscopy—5 yearly (every 3 years with FOBT)
Colonoscopy—every 10 years
Colonoscopy can be used for screening or as a follow-up diagnostic tool in symptomatic patients, or when the results of another CRC screening test are unclear or abnormal [28].
\nThe National Comprehensive Cancer Network (NCCN) has released separate guidelines for average- (Table 2), increased- (Table 3), and high-risk individuals (Table 4). For average individuals, the NNCN’s guidance is almost identical to that of the ACS, USMSTF, and ACR. These guidelines make recommendations for each risk factor for individuals at high risk [27, 28].
\nAccording to all international guidelines, screening tests are stratified according to the personal risk of disease. The CRC screening guidelines of ESMO are in parallel with the guiding principles of the European guidelines. The ESMO recommendations for average-, increased-, and high-risk individuals are shown in Tables 2–4, respectively. Guaiac (g) FOBT reduced CRC mortality in average-risk populations by 15% in different age groups. To date, only FOBT has been recommended for men and women aged 50–74 years. Fecal immunochemical testing appears to be superior to gFOBT with respect to detection rates and positive predictive values for adenomas and cancer. Flexible sigmoidoscopy has been demonstrated to reduce CRC and mortality rates when conducted in organized screening programs. FS screening should be discontinued in patients of average risk aged more than 74 years because of the increased number of comorbidities in this population. There is no current evidence to support adding in a one-off sigmoidoscopy to FOBT screening. There is limited efficacy of colonoscopy in reducing CRC incidence and mortality. The optimal age for a single colonoscopy is circa 55 years but the age range for this test is 50–74 years. Newer screening techniques such as computed tomography colonography, stool DNA testing, and capsule endoscopy are still under evaluation and as such should not yet be relied upon to screen the average-risk population [29, 30].
\nColorectal cancer screening remains a subject of debate regarding to whom, with which method, and at what frequency; however, its cost-effectiveness has been demonstrated and this is key in influencing the decision to implement CRC screening programs [7, 31]. Policymakers and health professionals who decide on which CRC screening strategy to recommend or implement must be well informed. It is vital that resources are used efficiently when planning or implementing nationwide CRC screening programs, and that a cost-effective option for CRC screening is selected. According to the results of recent review studies, there is a complexity which screening test is the most cost-effective and which screening test should be chosen [7, 31].
\nIndividuals are divided into categories according to their risk of CRC, and the type and frequency of screening methods varies depending on the risk category [6, 21, 23–27]. The risk of developing CRC for an individual is classified into three categories: moderate risk, increased risk, and high risk; screening is recommended in accordance with the risk group of individuals [6, 13]. Persons with known gene mutation or those with suspected gene mutations have a very high risk of contracting the disease [6, 13, 21, 24–27].
\nEveryone is under the lowest risk for CRC [21]. Personal and family history of colorectal polyps or ulcerative colitis without CRC, chronic inflammatory bowel disease such as Crohn’s disease without CRC, and all individuals aged 50 years and over are at average risk [6, 21, 24–27]. Individuals at average risk are recommended for screening; the frequency of follow-up is shown in Table 2.
\nIn this group, risk of CRC is growing twice according to the individuals in average risk. Individuals with a history of adenomatous polyps are at significantly higher risk. A family history of CRC or adenoma increases a person’s risk of developing CRC. If there is a family history CRC or adenomas including first-degree relatives (mother, father, sibling, or child) before the age of 60, the risk of developing CRC at any age (—three to four times the average risk) significantly increases. Screening recommendations for high-risk individuals are shown in Table 3.
\nThe risk of CRC in individuals with a known genetic mutation is high. The most common hereditary CRC syndrome, HNPCC, also known as Lynch syndrome, is an autosomal dominant syndrome and accounts for 3–5% of all CRCs. Familial adenomatous polyposis, which is characterized by multiple adenomatous colonic polyps, is an autosomal dominant syndrome comprising 1% of all CRC cases. For the FAP, the average age of cancer diagnosed is 39 years for FAP, but in the individuals with FAP 75% of adenomas occurred in 20 years. Recommended screening and surveillance programs for high-risk individuals are shown in Table 4 [6, 21, 24, 30].
\nTertiary prevention is used in the treatment of specified diseases or prevention of complications associated with the disease, is often used to treat one type of cancer and metastasis, or involves treating patients at risk for development of a secondary primary cancer [20]. The target of tertiary prevention in cancer patients is to reduce morbidity and mortality with the optimal treatment. Primary and secondary prevention practices are recommended in developing or less developed countries due to the fact that greater economic burden of tertiary prevention [20].
\nToday, although advances in treatment and screening standards established successful tests for CRC, it is not perceived as a curable and preventable disease. Many people do not know that even simple measures can prevent CRC. Cancer can be prevented in some individual cases, and it is very important to develop the perception in the community and belief that cancer can be prevented and is curable. Determining the level of risk and interpretation, encouraging preventive behaviors, and improving the early diagnosis and screening behaviors are important parts of early detection and screening programs. Prevention of colon cancer will be successful with the health efforts of professionals to increase awareness of the disease, risk assessments, counseling programs with appropriate recommendations, and diagnose the patients in an early stage [32, 33]. In studies conducted in recent years in the prevention of cancer, “cancer risk counseling” concept stands out [32, 34]. Physicians and nurses who work in primary healthcare services and oncology units have an important role and responsibilities in implementing programs and changing behavior that encourages early screening and diagnosis of cancer. Cancer risk counseling focuses on genetic assessment, assessment of individual risk factors, and the development of a risk management plan [35]. At this point, health professionals trained in CRC counseling can take control of their risk by reaching the individuals at an early stage [11, 12, 32, 36, 37]. Cancer risk counseling should be done in a second step in primary care with asymptomatic individuals at moderate risk and members of the increased-risk and high-risk groups. For example, risk counseling to individuals who have registered in family medicine and family health centers in the moderate-risk group is given by public health nurses. Family of individuals with hereditary CRC and of patients are counseled by doctors and nurses in clinical oncology for as long as treatment continues, or by clinical staff of family cancer clinics/genetic private surveillance programs or outpatient clinics, for those with chronic bowel disease if they are under follow-up [32, 36–38]. To conduct CRC risk counseling, physicians and nurses must have the authority and knowledge on this subject.
\nThis risk counseling process encompasses a comprehensive cancer risk assessment, and determining genetic predisposition, information, guidance training and screening, genetic counseling, and creation of a risk management plan that includes the monitoring and evaluation plan. To achieve effective results in risk counseling, giving individual-specific messages, making an assessment of risk status together with the individual, and supporting the individual in the decision-making process is essential. In addition, it is aimed to follow-up screening participation of the individuals, and guide individuals who receive abnormal test results. Thus, CRC risk counseling aims to reduce morbidity and mortality with an increase in screening rates and to detect disease at an early stage [33, 35, 38].
\nRisk advisor staff who conduct risk counseling and risk assessments must have certain characteristics. CRC staff have to have adequate current information about hardware, communication techniques, good training, and counseling skills. Also, a counseling room should have adequate ventilation and lighting systems suitable for training and counseling. Colorectal cancer risk counseling identifies risk factors for an individual that can and cannot be changed (hazard identification/risk assessment); screening for risk factors proposition includes monitoring of behavior change initiatives and behavioral changes [38].
\nColorectal cancer risk counseling includes individual education and counseling and is implemented in three stages [32, 38]:
\nStage 1: Application phase
Stage 2: Follow-up phase
Stage 3: Evaluation phase
The creation of awareness through risk assessment and transfer of disease-specific information/education consist of three parts. Before making giving detailed information, disease awareness should be created for the individual, the individual’s attention should be directed toward the subject and they should be allowed to ask questions [38]. At this stage, awareness about factors that increase the risk of disease must be created, and behavioral changes must be implemented in order to ensure appropriate counseling skills and evidence-based interventions [14]. A wide range of communication media have been used in studies aiming to increase awareness of CRC screening ranging from personal letters to TV advertisements. While facilitating effective participation in CRC screening initiatives, such as reminders, mass media and the media, group training, personal training, and assessments, are taken by reducing structural barriers to healthcare professionals and include initiatives such as feedback. The effectiveness of personal reminders, personal training, and counseling in improving CRC screening has been proven [10, 25, 39–44].
\nSections | \nInitiatives/methods | \nTools | \n
---|---|---|
Application phase | \n||
Creating awareness | \nBanners, posters, models, TV and newspaper advertisements, letters, mail/invitation via e-mail, phone messages, calendars, giveaway/inducers such as promotion, promotional stands | \n|
Risk assessment | \nRisk assessment tables, pedigree charts, graphs, histograms, electronic health records | \n|
Disease-specific information | \nSlides, posters, pamphlets, educational videos, health beliefs scales, written materials | \n|
\n | Phone calls, text messages, e-mail, reminders, call center awards | \n|
\n | Automated phone calls Web-based assessment | \n
Colorectal cancer risk counseling can be applied in all stages of evidence-based initiatives.
demographic, socioeconomic, cultural characteristics, and medical history (previous/existing diseases, especially chronic bowel disease, polyps),
a detailed family history (especially first- and second-degree relatives),
cognitive and psychosocial (cognitive capacity, CRC knowledge, risk perception, CRC-related health beliefs and attitudes, perceptions, motivation, concerns, barriers, CRC relevant experience, anxiety and fears, coping mechanisms and social support status, decision-making and decision support systems),
lifestyle behaviors (habits that increase the risk of CRC, dietary behaviors, physical activity status, smoking and alcohol use, stress level, given the importance of such a negative attitude and a healthy lifestyle),
do not collect data on exposure to environmental risk factors and other characteristics.
Risk assessment tools for practical risk assessment (risk calculation tool, pedigram) can be made using electronic health records [10, 25, 33, 35, 39, 45]. According to the data obtained, a risk rating of the risk assessment is performed. The risk rating is how to determine whether an individual is at risk and making orientation relative to the risk. The degree of risk of cancer is important in guiding the individual screening tests [6, 11, 21]. In this regard, national/international guidelines should be considered. Risk assessment, web-based tools, and mathematical models of interpretation of risk may make it easier to use directed individual protection proposals. Graphical presentation of risk status (bar, pie, histogram) makes it easier to explain and to understand the risk [6, 21, 33, 45]. Health behavior models have been developed for people to understand why there are different health behaviors or practices they are going to implement. While counseling individuals, health behavior models act as a “black box” to determine factors that affect preventive behaviors and to change negative behaviors to positive. These models are Health Belief Model, Transtheoretic Model, Health Promotion, and Preventive Health Model [11, 12, 14, 38, 39].
\nThe risk status of the individual is described in a way that can be understood. Words, tone of voice, body images, and facial expressions of health personnel can affect the understanding individual risk information. The level of education of the individual, age, cultural, and linguistic differences should be taken into account. In addition, the cost of diagnosis and treatment, transportation requirements, communication, and cultural characteristics are important for the care of the patient’s decision. Particular circumstances of the individual (e.g., affected my social and personal values, and economic and environmental conditions) should be considered. Individuals are given information regarding their assessment and risk diagnostics; when interpreting cancer risks, results that will disrupt the motivation for the individual’s protection behavior or descriptions that will cause anxiety/fear should be avoided [33, 45].
\nMaintainance of awareness of the individual is intended to support the CRC protection behavior. It will increase the importance of the disease and practical initiatives to ensure the consistency of behavior covered in the training. The next follow-up face-to-face meeting in the implementation phase can be done through methods such as e-mail or telephone (Table 5). During these initiatives, any information that was given during training that was not clear can be questioned. For example, healthy lifestyle behaviors and screening recommendations for prevention of CRC can be repeated/reviewed, and information can be discussed about where to go in the event of receiving negative test results. At this stage, the behavior of individuals regarding disease protection is expected to show increased enthusiasm. All associated individuals (family, friends, healthcare professionals) are encouraged to support positive and protective behavior [11, 12, 21, 25, 35, 38].
\nAt this stage, CRC protection behavior exhibited by the individual is evaluated. Changing an individual’s behavior is not a goal that can be realized in a short time, it requires long-term follow-up. In order to ensure continuity, to maintain positive behaviors and enable behavior changes to occur, regular implementation of risk counseling (e.g., 3, 6, 12, 24 months) should be carried out [34, 35, 39]. The evaluation phase, which allows for obtaining feedback from individuals, is usually advised to be face to face. Reasons for an individual wishing to end the program should be taken to identify obstacles and need to reschedule procedures overcome these barriers [11, 12, 21, 32, 35, 38, 41, 45].
\nPrimary and secondary prevention practices in the management of CRC are to be carried out together. Applying primary measures alone will not be enough, only having screening tests will not prevent the disease occurrence. Primary healthcare physicians and nurses have an important role in the implementation of risk counseling. Colorectal cancer risk counsellers are required to have special knowledge and skills. Therefore, the staff who undertake counseling are required to have received appropriate training. Colorectal cancer risk counseling is a process that applies to all stages of implementation, including monitoring, evaluation stages, and health services. Many initiatives and recommended methods for each stage of the process have been demonstrated in research. Adequate training in CRC risk counseling practice of health professionals, all relevant employees in surgery, oncology, and public health has been estimated to reduce the incidence of CRC.
\nPeace is the highest level that who help spreads tranquillity, happiness, harmony and balance; not only with others [1, 2, 3]. But is peace of mind and inner tranquillity with oneself of mind which is full of love and enables the ability to live tranquillity. Psychological peace and self-alignment is the top of the spiritual pyramid to live happily, with comfort and peace of mind. All of these could be gained through continuous training on how to deal with others on a win-win basis [4]. In addition, peace is a human need, without which people live in terror and fear, lose their constancy and make them deal with the surroundings as enemies, lose friendship and respect for people. Peace education in UNICEF refers to viewed peace is a set of values and behaviours that drive individuals to social interaction and active participation, which are based on the principles of democracy, tolerance, solidarity and all human rights that work to reject violence, and dialogue replaces conflicts, and ways to participate fully in the process of Community Development [5]. In addition, peace education is a philosophy and process concerned with gaining knowledge about various aspects of peace, violence and peace-making skills. It is also the process of instilling elements of peace education in learners to enable them to develop their abilities to demonstrate tolerance and skills for solving non-violent conflicts and a sense of dedication in creating peace education [6].
Harris and Morrison [7], also noted that peace education not only guarantees a philosophical dimension such as love, mercy, respect and nonviolence, but is also a process that includes listening, meditation, thinking, cooperation and conflict resolution skills. As, we all today face many problems that threaten the whole world. One of the most serious of these problems is the problem of conflict and violence in its various forms, such as violence with self and social violence. It was therefore normal that the world represented in United Nations promotes a culture of peace in the world, especially among children [8].
Furthermore, the peace education program is designed to teach the skills and values associated with peaceful behaviour, encouraging adults and children to think constructively about social or emotional issues, and developing positive attitudes towards coexistence, and solve the problems that may arise in their societies by peaceful means. Children are affected by the conflicts and violence that revolve around them and what they watch from programs and news on television, which leaves deep psychological scars on children, with all the painful feelings that accompany them, this requires psychological support for this age group to restore balance [9]. It has also become the duty of those responsible for raising children to help them face the challenges that surround them by instilling a culture of peace, its concepts, and its skills, and this will only be achieved through peace education that works to create a child-friendly environment and help them learn, as Future peace is not limited to the absence of outright hostility, but it also includes the employment of peace-making processes and skills, which will lay the foundations for lasting peace [5].
Moreover, this confirms that the first years of a child’s life are essential in composition of their intelligence, personality and social behaviour. Children are born with a range of social capacities, physical and psychological abilities enabling them to communicate, learn and develop; if they do not receive attention they seek from adults, such abilities may decrease. Studies also suggest that behaviour develops in children occurs before the age of seven, and because children are the future of our lives in next generations to come, they honour the values of culture and maintain the social and moral values. Therefore, it is very important to start by promoting these values with children through related useful educational programs [10].
Oman Vision 20/40 stated that Oman seeks to be among the top ten countries that enjoy world peace [11]. The present study came to support Oman’s vision 20/40 for reaching the forefront of peace.
In addition, Muscat Daily (2018) showed, in a recent newspaper report, there are 387 cases of abuses against children in Oman (e.g. physical, verbal, negligence, and sexual harassment), which occurred between January and June 2018. The cases reported through the free hotline (1100) of the Ministry of Social Development uncovered many of the cases of abuse against children which were hidden before. Despite the existence of the Omani Children’s Code issued by a royal decree number 22/2014 [12] to protect children and preserve their rights, still this is not enough. Children need to learn how to take preventive measures before the incident in order to protect themselves from any abuse that may occur. The problem of the study is formulated accordingly with some previous scholars’ calls, for instance, Al Sawafi [13] who strongly recommended the importance of designing a new curriculum to measure social skills of pre-school and develop their social skills, since the existing curriculum in Oman does not provide any significant elements to deal with the preschoolers’ behavioural and emotional issues. Hence, the researcher tries to formulate a new comprehensive framework to meet the needs of children to enhance their behaviour by training them accordingly in different situations and environments. In search of solutions, “evidence on the role of supportive school environments in buffering negative community processes and fostering resilience in youth affected by violence is increasing” [14, 15, 16]. While educational programs for developing school environment and peace building have been globally agreed on as helpful in providing safe learning environments [17], to pre-school children’s experience and knowledge, the social dynamics in societies affected by ferocity and the contextual hindrances that may interfere with their translation into practices are often overlooked and left, especially within the Middle East region. Before putting into account educational methods to address problems of peace and violence in schools, we thus first explore the core issue of this research from a socio-educational perspective where a significant body of votes share ideas and opinions, which might give authenticity to the research findings.
In eighties and nineties (in the beginning of the Renaissance in Oman), the Omani society put a remarkable organised interest concerning children’s rights. The focus, however, was more directly on children’s literacy and numeracy than on instilling the values of peace in children, which in turn had a negative impact on the behaviour of children. This is because of the negative role of media in portraying children in cartoons, which implants many negative images in children’s mind. Nowadays, it is different from the past because of many external influences affecting children. Moreover, today’s family is much busy working outside home. This thus gives children an opportunity to spend much time watching TV. Also, pre-school teachers are constantly complaining about the aggressive behaviour of children.
On the other hand, children need to learn how to take preventive measures before the incident in order to protect themselves from any abuse that may occur. This in turn confirms to the researcher the firm desire to teach children peace education.
Peace has as many definitions as its types and thus it might not be easy to have one unified definitions i.e. Harlock defines peace, as the sharpening of consciousness in individuals to avoid conflicts between them and it promotes a culture of preventing disputes between nations and large groups, and the promotion of social development to motivate individuals to work on development and production, and work to create opportunities and conditions that help people settle [18].
The study sought to modify children’s social and emotional behaviour through the peace education program. Social behaviour is a set of works, performances, experiences, and activities that pre-school children learn and repeat, and they train in a regular manner until they enter into their social interaction with others and the things around them [19]. In procedural terms, the researcher defines it as the degree to which the examiners (children of the study sample) obtain a scale of social behavior from the peace education program prepared by the researcher in the following skills (Self-care skills (SCS), Communication skills (CS)). Emotional behaviour is defined as the way in which children acquire knowledge, skills and attitudes to know their feelings and how to manage them, set positive goals to achieve them, care for others, establish and maintain positive relationships with them, make responsible decisions and deal with personal situations effectively [20]. The researcher defines it as The emotional behavior shown by the examined (pre-school children) through their dealing with the situations and events they pass through after training them on the following skills (Self-Awareness (SA), Emotional Management (EM), Motivaion (M)) in the peace education program prepared by the researcher.
The study aimed to build a Peace Education Program (PEP) that demonstrates social and emotional behaviour in children. Accordingly, the objectives of the study came as follows:
In order to determine whether there are statistically significant differences in the social behaviour of preschoolers between the experimental group and the control group after the Peace Education Program (PEP), the first hypothesis came: There are no statistically significant differences in the social behaviour of children at some point Pre-school between the experimental and control group after PEP;
In order to determine whether there are statistically significant differences in the emotional behaviour of preschoolers between the experimental group and the control group after PEP, the second hypothesis came which is: There are no statistically significant differences in the emotional behaviour of preschoolers between the experimental group and the group Control subjects after PEP;
As for determining whether there are statistically significant differences between males and females in pre-school stage in social and emotional behaviour after infection with PEP, the third hypothesis came: There are no statistically significant differences between males and females in pre-school stage in Social and emotional behaviour after PEP.
To answer the research questions and investigate the accuracy of the proposed hypotheses, the study has integrated two theories from which the researcher has formulated a new framework to analyse the data as follows: Maslow’s theory argues that human beings have basic needs to be fulfilled first and on which other needs are based. That is children’s basic needs ought to be fulfilled and then other needs with higher virtues such as co-existence and peaceful life and constructive dialogues are fulfilled. The study has adopted Maslow’s theory because of its emphasis on individuals’ constructive dialogue, respect, love, peace, cooperation, tolerance and honesty with one another. In other words, preschoolers can reach to and possess such virtues after they reach to self-realisation comprehensively built on other needs on the hierarchy including the most significant one at the base of the pyramid. Along with Maslow’s theory, this study is built on Daniel Goleman’s Model (1995). Goleman’s theory sheds light on emotional intelligence which generates/is associated with a range of different behaviours, the most important of which as claimed by Goleman [21] is emotional behaviour, based on which many human characteristics and virtues can be analysed/measured”. In 1998 Goleman formulated a new version of the theory “an emotional intelligence -based theory of performance” consisting of a set of guidelines for competencies and effectiveness and for development of individual worker. He claimed that EI is the ability to understand and control our feelings and emotions, which, thus, helps create real, persuasive leaders. He also formulated five domains of EI. These domains include: 1- self-regulation, self-awareness, motivation, empathy and social skills. These five domains consist of 25 competencies and include social competence and personal competence. Self-awareness is one’s ability to realise and understand their moods, feelings and emotions and their effects on others. Self-management is one’s ability to control reactions and emotions of oneself. Social skills are one’s ability to maintain constructive relationships and build a network. Motivation is one’s ability to deal with challenges and be optimistic [22] Since this study investigates the dimensions of the traits and faults of emotional behaviour, the proposed theory is the most applicable one to provide a new explanation for the causes of the problems of emotional behaviour that negatively influence the process/environment of peace education of pre-school students. The results of the possible problems of emotional behaviour generated by this theory may greatly help decision-makers and other personnel to take the necessary steps and procedures in making/finding proper solutions that help promote and spread peace education at pre-schools in Sultanate of Oman.
Al-Saidi [23] evaluated the effectiveness of enrichment activities in planting the concepts of peace in kindergarten children. To achieve the objectives of the study, the semi-experimental method was used on a random sample (n = 46) of kindergarten children in the Holy City in the second semester of 2013. The sample included 23 children of the experimental group, and 23 children in the control. The researcher prepared a daily program concerning the education of peace (Peace Unit). The researcher concluded that integrating peace education in the curricula enriches the kindergarten programs, which thus boost students’ motivation and desire to effectively and quickly learn.
A significant study was conducted by Darweish and Abdulsamad [24] about peace education existence and influence in education in schools in Iraqi Kurdistan. The authors adopted qualitative research approach and critical discourse analysis to shed light on the content of educational textbooks in respect with violence, principles and values. The author concluded that Kurdistan’s school curriculum suffers from different issues including violence, inequality and discrimination, which are caused by the dominant political group. Such issues have serious academic and socio-psychological impact on school children. The authors emphasised that Kurdistan’s curriculum lacks the core foundations necessary to enhance students’ cultural and ethnic backgrounds. The study finally found that the terminologies, concepts and words used in school textbooks focus on Muslims’ alienation of the other ethnic groups rather than on the more positive aspects of Islam that should be learned and shared. Thus, it is hardly to find essential terms such as peace, equality and tolerance used in the curriculum due to the dominant group promulgating its knowledge as a sign of domination and influence.
Very recently, Murano, Lipnevich, Walton, Burrus, Way & Carrasco [25] conducted a study about measuring social and emotional skills in elementary students. They conducted two searches to develop and validate items in order to measure emotional and social skills in third, fourth and fifth grade students. Having applied Big Five personality model as an assessment framework, the authors concluded that emotional and social skills can be validly and reliably measured in elementary students. The authors also concluded that team work is the most important factors leading elementary students for academic success and achievement.
In astonishing paper written by Panayiotou & Wigelsworth [26], social and emotional behaviours were exclusively investigated. The authors investigated a longitudinal sample of 1626 students attending 45 elementary schools in the UK. Having used structural equation modelling accounting for data-clustering, prior academic attainment, gender and within-time covariance, the authors examined the temporal relations between school connectedness, mental health difficulties, social–emotional competence and academic attainment. The authors emphasised that social- emotional competence exerted a valuable influence on school students’ mental health difficulties and school connectedness. The authors concluded that students who have greater social–emotional competence experience fewer mental health issues and difficulties and thus they may have higher academic attainment.
Al Sawafi [13] conducted a study to measure the effectiveness of a training program in developing some social skills among a sample of pre-school children. Three social skills were identified (empathy, communication with others, cooperation). The program was applied to a sample of (20) pre-school children (ranging from 4 to 6) years from Sanao Private School in Sharqiyah North Governorate in the Sultanate of Oman. The researcher used the Social Intelligence Scale in the study of Al-Qatami and Al-Yousef [27], which consists of a photographic scale and a note form for the teacher. The results of the study confirmed the correctness of the first hypothesis about the presence of statistically significant differences in the social skills (empathy, communicate with others, cooperation) with pre-school children in the first and second measurements. This is because of the training program used in this study. The results also confirmed the second hypothesis which indicates that there are no statistically significant differences between the second and follow-up measurements in social skills (empathy, communicate with others, cooperation) among a sample of pre-school children.
Normality tests were performed to ensure sample normality, subsequently, ANCOVA test was performed as an inferential analysis, in order to examine the study hypothesis.
Table 1 shows the values of skewness and kurtosis as the normality tests and the mean and the standard deviation for each variable for the study variables. The results show that all variables are considered normally distributed as the skewness and kurtosis values are between ±2 which is considered acceptable according to George & Mallery (Figure 1) [28].
Variable | Mean | SD | Skewness | Kurtosis | |
---|---|---|---|---|---|
Social Behaviour | Self-Care Skills | 1.4938 | .26821 | ||
Communication Skills | 1.5896 | .23562 | |||
Emotional Behaviour | Self-Awareness | 1.7650 | .20256 | −.524 | −.339 |
Emotions Management | 1.7578 | .23861 | −.546 | −.622 | |
Motivation | 1.7234 | .23053 | −.371 | −.561 |
Normality tests for study variables.
SD = Standard Deviation.
Factor analysis for self-care skill (SCS).
Table 2 shows the results that the KMO value is 0.782 which mean that the used data is considered enough for factor analysis. The results show the significant value of the Bartlett’s test which is (.000) less than 0.05 indicating that the used data of this factor is adequate for the factor analysis. On the other hand, the factor loading values show the variance explained by the variable on this particular factor (SCS). The results show that all factor loading is greater than 0.4 which indicate that, as suggested by Hair et al. [29], there is no need to eliminate any items from further analysis due to low loading (Figure 2).
No. | Items | Loading | ||
---|---|---|---|---|
1. | SCS1 | KMO | ||
2. | SCS2 | Barlett’s test of Sphericity | 428.444 | |
3. | SCS3 | Sig. | ||
4. | SCS4 | |||
5. | SCS5 | |||
6. | SCS6 |
Factor analysis for self-care skill (SCS).
Factor analysis for communication skill (CS).
Table 3 shows the results that indicate the suitability of the Communication Skill (CS) factor detection. The results show that the KMO value is 0.731 which is greater than 0.5 indicating that the used data is considered enough for factor analysis.
No. | Items | Loading | ||
---|---|---|---|---|
1. | CS1 | KMO | ||
2. | CS2 | Barlett’s test of Sphericity | 360.737 | |
3. | CS3 | Sig. | ||
4. | CS4 | |||
5. | CS5 | |||
6. | CS6 |
Factor analysis for communication skill (CS).
In addition, the results show that Bartlett’s test significance level of (.000) which is less than 0.05 indicating that the used data of this factor is adequate for the factor analysis too.
Also, the factor loading values of the communication skill (CS) factor’s items that are greater than 0.4 which means that there is no need to eliminate any item from the further analysis due to low loading as suggested by Hair et al. (Figure 3) [29].
Factor analysis for self-awareness (SA).
Table 4 shows the results that the KMO value is 0.562 which is greater than 0.5 indicating that the used data is considered enough for factor analysis. In addition, the results show that Bartlett’s test significance level of (.016) is less than 0.05 indicating that the used data of this factor is adequate for the factor analysis too. Also, the factor loading values of the self-awareness (SA) factor’s items are greater than 0.4 except only one item (SA5, loading value = .200) that has loading value less than 0.4 which means that this item should be eliminated from the further analysis due to low loading as suggested by Hair et al. (Figure 4) [29].
No. | Items | Loading | ||
---|---|---|---|---|
1. | SA1 | KMO | ||
2. | SA2 | Barlett’s test of Sphericity | 21.817 | |
3. | SA3 | Sig. | ||
4. | SA4 | |||
5. | SA5 |
Factor analysis for self-awareness (SA).
Factor analysis for emotion management (EM).
Table 5 shows the results that indicate the suitability of the Emotion-Management (EM) factor detection. The results show that the KMO value is 0.594 which is greater than 0.5 indicating that the used data is considered enough for factor analysis. In addition, the results show that Bartlett’s test significance level of (.001) which is less than 0.05 indicating that the used data of this factor is adequate for the factor analysis too. Also, the factor loading values of the emotion-management (EM) factor’s items that are greater than 0.4 which means that no need to eliminated any items from the further analysis due to low loading as suggested by Hair et al. (Figure 5) [29].
No. | Items | Loading | ||
---|---|---|---|---|
1. | EM1 | KMO | ||
2. | EM2 | Barlett’s test of Sphericity | 22.790 | |
3. | EM3 | Sig. | ||
4. | EM4 |
Factor analysis for emotion-management (EM).
Factor analysis for motivation (M).
Table 6 shows the results that indicate the suitability of the Motivation (M) detection factor. The results show that the KMO value is 0.500 which is equal to the limit of 0.5 indicating that the used data is considered enough for factor analysis. In addition, the results show that Bartlett’s test significance level of (.000) which is less than 0.05 indicating that the used data of this factor is adequate for the factor analysis too. Also, the factor loading values of the motivation (M) factor’s items that are greater than 0.4 which means that no need to eliminated any items from the further analysis due to low loading as suggested by Hair et al. [29].
No. | Items | Loading | ||
---|---|---|---|---|
1. | M1 | KMO | ||
2. | M2 | Barlett’s test of Sphericity | 28.248 | |
3. | M3 | Sig. | ||
4. | M4 |
Factor analysis for motivation (M).
In the following section, the research hypotheses are tested:
The first (RH1) hypothesis states that “There are no significant differences in the social behaviour of preschoolers between the experimental and the control group after the Peace Education Programme (PEP).” and in order to test this hypothesis, ANCOVA test is used as well.
The analysis of covariance (ANCOVA) is a statistical test used to control for the effects of a confounding variable (covariate) on the relationship or association between a predictor and outcome variable. With ANCOVA, the covariate is measured at a continuous level. The predictor variable can represent independent groups or levels of a categorical variable. The outcome is continuous with ANCOVA [30].
The first hypotheses assume that there are no significant differences in the social skills of preschool children between the experimental and the control group of the peace education program (PEP) which means that there is a pre-test and a post-test for each social skills. There is also an independent variable with two groups (control and experimental), so by using ANCOVA test, the independent variable will be the students’ group (control and experimental), the dependent variable will be the post-test and the covariate variable is the pre-test.
The ANCOVA test results are shown in Table 7.
Variable | Test | Mean | SD | F | Sig. | Effect Size % |
---|---|---|---|---|---|---|
Social | Control | .06097 | 1588.119 | |||
Experimental | .05731 |
ANCOVA results for testing the differences in the social skills of preschool children between the experimental and the control group of the (PEP).
Sig. <0.05.
Table 7 shows that there are significant differences in social skills of preschool children between the experimental and the control groups after receiving the peace education program (PEP) whereas the significance level is .000 which is less than 0.05. This means that social skills of the preschool children are significantly enhanced after receiving the PEP. This is also indicated by noticing the mean values before (M = 1.43) and after (M = 1.93) the PEP with an effect size percentage of .95.
As a result, we can reject the null hypothesis and accept the alternative hypothesis as the social skills of the pre-schoolers have enhanced significantly after receiving the peace education program (PEP).
The second (RH2) hypothesis states that “there are no significant differences in the emotional behaviour of preschoolers between the experimental and the control group after the Peace Education Programme (PEP).”. In order to test this hypothesis, ANCOVA test is used as well. The second hypothesis assumes that there are no significant differences in the emotional behaviours of preschool children between the experimental and the control groups of the peace education program (PEP) which means that there is a pre-test and a post-test for emotional behaviours. There is also an independent variable with two groups (control and experimental). By using ANCOVA test, the independent variable is the students’ group (control and experimental), the dependent variable is the post-test and the covariate variable is the pre-test. The ANCOVA test results are shown in Table 8.
Variable | Test | Mean | SD | F | Sig. | Effect Size % |
---|---|---|---|---|---|---|
Emotional | Control | .10669 | 298.524 | |||
Experimental | .04419 |
ANCOVA results for testing the differences in the emotional behaviours of preschool children between the experimental and the control group of the (PEP).
Sig. <0.05.
Table 8 shows that there are significant differences in emotional behaviours of preschool children between the experimental and the control group after receiving the peace education program (PEP) whereas the significance level is .000 which is less than .05 meaning that emotional skills of the preschool children significantly enhanced after receiving the PEP. This is indicated also by noticing the mean values before (M = 1.68) and after (M = 1.95) the PEP with an effect size percentage of .80.
As a result, we can reject the null hypothesis and accept the alternative hypothesis as the emotional behaviours of the preschool children have significantly enhanced after receiving the peace education program (PEP).
The fifth hypothesis states that “There are no significant differences between male and female preschool children in social and emotional behaviour after having the peace education program (PEP)” and in order to test this hypothesis, Independent-sample t-test is used which the independent variable will be the students’ gender (male and female) and the dependent variables will be the emotional and social behaviour dimensions and the results are shown in Table 9.
Variable | Group | Mean | SD | T | df | Sig. |
---|---|---|---|---|---|---|
Self-Care Skills | Male | 1.8981 | .12959 | −.081 | 38 | .936 |
Female | 1.9015 | .13273 | ||||
Interpersonal Relation Skills | Male | 1.9352 | .08361 | .115 | 38 | .909 |
Female | 1.9318 | .09839 | ||||
Communication Skills | Male | 1.9537 | .07681 | −.358 | 38 | .722 |
Female | 1.9621 | .07149 | ||||
Self-Awareness | Male | 1.9111 | .12314 | −.674 | 38 | .505 |
Female | 1.9364 | .11358 | ||||
Emotions Management | Male | 1.9722 | .08085 | −.207 | 38 | .837 |
Female | 1.9773 | .07356 | ||||
Empathy | Male | 1.9630 | .07130 | .037 | 38 | .971 |
Female | 1.9621 | .07149 | ||||
Motivation | Male | 1.9306 | .11522 | −.318 | 38 | .752 |
Female | 1.9432 | .13210 |
Independent-sample t-test results.
Sig. <0.05.
Table 9 shows that there are no significant differences in all social and emotional behaviours of preschool children between male and female students after receiving the peace education program (PEP) whereas the significance levels are more than 0.05 for all variables meaning that student gender does not affect the social and emotional behaviours of the preschool children after receiving the PEP.
As a result, we accept the null hypothesis as there are no statistically significant differences between male and female preschool children in term of social and emotional behaviour after receiving the peace education program (PEP).
This study concludes that there is an impact of the peace education program on the social and emotional behaviour of preschool children. The study shows that peace is an important prerequisite for the development of a balanced life for people, especially in childhood stage. The results of this study may provide many benefits of measuring and improving children’s behaviour through program and it may support the curriculum in Oman. This study has been successful to focus on some aspects of growth and behaviour enhancement in children. It is likely to be beneficial to learners, teachers, curriculum designers, and educational policy-makers in Oman.
The study was based on Maslow’s theory and Goleman’s theory, and presented an integrated program in peace education for preschool children, and also provided a measure of social and emotional behaviour, through which teachers, supervisors and stakeholders in childhood can use it to measure children’s behaviour and work to develop them to be effective elements in society, and grow up Balanced personalities avoid them falling into the wrong and harmful behaviours and behaviours of society.
This study is important because it sheds light on the importance of measuring the behaviour of children and working to improve them on the basis of scientific and well-studied. For this purpose, the study included seven basic dimensions of the skills of social and emotional behaviour, namely (self-care, interpersonal relationships, communication, self-awareness, emotion management, empathy and motivation). Which was measured through a scale of two images, and was developed through the peace education program that the study sample received in the experimental group, and the results of the study showed a noticeable development in the behaviour of the experimental group children compared to their low behaviour in which the scale showed before joining the program.
The study also came out with a set of recommendations, the most prominent of which was the importance of implementing the peace education program in the pre-school education stage in Oman in parallel with the applied curricula, and training teachers on using it with children.
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In the field of remote sensing, HSI classification has been an established research topic, and herein, the inherent primary challenges are (i) curse of dimensionality and (ii) insufficient samples pool during training. Given a set of observations with known class labels, the basic goal of hyperspectral image classification is to assign a class label to each pixel. This chapter discusses the recent progress in the classification of HS images in the aspects of Kernel-based methods, supervised and unsupervised classifiers, classification based on sparse representation, and spectral-spatial classification. Further, the classification methods based on machine learning and the future directions are discussed.",book:{id:"8223",slug:"processing-and-analysis-of-hyperspectral-data",title:"Processing and Analysis of Hyperspectral Data",fullTitle:"Processing and Analysis of Hyperspectral Data"},signatures:"Rajesh Gogineni and Ashvini Chaturvedi",authors:null},{id:"68884",doi:"10.5772/intechopen.88910",title:"Hyperspectral Endmember Extraction Techniques",slug:"hyperspectral-endmember-extraction-techniques",totalDownloads:1119,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Hyperspectral data processing and analysis mainly plays a vital role in detection, identification, discrimination and estimation of earth surface materials. It involves atmospheric correction, dimensionality reduction, endmember extraction, spectral unmixing and classification phases. One of the ultimate aims of hyperspectral data processing and analysis is to achieve high classification accuracy. The classification accuracy of hyperspectral data most probably depends upon image-derived endmembers. Ideally, an endmember is defined as a spectrally unique, idealized and pure signature of a surface material. Extraction of consistent and desired endmember is one of the important criteria to achieve the high accuracy of hyperspectral data classification and spectral unmixing. Several methods, strategies and algorithms are proposed by various researchers to extract the endmembers from hyperspectral imagery. Most of these techniques and algorithms are significantly dependent on user-defined input parameters, and this issue is subjective because there is no standard specificity about these input parameters. This leads to inconsistencies in overall endmember extraction. To resolve the aforementioned problems, systematic, generic, robust and automated mechanism of endmember extraction is required. This chapter gives and highlights the generic approach of endmember extraction with popular algorithm limitations and challenges.",book:{id:"8223",slug:"processing-and-analysis-of-hyperspectral-data",title:"Processing and Analysis of Hyperspectral Data",fullTitle:"Processing and Analysis of Hyperspectral Data"},signatures:"Karbhari V. Kale, Mahesh M. Solankar and Dhananjay B. Nalawade",authors:null},{id:"66838",doi:"10.5772/intechopen.86095",title:"NIR Hyperspectral Imaging for Mapping of Moisture Content Distribution in Tea Buds during Dehydration",slug:"nir-hyperspectral-imaging-for-mapping-of-moisture-content-distribution-in-tea-buds-during-dehydratio",totalDownloads:848,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This work employed hyperspectral imaging technique to map the spatial distribution of moisture content (MC) in tea buds during dehydration. Hyperspectral images (874–1734 nm) of tea buds were acquired in six dehydrated periods (0, 3, 6, 9, 14 and 21 min) at 80°C. The spectral reflectance of tea buds were extracted from region of interests (ROIs) in the hyperspectral images. Competitive adaptive reweighted sampling (CARS) was used to select effective wavelengths (EWs) and ten representing the wavelengths were selected. The quantitative relationship between spectral reflectance and the measured MC values of tea buds was built using partial least square regression (PLSR) based on full spectra and EWs. The quantitative model established using EWs, which had a result of coefficient of correlation (RP) of 0.941 and root mean square error of prediction (RMSEP) of 5.31%, was considered as the optimal model for mapping MC distribution. The optimal model was finally applied to predict the MC of each pixel within of the tea bud sample and built the MC distribution maps by utilization of a developed image processing procedure. 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The algorithm uses multiple chaotic systems to produce a crossed multidimensional chaotic map for encrypting the image; the scheme takes advantage of the multidimensional nature of HI and is highly parallelizable, which leads to a time-efficient algorithm. We also show that the algorithm gets high-entropy ciphertext and is robust to ciphertext-only attacks.",book:{id:"8223",slug:"processing-and-analysis-of-hyperspectral-data",title:"Processing and Analysis of Hyperspectral Data",fullTitle:"Processing and Analysis of Hyperspectral Data"},signatures:"Carlos Villaseñor, Javier Gomez-Avila, Nancy Arana-Daniel, Alma Y. 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The classification accuracy of hyperspectral data most probably depends upon image-derived endmembers. Ideally, an endmember is defined as a spectrally unique, idealized and pure signature of a surface material. Extraction of consistent and desired endmember is one of the important criteria to achieve the high accuracy of hyperspectral data classification and spectral unmixing. Several methods, strategies and algorithms are proposed by various researchers to extract the endmembers from hyperspectral imagery. Most of these techniques and algorithms are significantly dependent on user-defined input parameters, and this issue is subjective because there is no standard specificity about these input parameters. This leads to inconsistencies in overall endmember extraction. To resolve the aforementioned problems, systematic, generic, robust and automated mechanism of endmember extraction is required. 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This chapter is aimed at showing the practicability of merging water quality observations from remote sensing with water quality modeling for efficient and effective monitoring of water quality. We examine the spatial dynamics of water quality with hyperspectral remote sensing and present approaches that can be used to estimate water quality using hyperspectral images. The methods presented here have been embraced because the blue-green and green algae peak wavelengths reflectance are close together and make their distinction more challenging. It has also been established that hyperspectral imagers permit an improved recognition of chlorophyll and hereafter algae, due to acquired narrow spectral bands between 450 nm and 600 nm. We start by describing the practical application of hyperspectral remote sensing data in water quality modeling. The surface inherent optical properties of absorption and backscattering of chlorophyll a, colored dissolved organic matter (CDOM), and turbidity are estimated, and a detailed approach on analyzing ARCHER data for water quality estimation is presented.",book:{id:"8223",slug:"processing-and-analysis-of-hyperspectral-data",title:"Processing and Analysis of Hyperspectral Data",fullTitle:"Processing and Analysis of Hyperspectral Data"},signatures:"Mbongowo Mbuh",authors:null},{id:"66838",title:"NIR Hyperspectral Imaging for Mapping of Moisture Content Distribution in Tea Buds during Dehydration",slug:"nir-hyperspectral-imaging-for-mapping-of-moisture-content-distribution-in-tea-buds-during-dehydratio",totalDownloads:846,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"This work employed hyperspectral imaging technique to map the spatial distribution of moisture content (MC) in tea buds during dehydration. Hyperspectral images (874–1734 nm) of tea buds were acquired in six dehydrated periods (0, 3, 6, 9, 14 and 21 min) at 80°C. The spectral reflectance of tea buds were extracted from region of interests (ROIs) in the hyperspectral images. Competitive adaptive reweighted sampling (CARS) was used to select effective wavelengths (EWs) and ten representing the wavelengths were selected. The quantitative relationship between spectral reflectance and the measured MC values of tea buds was built using partial least square regression (PLSR) based on full spectra and EWs. The quantitative model established using EWs, which had a result of coefficient of correlation (RP) of 0.941 and root mean square error of prediction (RMSEP) of 5.31%, was considered as the optimal model for mapping MC distribution. The optimal model was finally applied to predict the MC of each pixel within of the tea bud sample and built the MC distribution maps by utilization of a developed image processing procedure. 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He is also active in popular science writing data science stories for reputed blogs (KDNuggets, TowardsDataScience, Naukas). Besides, he has recently embarked on mentoring programmes as mentor, and has also worked as data science trainer.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",biography:"Yalcin Isler (1971 - Burdur / Turkey) received the B.Sc. degree in the Department of Electrical and Electronics Engineering from Anadolu University, Eskisehir, Turkey, in 1993, the M.Sc. degree from the Department of Electronics and Communication Engineering, Suleyman Demirel University, Isparta, Turkey, in 1996, the Ph.D. degree from the Department of Electrical and Electronics Engineering, Dokuz Eylul University, Izmir, Turkey, in 2009, and the Competence of Associate Professorship from the Turkish Interuniversity Council in 2019.\n\nHe was Lecturer at Burdur Vocational School in Suleyman Demirel University (1993-2000, Burdur / Turkey), Software Engineer (2000-2002, Izmir / Turkey), Research Assistant in Bulent Ecevit University (2002-2003, Zonguldak / Turkey), Research Assistant in Dokuz Eylul University (2003-2010, Izmir / Turkey), Assistant Professor at the Department of Electrical and Electronics Engineering in Bulent Ecevit University (2010-2012, Zonguldak / Turkey), Assistant Professor at the Department of Biomedical Engineering in Izmir Katip Celebi University (2012-2019, Izmir / Turkey). He is an Associate Professor at the Department of Biomedical Engineering at Izmir Katip Celebi University, Izmir / Turkey, since 2019. In addition to academics, he has also founded Islerya Medical and Information Technologies Company, Izmir / Turkey, since 2017.\n\nHis main research interests cover biomedical signal processing, pattern recognition, medical device design, programming, and embedded systems. He has many scientific papers and participated in several projects in these study fields. He was an IEEE Student Member (2009-2011) and IEEE Member (2011-2014) and has been IEEE Senior Member since 2014.",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",slug:"mrinmoy-roy",fullName:"Mrinmoy Roy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,institution:{name:"Lovely Professional University",country:{name:"India"}}},{id:"1063",title:"Prof.",name:"Constantin",middleName:null,surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/1063/images/system/1063.png",biography:"Prof. Dr. Constantin Voloşencu graduated as an engineer from\nPolitehnica University of Timișoara, Romania, where he also\nobtained a doctorate degree. He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:"Polytechnic University of Timişoara",institution:{name:"Polytechnic University of Timişoara",country:{name:"Romania"}}},{id:"221364",title:"Dr.",name:"Eneko",middleName:null,surname:"Osaba",slug:"eneko-osaba",fullName:"Eneko Osaba",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/221364/images/system/221364.jpg",biography:"Dr. Eneko Osaba works at TECNALIA as a senior researcher. He obtained his Ph.D. in Artificial Intelligence in 2015. He has participated in more than twenty-five local and European research projects, and in the publication of more than 130 papers. He has performed several stays at universities in the United Kingdom, Italy, and Malta. Dr. Osaba has served as a program committee member in more than forty international conferences and participated in organizing activities in more than ten international conferences. He is a member of the editorial board of the International Journal of Artificial Intelligence, Data in Brief, and Journal of Advanced Transportation. He is also a guest editor for the Journal of Computational Science, Neurocomputing, Swarm, and Evolutionary Computation and IEEE ITS Magazine.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"275829",title:"Dr.",name:"Esther",middleName:null,surname:"Villar-Rodriguez",slug:"esther-villar-rodriguez",fullName:"Esther Villar-Rodriguez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/275829/images/system/275829.jpg",biography:"Dr. Esther Villar obtained a Ph.D. in Information and Communication Technologies from the University of Alcalá, Spain, in 2015. She obtained a degree in Computer Science from the University of Deusto, Spain, in 2010, and an MSc in Computer Languages and Systems from the National University of Distance Education, Spain, in 2012. Her areas of interest and knowledge include natural language processing (NLP), detection of impersonation in social networks, semantic web, and machine learning. Dr. Esther Villar made several contributions at conferences and publishing in various journals in those fields. Currently, she is working within the OPTIMA (Optimization Modeling & Analytics) business of TECNALIA’s ICT Division as a data scientist in projects related to the prediction and optimization of management and industrial processes (resource planning, energy efficiency, etc).",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. He is a Senior Member of the IEEE, and a recipient of the Biscay Talent prize for his academic career.",institutionString:"Tecnalia Research & Innovation",institution:null},{id:"278948",title:"Dr.",name:"Carlos Pedro",middleName:null,surname:"Gonçalves",slug:"carlos-pedro-goncalves",fullName:"Carlos Pedro Gonçalves",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRcmyQAC/Profile_Picture_1564224512145",biography:'Carlos Pedro Gonçalves (PhD) is an Associate Professor at Lusophone University of Humanities and Technologies and a researcher on Complexity Sciences, Quantum Technologies, Artificial Intelligence, Strategic Studies, Studies in Intelligence and Security, FinTech and Financial Risk Modeling. He is also a progammer with programming experience in:\n\nA) Quantum Computing using Qiskit Python module and IBM Quantum Experience Platform, with software developed on the simulation of Quantum Artificial Neural Networks and Quantum Cybersecurity;\n\nB) Artificial Intelligence and Machine learning programming in Python;\n\nC) Artificial Intelligence, Multiagent Systems Modeling and System Dynamics Modeling in Netlogo, with models developed in the areas of Chaos Theory, Econophysics, Artificial Intelligence, Classical and Quantum Complex Systems Science, with the Econophysics models having been cited worldwide and incorporated in PhD programs by different Universities.\n\nReceived an Arctic Code Vault Contributor status by GitHub, due to having developed open source software preserved in the \\"Arctic Code Vault\\" for future generations (https://archiveprogram.github.com/arctic-vault/), with the Strategy Analyzer A.I. module for decision making support (based on his PhD thesis, used in his Classes on Decision Making and in Strategic Intelligence Consulting Activities) and QNeural Python Quantum Neural Network simulator also preserved in the \\"Arctic Code Vault\\", for access to these software modules see: https://github.com/cpgoncalves. He is also a peer reviewer with outsanding review status from Elsevier journals, including Physica A, Neurocomputing and Engineering Applications of Artificial Intelligence. Science CV available at: https://www.cienciavitae.pt//pt/8E1C-A8B3-78C5 and ORCID: https://orcid.org/0000-0002-0298-3974',institutionString:"University of Lisbon",institution:{name:"Universidade Lusófona",country:{name:"Portugal"}}},{id:"241400",title:"Prof.",name:"Mohammed",middleName:null,surname:"Bsiss",slug:"mohammed-bsiss",fullName:"Mohammed Bsiss",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241400/images/8062_n.jpg",biography:null,institutionString:null,institution:null},{id:"276128",title:"Dr.",name:"Hira",middleName:null,surname:"Fatima",slug:"hira-fatima",fullName:"Hira Fatima",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/276128/images/14420_n.jpg",biography:"Dr. Hira Fatima\nAssistant Professor\nDepartment of Mathematics\nInstitute of Applied Science\nMangalayatan University, Aligarh\nMobile: no : 8532041179\nhirafatima2014@gmal.com\n\nDr. Hira Fatima has received his Ph.D. degree in pure Mathematics from Aligarh Muslim University, Aligarh India. Currently working as an Assistant Professor in the Department of Mathematics, Institute of Applied Science, Mangalayatan University, Aligarh. She taught so many courses of Mathematics of UG and PG level. Her research Area of Expertise is Functional Analysis & Sequence Spaces. She has been working on Ideal Convergence of double sequence. She has published 17 research papers in National and International Journals including Cogent Mathematics, Filomat, Journal of Intelligent and Fuzzy Systems, Advances in Difference Equations, Journal of Mathematical Analysis, Journal of Mathematical & Computer Science etc. She has also reviewed few research papers for the and international journals. She is a member of Indian Mathematical Society.",institutionString:null,institution:null},{id:"414880",title:"Dr.",name:"Maryam",middleName:null,surname:"Vatankhah",slug:"maryam-vatankhah",fullName:"Maryam Vatankhah",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Borough of Manhattan Community College",country:{name:"United States of America"}}},{id:"414879",title:"Prof.",name:"Mohammad-Reza",middleName:null,surname:"Akbarzadeh-Totonchi",slug:"mohammad-reza-akbarzadeh-totonchi",fullName:"Mohammad-Reza Akbarzadeh-Totonchi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Ferdowsi University of Mashhad",country:{name:"Iran"}}},{id:"414878",title:"Prof.",name:"Reza",middleName:null,surname:"Fazel-Rezai",slug:"reza-fazel-rezai",fullName:"Reza Fazel-Rezai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"American Public University System",country:{name:"United States of America"}}},{id:"302698",title:"Dr.",name:"Yao",middleName:null,surname:"Shan",slug:"yao-shan",fullName:"Yao Shan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Dalian University of Technology",country:{name:"China"}}},{id:"125911",title:"Prof.",name:"Jia-Ching",middleName:null,surname:"Wang",slug:"jia-ching-wang",fullName:"Jia-Ching Wang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Central University",country:{name:"Taiwan"}}},{id:"357085",title:"Mr.",name:"P. Mohan",middleName:null,surname:"Anand",slug:"p.-mohan-anand",fullName:"P. Mohan Anand",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356696",title:"Ph.D. Student",name:"P.V.",middleName:null,surname:"Sai Charan",slug:"p.v.-sai-charan",fullName:"P.V. Sai Charan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"357086",title:"Prof.",name:"Sandeep K.",middleName:null,surname:"Shukla",slug:"sandeep-k.-shukla",fullName:"Sandeep K. Shukla",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356823",title:"MSc.",name:"Seonghee",middleName:null,surname:"Min",slug:"seonghee-min",fullName:"Seonghee Min",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Daegu University",country:{name:"Korea, South"}}},{id:"353307",title:"Prof.",name:"Yoosoo",middleName:null,surname:"Oh",slug:"yoosoo-oh",fullName:"Yoosoo Oh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:"Yoosoo Oh received his Bachelor's degree in the Department of Electronics and Engineering from Kyungpook National University in 2002. He obtained his Master’s degree in the Department of Information and Communications from Gwangju Institute of Science and Technology (GIST) in 2003. In 2010, he received his Ph.D. degree in the School of Information and Mechatronics from GIST. In the meantime, he was an executed team leader at Culture Technology Institute, GIST, 2010-2012. In 2011, he worked at Lancaster University, the UK as a visiting scholar. In September 2012, he joined Daegu University, where he is currently an associate professor in the School of ICT Conver, Daegu University. Also, he served as the Board of Directors of KSIIS since 2019, and HCI Korea since 2016. From 2017~2019, he worked as a center director of the Mixed Reality Convergence Research Center at Daegu University. From 2015-2017, He worked as a director in the Enterprise Supporting Office of LINC Project Group, Daegu University. His research interests include Activity Fusion & Reasoning, Machine Learning, Context-aware Middleware, Human-Computer Interaction, etc.",institutionString:null,institution:{name:"Daegu Gyeongbuk Institute of Science and Technology",country:{name:"Korea, South"}}},{id:"262719",title:"Dr.",name:"Esma",middleName:null,surname:"Ergüner Özkoç",slug:"esma-erguner-ozkoc",fullName:"Esma Ergüner Özkoç",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Başkent University",country:{name:"Turkey"}}},{id:"346530",title:"Dr.",name:"Ibrahim",middleName:null,surname:"Kaya",slug:"ibrahim-kaya",fullName:"Ibrahim Kaya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"419199",title:"Dr.",name:"Qun",middleName:null,surname:"Yang",slug:"qun-yang",fullName:"Qun Yang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Auckland",country:{name:"New Zealand"}}},{id:"351158",title:"Prof.",name:"David W.",middleName:null,surname:"Anderson",slug:"david-w.-anderson",fullName:"David W. Anderson",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Calgary",country:{name:"Canada"}}}]}},subseries:{item:{id:"41",type:"subseries",title:"Water Science",keywords:"Water, Water resources, Freshwater, Hydrological processes, Utilization, Protection",scope:"