\r\n\tThis book aims to expose the recent advances in the research and development of chemical and biochemical processes to obtain bio-based chemical compounds and fuels from glycerol.
\r\n\r\n\tChapters dealing with the synthesis and characterization of catalysts (single and mixed hydroxides and oxides, supported catalysts, zeolites, heteropolyacids, pillared-clays, and metal-organic frameworks) and biocatalysts (novel microbial and fungi cultures, immobilized cells, immobilized enzymes, and nanobiocatalysts) to carry out the conversion of glycerol, as well as their testing in discontinuous and continuous stirred reactors, fixed-bed, fluidized-bed, trickle-bed, bubble column, airlift and membrane (bio)reactors are welcome.
\r\n\r\n\tThe book will comprise, but will not be limited to, the homogeneous and heterogeneous chemical reactions of glycerol such as dehydration, hydrogenolysis, partial oxidation, steam- and dry-reforming, glycerol to hydrocarbon fuels and aromatics, (trans)esterification, etherification, halogenation, ammoxidation, as well as supercritical, and photocatalytic processes.
\r\n\r\n\tAdditionally, we hope to cover the bioprocessing of glycerol, including microbial and fungal fermentation and enzymatic reactions to obtain C2-C4 alcohols, diols, hydrogen, methane, organic acids, dihydroxyacetone, biopolymers, and others.
\r\n\tThe book will also deal with the engineering aspects of glycerol processing, such as chemical equilibrium of glycerol reactions, reaction kinetics, (bio)reactor modeling, as well as process simulation and optimization of process variables and reactors.
Global demands for energy, finite petroleum reserves, and growing concerns over climate change have prompted considerable interest in lignocellulosic biomass as a sustainable alternative to fossil‐derived sources for the production of transportation fuels. The Renewable Fuel Standard (RFS2) [1] mandates the use of 36 billion gallons of renewable fuels by 2022 under the U.S. Energy Independence and Security Act (EISA) of 2007 [2]. Biomass availability and quantity pose significant barriers to the realization of large‐scale production of lignocellulose‐derived biofuels. The U.S. Department of Energy\'s (DOE) 2016 Billion Ton Report has projected the potential for more than one billion tons of biomass in the form of agricultural, forestry, waste, and algal materials capable of displacing approximately 30% of U.S. petroleum consumption without adverse environmental effects or negative impacts to production of food and agricultural products [3].
\nThe conversion of biomass into affordable bio‐based fuels and chemicals aims to displace all of the products currently made from a barrel of oil. Research and development efforts focused on the production of bio‐derived hydrocarbon fuels and products seek to mobilize the bioeconomy in order to diversify energy resources that enable energy production. However, development of biomass as a sustainable energy resource for fuels and chemicals will require advances aimed at solving logistical challenges to ensure a cost‐effective and consistent feedstock supply to the biorefinery [4–7]. Efficient utilization of the available resources for biofuels production requires considerations of supply chain cost, feedstock quality and conversion performance that dictates overall process economics. Logistical operations like harvest, collection, preprocessing, storage, and transportation have a significant impact on biomass availability and feedstock cost and quality [6, 8]. The large‐scale deployment of lignocellulosic biomass for energy production has been severely limited by the high cost associated with the feedstock supply chain and technology barriers in conversion to fuel [8–10].
\nInitial development of the biofuels industry has centered around high‐productive, single‐resource areas that rely on sufficient quantity to enable selection and sourcing of suitable materials for conversion processes. However, as the bioeconomy grows and production moves away from highly productive, resource‐rich areas, the impact of the spatial and temporal variability inherent to biomass feedstocks [6] cannot be managed solely by passive means in order to meet requirements for quality and quantity. The expansion of the industry will necessitate the adoption of “advanced” concepts within the supply system in order to meet cost, quality, and quantity requirements.
\nIn addition, the “conventional system” currently employed by the cellulosic biofuel industry relies on a vertically integrated feedstock supply system where a single biomass feedstock is procured through contracts with local farmers, harvested and stored locally, and delivered in a low‐density, baled format to the conversion facility [7]. This system has been demonstrated to work in high‐yield regions, such as the U.S. Corn Belt; however, recent analyses have shown that conventional systems fail to meet feedstock cost targets outside of highly productive regions [11]. Realization of large‐scale production of lignocellulosic biofuels will require modification to the current system in order to enable a consistent, cost‐effective, and continuous supply of biomass to the biorefinery [10]. In comparison, the advanced feedstock supply system (AFSS) employs a wide range of preprocessing techniques, such as feedstock blending and densification in distributed biomass depots, and shows great promise for enabling improvements in handling and quality, consistency and uniformity, facilitating access to resources, and stability in storage [4, 7, 12, 13].
\nBiorefineries that rely upon a single feedstock to meet tonnage requirements are vulnerable to significant risks, in terms of both availability and affordability. Diversification of biomass supply has the potential to reduce risk [7], in some cases by as much as 80% [14], while enabling the lowest delivery cost [15]. Achieving a continuous, year‐round supply of a single biomass resource is unlikely given the seasonal availability of most agricultural crops. Furthermore, climate change poses an inevitable risk to biomass supply systems for a developing bioenergy industry. Langholtz et al. [16] highlight the risk of extreme weather events to the bioenergy supply chain that are certain to cause reductions in feedstock production and increased price for agricultural commodities and biofuels. Other work has shown that drought has a significant, negative impact on biomass quality, in addition to biomass production yields [17]. Recent studies suggest a blended feedstock strategy to enable supply chain resilience may provide a solution to reliance on a single biomass resource [10, 18].
\nLow‐density biomass feedstocks also pose a significant challenge to supply chain operations that translate to difficulties in storage, transportation, handling, and feeding [19], which hinder the large‐scale use of biomass for biofuel production. Large volumes of low‐density feedstocks require more resources for transportation and shipping. The size of the transportation resources needed to reach the 2050 target of 50% reduction of greenhouse gas via biofuels, biopower, and bioproducts exceeds the resources used to move the 2010 world grain and oil seed resources by 6‐ to 10‐fold [20]. Densification processes, such as pelletization would increase the bulk and energy density of raw biomass, improve stability during storage and handling, create flowable feedstocks that are compatible with existing handling systems, and improve transport efficiency and cost [19].
\nThe use of blended and densified feedstocks in conversion pathways instead of conventionally ground biomass from a single source addresses several challenges in the current biomass supply chain, including availability, transportation, storage, cost, quality, and supply variability [7, 19, 21–23]. This chapter provides a glimpse into the potential for preprocessing options, for example, blending and densification, to provide benefits to both biomass cost and conversion.
A promising strategy to reduce supply risk is to blend different biomass feedstocks. Blending has been used by many industries (e.g., coal and animal feed) to affect the quality of the feedstock [24]. In the coal industry, different grades of coal are blended in order to meet emission targets and minimize ash production during power generation [25–27]. In the animal feed industry, a variety of feedstocks are blended to meet the desired nutritional requirements for a specific target animal [28]. Similarly, the concept of blending can be extended to the biofuel and bioproducts industry.
\nFormulating a designed feedstock through blending and other preprocessing methods allows low‐cost and typically low‐quality biomass to be blended with biomass of higher cost and typically higher quality to achieve the specifications required at the in‐feed of a conversion facility (note that different conversion processes may require different specifications, and the cost required to meet those specifications will vary). The use of low‐cost biomass allows the supply chain to implement additional preprocessing technologies that actively control feedstock quality, while also bringing more biomass into the system. This analysis and design approach is referred to as the “least‐cost formulation” strategy [29]. In addition, recent work has shown that blended biomass feedstocks demonstrate improved flowability behavior [30], suggesting the potential for blending to extend benefits from the supply chain to feeding systems at the refinery.
\nThe farmgate price is used to describe the economic availability of biomass resources and includes the cost of production and harvest [3]. Figures 1 and 2 represent the cost of corn stover as a function of availability by state or region; these figures illustrate the increase in farmgate price with increasing demand. By blending feedstocks, the biorefinery can take advantage of the lower end of each supply curve to reduce cost. For example, Figure 3 shows supply curves for switchgrass and corn stover from a 12‐county region in northwestern Kansas, approximately 90 miles by 120 miles in size. In this region, only 700,000 tons per year of switchgrass (red curve) are available at $50/ton which could not support a biorefinery (capacity of ≥800,000 tons per year). There is sufficient corn stover to supply 1.6 million tons but at a farmgate price of $58/dry ton (blue curve). Thus, the strategy of combining the two feedstocks (green curve) shows that 1.6 million tons could be supplied to a biorefinery for a lower farmgate price of $48/dry ton.
Corn stover availability by state as a function of farmgate price [
Feedstock supply curves for various locations in Iowa [
Biomass availability in northwestern Kansas as a function of farmgate price; prices and quantities shown are for 2015 and assume base case yields [
Feedstock blending allows a biorefinery to utilize less of a single and expensive biomass type by collecting a variety of biomass (e.g., corn stover, switchgrass, sorghum, yard waste) and effectively moving down the cost versus supply curve and paying a lower average price for each feedstock. This does not change the supply versus cost curves for each resource; instead, it describes a system where purchasers are using a combination of least‐cost resources and blending them to meet feedstock specifications for a subsequent biomass conversion process [29]. Costs may be further reduced by contraction of the draw radius for material collection, which reduces transportation cost. Feedstock formulation enabled through blending and other preprocessing strategies allows low‐cost, low‐quality biomass to be blended with higher cost and higher quality to achieve the in‐feed specifications at the conversion facility. Blending feedstocks of differing quality results in a feedstock that has properties representative of the proportions of the materials that were blended together. Final price and quality are basically a weighted average of the price and quality of the components. It is important to realize a balance must be maintained and cost benefits may be not be linearly related to quality impacts. For many feedstock blends, there is likely a threshold quality level that cannot be surpassed to realize equal economic benefit. Biomass quality is a key consideration when analyzing biomass cost and availability. In combination with densification, wider sourcing areas can be tapped (including resources that are considered stranded using conventional supply systems).
\nCombining different biomass resources into the supply system also creates cost benefits by reducing overall grower payments [12]. The blended feedstock strategy relies on the availability of multiple feedstock resources that can be blended in an economical supply radius [31], which, in turn, decreases grower payment by reducing the required amount of any single biomass resource. In this manner, blending has the potential to expand the regionally available, biomass resource pool to include feedstocks of marginal quality at lower cost. In addition, a blended strategy offers the potential for feedstock quality upgrades and reduced variability [6, 21]. Blending high‐quality feedstocks with low‐cost, low‐quality feedstocks is a strategy that can be used to meet quality specifications [21] at the biorefinery, in addition to achieving volume and cost targets in the supply chain [32]. An analysis by Maung and colleagues [18] has shown that a multi‐crop cellulosic feedstock strategy lowers transportation costs compared to reliance on a single resource. Additionally, sourcing multiple feedstocks for cellulosic biofuel production mitigates supply risks associated with policies that govern crop residue removal. Further, Maung et al. suggest that a multi‐feedstock strategy enhances understanding of the links between environmental policy, economies of density, economics of geography, transportation, risk and diversification in the biomass feedstock supply chain.
Reducing transportation costs while producing feedstocks with desirable (and consistent) physical properties such as increased bulk density and enhanced handling and processing characteristics requires densification of low‐bulk density biomass. Commodity production for renewable fuels and chemicals requires large‐scale biomass resources managed through AFSS and distributed biomass depots. These depots can provide feedstock stability, size reduction, and managed moisture [20]. Distributed biomass depots can reduce transportation and shipping costs and improve feedstock stability and consistency by employing strategies such as size reduction, moisture management, blending, and densification. This allows greater access to stranded feedstocks and can reduce grower payment through feedstock blending [4, 11, 35]. Reducing transportation costs while producing feedstocks with desirable (and consistent) physical properties such as increased bulk density and enhanced handling and processing characteristics requires densification of low‐bulk density biomass.
\nPelleted biomass is produced from raw, ground material that is conditioned with heat and/or moisture, compacted, and extruded through a die [2, 3]. The economics and physical properties of densified biomass formats produced from agricultural residues have been explored in several studies [36–39]. Pelleting of biomass can increase unit density of raw biomass resources by as much as 10‐fold [19], resulting in a flowable and durable product that is compatible with existing biomass supply system infrastructure. It has been shown that activation of the natural binders in biomass, such as lignin, through combined moisture and temperature effects during the process of densification is key to the development of particle‐particle bonding that is required for durability [9]. The extent of lignification contributes significantly to biomass recalcitrance [4], and lignin alteration during the process of densification may impact biomass reactivity to pretreatment and enzymatic hydrolysis [12].
\nCurrently, there are many types of densification systems available: pellet mills, piston and roller presses, tabletizers, and extruders [19]. Pelleting of biomass can increase unit density of raw biomass resources by as much as 10‐fold [1], producing a uniform, durable product with free‐flowing characteristics that may be more compatible with biorefinery operations. The economics and physical properties of densified biomass formats produced from agricultural residues have been explored in several studies [2, 9–11]. Industrial pelleting has developed into a well‐established process using wood and wood chips. Global pellet demand has reached 23‐million metric tons [40].
Thermochemical pretreatment processes are used in biochemical conversion pathways to facilitate enzymatic access to cellulose and enable conversion of complex carbohydrate polymers into fermentable sugars. These promising processes include ammonia fiber expansion (AFEX), dilute acid, alkaline and ionic liquid (IL) pretreatment technologies. Specifically, AFEX is a physicochemical pretreatment process performed under high pressure (200–400 psi) and moderate temperature (80–150°C) with concentrated ammonia for a brief residence time (5–30 min) before pressure release [41]. AFEX pretreatment facilitates enzymatic access to cellulose by breaking down the cellulose crystalline structure and depolymerizing the lignin. Dilute‐acid (DA) pretreatment relies on the combined effect of dilute sulfuric acid (0.25–2 wt.%), temperature (140–200°C), and time (seconds to minutes) to solubilize hemicellulose and improve enzymatic accessibility to cellulose [42, 43]. Alkaline pretreatment technologies focus on lignin solubilization and deacetylation under relative mild conditions (60–180°C) with NaOH or ammonium hydroxide (i.e., soaking in aqueous ammonia, namely SAA) as catalyst [44–46]. Recently, ILs are receiving significant attention as a class of novel environmental benign “green solvents” to dissolve and disrupt the biomass cell wall, reduce cellulose crystallinity and lignin content, and increase the porosity and surface area for enhanced enzymatic digestibility [26, 47–52]. In addition, this pretreatment technique shows great capability of fractionating wide range of feedstocks [50, 52, 53].
\nAlthough significant efforts have been focused on pretreatment of single lignocellulosic biomass in loose and ground format, recently researchers started to look into the application of biomass blending and densification for biochemical conversion into fermentable sugars. The details of biomass blending and quality improvement, characteristics of various densification formats of diverse feedstock types, and their impacts on conversion performance are discussed below.
\nFeedstock blending is one approach offering promising solution to overcome current challenges on biomass supply such as significant compositional variations [21, 22]. Therefore, it is imperative to develop conversion technologies that can process blended biomass feedstocks with minimal negative impact in terms of overall performance of the relevant biochemical pathway unit operations: pretreatment, fermentable sugar production, fermentation, and fuel titers.
\nIonic liquid (IL) pretreatment has shown uniqueness in efficiently handling wide range of feedstocks; thus, this technology was investigated on the feasibility to process mixed feedstocks. It was firstly demonstrated in a US patent that the two or more feedstocks, including softwood, hardwood, grass, agricultural residues, and byproducts, can be combined for IL pretreatment with equivalent sugar conversion in comparison with single feedstocks [54]. Shi et al. evaluated the efficiency of feedstock blending along with the densification coupled with IL pretreatment to address the issues of feedstock diversity and compositional variations [55]. The IL 1‐ethyl‐3‐methylimmidizolium acetate can process mixtures of pine, eucalyptus, switchgrass, and corn stover (in 1:1:1:1 ratios) and result in fast saccharification by reaching 90% digestibility within 24 h, which is comparable to any single feedstock type among the four starting biomass materials [52, 55]. A continuation study was further performed to investigate the IL pretreatment of the same mixture of four biomass in both flour and pellet formats, in comparison with dilute acid (DA) and soaking in aqueous ammonia (SAA) pretreatment methods, for simultaneous saccharification and fermentation into advanced biofuel isopentenol [26]. Their results show significant variations on the chemical composition, crystallinity, and enzymatic digestibility of the pretreated feedstock across the three different pretreatment technologies studied. IL pretreatment liberated the highest sugar titers from mixed biomass either in flour or pellets and is capable of handling mixed feedstocks with equal efficiency, and thus outperformed DA and SAA pretreatment methods which are more effective in pretreating herbaceous biomass feedstock and less effective in woody biomass for the mixed feedstock utilization. The high sugar production from IL process in turn led to the highest isopentenol titers in fermentation as compared to DA and SAA pretreatments.
\nWhile these three studies focused on the blends of various feedstock types that are agriculturally derived, researchers also looked into the utilization of the municipal solid waste as blending agent with lignocellulose to provide lower cost of biorefinery feedstock inputs [51]. The MSW/corn stover blends (ratio varying from 1:1 to 1:9 on the dry weight basis) went through two types of IL pretreatment for sugar conversion, one is pretreatment by IL 1‐ethyl‐3‐methylimidazolium acetate followed by enzymatic hydrolysis, and another is enzyme‐free acidolysis in IL 1‐ethyl‐3‐methylimidazolium chloride with addition of mineral acid. Both processes show promising sugar conversion with glucose yield over 80% and xylose yield over 75%, suggesting the great potential to use MSW for biofuel production while maintaining performance and lowering cost.
\nSince the data from these four studies of biomass blends were obtained at low solid loading and milliliter level of operations, which cannot be directly transferred to industrially relevant scales, Li et al. performed the process scale‐up and integration of IL1‐ethyl‐3‐methylimidazolium acetate pretreatment on herbaceous (switchgrass) and woody (eucalyptus) blends (1:1 ratio) by 30‐fold at 10% solid loading [50]. In comparison with single feedstocks, this biomass blend recovered similar yields of glucan, xylan, and lignin as switchgrass and eucalyptus at 6‐L scale operation. The pretreated mixed feedstock was further enzymetically hydrolyzed at 2‐L scale with 96% sugar yield [50, 56]. Additionally, the same group also investigated the scale‐up of IL acidolysis using 1‐ethyl‐3‐methylimidazolium chloride and mineral acid on MSW/corn stover blends and obtained sugar conversion yields that are comparable to small‐scale studies [51, 53, 57]. These results indicate that mixed feedstocks, either agriculturally derived or MSW blended, are viable and valuable resources to consider when assessing biomass availability and affordability demands of the biorefineries. These initial scale‐up evaluations demonstrate that IL‐based pretreatment is feedstock agnostic, and there is no fundamental issues in terms of performance associated with the larger operations. This early‐stage, 6‐L scale‐up process development integrates the unit operations of pretreatment, homogenization, continuous washing/separation, and product recovery for simplified feedstock handling, reduced water consumption and mitigation of IL inhibition, all of which can be further connected with downstream microbial fermentation for advanced biofuel production.
\nA few studies have examined the impact of blended or mixed biomass feedstocks on sugar yields from biochemical conversion using other pretreatment technologies. Karki et al. [58] reported on the enzymatic hydrolysis of mixtures of switchgrass and tall wheatgrass following dilute‐acid and aqueous ammonia pretreatments. Switchgrass and tall wheatgrass were similar in composition before and after dilute‐acid pretreatment, although tall wheatgrass had significantly higher glucose yields from enzymatic hydrolysis. Mixtures of the two species produced glucose yields that were higher than switchgrass and lower than tall wheatgrass following dilute‐acid pretreatment and enzymatic hydrolysis. This study also demonstrated hydrolysis yields for mixtures could be predicted based on results of the individual components.
\nBrodeur‐Campbell et al. [59] reported on the effects of biomass mixtures on sugar recovery from combined dilute‐acid pretreatment and enzymatic hydrolysis. Aspen, a hardwood species that is suitable for efficient biochemical processing, was chosen as a model species in this study. Balsam, representing a high‐lignin, softwood species, and switchgrass, a herbaceous energy crop with high ash, were chosen for comparative studies using 1:1 mixtures of aspen:balsam and aspen:switchgrass. No synergistic or antagonistic effects were identified in this study for three different pretreatment severities and three enzyme loadings examined. Again, total sugar recoveries for mixtures could be predicted by linear interpolation (±4%) from sugar yields of the pure biomass species. Similarly, Wolfrum et al. examined the effect of blending combined with densification on sugar yields from blends of corn stover, switchgrass, and
These studies demonstrate the efficient conversion of blended feedstocks to fermentable sugars and highlight the great potential for blending to expand the available resources for biofuel production. Biomass blending strategy certainly provides equivalent conversion performance as compared with single feedstock, in addition to its economic benefits toward the future development.
Lignocellulosic biomass with low bulk and energy density requires relatively high energy to transport, store, and distribute the feedstock from the field to the biorefinery gate for conversion, and the loose ground materials often pose problems of material feeding and handling in the reactors. Biomass densification typically involves exposing the biomass to elevated pressures and temperatures to remove excess water and compress the biomass. This process acts as a mild thermochemical pretreatment and can also impact the composition and structure of the biomass [55]. Several densification forms have been demonstrated recently, and this section reviews and compares the impact of densification on various thermochemical pretreatment.
\nRecently, a growing body of literature has assessed the impact of pelletizing herbaceous and woody materials on the bioconversion process when combined various pretreatment technologies. Pelleted biomass is produced from raw, ground material that is conditioned with heat and/or moisture, compacted, and extruded through a die [2, 3]. It has been shown that activation of the natural binders in biomass, such as lignin, through combined moisture and temperature effects during the process of densification is key to the development of particle‐particle bonding that is required for durability [9]. The extent of lignification contributes significantly to biomass recalcitrance [4], and lignin alteration during the process of densification may impact biomass reactivity to pretreatment and enzymatic hydrolysis [12].
\nPublished reports evaluating the impact of pelletization on the bioconversion of corn stover, sorghum, wheat straw, big bluestem grasses, softwood, and switchgrass have shown positive trends using lower severity alkaline pretreatment. Similar or slightly higher sugar release and ethanol yield were observed in the pelleted format when compared to the nonpelleted format after pretreatment and enzymatic hydrolysis. Guragain et al. [62] evaluated the effect of alkaline pretreatment on sugar release and ethanol production in pelleted and nonpelleted wheat straw, corn stover, big bluestem, and sorghum stalk; mass recovery after alkali pretreatment increased by 14, 11, 2, and 5%, respectively, compared to nonpelleted biomass. Volumetric sugar production increased for all feedstocks except sorghum, although final sugar yields were not significantly different between the pelleted and non‐pelleted biomass. Nahar and Pryor [63] reported that combining pelleting and pretreatment with SAA treatment reduced cellulase loading to achieve 90% glucose yield at 10 FPU per g glucan in switchgrass. Pelleting the switchgrass did not affect the feedstock composition compared to the non‐pelleted switchgrass. Hoover et al. [64] evaluated the effect of physical properties resulting from pelleting AFEX‐pretreated corn stover. Comparing grind size, die speed, and preheating on pellet properties on the sugar release after enzymatic hydrolysis showed the following: Die speed had no effect on sugar yield, while a larger grind size (4 mm vs. 6 mm) had a similar or lower effect on sugar yields after enzymatic hydrolysis. Overall, pelleting AFEX‐treated biomass increased or had no effect on sugar yields at low or high ammonia loadings. Bals et al. [65] tested the susceptibility of AFEX‐treated, corn stover pellets to enzymatic hydrolysis at high solids loading (18–36%). Pelletization slightly increased the initial rate of hydrolysis relative to raw biomass, enabled mixing, and resulted in higher glucose yields at 18% solids loading relative to unpelletized biomass (68% vs. 61%). Similarly, Rijal et al. [66] demonstrated that DA‐treated switchgrass did not impact glucose yield in the finer ground, and pelleted materials compared to the native material. However, glucose yields from aqueous ammonia pretreatment, followed by enzymatic hydrolysis, were higher for both powder and pelleted materials compared to the native material. Glucose yield for the DA‐ and SAA‐treated and pelleted switchgrass was 98 and 79%, respectively.
\nTheerarattananoon et al. [67] evaluated the impact of pelleting conditions on sugar release and chemical composition of corn stover, wheat straw, sorghum stalk, and big bluestem grass. Dilute‐acid pretreatment and subsequent enzymatic hydrolysis increased glucan content in the pretreated solids compared to the nonpelleted companion feedstock for corn stover, wheat straw, and big bluestem prairie grass. Glucan content in the pretreated pelleted sorghum stalks was slightly less than nonpelleted sorghum stalks. Enzymatic hydrolysis results suggested that pelleting increased cellulose yield for all feedstocks. While wheat straw had the highest cellulose yield (94.1%), Ray et al. [68] evaluated the impact of densification on the bioconversion of corn stover, ground and pelleted format. The low solids dilute‐acid pretreatment resulted in higher theoretical ethanol yields from the pelleted versus the non‐pelleted format of 84 and 69%, respectively. Pelleted and ground corn stover was pretreated at higher solids loading at multiple pretreatment severities and showed slightly increased reactivity across three of the five severities tested.
\nSimilar to other pretreatment technologies, conversion of biomass feedstocks with low energy and bulk density using ILs is not an economic process. To address this issue, Shi et al. investigated and compared the IL pretreatment of switchgrass, lodgepole pine, corn stover, and eucalyptus in both flour and densified pellet formats with 1‐ethyl‐3‐methylimmidizolium acetate at 160°C and 10% solid loading for 3 h [55]. There was no significant difference between the physio‐chemical properties, that is, composition and cellulose crystallinity, of the pretreated flour and pellets. The subsequent enzymatic digestibility results show that sugar yields from both formats reach 90% conversion within 24 h, suggesting densifying a wide range of feedstocks may be a competitive solution with no significant adverse impacts, provided that they are coupled with the appropriate conversion technology. Although significant improvements in terms of IL cost and recycling need to be resolved before this technology is commercially viable, biomass densification certainly provides the economic benefits toward the future development.
Additional studies have been performed quantifying ethanol yields from densified AFEX‐pretreated corn stover, switchgrass, and prairie cordgrass. Rijal et al. [69] studied the effect of initial particle size (2, 4, 8 mm) and densification on ethanol production. They employed a novel densification method, ComPAKo that uses a gear, mesh system to produce compacted biomass briquettes (1 inch × 0.5 inch × 4 inch). The ComPAKo equipment operates at lower temperatures (30–60°C) and pressures, lowering energy costs. Also, the capital investment for ComPAKo is less than half that of a pellet mill. The bulk density of the briquettes ranged between 380 and 460 kg/m3 with moisture content of 11–15%. The AFEX‐pretreated biomass was used for both simultaneous saccharification fermentation (SSF) at 4% glucan loading and separate hydrolysis with fermentation (SHF) at 1% glucan loading with an enzyme loading of 15 FPU and 64 CBU/g of glucan for hydrolysis. Results demonstrated that 2‐mm densified corn stover briquettes yielded approximately 5% higher ethanol than 8‐mm densified material. They also showed that grinding the densified 8‐mm briquettes to 2 mm prior to SSF studies did not result in significant ethanol yield differences, but the 2‐mm densified corn stover showed 4% higher yield than post‐grinding the 8‐mm briquettes prior to hydrolysis. The ethanol yields from the SSF did not significantly differ for the AFEX‐treated corn stover or switchgrass when compared to the densified AFEX‐treated material, but they noted a negative impact for the prairie cordgrass densified material by 16%. This was attributed to the observation that densified AFEX‐treated prairie cordgrass was stronger and did not break apart during mixing and hydrolysis. Upon grinding of the AFEX‐treated densified prairie cordgrass, the ethanol yields were 35% less than with the nondensified material, indicating that prairie cordgrass densification is not beneficial. The negative impacts of densification on AFEX‐treated prairie cordgrass may be attributed to amount or structure of lignin in this feedstock. Sugar yields during SHF were not impacted for the corn stover or switchgrass densified material, but they were significantly diminished for prairie cordgrass. However, when comparing SHF ethanol yields, switchgrass densified material gave significantly lower yields, while yields from densified corn stover were only slightly higher, but the densified prairie cordgrass produced higher yields than either corn stover or switchgrass. The results support AFEX as an effective pretreatment technology for ComPAKo densification processes, thus reducing the need for additional particle size reduction for effective hydrolysis. These technologies however will produce different sugar and ethanol yields dependent on feedstock choice and subsequent hydrolysis and fermentation. AFEX‐treated densified corn stover yielded the better quality briquettes of the three biomass types tested in the AFEX‐treated, ComPAKo processes.
\nBiersbach et al. [70] also studied ethanol yields from briquettes of AFEX‐treated corn stover, switchgrass, and prairie cordgrass and assessed the impact enzyme loading has during SSF and SHF, and they tested storage of these densified materials. They used the ComPAKo method to produce briquettes of 1–2 cm with a bulk density range between 380 and 460 kg/m3 and moisture content of 11–15%. Ethanol yield was improved for all AFEX‐pretreated biomass tested regardless of enzyme dose or fermentation regimen (SSF or SHF). They found that ComPAKo densified AFEX‐treated biomass did not consistently have an impact on ethanol yields in most of the conditions they tested, but in three of the corn stover tested conditions, densification increased ethanol yields up to 13%. For experiments using switchgrass and prairie cordgrass densified material, the densification caused 7 and 22% reduction in ethanol yields, respectively. They concluded that the ethanol yield differences of the various feedstocks could be attributed to the glucan content and pretreatment efficiency. They also found that the higher enzyme dose (15 FPU Spezyme CP, 64 CBU Novozyme 188) during enzymatic hydrolysis generally increased ethanol yields in the range of 18–317% for SHF and 28–62.5% for SSF, dependent on the feedstock. When the AFEX‐treated densified briquettes were stored for 6 months, there was an increase in ethanol yield of 12–17%, with the exception of the prairie cordgrass which gave a 55% reduction in ethanol yield when SHF was performed, but not with SSF.
Extrusion pelleting is another densification technology that Sundaram and Muthukumarappan [71] used to evaluate AFEX‐pretreated corn stover, switchgrass, and prairie cordgrass. They tested the effects of various parameters during laboratory‐scale single‐screw extrusion pelleting and the impact of those parameters on pellet bulk density, hardness, and sugar recovery from enzymatic hydrolysis. The parameters tested included moisture content (5, 10, and 15%), hammer mill particle size (2, 4, and 8 mm), and extrusion barrel temperature (75, 100, and 125°C). In general, the bulk density of the AFEX‐treated biomass particles decreased as the particle size increased, and the bulk density increased with increasing the moisture content. Similar to other studies, the AFEX‐pretreated material increased the pellet bulk density for each feedstock (650.6 kg/m3 for corn stover, 680.1 kg/m3 for prairie cord grass, and 627.7 kg/m3 for switchgrass) compared to untreated material (453.0, 463.2, and 433.9 kg/m3, respectively). The moisture content significantly impacted pellet bulk density with higher moisture content causing an increase. However, particle size of AFEX‐pretreated material had no impact on pellet bulk density, but it inversely affected the untreated pellets; likewise extrusion temperature did not significantly impact AFEX‐pretreated pellet bulk density but did negatively impact the untreated material. Pellet hardness was also determined for AFEX‐pretreated pellets of corn stover, switchgrass, and prairie cordgrass with maximum hardness values of 2342.8, 2424.3, and 1298.6 N for each feedstock, respectively. The hardness of the AFEX‐treated pellets was not significantly different at different barrel temperatures, indicating that good quality pellets can be achieved at 75°C, thus reducing costs. Moisture content correlated with pellet hardness for treated and untreated materials which is typical for extrusion pelleting and in combination with moisture content, particle size impacted pellet hardness, with 2 and 4 mm particles yielding maximum hardness. The percent glucose released form AFEX‐pretreated pellets ranged from 88.9 to 94.9% for corn stover, 90.1 to 94.9% for prairie cord grass, and 87.0 to 92.9% for switchgrass. These glucose yields were 1.6, 2.1 and 2.3 fold higher than those from untreated pellets, respectively and xylose yields increased 1.6, 1.4, and 2.0 fold for AFEX‐treated pellets compared to untreated pellets, respectively. Neither glucose yields nor xylose yields were significantly impacted by the extrusion temperatures or the particle sizes tested during extrusion pelleting, again indicating a low temperature of 75°C can be used to achieve quality pellets for conversion. Finally, the results show the extrusion pelleting process can be performed at low temperatures and larger particle size without significantly impacting sugar yields, thus reducing pellet processing costs.
\nThese key findings suggest that densification of biomass does not negatively affect its composition and downstream conversion and may actually increase bioconversion or perhaps reduce the requirements for a given conversion level. However, many of these evaluations involving herbaceous feedstocks were conducted under low‐solids, non‐mixed, and batch conditions, which make extrapolations to more process‐relevant conditions difficult.
This book chapter evaluates the potential of preprocessing options, that is, blending and densification, for uniform, consistent, quality‐controlled, and cost‐effective feedstock development, and reviews their impacts on feedstock supply chain logistic and downstream conversion performance. The use of blended and densified feedstocks in conversion pathways instead of conventionally ground biomass from a single source addresses several challenges in the current biomass supply chain, including availability, transportation, storage, cost, quality, and supply variability. Review and summary of recent research further demonstrate that a biomass blending strategy provides an efficient way to meet quality and conversion performance specifications in comparison with the conversion of single feedstock. Densified formats can perform equivalent to non‐densified formats in terms of sugar and ethanol biochemical conversion performance. Both blending and densification provide great promise to enable more cost‐effective downstream processing.
This work is supported by the U.S. Department of Energy, Office of Energy Efficiency and Renewable Energy, Bioenergy Technologies Office, under DOE Idaho Operations Office Contract DE‐AC07‐05ID14517. The authors would like to extend thanks to AAE for thoughtful review of this chapter.
This part of the book is focused on portraying issues regarding the problems of socialization among undergraduate students and the impact on students perceived learning process, social skill, and personal development. Therefore, the major issues included in subsections are the basic concept of socializations, tents and natures of socialization, the process of socialization at a higher learning institution, the review of theoretical foundation of socialization, national and international empirical research result that defines the relevant relationship between pertinent variables on the problems of socialization and the impact on the student perceived learning, social skill, and personal development in higher learning institution. The socialization processes in higher learning institution are significant for the successful navigation of students in the academic programs and university environment in preparing the next generation of professional practitioners and scholars [1]. So, this chapter is needed to examine the problems of socialization among undergraduate students and the impacts on student’s learning process, social skills, and personal development. The concept of socialization, theoretical frameworks for socialization in higher learning institution, and review of empirical studies on students’ socialization experience in the higher learning institutions are included in this chapter.
Socialization is derived from the Latin word socials (social) understood as the method that endures all through all life and comes from the legacy, learning, and exchange of the mass involvement of mankind information, abilities, standards, values, designs of behavior, etc., which is under the specific conditions of the society to which the person has a place [2, 3]. Stable social order or social cohesion fundamental for the various components of society work together to maintain the status quo, which includes social structures and institutions, social relations, social interactions and behavior, cultural features such as norms, beliefs, and values. This might be also possible general through socialization [4]. This is way socialization become one of the main concerns of sociology to explain how social cohesion or social order is possible [4].
In the socialization processes, individuals and groups are taught the skills, and behavior patterns, values, and motivations are needed for competent functioning in the culture in which they join [5]. There are also the social skills, social understandings, and emotional maturity needed for interaction with other individuals to fit in the functioning of social dyads and larger groups [6, 7]. Socialization accounts for the transmission of culture and the development of an autonomous human being [8]. It is a requirement for the continuity of society and a requirement consistent with our experience as salved beings [5]. Socialization processes include all those whereby culture is transmitted from each generation to the next, including training for specific roles in specific occupations [1]. It is a lifelong process that starts from childhood till the death of a person and a vital process of learning through which society exists [4].
As it is explained in socialization theories of sociology and social psychology, socialization is the process of the individual development of a human personality within a social environment, with specific living conditions [9]. Socialization enables individuals to acquire language, knowledge, social skills, norms, values, and customs that are necessary for participating in and integrating into a group or community [9]. Socialization is a combination of wanted conformity and externally imposed rules, mediated by the expectations of other persons [1]. Thus, socialization influences the sociostructural organization of common existence and simultaneously attains cultural and social continuity. We are made aware of societal values the norms and beliefs of our society and expectations from our earliest family and play experiences [10].
It describes the ways that people come to understand societal norms and expectations, to accept society’s beliefs, to be aware of societal values, and taught to be proficient members of society [11]. It is not simply interacting with others like with families, friends, and coworkers, but also internalizing through socializing agents and the most basic of human activities [11]. Through socialization, individual learn the culture of the society into which we have been born, learn, and work. Without socialization, the individual had not learned the material culture of our society and nonmaterial cultures such as beliefs, values, and norms [12]. Without socialization, most importantly the individual had not learned to use the symbols that make up the language through which we learn about who we are, how we fit with other people, and the natural and social worlds in which we live [6]. The critical period of socialization of individuals begins with the initial information and contact between an individual and an organization and continues until sometime after the individual enters the organization [13]. Therefore, from the initial contact up to the level of effective socialization of individual, there are socialization process and types.
Socialization is not independent and it is difficult to get the distinctive socialization types. An individual may be the subject of primary socialization, but this can be limiting, and there will be gender socialization at the same time. As a result, one aspect of knowledge that is advantageous to all types of social events is its simultaneity [1]. Another point is their interdependence [14]. The socialization types and process are both interdependent, planned and at the same time spontaneous. Because of its nature, we do not have clear types of socialization with its clearly demarcated boundaries [15]. For example, there are also formal and informal types of socialization though there are no clear boundaries on what is formal and informal. Effective socialization can only be achieved through formal socialization. Current trends in education show that this cannot be achieved through restrictive social and especially by participation. At the same time, it cannot make a holistic approach to socialization, even if the intention is an entire range typology. When certain aspects of socialization are deficient, it is good to be studied in specific details, but that is integrated into all elements of socialization [1]. Despite there are such limitations, sociologists and social psychologists have identified the following types of socialization [1].
It is fundamental and essential for the harmonious physical and mental development of the child and it is held generally at the family or parents level [16, 17]. Primary socialization involves learning the rules of behavior, norms, and values that can be treated at early ages and the informational and emotional baggage of any person. Primary socialization is equivalent or tantamount to individual humanization [1]. This process of transformation of children into true social human beings is by teaching basic values, through socialization and learning [1]. Primary socialization is a highly emotional process, in contrast to secondary and continuing socialization, which is geared at emotional neutrality. Primary socialization allows children to learn rules of behavior, conventions, and values that can be assimilated at a young age and are part of any individual’s informational and emotional baggage [18]. The primary socialization has a strong maternal character associated with some degree with the father’s influence [1, 19].
As a result, these types of socialization processes demonstrate that the infant is a social entity who forms a social relationship with his mother while still a newborn [20]. From the age of 2 months, both parents establish a social dialog with their children. This conversation will be tailored and reinforced in the next months and years [20]. The content of elementary socialization is organized on the concept of cooperation. The cognitive dimension entails the assimilation of language, which is the most important tool for primary socialization and is located close to the fundamental world. It is the initial way to comprehend the world around you, the contact group, or family group’s interpretation [1].
This types of is the period in which a child begins to interact strongly with other social environments than the family. This type of socialization does not reduce strict in childhood, but it continues throughout the entire life of the individual, with the purposeful creation and strengthening of personality after the primary socialization. In this regard, Goodman defines as cited in [1] this type of socialization continues, identifying it with formal education [1]. As [21] cited in [1] states that secondary socialization is the stage immediately following the primary phase, the young obtains a number of statuses and, as a result, consecutive roles, as well as incorporation into multiple group structures and the larger institution [22]. This sort of socialization occurs in educational institutions, professional, or formal organizations of diverse organizations, and happens in an environment of progressive emotional neutrality as the person grows and matures. Socialization is a gradual process that is influenced by a variety of circumstances whose importance varies from one society to another. The most important factors are family, school, group of friends, work, religion, mass media, etc. [1].
Secondary socialization is achieved from the age of 6 or 7 and adolescents must continue socializing from adolescence to death. Another rationale for socialization delimitation is the molding of the self. If individuals’ emerging self (ego) and personality are created in infancy and adolescence—mostly by absorbing the emotions of others—social mature personality is enhanced through reflection in the mirror, and the focus is now on how the self is presented to others [1].
This is sometimes called compatible socialization. Compatible or positive socialization is the process that leads to a person’s conformism to the group or society to which he or she belongs. Individual conformity is to the expectations and requirements of a group or, more broadly, of society. Because it follows the social-normative concept, this is regarded as positive-normal socialization [23]. Existing and dominant in each society and partly with the moral and educational ideal that designs some models is social-cultural perspective [24]. It is a direction of socialization that complies with the requirements, values, and norms of socially permissible and desirable [1].
Negative socialization is the polar opposite of positive socialization and does not conform to any moral or educational standard. Negative socialization is more commonly achieved in marginal, peripheral, and peripheral subculture groups. This socialization is frequently equated with the development of antisocial conduct [1].
According to Robert King Merton Anticipatory, socialization prepares a person for future duties and positions [25]. The individual has time to learn the behaviors they take the new position, rights, and duties associated with it, just as they do before executing a role. Language was integrated into social theory to investigate this type of socialization from the perspective of role statuses [26]. Merton claims that social conformism to the ideals of a reference group, distinct from the group to which one belongs, determines anticipatory socialization. As a result, Merton believes that the debate on socialization between the concepts of passivity and activism is founded on a false problem, and to demonstrate this, the American sociologist has devised an anticipatory socialization paradigm [27]. The group of belonging represents meetings of individuals who fulfill the following three conditions: First, the individuals involved are in constant interaction. Second, they define themselves as group members. Third, those do not participate in the interaction to define it as a member of the group and the reference group, which is the points compared with that reference a sufficiently large proportion of individuals who belong to a social class, to establish the state that characterizes that social category [5].
Formal socialization is fully overlapping with education. But the distinction between formal and informal is not just at school. Therefore, formal socialization can be made by all institutions, organizations, bodies, groupings officially recognized prescribing precise objectives, rules, duties, privileges, and obligations [1], whereas the informal socialization is the process of assimilation of attitudes, values, behavior patterns acquired in the personal life [28]. Informal socialization agents are family, friends, colleagues, etc. According to [1], informal socialization can be performed even by professional force outside the classroom. Therefore, they need support activities outside the curriculum or, rather, educational activities carried out under informal curriculum.
Gender socialization is the process that encourages or discourages certain behaviors and attitudes of a particular kind, which communicate what is right for the moment gender norms, which teaches a language that culture is communicated and transmitted permanently [16]. Gender socialization defines socialization treating culture as an essential part dichotomy of female-male by which an individual learns behaviors-specific values considered masculine or feminine specific [25]. Gender socialization occurs both at the direct or explicit and indirect or default. Through complex processes of socialization individuals acquire or learn and internalize their gender identity [16]. Trajectories of socialization, traditional and new ones, contribute to the preservation and transmission of gender stereotypes [29].
Most gender theories show that the best age for gender identity formation is between the ages of 2 and 6, when children’s assimilative capability is at its peak. Children are socialized into gender roles through a range of activities, opportunities, encouragement, discouragement, events, ideas, and various sorts of guidance. As children grow and develop, gender preconceptions that they encounter at home are reinforced by other aspects of their environment, and consequently persist throughout childhood and adolescence [30]. There are inborn factors that lead boys and girls to choose a toy, factors related to biological differences between the sexes.
Professional socialization, which refers to the knowledge and understanding of the nature of interpersonal relationships, as well as the creation and strengthening of personal relationships with team members, colleagues, bosses, and subordinates, can be considered a component of the professional integration process [31]. Professional socialization is not only the process of acquiring skills, behavior, and knowledge specific to that profession but also desiring to belong to the reference group, effort involving the acquisition of norms and values, and behavioral patterns referential of group members. Thus, desire for belongingness to the reference group is considered as the first step toward professional socialization [1].
This is done by the spontaneous transmission of norms and values without using qualified personnel. It may accompany the planned socialization [6]. For example, the school has performed both forms of socializing process. The student acquires social experience both within lessons for purposes of the teacher and through experience that might be lived or observed social interaction of teachers with students, teachers, and among themslves [1, 32].
In connection with socialization, there are two types of socialization processes: re-socialization and dissocialization. Dissocialization entails leaving a particular status and role and, as a result, abandoning the rules and behaviors associated with that status and function. It entails both physical and social seclusions. Separation of environments or people who have met their interaction demands and gives them support statuses to get rid of previously taught habits of behavior and interaction. Individual members of the so-called whole institutions, such as the army, monastery, prison, and so on, who are especially susceptible to this, whereas resocialization is a process of learning new roles, while abandoning previous roles [23]. We also come across circumstances where certain persons are undergoing dramatic resocialization, either positive or negative. The term “socialization” is used in this context to describe the process of transforming people who have engaged in antisocial behavior [33].
The aims of re-socialization is to learn new roles offered by the society as if professionalization, the professional reconversion, or rehabilitation of those who have committed deviant or delinquent roles and norms of life accepted by society [34]. Resocialization occurs in tandem with dissocialization and entails the orientation of learning and social control, as well as the uptake and expression of individual behaviors that are congruent with the new integrator system’s board of values and attitudes. It is important to note that the efficiency of resocialization is determined not only by individual receptivity, but also by the new agent of socialization’s level of social control and the degree to which previously gratifying elements are removed [1, 35]. These two processes of socialization, that is, de-socialization and re-socialization are not only concurrently happens, but interdependent [24].
Socialization is not a one-time or even a short-term event rather a lifelong process [36]. We are not stamped by some socialization machine as we move along a conveying or belt and thereby socialized once and for all. Age norms and time-related rules and regulations play a big role in socialization throughout life. As we become older, we come across age-related transition periods that necessitate socialization into a new position, such as entering school, starting a job, or retiring [37]. Many of life’s social expectations are made clear and enforced on a cultural level. Through interacting with others and watching others’ interaction, the expectation to fulfill roles becomes clear [38]. In the process of socialization, adulthood brings a new set of challenges and expectations, as well as new roles to fill. As the aging process moves forward, social roles continue to be evolved and changed. In the eyes of society, youthful pleasures are becoming less acceptable. Adulthood is defined by responsibility and commitment, and men and women are expected to settle down. Many people marry or form a civil union during this time, start families, and focus on a career path. Instead of being students or significant others, they become couples or parents [39].
Adults engage in anticipatory socialization, or the preparation for future life roles, in the same way as young children pretend to be doctors or attorneys, play home, and dress up. A couple who cohabitates before marriage, for example, or soon-to-be parents who read infant care literature and prepare their home for the upcoming arrival are also examples [40]. Financially capable adults begin planning for their retirement, conserving money, and researching future health care choices as part of anticipatory socializing. Regardless of the social system that supports it, adjusting to a new life position can be tough. In another way, socialization continues throughout maturity. In contrast to former eras, when one might expect to get married only once, live in a single region, and have a single career, current society demonstrates a rising fluidity of roles [25].
Agents of socialization are sometimes called operators. An agent of socialization is any person or institution that shapes a person’s norms, values, or behaviors [25]. Agents and operators of socialization are the sources from which we learn or are influenced by socialization [41]. This socializing aid is beneficial. What happens throughout the socializing process? How do we learn to use the material culture of our society’s objects? How do we come to believe in the nonmaterial culture’s beliefs, values, and norms? This learning occurs through interactions with a variety of socialization agents, such as peer groups and families, as well as official and informal social institutions. The followings are the main agents of socialization [42]. These are family; the main agent of socialization; the peers which can put very important influences on students; the school that breaks bonding with parents which influence depending on the values the school and teachers hold, the mass media; the importance of its influences depends on what is read, watched, or listened to, and the frequency with which it is consumed neighborhoods, religion, daycare, sports and the workplace [42]. Some other authors categorize the above listed socializing agents as social group agents and institutional agents [13, 14].
The early experiences of socialization are frequently provided through social groups [11]. Expectations are communicated and reinforced by parents and subsequent peer groups. In these situations, people learn to use physical artifacts of material culture while also learning about society’s beliefs and values [42].
The most important and first agent of socialization is mothers and fathers, siblings, and grandparents, plus members of an extended family, all teach a child what he or she needs to know. Socialization can be both deliberate or structured and unconscious or unintended [41]. They demonstrate how to use objects, interact with others, and understand how the world works, for example. As you may know from your own experience as a child or from your role as a parent, socialization entails teaching and learning about a seemingly endless number of items and concepts [42].
It is also important to keep in mind that families do not socialize children in a vacuum [16]. A family’s ability to raise its children is influenced by a variety of social circumstances. We can use sociological imagination, for example, to see how individual behaviors are influenced by the historical period in which they occur [14]. If a parent smacked his son with a stick or a belt if he misbehaved 60 years ago, it would not have been deemed harsh, but today, the same conduct could be deemed child abuse [1, 43]. Classical sociologists like Karl Marx recognize that race, social class, religion, and other societal factors play an important role in socialization [44]. Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors. For example, according to those who study gender using the individualist framework gender as a characteristic of the person, parents are believed to be the most significant source of gender socialization [45]. Hence, parents and families are the first agent of socialization [1].
The first step in human group affiliation is the categorization of people into groups. A peer group is made up of people who are similar in age and social status and who share interests. Sociologists and other social psychology researchers have studied socialization and social development over the past 100 years. Around the age of three, children and adolescents begin to create peer groups, usually with other children who are neighbors, classmates, or siblings. Children learn how to connect with other children of similar ages as well as more complicated group behaviors such as leadership, teamwork, and cooperation in these groupings [46].
Peer group socialization begins in the earliest years, such as when kids on a playground teach younger children the norms about taking turns. This process continues as children develop into teenagers. Adolescents value peer groups in a new way as they begin to form their own identities independent from their parents and assert their independence [38]. Because children engage in different types of activities with their peers than with their families, peer groups provide possibilities for socialization. Adolescents’ first significant socializing experience outside of their family occurs in peer groups. Surprisingly, research have revealed that while friendships are a high priority for adolescents, this is counterbalanced by parental influence [47]. As teenagers separate from their families through adolescence, peer networks become increasingly important. Within these groups, children learn how to behave in groups without adult supervision and have the opportunity to explore their sexuality. However, as teenagers grow into adults, peer pressure is often overshadowed by the obligations of employment, school, or family. Practitioners have been able to lead people through the socialization process as a result of their work. Social learning theory has been proven to be particularly useful in understanding socialization and the best strategies to lead a person through the process [5].
The social institutions of our culture also inform our socialization [6]. Formal institutions such as schools, workplaces, and the government teach people how to behave in and navigate these systems [1]. Other institutions such as the media, religion contribute to socialization by flooding us with messages about norms and expectations [14, 48].
On average, children spend about 6 to 7 hours a day in school which makes it hard to deny the importance school has on their socialization [6]. Students are not only in school to learn arithmetic, reading, science, and other topics; it is also the system’s evident function [8]. Schools also serve a latent function in society by socializing children into behaviors like teamwork, following a schedule, and using textbooks. School and classroom rituals led by teachers serving as role models and leaders regularly reinforce what society expects from children [44]. The hidden curriculum, or the informal teaching done by schools, is how sociologists characterize this component of schools. Children learn that there are winners and losers in society when they engage in a relay race or a math competition. Children experience cooperation with other individuals in cooperative conditions when they are obliged to work together on a project [14]. During the day, children learn how to deal with bureaucracy, rules, and expectations, as well as how to wait their turn and remain still for long periods of time [17]. The hidden curriculum includes the latent functions of competition, teamwork, classroom discipline, time awareness, and coping with bureaucracy. Schools also help children socialize by explicitly teaching them about citizenship and nationalism. There are also other institutional socializing agents such as religion, government, mass media [6].
Skills, knowledge, behaviors, and cultural values are passed down to future generations both formally and informally [49]. Formal or direct instruction and education, such as in schools, colleges, and religious institutions, is used to formalize transmission. Informal socialization, on the other hand, is carried out through folkways, customs, and cultural values, among other things [17]. The more agreeable the socializing agencies are, the more safely and quickly socialization occurs. According to studies, when there is a disagreement between the ideas, models, and abilities passed down by a child’s peer group or between home and school, the individual’s socialization is slowed and uncertain [6, 41]. Socialization inculcates basic discipline and self-controlling mechanisms. An individual learns to control his impulses and projects a disciplined behavior to gain social approval or for the sake of a future goal. Socialization helps to control human behavior [50]. This control through the process of socialization is exercised to maintain social order. Societies depend heavily upon effective socialization to internalize social norms and values as individual’s guides and motives to action [50]. It does not cease or stop when a child becomes an adult, internalization of culture is continued over generations. Through this internalization, society perpetuates itself. Its members transmit cultural values to the next generation, and thus, society continues to exist [6]. Socialization has been depicted as a social learning process that is very important to the emergence of social selves as well as to the survival and development of individual societal relations and their cultural context [51]. More specifically, the contents of socialization include a shared system of meanings and symbols. These shared systems include a set of values, beliefs and practices, and shared forms of communication [52].
Values are a cultural standard for discerning desirable states in a society like what is true, good, just, or beautiful [43]. Values are firmly ingrained in a culture’s ideas and are essential for transmitting and teaching them. People’s beliefs are their core tenets, attitudes, and convictions. Individuals in a society hold different opinions, but they all have common ideals. To show the distinction between value and beliefs, North Americans believe that anyone who works hard enough will be successful and affluent. The value that riches is good and desirable lies under this idea. Values assist in the shaping of a culture by indicating what is good and bad, beautiful and ugly, and what should be pursued or avoided [39]. Values often suggest how people should behave, but they do not accurately reflect how people do behave [43]. Classical sociologist like Harriet Martineau made a basic distinction between what people say they believe and what they do, which are often at odds [53]. Values depict an ideal culture; they are the ideals that society wishes to embrace and live up to. However, ideal culture differs from real culture, which is based on what happens and exists in society. There would be no traffic accidents, murders, poverty, or racial strife in an ideal culture [44]. However, in real life, police officers, legislators, educators, and social workers work tirelessly to avoid or correct such mishaps, crimes, and injustices [54].
The cultural standards used for the transmission of culture form one to the next generations and separate the potential consequence. For example, the number of unplanned pregnancies among teens reveals that not only is the ideal hard to live up to, but that the value alone is not enough to spare teenagers from the potential consequences of having sex. There are also several methods in which societies attempt to put values into practice. These could be in the form of prizes, sanctions, or penalties. People are frequently rewarded for adhering to society’s conventions and upholding its principles. A youngster who assists an old woman in boarding a bus, for example, may be greeted with a grin and a thank you. A quarterly incentive may be given to a business management who improves profit margins [55].
People sanction particular behaviors by granting their support, approval, or permission, or by formally disapproving and refusing to support them [44]. Sanctions are a type of social control that encourages people to follow social norms. People may follow rules in the hopes of receiving beneficial consequences. Good grades, for example, may result in praise from parents and teachers [22]. People are punished when they act against a society’s values. Other passengers may scowl or even reprimand a boy who pushes an older woman aside to board the bus first [44]. Breaking norms and rejecting values can lead to cultural sanctions such as earning a negative label or to legal sanctions. Values are not static, and vary across time, culture, and between groups as people evaluate, debate, and change collective societal beliefs. For example, cultures differ in their values about what kinds of physical closeness are appropriate in public [56].
Norms are the other content of socialization that might be transferred from one to the next generation. Often times, norms are described as how people are expected to behave in certain situations. Sociologists refer to norms as the visible and invisible rules of conduct that shape societies. A norm is a generally accepted manner of doing things, as opposed to values and beliefs, which specify desirable conditions and convictions about how things are. Norms explain how to act in accordance with what society has determined to be good, right, and significant, and most people of society adhere to them since breaking those results in some form of punishment. Norms are defined as the rules that govern behavior in general [28].
Norms can be categorized as formal and informal [18]. Formal norms are written regulations that have been established. They are behaviors that have been worked out and agreed upon to suit and serve the majority of people. Employee manuals, college entrance exam requirements, and no running in swimming pools are all formal rules [17]. Of the numerous forms of norms, formal norms are the most detailed and precisely expressed, as well as the most rigidly enforced. Even formal norms, however, are enforced to varied degrees, as cultural values reflect [17, 57]. There are many formal standards, but there is also a vast list of informal norms, or casual behaviors, that are commonly accepted. Observation, imitation, and general socialization are all ways that people learn informal norms. Some informal norms are taught directly, while others are learned by observation, such as the repercussions of others breaking a rule. Children learn quickly that picking your nose is subject to ridicule when they see someone shamed for it by other children. Although informal norms define personal interactions, they extend into other systems as well. Informal norms dictate appropriate behaviors without the need for written rules [17].
Mores, folkways, and taboos are all subcategories of norms. Mores are the social standards that express a group’s moral values and principles. They are founded on social expectations. Violations can result in significant repercussions. The most powerful mores are protected by law or other formal rules. Murder, for example, is deemed immoral and punished by law. More often than not, social mores are judged and guarded by public opinion or an unwritten rule. People who break social norms are considered dishonorable [17]. They can even be avoided by some groups. For example, the mores of the school system require that a student’s writing be in the student’s own words or else the student should use special stylistic forms such as quotation marks and a system of citation for crediting the words to other writers. If they did not, it is considered plagiarism or cheating. Violations of this rule have serious ramifications, including expulsion and exclusion. Folkways, unlike mores, are norms that have no moral grounds or grounds. They are based on a person’s social preferences. Folkways guide proper behavior in everyday cultural practices and expressions. When welcoming another individual, folkways advise whether to shake hands or kiss the cheek. Folkways are not serious enough to be termed mores, but they are serious enough to end a relationship before it really gets started. Folkways may be minor etiquette, but they are far from insignificant. Taboos are activities that are strictly prohibited by sincerely held sacred beliefs [58].
They are the most powerful and deeply rooted conventions. Their misdeeds and misconducts elicit revulsion or disgust, as well as harsh retribution. The word taboo originally meant sanctified, inviolable, forbidden, unclean, or cursed. The restriction had a clear supernatural context; the deed had offended the ancestors and elicited their wrath [1]. In everyday life, many mores, folkways, and taboos are taken for granted. To get through daily routines smoothly, people must behave without thinking; we cannot stop and examine every movement. Individual efforts can be continuously coordinated and concerted thanks to the many degrees of norm. These several levels of norm assist people in navigating their daily lives within a specific culture, and their study is essential for comprehending cultural differences [59].
Humans are constantly trying to make sense of their surroundings. Symbols are tangible marks that stand in for or symbolize something else, such as gestures, signs, objects, signals, and phrases. Symbols can help us understand the underlying experiences, statuses, states, and ideas that they represent. They communicate recognizable meanings that are universally understood [44]. You cannot say anything that is, anything you say that has any meaning at all is universal. The world is filled with symbols. Some symbols are highly functional; for instance, stop signs provide useful instruction. As physical objects, they belong to material culture, but because they function as symbols, they also convey nonmaterial cultural meanings. Some symbols are only valuable in what they represent. Many objects have both material and nonmaterial symbolic value. Therefore, symbols will be socialized content [60].
Parents impart societal standards to their children, but socialization is not a one-way process. Students are active participants in the socialization process. They do not receive from the socializer in a passive manner. They are physically or culturally predisposed to be socialized more or less easily in various aspects of their lives. They process socialization-related information, accepting or rejecting it as appropriate. They are more accepting of some forms of control than others, in part because some forms of misbehavior, such as bodily and psychological injury to others, are fundamentally more problematic than others, such as social convention violations [61]. Some steps are required in the socializing process. Stages of socialization are a term used to describe these steps [62].
The initial stage of socialization is investigation. During this stage of the socialization process, an individual assesses a group to see if it is a good fit for him or her. The group follows suit. The end of this stage occurs when the group extends an invitation to the newcomer and the newcomer accepts. The second phase is known as socialization. The new member adopts the culture of the group, whether it is correct or wrong, and good or bad. They blend in with the group, adopting its norms, attitudes, and beliefs. The maintenance stage is the third stage of the organization’s socialization process. The new member and the group agree what the group expects of the new member, such as how they should act or another contribution, during the maintenance stage. If an individual fails to meet collective expectations, they can be kicked out, or they can renegotiate and rejoin the group. The other option is to re-socialize. Depending on the conclusion of the maintenance stage, the member will either be welcomed back into the group or taught to act appropriately, or they will be evicted and forced to learn to live outside of it. The last stage is the remembering stage. In this section, people who have left the group reflect on their experiences [17, 44].
Socialization provides us the means
There are several benefits of socialization. Socialization reduces the loneliness, which makes individuals feel better, building constructive relationships unless individuals have bad peer groups as found in many schools, improving the growth and development of a person, occupying the mind and keeping it ticking so you can avoid things like dementia, a reduction in stress and anxiety, learning how other cultures or groups like to do things or enables in understanding their perspectives and attributes, and getting emotional, physical, and spiritual support [26]. Individuals and the cultures in which they live both benefit from socialization. It demonstrates how inextricably linked humans and their social worlds are. To begin with, society replicates itself through imparting culture to new members. It will cease to exist if future generations of society do not learn its way of life [17]. For a society to exist, whatever distinguishes culture must be passed along to newcomers. We discover who we are and how we fit into the world around us through socialization and social contact [8]. Furthermore, to function successfully in society, we must learn the fundamentals of both material and nonmaterial cultures, including everything from how to dress to what is appropriate attire for a specific occasion; from when we sleep to what we sleep on; and from what is considered appropriate to eat for dinner to how to prepare it on the stove. Our society’s expectations for dining out are instilled in us through socialization. Different cultures’ manners and customs are learnt through socialization [17].
Because university campuses are an open atmosphere, socialization is also very important in higher learning institutions. During their studies, students in an open atmosphere keep contact with others who are not in schools, such as friends, parents, and employers. When we say university students’ socialization, we are referring to the process by which college students absorb social culture knowledge and grow into independent and mature persons. Two items will be considered in this case. Perspectives are from both the society and the individual. They still need to learn professional information from a social standpoint. On the other hand, people must develop a suitable philosophy for themselves, as well as a proper worldview and value idea. College students are a distinct social group with expectations and hopes from both their parents and society. However, there have been concerns in recent years of rising issues in numerous campuses. For instance, studies reveal that in China, students are suspended from school, skip courses, or even commit suicide, among other things. Anxiety, fragility, and other difficulties could be caused by social isolation and a lack of proper assimilation to the school and college environment. As a result, socializing may be a viable solution to the issues.
Individuals will be socialized for unintended behaviors. There will be deviants. Deviance is a breach of social norms. The act of deviating from societal norms is known as deviance. Similarly, aberrant behavior violates social norms and social codes in the workplace, home, and marriage, among other places. Everything is deviance, and behavior is known as deviant behavior, whether it is breaking a pledge or breaking a state law. It is our nature to stray. Deviancy in one generation/society may be a noun in another. Individuals will mingle and be exposed for aberrant cases throughout the transmission of skills, knowledge, attitude, and beliefs [64].
From its beginnings, socialization has been a central term in the social sciences [3]. It is significant because it is necessary for the survival of communities and cultures, as well as for individual development. There is a discussion on socialization, with people debating whether we are the outcome of nature or socialization. According to some experts, who we are is a result of the relationships that surround us [17]. Others claim that our genetic makeup determines who we are. Naturalists believe that our personalities, skills, and interests are predetermined before we are born. As a result, we are dependent on nature in this regard [16]. Scholars use the study of twins as one method of illustrating the influences of nature. Some studies looked at identical twins who were raised apart [65].
In certain circumstances, the pairs had the same genetics but were socialized differently. Researchers can learn more about how our temperaments, likes, and abilities are influenced by our genetic makeup versus our social environment by investigating the degree to which identical twins raised apart are alike and different, despite the fact that this type of situation is uncommon [17]. Though genetics and hormones play a significant impact in human behavior, biological explanations of human behavior have serious sociological faults, especially when used to explain the complex aspects of human social life such as homosexuality, male aggression, female spatial skills, and so on [66].
In most cases, biological explanation logic is divided into three sections. These are the identification of a supposedly universal human quality or trait, an argument for why this behavior makes it more likely that the genes that code for it will be successfully passed down to descendants, and the conclusion that this behavior or quality is hard-wired or difficult to change [17, 67]. However, claiming that males are naturally aggressive because of their hormonal structure ignores vast differences in the meaning and practice of aggression across cultures, as well as vast differences in what counts as aggressive in different situations, not to mention the fact that many men are not aggressive by any definition, and that men and women both have male hormones like testosterone [16]. In this case, the sociologist is more concerned with the fact that nonaggressive males are frequently referred to as sissies. This suggests that a normative structure within a male culture is more likely to explain male violence than a genetic or hormonal structure [68]. The greater interest of sociology is the impact of society on human behavior, the nurture side of the nature vs. nurture debate. Genes are never expressed in a vacuum, regardless of the role genes or biology play in our lives. The environment has always had a significant impact [69].
Sociologists all agree that socialization is essential for healthy individual and societal development. The question is how academics from the three major theoretical paradigms approach socialization. Theoretical models are used for studying socialization through Durkheim’s concept of socialization as a starting point. The dominant sociological approaches to the study of socialization in the 1950s, 1960s, and early 1970s were Durkheim’s concept of socialization, Parsons’ development of an influential socialization model, and the theory of reproduction and its development in the late 1950s and early 1960s [60]. These socialization models are classified as the functionalist perspective, the conflict perspective, the symbolic interactionist perspective—also known as the interactionist perspective—or simply the micro-view [47, 60]. All of these sociological perspectives provide various explanations for the social world and human behavior in relation to the socialization process [47].
Individual and collective development are influenced by socialization, as is the reproduction of status hierarchies and structural inequalities [66]. Socialization does not mean renouncing all its dimensions and influences. Although socialization is a relatively new concept, it refers to a reality that predates human societies. The issues of socialization, or the integration of new members into society, have been studied in philosophy, anthropology, and history, and are now being studied in interdisciplinary social sciences such as sociology [47]. In sociology, socialization has been approached in two ways. These are from the standpoints of society and the respective socializing agents, as well as individuals in the process of socialization and their respective social worlds [47]. The central question in the first case is how a given society transmits or instills values, beliefs, norms, and lifestyles. The second focuses primarily on individuals’ activities during the processes of appropriation, learning, and internalization, as well as socialization, through which they become self-conscious and develop the abilities to integrate, communicate, and participate in the society and culture in which they live. The first is more common in traditional sociology, while the second is a goal of the new sociology of childhood socialization [60].
In sociological theory, there are five generations of thinkers in the history of study of socialization [47]. These are the pioneers of the eighteenth century, the founders of the early to mid-nineteenth century, the institutionalization of the early twentieth century, the compilers of the mid-twentieth century, and the constructivists who now overlap with other trends such as the return to grand theory or postmodernism. So, the issue of socialization neither began nor ended with Parsons [47]. Rather, Talcott Parsons falls under the fourth generation of this scheme, the so-called compilers, and a group of scholars and teachers who worked hard to make sociology a rigorous scientific discipline, a science of society. The fourth generation attempted to find a synthesis and convergence of the various currents of thought that had preceded them, whether conservative or critical. Within this generation, two groups predominate: the conservative-minded sociologists, led by Parsons, and the authors involved in the development of critical theory of society, known as the Frankfurt School of sociology [47].
All scholars agree that socialization is required for the learning of culture and society values. It is also agreed that socialization occurs as a result of internalization [70]. Individuals learn and internalize cultural norms, codes, and values through the multifaceted process of socialization. This procedure allows people to join and remain members of one or more social groups. Individuals acquire social and cultural competencies through interaction with other people and social institutions, as well as responses to their macro- and micro-sociocultural contexts [16]. This process occurs in social settings that both allow for and limit interaction and opportunity. As a result, social expectations for people coming of age are not uniform [60]. Similarly, the mechanisms and outcomes of socialization differ depending on the organization, geographical space, sociocultural context, and sociohistorical time. Furthermore, socialization processes within a society may differ depending on the power and status of their subgroup identities. Many members of society must deal with the competing influences of the dominant culture and marginalized subcultures [63]. Scholars have spent the majority of their time focusing on the socialization processes of childhood and adolescence. Adaptation to and internalization of social norms, values, and behaviors, on the other hand, continue throughout adulthood [16]. Individuals go through identity, family, educational, and career changes and transitions with their generational cohort. As a result, their social roles may shift and change throughout their lives [71].
Socialization facilitates processes of inclusion and participation in society for a wide range of individuals and groups. At the same time, socialization helps to maintain social order by reproducing existing stratifications based on race, gender, and social class. Socialization processes continue to shape generational cohorts and intergenerational dynamics, as well as various social institutions [72]. Socialization is associated with the stability and maintenance of society because it prepares individuals for membership in society [73]. The socialization process in sociology has been approached from various viewpoints. These were the functionalist, interpretive reproduction, conflict perspective, symbolic interactionist, and social construction of reality. Currently, the integrative approaches or structuration viewpoint is a crucial to study socialization in an organization including the higher learning institutions [74]. This means that socialization of students as new comers will not be determined by the preexisting structure, norms, value, and rules of the organizational environment, but rather the new comer can influence, change, and create new rules, values, and rules in a given organization. Therefore, three important socialization processes are strong in the undergraduate socialization process of students in the higher learning institutions. These are individuals, groups, and organization source of socializing influence, the social process through which these sources of socializing influences are encountered and responded to by students, and resultants of socialization outcomes in various college settings [18].
This method to comprehending undergraduate socialization raises two basic problems concerning individual socialization in an organizational setting. One is about social interaction; what are the interpersonal processes that people go through to get socialized? The other is about organizational structure: What are the different qualities of a higher education institution as a socializing organization that has an impact on students? The relevance of taking into account both individual and organizational variables when investigating socialization can be expressed in the following way. Individuals may become differently socialized as a result of differences in their past experiences, motives, and talents, as well as disparities in the structure of the social situations in which they interact [18].
Overall, undergraduate socialization can be thought of as a complex process in which students enter college as new men with specific values, aspirations, and other personal goals, and are exposed to a variety of socializing influences while in college, such as normative pressures exerted through social relationships with college faculty and peers, and parental pressures, and participation in noncollege reference groups; evaluates the importance of various normative pressures experienced in achieving personal goals; and modifies or preserves values, aspirations, and personal goals maintained at college entrance [75]. Student background characteristics/precollege features, noncollege pressures, college experiences and behaviors, interactions with socialization agents, and student-parent relationships are some of the variables that may influence undergraduate students’ socialization in higher learning institutions. The relationship between the variables that affect students’ socialization and the conceptual framework of undergraduate students’ socialization at higher learning institutions is depicted in the graphs below [74].
Individual traits and the range of students’ experiences within higher education institutions influence the complexity of socialization processes, which can be complementary. In addition, as shown at Figure 1, there are conceptual ways to studying undergraduate socialization in higher education institutions as organizations. As a result, it is reasonable to expect that research in this area will incorporate both wide conceptual foundation and rigorous empirical approaches to elaborate, extend, and deepen our understanding of socialization in higher education. Far too often, studies only pay lip service to conceptual models, addressing a small number of variables and failing to make conclusions about the models when discussing results. Paying attention to stakeholders in research, whether academic or not, can reveal vital information regarding conceptual frameworks as well as the sorts and targets of suggestions that may be made. The frameworks were crude detours from a strictly structural functional approach to studying student socialization in higher education. Each looked at additional paradigmatic ways of framing socialization beyond structural-functionalism that put more emphasis on human motivation and actions in a restricted way. As a result, we came upon Anthony Giddens’ structuration theory.
Comprehensive framework for student socialization in higher education (adopted from [
According to structuration theory, social behaviors organized over space and time are more important than individual actor experiences or the presence of any type of societal whole. Human social interactions are recursive, just like some self-reproducing objects in nature. That is, they are not formed by social actors, but are constantly produced by them through the techniques by which they express themselves as actors. Agents duplicate the conditions that allow these activities to take place in and
This is a brief overview of the main steps involved in publishing with IntechOpen Compacts, Monographs and Edited Books. Once you submit your proposal you will be appointed a Author Service Manager who will be your single point of contact and lead you through all the described steps below.
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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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We also investigate relations of zeros between q-tangent polynomials and classical tangent polynomials.",book:{id:"8599",slug:"polynomials-theory-and-application",title:"Polynomials",fullTitle:"Polynomials - Theory and Application"},signatures:"Jung Yoog Kang and Cheon Seoung Ryoo",authors:null},{id:"59479",title:"Matrices Which are Discrete Versions of Linear Operations",slug:"matrices-which-are-discrete-versions-of-linear-operations",totalDownloads:968,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"We introduce and study a matrix which has the exponential function as one of its eigenvectors. We realize that this matrix represents a set of finite differences derivation of vectors on a partition. This matrix leads to new expressions for finite differences derivatives which are exact for the exponential function. We find some properties of this matrix, the induced derivatives and of its inverse. We provide an expression for the derivative of a product, of a ratio, of the inverse of vectors, and we also find the equivalent of the summation by parts theorem of continuous functions. This matrix could be of interest to discrete quantum mechanics theory.",book:{id:"6526",slug:"matrix-theory-applications-and-theorems",title:"Matrix Theory",fullTitle:"Matrix Theory - Applications and Theorems"},signatures:"Armando Martínez Pérez and Gabino Torres Vega",authors:[{id:"93519",title:"Dr.",name:"Gabino",middleName:null,surname:"Torres-Vega",slug:"gabino-torres-vega",fullName:"Gabino Torres-Vega"},{id:"219225",title:"MSc.",name:"Armando",middleName:null,surname:"Martínez-Pérez",slug:"armando-martinez-perez",fullName:"Armando Martínez-Pérez"}]}],onlineFirstChaptersFilter:{topicId:"161",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:320,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:133,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:16,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. 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He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null},{id:"25",title:"Evolutionary Computation",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",isOpenForSubmission:!0,annualVolume:11421,editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",slug:"sebastian-ventura-soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",biography:"Sebastian Ventura is a Spanish researcher, a full professor with the Department of Computer Science and Numerical Analysis, University of Córdoba. 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She is also the Global Harmonization Initiative (GHI)",institutionString:"Australian College of Business & Technology",institution:null}]},{type:"book",id:"6820",title:"Keratin",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/6820.jpg",slug:"keratin",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Miroslav Blumenberg",hash:"6def75cd4b6b5324a02b6dc0359896d0",volumeInSeries:2,fullTitle:"Keratin",editors:[{id:"31610",title:"Dr.",name:"Miroslav",middleName:null,surname:"Blumenberg",slug:"miroslav-blumenberg",fullName:"Miroslav Blumenberg",profilePictureURL:"https://mts.intechopen.com/storage/users/31610/images/system/31610.jpg",biography:"Miroslav Blumenberg, Ph.D., was born in Subotica and received his BSc in Belgrade, Yugoslavia. He completed his Ph.D. at MIT in Organic Chemistry; he followed up his Ph.D. with two postdoctoral study periods at Stanford University. Since 1983, he has been a faculty member of the RO Perelman Department of Dermatology, NYU School of Medicine, where he is codirector of a training grant in cutaneous biology. Dr. Blumenberg’s research is focused on the epidermis, expression of keratin genes, transcription profiling, keratinocyte differentiation, inflammatory diseases and cancers, and most recently the effects of the microbiome on the skin. He has published more than 100 peer-reviewed research articles and graduated numerous Ph.D. and postdoctoral students.",institutionString:null,institution:{name:"New York University Langone Medical Center",institutionURL:null,country:{name:"United States of America"}}}]},{type:"book",id:"7978",title:"Vitamin A",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7978.jpg",slug:"vitamin-a",publishedDate:"May 15th 2019",editedByType:"Edited by",bookSignature:"Leila Queiroz Zepka, Veridiana Vera de Rosso and Eduardo Jacob-Lopes",hash:"dad04a658ab9e3d851d23705980a688b",volumeInSeries:3,fullTitle:"Vitamin A",editors:[{id:"261969",title:"Dr.",name:"Leila",middleName:null,surname:"Queiroz Zepka",slug:"leila-queiroz-zepka",fullName:"Leila Queiroz Zepka",profilePictureURL:"https://mts.intechopen.com/storage/users/261969/images/system/261969.png",biography:"Prof. Dr. Leila Queiroz Zepka is currently an associate professor in the Department of Food Technology and Science, Federal University of Santa Maria, Brazil. 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Currently, he is a professor of Orthodontics. He holds a Certificate of Advanced Study type A in Technology of Biomaterials used in Dentistry (1995); Certificate of Advanced Study type B in Dento-Facial Orthopaedics (1997) from the Faculty of Dental Surgery, University Denis Diderot-Paris VII, France; Diploma of Advanced Study (DESA) in Biocompatibility of Biomaterials from the Faculty of Medicine and Pharmacy of Casablanca (2002); Certificate of Clinical Occlusodontics from the Faculty of Dentistry of Casablanca (2004); University Diploma of Biostatistics and Perceptual Health Measurement from the Faculty of Medicine and Pharmacy of Casablanca (2011); and a University Diploma of Pedagogy of Odontological Sciences from the Faculty of Dentistry of Casablanca (2013). 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She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419588",title:"Ph.D.",name:"Sergio",middleName:"Alexandre",surname:"Gehrke",slug:"sergio-gehrke",fullName:"Sergio Gehrke",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038WgMKQA0/Profile_Picture_2022-06-02T11:44:20.jpg",biography:"Dr. Sergio Alexandre Gehrke is a doctorate holder in two fields. The first is a Ph.D. in Cellular and Molecular Biology from the Pontificia Catholic University, Porto Alegre, Brazil, in 2010 and the other is an International Ph.D. in Bioengineering from the Universidad Miguel Hernandez, Elche/Alicante, Spain, obtained in 2020. In 2018, he completed a postdoctoral fellowship in Materials Engineering in the NUCLEMAT of the Pontificia Catholic University, Porto Alegre, Brazil. He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,institution:{name:"Universidad Católica San Antonio de Murcia",country:{name:"Spain"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Univeristy of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:null},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:null},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"355660",title:"Dr.",name:"Anitha",middleName:null,surname:"Mani",slug:"anitha-mani",fullName:"Anitha Mani",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"355612",title:"Dr.",name:"Janani",middleName:null,surname:"Karthikeyan",slug:"janani-karthikeyan",fullName:"Janani Karthikeyan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"334400",title:"Dr.",name:"Suvetha",middleName:null,surname:"Siva",slug:"suvetha-siva",fullName:"Suvetha Siva",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}}]}},subseries:{item:{id:"90",type:"subseries",title:"Human Development",keywords:"Neuroscientific research, Brain functions, Human development, UN’s human development index, Self-awareness, Self-development",scope:"