",isbn:"978-1-80355-367-2",printIsbn:"978-1-80355-366-5",pdfIsbn:"978-1-80355-368-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,hash:"d3a491e5194cad4c59b900dd57a11842",bookSignature:" Vladimir V. Kalinin",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11782.jpg",keywords:"Variety of Traits, Historical Remarks, Modern Definitions and Descriptions, Personality Disorders, Comorbid Psychopathology, Depression, Anxiety, Obsessions, Delusion, Treatment of Personality Disorders, Phenomenology of Personality Traits, Delusional Symptoms",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 9th 2022",dateEndSecondStepPublish:"May 12th 2022",dateEndThirdStepPublish:"July 11th 2022",dateEndFourthStepPublish:"September 29th 2022",dateEndFifthStepPublish:"November 28th 2022",remainingDaysToSecondStep:"9 days",secondStepPassed:!0,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:'A researcher with over 300 publications in psychopathology, psychopharmacology, neuropsychiatry, and epileptology, a member of the Russian Society of Psychiatry, and the Russian Society of Epileptology. Dr. Kalinin\'s biography is included in Marquis "Who’s Who in Medicine and Healthcare" (2006-2007); Who’s Who in Science and Engineering 2008-2009"; "Who’s Who in the World" (2010, 2011), and in the Cambridge International Biographical Centre.',coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"31572",title:null,name:"Vladimir V.",middleName:null,surname:"Kalinin",slug:"vladimir-v.-kalinin",fullName:"Vladimir V. Kalinin",profilePictureURL:"https://mts.intechopen.com/storage/users/31572/images/system/31572.png",biography:"Vladimir V. Kalinin was born in1952 into a family of physicians in Orenburg (Russian Federation). He obtained an MD from Moscow State Medical Stomatological University in 1976. In 1976-1977 he completed an internship in Psychiatry. In 1978 he became a scientific researcher at Moscow Research Institute of Psychiatry of Ministry of Health and Social Development where he is currently the department head. His scientific interests concern a broad range of psychiatry problems. The topic of his doctoral thesis in 1996 was the psychopathology and therapy of anxiety disorders with an emphasis on panic disorder. 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From chapter submission and review to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. Whether that be identifying an exceptional author and proposing an editorship collaboration, or contacting researchers who would like the opportunity to work with IntechOpen, I establish and help manage author and editor acquisition and contact."}},relatedBooks:[{type:"book",id:"510",title:"Anxiety Disorders",subtitle:null,isOpenForSubmission:!1,hash:"183445801a9be3bfbce31fe9752ad3db",slug:"anxiety-disorders",bookSignature:"Vladimir Kalinin",coverURL:"https://cdn.intechopen.com/books/images_new/510.jpg",editedByType:"Edited by",editors:[{id:"31572",title:null,name:"Vladimir V.",surname:"Kalinin",slug:"vladimir-v.-kalinin",fullName:"Vladimir V. 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\n
1. Introduction
\n
The fires that occurred in the Mediterranean Region between 2001 and 2014 are as follow: 3250 in France, 1425 in Greece, 6525 in Italy, 16,000 in Spain, 21,800 in Portugal and 2200 in Turkey, 205 of which were seen in Antalya. These statistics emphasize how much important it is to understand the factors which have impact on the burned areas and the number of fires and their consequences in terms of the sustainable management of forests [1]. The amount of burned areas and the number of fires are affected by numerous variables such as the size of the fire‐sensitive forest area, topography, landscape (e.g., road, creek, lake, and agricultural areas), flammable materials characteristics, fire season, altitude, firefighting policy and the efficiency of organization, the number of concurrent fires and climate conditions [2]. For this reason, although the relationship between these factors and climate variables was examined first for the estimation of the number of fires and the amount of burned areas, it was seen in the research in Canada that the majority of variance could not be explained. Second, therefore, the relationships were examined by developing several indexes such as KBDI (Keetch‐Byram Drought Index), SPEI (The Standardized Precipitation‐Evapotranspiration Index), FWI (Fire Weather Index) and PDSI (Palmer Drought Severity Index). In the studies conducted across the world, various results were obtained in the explanation of the variance depending on the study areas and variables utilized such as 12, 35, and 66% [2–9]. In the third phase, descriptive regression models were used. It was stated by Viegas et al. [10] in France that ISI (Initial Spread Index), as a FWI component, is successful under extreme fire conditions. Jong et al. [11] state that the 75, 90 and 99% uses of at least one of the FWI components for the UK is of a significant advantage in calibration studies. Bedia et al. [12] emphasized DSR (Daily Severity Ratio) and FWIP90 as FWI components for a better understanding of the spatial and temporal distribution of fires in Spain and identified an increase in the amount of burned areas. Venalainen et al. [13] ascertained a 99% relationship for Central and South Europe and 95% relationship for Eastern Europe between FWI and burned areas in the estimation of forest fires in Europe from 1960 to 2012. When Urbieta et al. [14] examined the fire activities for Europe (Portugal, Spain, Southern France, Italy and Greece) and the Pacific coasts of the USA (Oregon and California) through FWI components, it was found R2 > 0.70 for the models obtained for Europe and R2 > 0.50 for the USA. New approaches have been developed in order to look into the relationship of the variables having effects on the burned forest areas and the number of fires. Some of these approaches are the Machine Learning methods (MLM) used in ecological applications such as kNN (Kernel Nearest Neighbor), SVM (Support Vector Machine), RPART (Recursive Partitioning and Regression Trees), and RF (Random Forest) [15, 16]. Tmax and relative humidity were determined to be more successful in explaining fire activity in linear regression than RF algorithm along with all effective climate factors [15]. Moreover, RPART algorithm is made use of in determining the need for saplings after fire [17].
\n
This study was carried out in three phases in Antalya region. In the first phase, it was investigated the relationship between the amount of burned area and the number of fires through the variables in Table 1. In the second phase, the descriptive regression equations that are used in such countries as Portugal, Spain, Canada and the USA were tried to be achieved in order to obtain the nearest estimations for the monitored numbers of fire and amount of burned area. In the third phase, the eligibility of MLM such as kNN, SVM, RPART and RF was investigated in estimating the burned areas and the number of fires. The results obtained in each phase were discussed in terms of the models’ predicting abilities and the variables. The data sets comprised of either meteorological data or fire statistics cover the period between 2001 and 2014.
\n
\n
\n
\n\n
\n
KBDI
\n
Keetch‐Byram drought index
\n
\n
\n
KBDIX
\n
Maximum Keetch‐Byram drought index
\n
\n
\n
KBDIP90
\n
90th percentile Keetch‐Byram drought index
\n
\n
\n
SPEI
\n
The standardized precipitation‐evapotranspiration index
\n
\n
\n
FFMC
\n
Fine fuel moisture code
\n
\n
\n
FFMCX
\n
Maximum fine fuel moisture code
\n
\n
\n
FFMCP90
\n
90th percentile fine fuel moisture code
\n
\n
\n
DC
\n
Drought code
\n
\n
\n
DCX
\n
Maximum drought code
\n
\n
\n
DCP90
\n
90th percentile drought code
\n
\n
\n
DMC
\n
Duff moisture code
\n
\n
\n
DMCX
\n
Maximum duff moisture code
\n
\n
\n
DMCP90
\n
90th percentile duff moisture code
\n
\n
\n
BUI
\n
Build‐up index
\n
\n
\n
BUIX
\n
Maximum build‐up index
\n
\n
\n
BUIP90
\n
90th percentile build‐up index
\n
\n
\n
ISI
\n
Initial spread index
\n
\n
\n
ISIX
\n
Maximum initial spread index
\n
\n
\n
ISIP90
\n
90th percentile initial spread index
\n
\n
\n
FWI
\n
Fire weather index
\n
\n
\n
FWIX
\n
Maximum fire weather index
\n
\n
\n
FWIP90
\n
90th percentile fire weather index
\n
\n
\n
DSR
\n
Daily severity ratio
\n
\n
\n
DSRX
\n
Maximum daily severity ratio
\n
\n
\n
DSRP90
\n
90th percentile daily severity ratio
\n
\n
\n
TX
\n
Maximum daily temperature
\n
\n
\n
TXX
\n
Maximum of maximum daily temperature
\n
\n
\n
TXP90
\n
90th percentile
\n
\n
\n
RH
\n
Relative humidity
\n
\n
\n
TPREC
\n
Total precipitation
\n
\n\n
Table 1.
Components related to the drought index and meteorological variables.
\n
\n
\n
2. Materials and methods
\n
\n
2.1. Study area
\n
Antalya region, which is of the largest forest area in Turkey after Amasya Region, includes a forest area of 1,146,062 ha, a rate of 60.43% [18]. The dominant tree species of the region is Pinus brutia Ten. (65%), and it is, respectively, succeeded by Cedrus sp. (16%), Pinus nigra (8%), Abies sp. (5%), Juniperus sp. (4%) and other leafed species (2%). Such forests are between 600 and 2100 m, and maquis shrubs are mainly seen up to this altitude. Antalya Regional Directorate of Forestry is located between 36° 00′ 45″ north latitudes and 29° 16′ 15″ east longitudes. Antalya Region has a hot‐summer mediterranean climate (according to Köppen‐Geiger climate classification system Csa), which is dry and hot in summers, warm and rainy in winter (Figure 1). The lowest precipitation and the highest temperature for a five‐month period, from May to September, in 2001–2014 were obtained relatively in 2007 and 2003. Seeing the history of regional fires, it is seen that a total of 24,390 ha has burned in 2097 fires between 2001 and 2014. This value is above the national average (based on the data obtained from 28 Regional Directorates of Forestry) considering both the areal (∼4145 ha) and numerical average (∼1097). For the same period, the annual average burned area and number of fires are, respectively, ∼1742 ha and ∼150 [14]. August is of the highest average month in terms of both the number of fires and burned area in Antalya’s 14‐year fire records (BA). The forest areas in the region encountered the highest damage by the burning of 16,890 ha in 2008 and the most of the fires (214) occurred in 2013.
\n
Figure 1.
Location of Antalya Regional Directorate of Forestry.
\n
The daily, monthly and seasonal fire data and daily, monthly and seasonal meteorological data covering 2001–2014 for Antalya region were used. The fire statistics were obtained from General Directorate of Forestry [18], and meteorological data were obtained from GDM (General Directorate of Meteorology). The fire season is accepted to be May 1 to September 30. April and October were not taken into consideration because they, respectively, cover 0.26 and 4.28% of the yearly burned areas. Meteorological data are comprised of daily highest temperature, total precipitation, wind speed and relative humidity.
\n
The annual average KBDI, FWI and SPEI values of the study area are seen in Figure 2. When compared to FWI values in EUMED region given by Urbeita et al. [14], FWI values are seen to be more stable. The highest and lowest values were encountered twice for the average FWI between 1995 and 2010. For the period 2001–2014, a decrease is widely seen to be in the annual average number of fires and burned areas to the eastwards of EUMED region from the west. Turkey itself, facing with 30,724 fires, changed the distribution of fires to some extent by outnumbering Greece (20,002 fires). When the comparison is made by taking forest areas into consideration, it is seen that the countries facing with fires the most are put in order relatively as follow: Portugal, Greece, Italy, Spain, France and Turkey.
\n
Figure 2.
The average KBDI, FWI and SPEI values belonging to Antalya region.
\n
\n
\n
2.2. KBDI, FWI, SPEI
\n
KBDI involves a range of values from 0 to 800. Eight hundred signify the extreme drought, while 0 represents saturated soil. In the cases that daily rainfall data causing the change of index values reach significant amounts, KBDI value is generally needed to start from 0 [19]. Such rainfalls are frequently encountered in spring and winter seasons in Antalya region. KBDI (Q) is measured depending on average annual rainfall (R—inches) and daily maximum temperature (T—degrees Fahrenheit). The rate of change (dQ) in index is calculated via the following formula. In the formula, dT signifies a temporal change.
The structure of FWI system is shown in Figure 3. Temperature, relative humidity, wind speed and rainfalls in 24 h are taken into consideration in calculating the components. Seven standard components of FWI allow numerical values for a possibility of fire [20].
\n
Figure 3.
The relationship between monthly maximum DSR and monthly NF and BA’s natural logarithm values between 2001 and 2014.
\n
SPEI, using the distinction between rainfall and evapotranspiration (P‐ET0) as data, is calculated in a similar way as SPI. Climatic water balance compares current quantity of water (P) with atmospheric steam deficit (ET0). Therefore, the data used in SPEI are more suitable in measuring drought severity rather than considering only the rainfall [21]. The data used in calculating SPEI in the study area were obtained from the link [22] in the grid cell size by entering longitude and latitude values.
\n
\n
\n
2.3. kNN, SVM, RPART, RF
\n
Learning methods via artificial intelligence has become more usable in modeling the complex relationships and interactions without restricting assumptions of parametric statistics [23, 24]. Machine learning methods generate controllable approaches that try to model the relationships [23]. Some of these methods are artificial neural networks [25], classification and regression trees [26], support vector machines [27], random forest [28], fuzzy logic [29], maximum entropy [30] and kNN [15].
\n
K‐nearest neighbors (kNNs) are one of the oldest and simplest methods used in model classifications among machine learning methods. kNN labels each of unlabeled samples according to their closest neighbors in the data set. Therefore, its performance depends on the distance metrics (Euclidean distance, Minkowski distance, Mahalanobis distance) used for calculating its closest neighbors [31].
\n
SVM offers some theoretical advantages since local minimums do not exist in the optimization phase of the model compared to other machine learning methods. The inputs in SVM are transformed through non‐linear methods in the m‐dimensional feature space. In this way, SVM finds the best linear classifier hyperplane in the feature space [32].
Here, \n\n\n\n\nØ\ni\n\n(\nx\n)\n\n\n\n represents the non‐linear transformation according to the Kernel function \n\n\n\n\n(\nK\n(\nx\n,\n\nx\nı\n\n)\n=\n\n∑\n\ni\n=\n1\n\nm\n\n\nØ\ni\n\n(\nx\n)\n\nØ\ni\n\n(\n\nx\nı\n\n)\n\n\n\n\n [33].
\n
In order to analyze complex ecological data sets, RPART comes up as the powerful statistical tools. One of the biggest reasons for this is that it offers useful alternatives, while it models non‐linear data, which includes independent variables interacting with each other [29]. Regression trees were used in numerous ecological applications such as the relationship between the severity and frequency of forest fires [34].
\n
Breiman [35] suggests, instead of producing a single decision tree, unifying the multivariate decisions trees (\n\n\n\n\nØ\nk\n\n)\n\n\n\n, each of which is trained through different training data sets. RF (Random forest) is a learning algorithm that generates multi‐classifiers instead of a single classifier and then classifies the new data (x) with the votes from the predictions (h(x,\n\n\n\nØ\nk\n\n\n\n), k=1,…) [36]. In the performance, evaluation of the algorithm of these four different classifications was used four factors which were also preffered by Hong et al. [37]. These factors can be defined as follows:
\n
Precision or positive predictive value (PPV) is the proportion of predicted positive samples that were correctly classified: \n\n\n\nPPV\n=\n\n\nTP\n\nTP\n+\nFP\n\n\n\n\n\n\n; sensitivity, recall, hit rate or true positive rate (TPR) is the proportion of positive samples that were correctly identified: \n\n\n\nTPR\n=\n\n\nTP\n\nTP\n+\nFN\n\n\n\n\n\n\n; F1 score is the harmonic mean of precision and sensitivity: \n\n\n\nF\n1\n=\n\n\n\n2\nTP\n\n\n2\nTP\n+\nFP\n+\nFN\n\n\n\n\n\n\n; finally, accuracy \n\n\n\nACC\n=\n\n\n\nTP\n+\nTN\n\n\nP\n+\nN\n\n\n\n.\n\n\n\n
\n
Here, TP is the number of true positive, FP is the number of false negative, FN is the number of false negative, P is the number of real positive cases in data, and N is the number of real negative cases in the data.
\n
\n
\n
2.4. Statistical analysis
\n
The statistical program, R x 64 3.2.3, was used in order to carry out statistical analysis in the study. The statistical analyses were utilized in order to determine both the components of drought indices and the machine learning methods as well as determining the relationship between KBDI, SPEI and FWI and the number of fires, the data of burned areas. All data for drought indices and components were measured as daily, monthly and seasonal data (May 1 to September 30). Since most of the forest fires arise under extreme air conditions [8], maximum and 90% extreme variables of drought indices and their own components were calculated.
\n
Because of the uneven distribution of the raw data for burned area used in the study, their natural logarithm equivalents were used instead of such data. It was examined the correlation between the natural logarithm values of the data for the number of fires and burned area and all the components of all data for drought indices. Each component was later used in the step‐wise regression analysis.
\n
\n
\n
\n
3. Results and discussion
\n
In the first phase, no relationship between the drought indices and either the number of fires or the data of burned areas was found. The variance values that can be explained by daily data range from 2 to 18%. The best correlation results were achieved for the natural logarithm of the data for the burned area and the number of fires. As a result of the correlation analyses by using monthly data, variance results between natural logarithm and the data for the number of fires and burned area are, respectively, 53 and 51% through maximum DSR values (Figure 3).
\n
When the corrected R2 values were calculated for all the variables in Table 1, it was determined that the highest correlation (56%) for the number of fires belongs to the maximum DSR and FWI. The highest correlation with 50% among the corrected R2 values calculated for all the variables in terms of the burned area still belongs to the maximum DSR. Urbieta et al. [14] laid stress on a strong relationship between FWI and the burned area in EUMED for the last 30 years and said that 60% of this relationship could be explained through the R2 values. In the same study, the R2 values are able to explain the variance ranging from 20 to 55% for the number of fires and number of large fires. It is of high importance for estimating the activity in fire season that the R2 values bear similar results for the both areas where the variables differ such as the differences in the study periods, socio‐economic conditions, fire extinguishing activities, fuel component accumulations.
\n
Canadian FWI system is one of the most commonly used fire weather indices all over the world thanks to its success in determining the fire risk and flexibility although it was originally developed for Canada [38–40]. Beside this, six components forming the system can individually estimate the fire risk in a succesful way in different conditions. In particular, FWI and FFMC among these components stand out in explaining the fire activity [41]. FWI component itself is used not only for generally determining the fire severity of many fuel types, but also for explaining the fire danger [42, 43]. As for FFMC component, it is generally used as the indicator of fire outbreaks and the potential human‐induced fire outbreak danger [43–49]. In addition to these two indices, it was also determined that there is a close relationship between ISI and DSR and the weather conditions in another study carried out in New Zealand. DSR, obtained with the calculation of FWI, as well as FFMC and FWI, was found as a component to be of the highest relationship with high temperature and high west winds in Canterbury, New Zealand. In a different research area of the same study, ISI was also added to these indices in this relationship with different weather conditions [41]. The increase in DSR leads to an interpretation that extinguishing fires needs more efforts and time [50–52].
\n
The data on the forest fires in recent years in EUMED countries display that the forest fires have decreased [14, 53]. Although Turkey and EUMED countries have different tendencies, it is seen that the relationship between forest fires and climates is of vital importance. The more the number and variety of fire and climate data increase, the clearer the relationship between them will come out to be [14]. When considered the other studies carried out in the Mediterranean region, it is seen that the areas, the drought indices (FWI, DSR) of which are of low long‐term averages such as those of Turkey, are able to tolerate the climate changes better [54, 55]. For that reason, even though there is an increase in the number of fires in the Antalya region, it is thought to be of a downtrend in the amount of burned area and the frequency of large fires.
\n
Along with the assumption that a comprehensive model would be more determinant and easy to generalize [56, 57], a two‐sided (forward–backward) step‐wise regression analysis was made by using all the variables in Table 1 in the second phase of the study, and the results are presented in Table 2.
Multivariate adaptive regression spline models (MARS) selected through step‐wise regression analysis by using monthly NF and BA.
\n
Extreme values (90th percentile) of monthly BUIX and FWI, DSR and TX are the components that could be used for estimating both the number of fires and the burned area in Antalya region. The components in the both regression equations are statistically significant (P < 0.01). When the equations were examined, it is seen that the extreme values are more satisfactory than the components in terms of both NF and BA for Antalya region. The shared predicting factors in our study and that of Amatulli et al. [58] are the maximum values of BUI and DSR. The regression equation found by Amatulli et al. [58] can explain about 75% of the variance in estimating the amount of the burned area, similarly 71% of it (Figure 4) can be explained in our study with the equation in Table 2. When these results are assessed on the basis of countries, the explained variance is lower because large fires occur intensely in some regions like in Turkey. While a strong relationship between the amount of burned areas and FWI, BUI, ISI and SSR values in Balıkesir region was stated by Ertuğrul and Varol [6], in Muğla region was found a relationship only between SSR and the amount of burned area. Similarly, the regression equation found by Balshi et al. [59] for the west of Canada explains 80% of the variance, whereas the one for the east of Canada is able to explain only 43% of the variance. Antalya region comes in second after Muğla region in terms of the burned area and the three regions (Antalya, Muğla and Balıkesir) are of approximately 61% of the burned areas in Turkey (for the period 1977–2014).
\n
Figure 4.
The relationship between the monitored values and estimated values of monthly NF and BA natural logarithm values for the period 2001–2014.
\n
It is shown in Figure 4, the monthly monitored and estimated values graphic of the burned area and number of fires. Once Figure 4 was examined, the estimated and monitored values for both BA and NF are seen to be distributed equally on the trend line. The high and low estimates are considered to be caused by climate and index components, responsible for the unexplained part of variance.
\n
Estimated equivalent values of NF and Ln (BA) data monitored in Antalya region for the period 2001–2014 as in Figures 5 and 6 are shown monthly. While there are low estimations for the years 2005–2007 in terms of the number of fires, high estimates are seen for the years 2008–2011. The period in which high estimates are made in terms of the number of fires is succeeded by another period of time with low estimates. While there are low estimates for 2001–2011 in terms of burned area, there are high estimates for the years 2011–2012.
\n
Figure 5.
Monthly monitored and estimated NF values for 2001–2014.
\n
Figure 6.
Natural logarithm values of monitored and estimated monthly values of BA for 2001–2014.
\n
When examined Figures 5 and 6, an above average loss of field for 2005–2009 causes low estimates in the given period. Even only the years 2007 and 2008 lead to an increase by 3.82 in the average for the period 2001–2014. Considering Figures 5 and 6, the number of fires goes up the average by 1.4 in terms of number of fires especially in 2005, 2006 and 2007, and it was understood that this caused low estimates.
\n
When it is considered that approximately 42% of the fires that occurred in Turkey between 2004 and 2014 stemmed from the negligence and carelessness, the fires caused by either physical or human induced factors in EUMED region, thus resulting in non‐linear trends, makes us consider that non‐parametric fire modelling would be more convenient. Syphard et al. [60] and Vilar et al. [57] also expressed the existence of a non‐linear relationship between the fires and independent variables. Therefore, Machine Learning algorithms were used in the third phase of the study.
\n
These four algorithms (kNN, SVM, RPART and RF) managed to predict of the amount of burned areas with a success rate ranging 30–39%. In terms of the number of fires, its success widely ranges from 8 to 41%. The unsuccessful algorithms failing to predict both the number of fires and the amount of burned areas were able to be very successful in predicting the possibility of the destruction of areas greater than 300 ha. Also, the prediction results for the possibility of fire outbreaks according to drought value are seen in Table 3.
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n\n
\n
\n
PPV (%)
\n
TPR (%)
\n
F1 (%)
\n
ACC. (%)
\n
PPV (%)
\n
TPR (%)
\n
F1 (%)
\n
ACC. (%)
\n
\n
\n
\n
kNN
\n
SVM
\n
\n\n\n
\n
Fire possibility
\n
60.00
\n
59.02
\n
59.50
\n
86.27
\n
67.33
\n
58.62
\n
62.67
\n
88.66
\n
\n
\n
BA≥ 300 ha
\n
97.86
\n
100.00
\n
98.92
\n
99.30
\n
99.16
\n
98.74
\n
98.95
\n
99.30
\n
\n
\n
Average
\n
78.93
\n
79.51
\n
79.21
\n
92.79
\n
83.24
\n
78.68
\n
80.81
\n
93.38
\n
\n
\n
\n
RPART
\n
RF
\n
\n
\n
Fire possibility
\n
100.00
\n
77.01
\n
87.01
\n
97.20
\n
64.38
\n
67.92
\n
66.10
\n
88.75
\n
\n
\n
BA≥ 300 ha
\n
100.00
\n
98.89
\n
99.44
\n
99.58
\n
98.82
\n
99.87
\n
99.34
\n
99.53
\n
\n
\n
Average
\n
100.00
\n
87.95
\n
93.23
\n
98.39
\n
81.60
\n
83.89
\n
82.72
\n
94.14
\n
\n\n
Table 3.
The performance results of different classification algorithms in predicting forest fires.
\n
In the study carried out by Cortez and Morais [32] in the Montesinho National Park in Portugal, the most successful results were obtained with SVM model, while the performance of kNN and SVM models in Antalya (79.21% and 30.81) was seen to be relatively lower than those of other models. The difference is thought to stem from that the study in Portugal was carried out in a national park and also the direct weather inputs were used instead of drought indices as an input. The drought indices take into consideration not only weather inputs but also the factors such as fine fuel moisture and duff moisture. The fire possibility is of poor prediction accuracy for all models compared to large fires. RPART displays the best performance in predicting both the existence of fires and large fires. kNN, on the other hand, displays the worst performance for the both classifications.
\n
The predictions trying to understand the relationship between the fires and droughts qualitatively were tested via the analyses in three phases. The results of these studies show that the use of MARS models bears better results at predicting both the amount of burned areas and the number of fires rather than using several drought indices. Because much of the area burned occurs during extreme fire weather condition [8], the extreme values (maximum and 90th percentile) of drought indices take place in MARS models. As well as stating that MARS and Machine Learning methods are more successful because they take the complex relationships in the data into consideration, it is seen that MARS models perform better in both the article by Amatulli et al. [58] and our study. It is stated that it is successful because MARS models constitute functions in each hyper‐region by taking regression coefficients into consideration [61]. Contrary to the expectations, Machine Learning methods such as kNN, SVM, RPART and RF were unable to perform as successfully as MARS and linear regression models in order to predict the amount of burned areas and the number of fires. The performances of Machine Learning methods vary from geographical region to region, and these methods perform better in larger areas (like EUMED) compared to its performance in smaller areas [62]. Trigo et al. [63] emphasized that through Machine Learning methods were obtained poor results in Portugal where the burner areas hit the top in 2003, and large fires became intense in a small region. It is considered that a single fire that destroyed an area of 16,890 ha in 2008 in Antalya region as the study area bore similar results. Similarly, Prasad et al. [64] also stated that the same variables would vary depending on the spatial and analysis scale because environmental and social conditions differ from region to region. SVM and RF stand out compared to Machine Learning methods in terms of prediction performance [65] and RPART algorithm produced more successful results in our study. Besides the statements of both Trigo et al. [63] and Prasad et al. [64], it is thought that RPART algorithm performed better for Antalya region as it used decision tree mechanism along with regression equations in a similar way to MARS.
\n
\n
\n
4. Conclusion
\n
The relationship between factors such as meteorological factors, FWI System components, KBDI and SPEI and both the amount of burned area and the number of fires was investigated for Antalya region. The results show that the extreme values of the given factors are more effective on the amount of burned area and the number of fires. DSRX explains the majority of the variance in the number of fires and the amount of burned area. Normal or extreme values of KBDI and SPEI could not take place in the equations obtained as a result of step‐wise regression. In a study in Antalya carried out by Varol and Ertuğrul [6], it was found that there was a significant relationship between KBDI values and the burned area only in the years when big fires arose but there was no relationship between KBDI values and the number of fires. As a result of step‐wise regression analysis, the extreme ones of FWI, DSR, T components for both the burned area and the number of fires were selected as significant variables. As a result of the obtained equations, approximately 65% of the variance in the number of fires and 62% of the burned area could be explained through 90th percentiles of these components.
\n
This study will be able to be used as base work in order to estimate the number of fires and the amount of burned area in Antalya region for future climate scenarios. Moreover, when the extent of the study is expanded in a way that it covers fire sensitive forests, the differences and similarities between regions will be pointed out as well as a general view for Turkey which could be reached.
\n
In a study carried out in Canada by Harrington et al. [3], the mean and extreme values of the FWI components were compared with each other, and the extreme values in six out of nine different regions were seen to be more successful in the explanation of the variance. In another study carried out by Flannigan and Harrington [2], the use of meteorological data as a satisfactory variable explained that it could explain 30% of the variance in Canada, and this value was a similar result to FWI components. It was pointed out that maximum temperature and low humidity have a strong relationship with the dry conditions, and therefore, this is a frequently preferred variable. In our study, the existence of maximum temperature in the equations of either the number of fires or burned area promotes this assertion as a result of step‐wise regression.
\n
Urbeita et al. [14] stated that SPEI8 produced better results in the period from autumn to spring. In our study, however, SPEI is seen to be ineffective compared to other indices and SPEI1 produced better results for the forest fires in Antalya region. It is thought that the analyses for investigating the relationship between SPEI and forest fires should be made in longer periods, and the studies, as in Antalya subregion, should be expanded to the worldwide; thus, it would bear better results [14].
\n
What determine in fire statistics are surely not factors used only in calculating drought indices. However, it is a crucial data source that is not of a certain relationship between fire statistics and meteorological data. So, it is needed a detailed and foolproof record of both fire statistics and meteorological data records. In terms of forest fire statistics, much more certain data are existent for the period after 2001, while there are no data for earlier periods. Similarly, the lack of daily meteorological data led to the determination of the study period between 2001 and 2014 for Antalya region.
\n
Many researchers also state that a number of social factors like unemployment or arson are of influence on forest fires [66]. Moreover, in some studies, it is pointed out that socio‐economic and landscape factors would be more efficient on the burned area than climate conditions in local scale [67]. So, it will be necessary to take some social factors such as unemployment, population as well as road intensity into consideration in order that the number of fires and the amount of burned areas can be predicted more successfully [15]. Therefore, MARS is thought to be more efficient after it has been added more variables. In defining complex relationships, simple and multiple regression techniques are not productive for investigating the relationships in high‐dimensional data sets, while MARS can be a solution to overcome these obstacles. Moreover, it is usually simpler to compare the models developed using MARS approach with other modeling and mathematical techniques. MARS approach is considered to be more suitable than other approaches for representing the temporal variability in the factors such as temperature, precipitation, relative humidity and wind. The effects of predictors on the distribution, the model, intervals, explained variance and the extrapolation skills [58] also support the aforementioned statements. It should not be forgotten that even the best model chosen presents the maximum variance explained in the observation period, and it should be taken into account that the model would exceed this period in the future climate conditions.
\n
Determining the factors effective on the reasons for fires is of high importance in determining the way, quality and density degree of technical interference with natural and artificial forest stands that fire sensitive plant species generate especially in the regions of ecological conditions, which are also fire sensitive. Silvicultural activities closely affect the amount of fuel [68]. The plantation and restoration activities, which aim at establishing artificial forests, it is necessary to form fire resistant and especially fire retardant forests in the Mediterranean Region climate zone, which is fire sensitive in terms of especially ecological conditions. Thus, it is so important to choose the suitable origins and clones of those as well as choosing the fire resistant and indigenous plant species [69].
\n
These results displayed that climate conditions and stand structure have important effects on the forest fires in Antalya region as the reason of their outbreaks. Similarly, the majority of the fires occurred in the Calabrian pine and cedar forests whose closure was high (71–100%) and where middle sized and thick trees were seen in the studies, which were carried out on the forest fires in Antalya climate zone and stand dynamics and silvicultural techniques. When analyzed the current fire statistics, most of the forest fires are seen to occur in the Calabrian pine and cedar forests which are of high closure and middle sized and thick trees near especially the residential areas, recreation areas and main arterial roads. Also, taking the current ecological conditions into consideration for silvicultural objectives and aims, it is quite important to enable the suitable mesophyte species to take place in the area in order to reduce the effects of fire danger in pure coniferous monoculture Calabrian pine and cedar plantations, where especially important silvicultural interventions are compulsory such as opening necessary maintenance paths [70].
\n
\n
Acknowledgments
\n
The first results of this study were presented in the 1st International Mediterranean Science and Engineering Congress.
\n
\n',keywords:"drought, forest fire, number of fires, burned area, machine learning, silviculture",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/55076.pdf",chapterXML:"https://mts.intechopen.com/source/xml/55076.xml",downloadPdfUrl:"/chapter/pdf-download/55076",previewPdfUrl:"/chapter/pdf-preview/55076",totalDownloads:1230,totalViews:223,totalCrossrefCites:1,totalDimensionsCites:3,totalAltmetricsMentions:0,impactScore:1,impactScorePercentile:50,impactScoreQuartile:3,hasAltmetrics:0,dateSubmitted:"December 6th 2016",dateReviewed:"March 13th 2017",datePrePublished:null,datePublished:"November 8th 2017",dateFinished:"April 29th 2017",readingETA:"0",abstract:"This study was carried out to determine the methods that bear the most realistic results in predicting the number of fires and burned area under the climate conditions in future. Different indices and statistical methods were used in predicting the burned area and the number of fires. With this aim, in addition to the indices used in estimating the climate, Machine Learning and multivariate adaptive regression spline (MARS) models are also used in predicting these factors. According to the results obtained in several studies, the relationship between the drought and fire indices burned area and the number of fires changes from region to region. While better results are obtained in predicting the burned area and the number of fires via the drought indices being used in this study and the MARS models that the combinations of these indices use, it is seen that a 30–39% success was achieved for predicting the amount of burned area via Machine Learning methods (Kernel Nearest Neighbor (kNN), Recursive Partitioning and Regression Trees (RPART), Support Vector Machine (SVM) and RF), and this success ranges widely from 8 to 41% in terms of the number of fires. RPART, of these four algorithms, performed the best in fire prediction, but kNN was the worst.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/55076",risUrl:"/chapter/ris/55076",book:{id:"5995",slug:"mediterranean-identities-environment-society-culture"},signatures:"Tuğrul Varol, Mertol Ertuğrul and Halil Barış Özel",authors:[{id:"187966",title:"Dr.",name:"Halil Barış",middleName:null,surname:"Özel",fullName:"Halil Barış Özel",slug:"halil-baris-ozel",email:"halilbarisozel@yahoo.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Bartin University",institutionURL:null,country:{name:"Turkey"}}},{id:"203381",title:"Dr.",name:"Tugrul",middleName:null,surname:"Varol",fullName:"Tugrul Varol",slug:"tugrul-varol",email:"tvarol@bartin.edu.tr",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Bartin University",institutionURL:null,country:{name:"Turkey"}}},{id:"203760",title:"Dr.",name:"Mertol",middleName:null,surname:"Ertuğrul",fullName:"Mertol Ertuğrul",slug:"mertol-ertugrul",email:"mertolertugrul_@hotmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Materials and methods",level:"1"},{id:"sec_2_2",title:"2.1. Study area",level:"2"},{id:"sec_3_2",title:"2.2. KBDI, FWI, SPEI",level:"2"},{id:"sec_4_2",title:"2.3. kNN, SVM, RPART, RF",level:"2"},{id:"sec_5_2",title:"2.4. Statistical analysis",level:"2"},{id:"sec_7",title:"3. Results and discussion",level:"1"},{id:"sec_8",title:"4. Conclusion",level:"1"},{id:"sec_9",title:"Acknowledgments",level:"1"}],chapterReferences:[{id:"B1",body:'EUROSTAT. Regions in the European Union Nomenclature of Territorial Units for Statistics NUTS 2010/EU‐27 [Internet]. 2011. Available from: http://ec.europa.eu/eurostat/documents/3859598/5916917/KS‐RA‐11‐011‐EN.PDF [Accessed: 21 December 2016]\n'},{id:"B2",body:'Flannigan MD, Harrington J. A study of the relation of meteorological variables to monthly provincial area burned by wildfire in Canada (1953–80). 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Natural Hazards and Earth System Sciences. 2016;16(5):1217\n'},{id:"B39",body:'Taylor SW, Alexander ME. Science, technology and human factors in fire danger rating: The Canadian experience. International Journal of Wildland Fire. 2006;15(1):121–135\n'},{id:"B40",body:'Lawson BD, Armitage OB. Weather guide for the Canadian Forest Fire Danger Rating System. Natural Resources Canada. Edmonton, Alberta: Canadian Forest Service; 2008. p. 87\n'},{id:"B41",body:'Renwick J, Salinger J, Zheng X, Pearce G. Prediction of fire weather and fire. NIWA Client Report, AKI-2007-034; New Zealand Fire Service Commission; 2007. p. 44\n'},{id:"B42",body:'Ullah MR, Liu XD, Al‐Amin M. Spatial‐temporal distribution of forest fires and fire weather index calculation from 2000 to 2009 in China. Journal of Forest Science. 2013;59(7):279–287\n'},{id:"B43",body:'Stocks BJ, Lawson BD, Alexander ME, Van Wagner CE, McAlpine RS, Lynham TJ, Dubé DE. The Canadian system of forest fire danger rating. In: A Conference on Bushfire Modelling and Fire Danger Rating Systems; 11–12 July 1988; Canberra, Australia. Northern Forestry Center, Edmonton; 1991. pp. 9–18\n'},{id:"B44",body:'Wotton BM. Interpreting and using outputs from the Canadian Forest Fire Danger Rating System in research applications. Environmental and Ecological Statistics. 2009;16(2):107–131\n'},{id:"B45",body:'Chu T, Guo X. An assessment of fire occurrence regime and performance of Canadian fire weather index in south central Siberian boreal region. Natural Hazards and Earth System Sciences Discussions. 2014;2(7):4711–4742\n'},{id:"B46",body:'Stocks BJ. Wildfires and the fire weather indexes system in Ontario. Sault Ste. Marie, Ontario: Canadian Forestry Service, Great Lakes Forestry Centre. Information Report O‐X‐213; 1974. p. 17\n'},{id:"B47",body:'Kiil AD, Miyagawa RS, Quintilio D. Calibration and performance of the Canadian fire weather indexes in Alberta. Edmonton, Alberta: Canadian Forestry Service, Northern Forest Research Centre. Information Report NOR‐X‐173; 1977. p. 45\n'},{id:"B48",body:'Martell DL, Otukol S, Stocks BJ. A logistic model for predicting daily people‐caused forest fire occurrence in Ontario. Canadian Journal of Forest Research. 1987;17(5):394–401\n'},{id:"B49",body:'Anderson KR, Englefield P. Quantile characteristics of forest fires in Saskatchewan. In: 4th Symposium on Fire and Forest Meteorology; 13–15 November 2001; Massachusetts, USA. Northern Forestry Centre, Edmonton; 2001. p. 9–16\n'},{id:"B50",body:'Van Wagner C. Development and structure of the Canadian forest fire weather index system. Ottawa, ON, Canada: Canadian Forest Service. For. Tech. Rep. 35; 1987. p. 48\n'},{id:"B51",body:'Whitman E, Sherren K, Rapaport E. Increasing daily wildfire risk in the Acadian Forest Region of Nova Scotia, Canada, under future climate change. Regional Environmental Change. 2015;15(7):1447–1459\n'},{id:"B52",body:'Flannigan M, Cantin AS, de Groot WJ, Wotton M, Newbery A, Gowman LM. Global wildland fire season severity in the 21st century. Forest Ecology and Management. 2013;294:54–61\n'},{id:"B53",body:'San‐Miguel‐Ayanz J, Moreno JM, Camia A. Analysis of large fires in European Mediterranean landscapes: Lessons learned and perspectives. Forest Ecology and Management. 2013;294:11–22\n'},{id:"B54",body:'Dimitrakopoulos AP, Vlahou M, Anagnostopoulou CG, Mitsopoulos ID. Impact of drought on wildland fires in Greece: Implications of climatic change? Climatic Change. 2011;109(3):331–347\n'},{id:"B55",body:'Pausas JG, Ribeiro E. The global fire–Productivity relationship. Global Ecology and Biogeography. 2013;22(6):728–736\n'},{id:"B56",body:'Catry FX, Rego FC, Bação FL, Moreira F. Modeling and mapping wildfire ignition risk in Portugal. International Journal of Wildland Fire. 2010;18(8):921–931\n'},{id:"B57",body:'Vilar L, Woolford DG, Martell DL, Martín MP. A model for predicting human‐caused wildfire occurrence in the region of Madrid, Spain. International Journal of Wildland Fire. 2010;19(3):325–337\n'},{id:"B58",body:'Amatulli G, Camia A, San‐Miguel‐Ayanz J. Estimating future burned areas under changing climate in the EU‐Mediterranean countries. Science of the Total Environment. 2013;450‐451:209–222\n'},{id:"B59",body:'Balshi MS, McGuire AD, Duffy P, Flannigan M, Walsh J, Melillo J. Assessing the response of area burned to changing climate in western boreal North America using a Multivariate Adaptive Regression Splines (MARS) approach. Global Change Biology. 2009;15(3):578–600\n'},{id:"B60",body:'Syphard AD, Radeloff VC, Keeley JE, Hawbaker TJ, Clayton MK, Stewart SI, Hammer RB. Human influence on California fire regimes. Ecological applications. 2007;17(5):1388–1402\n'},{id:"B61",body:'Morissette‐Thomas V, Cohen AA, Fülöp T, Riesco E, Legault V, Li Q, Milot E, Dusseault‐Belanger F, Ferrucci L. Inflamm‐aging does not simply reflect increases in pro‐inflammatory markers. Mechanisms of Ageing and Development. 2014;139:49–57\n'},{id:"B62",body:'Flannigan MD, Logan KA, Amiro BD, Skinner WR, Stocks BJ. Future area burned in Canada. Climatic Change. 2005;72(1):1–16\n'},{id:"B63",body:'Trigo RM, Pereira J, Pereira MG, Mota B, Calado TJ, Dacamara CC, Santo FE. Atmospheric conditions associated with the exceptional fire season of 2003 in Portugal. International Journal of Climatology. 2006;26(13):1741–1757\n'},{id:"B64",body:'Prasad AM, Iverson LR, Liaw A. Newer classification and regression tree techniques: Bagging and random forests for ecological prediction. Ecosystems. 2006;9(2):181–199\n'},{id:"B65",body:'Witten IH, Frank E, Hall MA, Pal CJ. Data Mining: Practical Machine Learning Tools and. Second edition. Morgan Kauffmann Publishers. 2005; p. 558\n'},{id:"B66",body:'Leone V, Lovreglio R, Martín MP, Martínez J, Vilar L. Human factors of fire occurrence in the. In: Earth Observation of Wildland Fires in Mediterranean Ecosystems, Springer Berlin Heidelberg. 2009; pp.149–170.\n'},{id:"B67",body:'Costa L, Thonicke K, Poulter B, Badeck FW. Sensitivity of Portuguese forest fires to climatic, human, and landscape variables: subnational differences between fire drivers in extreme fire years and decadal averages. Regional Environmental Change. 2011;11(3):543–551\n'},{id:"B68",body:'Agee JK, Skinner CN. Basic principles of forest fuel reduction treatments. Forest Ecology and Management. 2005;211(1):83–96\n'},{id:"B69",body:'Baker LG, Spaine P, Covert SF. Effect of surface wettability on germination and gene expression in Cronartium quercuum f. sp. fusiforme basidiospores. Physiological and Molecular Plant Pathology. 2006;68(4):168–175\n'},{id:"B70",body:'Trabaud L. Natural and prescribed fire: survival strategies of plants and equilibrium in Mediterranean ecosystems. In: Tenhunen JD, Catarino FM, Lange OL, Oechel WC, editors. Plant Response to Stress‐Functional Analysis in Mediterranean Ecosystem. NATO Advanced Science Institute. New York: Springer; 1987. pp. 607–621\n'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Tuğrul Varol",address:"tvarol@bartin.edu.tr",affiliation:'
Department of Forest Engineering, Faculty of Forestry, Bartın University, Turkey
Department of Forest Engineering, Faculty of Forestry, Bartın University, Turkey
'},{corresp:null,contributorFullName:"Halil Barış Özel",address:null,affiliation:'
Department of Forest Engineering, Faculty of Forestry, Bartın University, Turkey
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1. Introduction
The pandemic imposed by Coronavirus, in addition to economic, social and health problems, also affected the educational sector, so that in order to comply with determinations imposed by the government agencies of each country, there was a temporary interruption in the teaching activities of undergraduate and graduate courses in all areas of knowledge, including Dentistry [1], since classroom classes - theoretical, preclinical (laboratory) and clinical - were interrupted as a measure of social isolation.
The teaching and learning of dental practice differs from other undergraduate courses in the health and social care disciplines, as dentistry students perform irreversible procedures on patients under the supervision of clinical professors, who assume indirect responsibility for the work of these students [2]. The Dentistry course has large load of practical activities, so it became a great challenge to carry out clinical activities, since teachers and students are isolated at home without access to dental equipment. One of the greatest challenges in dental education was the interruption of direct patient care, which is a key component of the dental curriculum [3]. This fact resulted in the extension of study terms, and deferral of exams and graduation dates [4].
In order to safeguard the health of students and following the government social distancing rule, teachers and patients, universities were forced to take different measures to ensure the continuity of education. Didactic courses, hands-on workshops, presentations and seminars have transitioned to online instructions in most institutions [5]. In the last few months, emergency remote education became the only option to guarantee the continuity of higher education learning [3]. While online learning is carefully planned and resourced, emergency remote education was quickly constructed with minimal time and resources, as a temporary measure during the crisis [6]. As a way to continue offering remote distance learning, teachers and students had to accept this new reality and adopted new learning technologies. Therefore, adapting to these changes in the curriculum and assessment methods in a short period of time was a challenge not only for teachers and academicians, but also for university directors. However, many educators had never delivered sessions in online environments, which required them to acquire an extensive set of skills over a short period of time [7].
Due to the new normal situation, in many universities, offering preclinical education in the traditional format with synchronous feedback (SFB) was not possible during the pandemic [8]. In several countries, including Brazil, students begin preclinical practice (laboratory) in the third or fourth semester of the course. Although different clinical dental care simulators have been developed and yielded satisfying results, they are insufficient in educational institutions, are not portable, do not cover all areas of dentistry and are very expensive and unaffordable in large scale [9].
Most graduate dental education activities were ceased during the early stages of the pandemic [9]. Face-to-face education was also affected, as was the development of epidemiological, clinical and laboratory research. Researchers, whose studies involved collecting clinical data from patients, had their research abruptly stopped, without being sure when they could resume this stage. Therefore, the serious educational losses and the quality of research developed are also aspects to be carefully analyzed.
Online learning is the use of internet and some other important technologies to develop materials for educational purposes, instructional delivery and program management [10]. With regard to emergency remote education, when compared to traditional teaching methods, there are some advantages such as the theoretical material made available to students can be easily updated and quickly accessed. However, for it to be effective, team development, assessment strategies and technological elements must be well planned and standardized [3].
The training of dentistry students is dynamic and complex, as it involves many factors, such as the curriculum structure of the course, the quality of physical facilities of the educational institution, the number of hours devoted to the development of preclinical and clinical activities, internships developed in health services, the teaching methods used by teachers, among others. Therefore, the interruption of all these activities due to the COVID-19 pandemic may impact the student’s education. Therefore, the responsibilities of educators include not only providing adequate theoretical teaching and consistent with the best scientific evidence in force, but also ensuring that students are able and qualified to perform clinical procedures with different degrees of complexity for the correct professional practice.
In light of the above, this chapter discusses the impact of the COVID-19 pandemic on dental education and the role of emergency remote education in the continuity of classes through the various types of methodologies and available digital platforms. There are also possibilities for the continuation of preclinical and clinical teaching, and advantages and limitations of the adoption of this new model of education through experiences of dentistry educators and students from different countries. Some alternatives for the evaluation of students, the guidelines recommended by competent bodies to control the dissemination of COVID-19 in the resumption of face-to-face dental education activities and the Brazilian panorama of teaching-service-community integration activities has also been discussed.
2. Methods
This is a bibliographic search conducted through the analysis of articles indexed until April 2021 in PubMed (U.S. National Institutes of Health’s National Library of Medicine), Web of Science (Clarivate Analytics) and Scopus (Elsevier) databases. For the study, the search keywords used were “Dental Education” AND “Dentistry” AND “COVID-19”.
Articles eligible for this chapter were publications that presented data and suggestions about emergency remote teaching in continuing the dental educational process in terms of theoretical, preclinical and clinical education. The analysis of studies was independently carried out by two researchers (ALC and ICCL) through a previous reading of the titles and abstracts of the found references. The selected articles were accessed in their entirety, being read and evaluated. At the end of the analysis, differences were discussed. In lack of consensus, a third researcher (AFCC) decided to include or exclude the article.
Furthermore, this review listed the main international and Brazilian guidelines for providing clinical education and commented Brazilian panorama on teaching-service-community integration. Data were descriptively presented.
3. From face-to-face teaching to the use of digital platforms: a new model for dental education
Due to the COVID-19 pandemic, emergency remote education was temporarily adopted [6] as well as “teleodontology” [11]. The latter term, in addition to referring to remote counseling and diagnosis using technologies, can be used in the form of web-based self-instruction, which allows students the ability to control their learning, or interactive videoconference, in which patient information is transmitted live, with or without the presence of the patient, allowing immediate feedback and review of cases at the students’ pace [12]. This type of learning is a distance education modality that uses electronic devices to promote learning, making use of information and communication technologies (ICTs) [13].
Among so many interrupted activities, patient care, research continuity and scientific meetings stand out; in addition, changes in academic calendars, with the inclusion of extra semesters and postponement of the entry of new students [14, 15]. In this context, the current challenges of dental education are to ensure that students have the training and experience necessary to guarantee competence for the dental practice and that educators have solutions to resume distance dental education, ensuring the well-being of employees, students and teachers.
The Bachelor’s degree in Dentistry ranges from four [16] to six years of formal education [17], and, in general, it is divided into preclinical and clinical years [16]. In the preclinical years, students mostly learn basic science subjects, with practice in laboratories, where they practice on mannequins and teeth. In the clinical years, students mainly have activities with patients, under the supervision of teachers [16].
Usually, classes are physically assisted by students and are an essential component of dental education [11]. With emergency remote education, several types of methodologies are available, which consist of synchronous teaching - students and teachers meet in real time, and asynchronous, which does not require students and teachers to be online at the same time, through the use of digital platforms [18]. These methodologies include video classes, flipped classroom, case studies, discussions, problem based-learning (PBL) [19, 20], among others.
In the synchronous method, the advantages are live interaction and immediate reaction; in the asynchronous method, the user can control the learning pace and review the material several times whenever necessary [12]; in the flipped classroom method, students need to have prior knowledge of the subject, and in PBL approaches, students develop critical thinking [20].
There are several platforms for conducting emergency remote education, such as Zoom®, G Suite®, Skype®, Moodle®, Microsoft Teams®, Jitsi®, WebEx®, Instagram®, Facebook®, WhatsApp®, Telegram® and YouTube® [21, 22]. For the use of these technologies, adequate training of the teaching staff must be carried out [20], as this change in teaching methodology can be of difficult adaptation for these individuals, and students must be familiar with these tools [21].
A recent systematic review identified that the Zoom® platform was the preferred one among interviewees in studies included in this research [23]. Zoom® offers videoconferencing services for up to 1000 participants, with several possibilities, such as recordings, transcriptions, screen sharing, sending and receiving of files and chatting [24].
The Google Classroom® and Google Meet® compose the G Suite® platform. The first is a free tool for the management and evaluation of students, while the second allows connection and communication through video calls, using a computer or mobile device, which can be recorded and shared [25]. Skype® allows communication by voice and video calls with up to 100 people, sending of messages, screen sharing, meeting recordings of up to 24 hours and offers call captions in ten languages and chats in more than 60 languages in real time, for different devices [26]. Moodle® is a learning platform that provides a unique system to create personalized education environments, trusted by institutions around the world, in addition to being easy to use and free of cost [27]. In Moodle®, it is possible to send didactic material, post videos, conduct discussion forums, tasks, assessments and organize communication with students [22].
Microsoft Teams® is a platform that brings together conversations, content and applications, offers the creation of online classrooms, tasks, synchronous meetings, with recordings and screen sharing, in addition to enabling the use of a digital notebook for storing texts, images, notes, documents, links, voices, videos and others, allowing teachers to create personalized learning environments [28].
Likewise, Jitsi® [29] and WebEx® [30] are free voice, video conference and messaging software, with screen sharing, which allow meetings of up to 100 participants; however, they have paid plans with more advantages. Other social media platforms, such as Instagram® and YouTube®, are also used as teaching alternatives through “lives”, which can be discussed on WhatsApp® [22].
4. Preclinical teaching
Preclinical teaching includes laboratory learning for the practice of human and dental anatomy [31], use of the optical microscope to observe histological sections [18], radiographic image interpretation exercises [32], simulation models in typodont, after demonstration performed by teachers [18, 21], among others. However, these activities have been suspended in many countries due to social distancing [21, 31].
Alternatives that apply technology in laboratory activities have been described [19, 31, 33] and suggested [32, 34] in some studies. Education using virtual anatomy was the solution for the practice of anatomy [31]. Virtual microscopy helped in the practical learning of oral histology and histopathology, in which conventional sections were digitized and shared on online platforms - synchronous and asynchronous formats - allowing observation similar to optical microscope [19, 33], with structures illustrated and marked in detail [19]. There is also the possibility to carry out radiology interpretation activities through social networks [32].
There are technological teaching tools that allow the development of preclinical skills, which use virtual reality, augmented reality, and haptic technology [35], such as Simodont®, PerioSim®, Forsslund and Individual Dental Education Assistant (IDEA) simulators attached to a stand PHANToM omni [4]. Virtual reality refers to simulation generated by computer graphics with virtual sense of reality [36]. Augmented reality is the integration of real and virtual environments [37]. Haptic technology allows the tactile sensation when interacting with computer generated objects [38]. These technologies can overcome the disadvantages of typodont practice, because with these devices, it is not possible to calibrate the evaluation process due to the focus on the result of the activity, and there is strong dependence on the subjective evaluation of the teacher [35].
These technologies, if made portable, can simulate meetings with the patient and assist in the continuity of education and clinical evaluation during the COVID-19 pandemic and the “new normal”, as they are versatile, immersive and accessible [18]. However, they have many disadvantages, as they are generally very expensive, require training [35], are not portable and, therefore, cannot be used at this time [20]. Thus, researchers proposed the use of a mannequin attached to the micromotor for students to carry out practical training at home through videoconferences [34].
In this context, a group of researchers has recently created a compact and portable teaching-learning resource, DenTeach, composed of an instructor workstation (DT-Performer), a student workstation (DT-Student), advanced wireless networking technology, and cloud-based data storage and retrieval [4]. The platform synchronizes the instructor’s and student’s operations with real-time video, audio, feel, and posture (VAFP). It was developed for use in teaching, shadowing, and practice modes. In the first, the student can perceive how the instructor is conducting the dental operation through the tactile feedback obtained from the dental tool on the instructor workstation [4]. In the second, the student can watch, feel and repeat the tasks alone, downloading the videos. Finally, students can use the system to perform tasks and have their dental performance skills automatically assessed in terms of key performance indices (KPIs). DenTeach has proven to be a useful system for educational and professional purposes, which can be used to train and educate students in remote clinics/laboratories [4].
5. Clinical teaching
With the pandemic, health organizations asked for caution about the clinical care of institutions due to the risks of procedures that generate aerosols, limited supplies of personal protective equipment (PPE) and difficulties in individual supervision of students [39]. Teleodontology can be used to assist students in clinical teaching. In some disciplines, patient data can be used and subsequently discussed [12].
PBL [2], case-based discussion [2, 22, 40] and virtual patients (VPs) [11, 22] used in the simulation of clinical cases, in interviews, in the analysis of ethical cases [41], to improve students’ skills in decision making and diagnosis, are also alternatives that can develop clinical reasoning [22]. VPs are efficient, interactive, enable experience with rare cases and allow for the improvement of skills in a less intimidating environment [41]. In addition, virtual meetings between students and simulated patients (actors) can be held, representing clinical interaction [42].
Research carried out with students before and after teleodontology meetings using actors as patients found that most participants reported some level of discomfort before using this type of care and after, 23% still reported discomfort when leading remote care [42]. Therefore, teleodontology should be stimulated in higher education, so that students become more qualified and future professionals more experienced in providing guidance, thus avoiding unnecessary dislocations in this new world context.
In Brazil, teachers and course managers are encouraged to use this technology to improve their teaching activities [43], since the Federal Council of Dentistry (CFO), which regulates the practice of distance dentistry, prohibits the use of teleodontology by undergraduate students [44], which can be used in the following situations:
Tele-education in health: synchronous or asynchronous meeting associated with information on preventing situations that may represent the need for urgent care.
Telescreening: comprises anamnesis and initial screening, prior to scheduling dental care.
Telemonitoring: assessment of the need for the patient’s face-to-face return, with ongoing treatment.
Teleinterconsultation: exchange of opinions between dental surgeons through technologies, with or without the presence of the patient, for the construction of the diagnosis or therapeutic assistance.
Teleconsulting: communication, through technologies, between health professionals and managers for the exchange of information in order to clarify doubts, oral health actions and issues related to the work process.
Second Formative Opinion: source of information originated from questions from teleconsultants and based on the best evidence and on relevant criteria of primary health care [43, 44].
However, remote strategies should not replace clinical practice with patients in the acquisition of skills inherent to dental training [3, 45]. Studies corroborate this information, in which the majority of Jordanian students considered that clinical training was the experience most affected by the pandemic and dental specialties most negatively affected were conservative dentistry (73.2%), followed by prosthodontics (69.4%) [3], and only 27.1% of American students reported good performance of their teachers in providing clinical experience during the lockdown [39].
Students suggest that it would be interesting to have review classes and practical teaching after the pandemic is under control [40]. In addition to all issues resulting from the sudden change in dental education, the psychological impact of this pandemic on students’ mental well-being is another issue that should not be neglected, as it can influence their future practices [3].
6. Advantages and limitations of online education
Despite all the negative impact on dental education, this moment of transition can also generate opportunities with regard to the replacement of classes for online courses during the pandemic, which can be disseminated on the internet to a large number of students [21]. It was found that, for the teaching staff, emergency remote education helps to ensure learning and allows accessibility between students and teachers [40]. For students, it is comfortable, reduces costs, facilitates access to teaching materials [13, 40], given the chat option, timid students can be more participatory [18], and, both for students and teachers, emergency remote education modalities encourage a focus on the student [40], as they demand more responsibility and protagonism [19]. In online clinical teaching, the absence of the patient caused students to make mistakes, without compromising patient safety [2].
Reported difficulties included the limited knowledge of the teaching staff on technology, the availability and quality of students’ connection to the internet [13, 23, 31], extra expenses for increasing internet franchise [13], inadequacy of some topics for the online version [23, 41], lack of development of clinical skills and communication with patients [2], lack of attention on the part of students [13, 31, 40], lack of motivation and lack of adequate books or study material in their homes [31], the intensive nature of resources, student misbehavior [40], time management difficulties [31] and lack of electronic devices, especially in middle- [41] and low-income countries [46].
A study with Indian students [31] found that most of them used smartphones for emergency remote education. However, the small dimension of the screen can impair the proper understanding of three-dimensional structures, as for example in anatomy [31].
As recommendations for emergency remote education, everyone involved in this process should be prepared for a paradigm shift, with the establishment of practices and initiatives to promote improvements [19], with improvement of the teaching staff, reduction in the cognitive load and stimuli related to interactivity [40].
7. Alternatives for student assessment
Student assessment is a mechanism by which learning outcomes are analyzed, comprising two main forms: formative and summative. The first assesses the learning process throughout the school term, provides feedback to students and assists in obtaining improvements. The summative assessment is carried out mainly at the end of the course and may include several methods, among them the Objective Structured Clinical Examination (OSCE) [35].
In this context, exams can be applied through Socrative [40], Kahoot [19, 40] and Moodle® [19]. Tools with quizzes, such as Kahoot, can stimulate interaction, and also provide the possibility of an immediate feedback from the teacher [19]. Google Forms® [31], the use of software that prevents cheating such as ExamSoft; online supervision, such as ProctorU, Honorlock, Respondus Monitor and Examity [20], remote supervision integrated with block browser - prevents students from searching the internet to find an answer during assessment [21] - using Eproctor [47] and real-time question platforms, such as the Mentimeter [48] can also be alternatives. Preclinical and case-based activities can be delivered as videos, with incorporated questions using platforms like EDpuzzle, which allows questions to be asked with instant feedback while students watch the video [20].
In many institutions, OSCE is considered to be an adequate tool for identifying the clinical competencies of undergraduate students. During the pandemic, it was necessary to adapt OSCE to the online environment - virtual OSCE (VOSCE). According to studies carried out in the United Kingdom [49] through Zoom, and in Finland [50] through Moodle, experiences of the evaluation process have been positive.
Even with all these possibilities, more than half of students consider that the online assessment is not a good method of evaluating the acquired knowledge [3]. Therefore, the combination of several evaluation methods can minimize dishonesty, recover possible negative results from internet connection failures and stimulate commitment and critical reflection.
8. Biosafety in the return to face-to-face activities
The resumption of face-to-face dental education activities depends on the pandemic situation of each country. Currently, some dentistry schools have returned to face-to-face education or are preparing to reopen after government decisions; therefore, recommendations for resuming face-to-face activities are necessary [45].
Guidelines recommended for the dental team by the World Health Organization (WHO) [51], by the Centers for Disease Control and Prevention (CDC) [52] and by the health agencies of countries to control the COVID-19 dissemination must be considered. The Brazilian Dental Education Association (ABENO) [43] and the Association for Dental Education, Asia Pacific (ADEAP) [53], in July 2020, published safety guidelines for dental education. Among them, recommendations for teaching in classroom, in laboratories and in clinical environments and biosafety protocols were addressed to ensure the safety of students, teachers, employees and patients [43, 53].
The main guidelines are: wash and sanitize hands, practice social and respiratory etiquette, check temperature, keep distancing, clean and decontaminate objects and surfaces, ensure the ventilation of environments, mandatory use of face masks, use full PPE during dental care, screening patients and offering mouthwash rinses containing effective antiseptics, choosing procedures that produce little or no aerosol and using manual instruments, and when possible, using high power suckers and absolute isolation and, preferably, work with 4 hands [43, 53].
In Brazil, as well as in Europe [54], the scope of undergraduate dental education is defined by the Ministry of Education. In the Brazilian territory, the student’s trajectory and the consequent training of dental surgeons are guided by the so-called “National Curriculum Guidelines”, which are valid for the entire country, including public and private institutions [55].
The aforementioned directive provides that professionals have a generalist and humanistic profile, so that through critical and reflective performance, they can act at all levels of health care, providing improvements in the oral health conditions of the population. For this to occur, it is necessary to carry out internships, which correspond to a supervised educational act developed in the work environment [56] and should account for at least 20% of the total hours of the undergraduate Dentistry course and needs to be developed in an articulated manner and with increasing complexity throughout the training process [55].
In this formative path, there is interaction between higher education institutions and health services that make up the Unified Health System (SUS), which was created in 1988 [57] and, considering the many advances and setbacks, is considered the largest public health system in the world. Thus, in the perspective of SUS as the locus of learning and training agent, the Brazilian dental surgeon is trained. It means that the articulation between the health system and higher education institutions materializes in the insertion of students in the health care network [58] and in the implementation of the teaching-service-community integration [59].
Experiences based on the teaching-service-community integration are not exclusive to Brazilian dental education, since at the University of British Columbia, in Canada, students are inserted in the community context, a fact that allows them to understand the challenges faced by vulnerable segments of the population and actively reflect on experiences acquired [60].
But since March 2020, when WHO announced that COVID-19 had reached a pandemic state [61], dental education has taken on new shapes. Face-to-face education was completely interrupted and the impact on the training of professionals was overwhelming [21, 39], since teaching-service-community activities were discontinued, given the current sanitary situation and the impossibility of carrying out them remotely. It is possible to state that dentistry training faces serious challenges, something that in addition to Brazil can be extrapolated to other countries [21]. Students have experienced increasing levels of stress and feel that their clinical education has been impaired [39].
In Brazil, in the first weeks of the pandemic, the Ministry of Health recommended the suspension of elective oral health care and the maintenance of emergency care throughout the national territory [62]. The Ministry of Education, in turn, prohibited the substitution of face-to-face classes with classes in digital media when it came to professional practices, such as internships [63].
However, additional guidelines outlined months later, with the revocation of Ordinances No. 343, of March 17, 2020, that the application of the substitution of practical activities, in compliance with National Curriculum Guidelines, could include specific work plans, approved at institutional level dentistry courses and attached to the pedagogical project of the course [64].
The position of the Ministry of Education regarding the possibility of internships occurring in the distance education mode in Dentistry caused controversy and caused the Federal Council of Dentistry (CFO) to be strongly opposed to such guidance [65].
Due to the continuation of the pandemic scenario in the year 2021, the effects on students’ knowledge and skills are difficult to assess and the consequences may be visible in the near future. For Gaudín et al. [54], less productive and efficient students are expected.
Undoubtedly, dentistry students face a global health crisis, whose direct reflection in their education is the closure of educational institutions and the challenges to practice and improve their clinical skills [39], whether in school clinics based in their own universities, or within the scope of public health services, a place where the technique is practiced and experiences are accumulated in the community. Therefore, dentistry students are unable to complete these requirements [14].
In the Brazilian context, the perspective in view of the epidemiological changes in states and municipalities, is the establishment of new parameters to guide and promote the gradual and responsible return of habitual activities. Thus, as this is a moment of transition, it is possible, in some places, to plan the return of elective care in different services and to expand the offer of care [62], as a consequence, there is the possibility, still without an expected date, of return to teaching-service-community activities, so important during the training of dentistry students.
10. Conclusion
The COVID-19 pandemic strongly impacted the development of theoretical, laboratory and practical activities in the student, teacher and university trinomial, so that higher education institutions adopted different teaching technologies to ensure the continuity of the teaching-learning process. Clinical practice and experiences in the teaching-service-community context were those most impacted by the temporary interruption and await new government and institutional guidelines for their resumption.
We highlight the need for more research in this area, to assist in decision-making by managers and institutions and in the adaptation of professors and students. Educational bodies should be encouraged to invest in infrastructure and training for new teaching modalities and to formulate institutional policies that generate diversified learning options, in order to reduce students’ unequal access to very expensive technologies and quality internet, which can compromise the performance of remote activities. To return to face-to-face activities, large investments must be made in dental clinics and in the SUS, covering the new biosafety standards.
Conflict of interest
The authors report no conflicts of interest.
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In addition, social isolation and distancing measures have been adopted by governments, with severe restrictions on dental education. At this moment, students should have the teaching and experience for adequate dental practice, dental educators should provide solutions to resume dental education remotely to ensure the well-being of students, employees and teaching staff. 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Introduction",level:"1"},{id:"sec_2",title:"2. Methods",level:"1"},{id:"sec_3",title:"3. From face-to-face teaching to the use of digital platforms: a new model for dental education",level:"1"},{id:"sec_4",title:"4. Preclinical teaching",level:"1"},{id:"sec_5",title:"5. Clinical teaching",level:"1"},{id:"sec_6",title:"6. Advantages and limitations of online education",level:"1"},{id:"sec_7",title:"7. Alternatives for student assessment",level:"1"},{id:"sec_8",title:"8. Biosafety in the return to face-to-face activities",level:"1"},{id:"sec_9",title:"9. Teaching-service-community integration: brazilian panorama",level:"1"},{id:"sec_10",title:"10. Conclusion",level:"1"},{id:"sec_14",title:"Conflict of interest",level:"1"}],chapterReferences:[{id:"B1",body:'United Nations Educational, Scientific and Cultural Organization. Education: from disruption to recovery [Internet]. 2020. 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Ordinance No. 4,279, of December 30, 2010. Establishes guidelines for the organization of the Health Care Network within the scope of the Unified Health System (SUS). [Internet]. 2010. Available from: https://bvsms.saude.gov.br/bvs/saudelegis/gm/2010/prt4279_30_12_2010.html [Accessed: 2021-04-18]'},{id:"B59",body:'Forte FDS, Pontes AA, Morais HGF, Barbosa AS, Nétto OBS, Barros NF. Teaching-service-community integration in Dentistry: a cultural study. Interface (Botucatu). 2020;24:e200166 DOI: 10.1590/Interface.200166'},{id:"B60",body:'Brondani MA. Teaching social responsibility through community service-learning in predoctoral dental education. J Dent Educ. 2012;76(5):609-619'},{id:"B61",body:'World Health Organization. WHO characterizes COVID-19 as a pandemic [Internet]. 2020. Available from: https://www.paho.org/pt/news/11-3-2020-who-characterizes-covid-19-pandemic [Accessed: 2021-04-18]'},{id:"B62",body:'Brazil. Ministry of Health. Health Surveillance Secretariat. 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World cereal equivalent (CE) food demand is projected to be around 10,094 million tons in 2030 and 14,886 million tons in 2050, while its production is projected to be 10,120 million tons in 2030 and 15,970 million tons in 2050 having a marginal surplus. India and China are capturing large share of global food demand. The developing country will demand more animal origin foods due to income growth in the future. The growth rate of world demand for cereals will decline till 2050. Global water demand is projected to increase by 55% between 2000 and 2050 from 3500 to 5425 km3. Evidence showed that climate change will have adverse impact on world water resources and food production with high degree of regional variability and scarcity. 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D Nikolaki",authors:null},{id:"70242",doi:"10.5772/intechopen.90256",title:"Advancements in the Fenton Process for Wastewater Treatment",slug:"advancements-in-the-fenton-process-for-wastewater-treatment",totalDownloads:1873,totalCrossrefCites:9,totalDimensionsCites:21,abstract:"Fenton is considered to be one of the most effective advanced treatment processes in the removal of many hazardous organic pollutants from refractory/toxic wastewater. It has many advantages, but drawbacks are significant such as a strong acid environment, the cost of reagents consumption, and the large production of ferric sludge, which limits Fenton’s further application. The development of Fenton applications is mainly achieved by improving oxidation efficiency and reducing sludge production. This chapter presents a review on fundamentals and applications of conventional Fenton, leading advanced technologies in the Fenton process, and reuse methods of iron containing sludge to synthetic and real wastewaters are discussed. Finally, future trends and some guidelines for Fenton processes are given.",book:{id:"9415",slug:"advanced-oxidation-processes-applications-trends-and-prospects",title:"Advanced Oxidation Processes",fullTitle:"Advanced Oxidation Processes - Applications, Trends, and Prospects"},signatures:"Min Xu, Changyong Wu and Yuexi Zhou",authors:[{id:"307479",title:"Dr.",name:"Changyong",middleName:null,surname:"Wu",slug:"changyong-wu",fullName:"Changyong Wu"},{id:"307546",title:"Prof.",name:"Yuexi",middleName:null,surname:"Zhou",slug:"yuexi-zhou",fullName:"Yuexi Zhou"},{id:"311139",title:"Dr.",name:"Min",middleName:null,surname:"Xu",slug:"min-xu",fullName:"Min Xu"}]},{id:"67689",doi:"10.5772/intechopen.86952",title:"Membrane Distillation: Basics, Advances, and Applications",slug:"membrane-distillation-basics-advances-and-applications",totalDownloads:1444,totalCrossrefCites:9,totalDimensionsCites:20,abstract:"Membrane technology as an emerging separation process has become competitive with other separation techniques in recent decades. Among pressure-driven and isothermal membrane processes, membrane distillation (MD) as a thermally driven process has come out to put an end to hardships of such processes like distillation. MD process can be used in a wide variety of applications such as desalination and wastewater treatment. Generally, MD is a process which water is a main component of the feed solution and only water vapor can pass through a hydrophobic membrane pores. With four main configurations different from each other by their condensation procedure, the performance of MD process is limited due to the lack of appropriate module, membrane, and energy consumption rate. In recent years, many experiments have been carried out to find well-suited membrane type and module. Also, applying solar or waste heat as heat source and the capability of coupling with other processes like forward osmosis and osmotic distillation distinguish MD process from other membrane processes. This chapter addresses membrane characteristics, MD applications, transport mechanisms, and process challenges.",book:{id:"8915",slug:"advances-in-membrane-technologies",title:"Advances in Membrane Technologies",fullTitle:"Advances in Membrane Technologies"},signatures:"Mohammad Reza Shirzad Kebria and Ahmad Rahimpour",authors:[{id:"289042",title:"Associate Prof.",name:"Ahmad",middleName:null,surname:"Rahimpour",slug:"ahmad-rahimpour",fullName:"Ahmad Rahimpour"},{id:"289043",title:"Mr.",name:"Mohammad Reza",middleName:null,surname:"Shirzad Kebria",slug:"mohammad-reza-shirzad-kebria",fullName:"Mohammad Reza Shirzad Kebria"}]}],mostDownloadedChaptersLast30Days:[{id:"70242",title:"Advancements in the Fenton Process for Wastewater Treatment",slug:"advancements-in-the-fenton-process-for-wastewater-treatment",totalDownloads:1873,totalCrossrefCites:9,totalDimensionsCites:21,abstract:"Fenton is considered to be one of the most effective advanced treatment processes in the removal of many hazardous organic pollutants from refractory/toxic wastewater. It has many advantages, but drawbacks are significant such as a strong acid environment, the cost of reagents consumption, and the large production of ferric sludge, which limits Fenton’s further application. The development of Fenton applications is mainly achieved by improving oxidation efficiency and reducing sludge production. This chapter presents a review on fundamentals and applications of conventional Fenton, leading advanced technologies in the Fenton process, and reuse methods of iron containing sludge to synthetic and real wastewaters are discussed. Finally, future trends and some guidelines for Fenton processes are given.",book:{id:"9415",slug:"advanced-oxidation-processes-applications-trends-and-prospects",title:"Advanced Oxidation Processes",fullTitle:"Advanced Oxidation Processes - Applications, Trends, and Prospects"},signatures:"Min Xu, Changyong Wu and Yuexi Zhou",authors:[{id:"307479",title:"Dr.",name:"Changyong",middleName:null,surname:"Wu",slug:"changyong-wu",fullName:"Changyong Wu"},{id:"307546",title:"Prof.",name:"Yuexi",middleName:null,surname:"Zhou",slug:"yuexi-zhou",fullName:"Yuexi Zhou"},{id:"311139",title:"Dr.",name:"Min",middleName:null,surname:"Xu",slug:"min-xu",fullName:"Min Xu"}]},{id:"71660",title:"Applications of Chemical Kinetics in Heterogeneous Catalysis",slug:"applications-of-chemical-kinetics-in-heterogeneous-catalysis",totalDownloads:1104,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"Chemical kinetics is a key subdiscipline of physical chemistry that studies the reaction rate in every elemental step and corresponding catalytic mechanism. It mainly concludes molecular reaction dynamics, catalytic dynamics, elemental reaction dynamics, macrodynamics, and microdynamics. Such a research field has wide applications in heterogeneous catalysis. Based on the Arrhenius plot fitted by the catalytic conversions below 15% without the mass transfer effect and heat transfer effect, the apparent activation energy echoing with the intrinsically catalytic sites and the pre-exponential factor echoing with the relative number of active sites can be, respectively, derived from the slope and intercept of the Arrhenius plots, which can be used to compare the intrinsically catalytic activity of different catalysts and the relative amount of active sites. Reaction orders of both reactants and products are derived from the reaction rate equation and also fitted by the catalytic conversions below 15% without the mass transfer effect and heat transfer effect. According to the acquired reaction orders, the reaction mechanism can be proposed and even defined in some simple reactions. Therefore, investigations of chemical kinetics are of extreme importance and meaning in heterogeneous catalysis.",book:{id:"9415",slug:"advanced-oxidation-processes-applications-trends-and-prospects",title:"Advanced Oxidation Processes",fullTitle:"Advanced Oxidation Processes - Applications, Trends, and Prospects"},signatures:"Zhenhua Zhang, Li-Ping Fan and Yue-Juan Wang",authors:[{id:"312555",title:"Prof.",name:"Zhenhua",middleName:null,surname:"Zhang",slug:"zhenhua-zhang",fullName:"Zhenhua Zhang"},{id:"316868",title:"Ms.",name:"Li-Ping",middleName:null,surname:"Fan",slug:"li-ping-fan",fullName:"Li-Ping Fan"},{id:"316869",title:"Prof.",name:"Yue-Juan",middleName:null,surname:"Wang",slug:"yue-juan-wang",fullName:"Yue-Juan Wang"}]},{id:"77416",title:"Application of Water Quality Index for the Assessment of Water from Different Sources in Nigeria",slug:"application-of-water-quality-index-for-the-assessment-of-water-from-different-sources-in-nigeria",totalDownloads:516,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"Water quality index (WQI) provides a single number that expresses the overall water quality, at a certain location and time, based on several water quality parameters. The objective of WQI is to turn complex water quality data into information that is understandable and usable by the public. A number of indices have been developed to summarize water quality data in an easily expressible and easily understood format. The WQI is basically a mathematical means of calculating a single value from multiple test results. This chapter discusses, in detail, the application of a water quality index for the assessment of water quality to different several water sources in Nigeria.",book:{id:"9921",slug:"promising-techniques-for-wastewater-treatment-and-water-quality-assessment",title:"Promising Techniques for Wastewater Treatment and Water Quality Assessment",fullTitle:"Promising Techniques for Wastewater Treatment and Water Quality Assessment"},signatures:"Ruth Olubukola Ajoke Adelagun, Emmanuel Edet Etim and Oko Emmanuel Godwin",authors:[{id:"256167",title:"Dr.",name:"Emmanuel",middleName:null,surname:"Edet Etim",slug:"emmanuel-edet-etim",fullName:"Emmanuel Edet Etim"},{id:"345734",title:"Mr.",name:"Oko",middleName:null,surname:"Emmanuel Godwin",slug:"oko-emmanuel-godwin",fullName:"Oko Emmanuel Godwin"},{id:"345735",title:"Dr.",name:"Ruth",middleName:null,surname:"Olubukola Ajoke Adelagun",slug:"ruth-olubukola-ajoke-adelagun",fullName:"Ruth Olubukola Ajoke Adelagun"}]},{id:"71348",title:"Water Treatment and Desalination",slug:"water-treatment-and-desalination",totalDownloads:1049,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"Water covers a large area of the earth that reaches about three quarters of the surface of this planet, but we cannot say that all of this water is fresh or drinkable; according to many statistics, the percentage of fresh water reaches about 1% of the total water on earth. But with the great need for fresh water, whether for drinking or other purposes such as agriculture, the search for water treatment methods has become much larger. One of the most important of these methods that have been developed is desalination of seawater using desalination plants; therefore, we will address here the most important methods used in desalination and water treatment.",book:{id:"7645",slug:"desalination-challenges-and-opportunities",title:"Desalination",fullTitle:"Desalination - Challenges and Opportunities"},signatures:"Mona M. Amin Abdel-Fatah and Ghada Ahmed Al Bazedi",authors:[{id:"286268",title:"Associate Prof.",name:"Mona",middleName:null,surname:"Abdel-Fatah",slug:"mona-abdel-fatah",fullName:"Mona Abdel-Fatah"},{id:"295973",title:"Dr.",name:"Ghada",middleName:null,surname:"Al-Basedi",slug:"ghada-al-basedi",fullName:"Ghada Al-Basedi"}]},{id:"69228",title:"Advances in Passive Cooling Design: An Integrated Design Approach",slug:"advances-in-passive-cooling-design-an-integrated-design-approach",totalDownloads:2073,totalCrossrefCites:1,totalDimensionsCites:4,abstract:"Incorporating passive cooling devices within building design requires analysis of device variables and actions to improve cooling performance, maximize efficiency, and integrate with building elements. Improving devices performance requires understanding the relation of devices to design stages, building elements, and working mechanism, and actions performed by devices to enhance cooling process and effectiveness. Therefore, designers could integrate passive devices as intrinsic design elements. The current research introduces SARS as an innovative classification of passive devices based on cooling actions that are performed by a device like storing, avoidance, removal or slowing (SARS). All actions, devices, and variables were discussed and analyzed to help integrate them within design stages: analysis, designing, and performance. Understanding actions will help maximize the performance of the devices, combine two or more devices together, and integrate the devices’ deign in design process. Combining more devices together to perform more than one function will move passive design to a new level to become as whole building design approach and to be a core design element.",book:{id:"8496",slug:"zero-and-net-zero-energy",title:"Zero and Net Zero Energy",fullTitle:"Zero and Net Zero Energy"},signatures:"Ahmed A.Y. Freewan",authors:[{id:"284866",title:"Dr.",name:"Ahmed A.Y.",middleName:null,surname:"Freewan",slug:"ahmed-a.y.-freewan",fullName:"Ahmed A.Y. Freewan"}]}],onlineFirstChaptersFilter:{topicId:"287",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:87,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:98,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:287,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:9,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:139,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:0,numberOfUpcomingTopics:2,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!1},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:10,numberOfPublishedChapters:103,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:12,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:0,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!1},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:4,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:null,scope:"
\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
\r\n
\r\n\t
\r\n
\r\n\tThis Series focuses on covering research and applied research involving the five Ps through the following topics:
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\r\n\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
\r\n
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
\r\n
\r\n\t
\r\n
\r\n\t4. Climate Change and Environmental Sustainability comprising SDG 13 on Climate Action, SDG 14 on Life Below Water, and SDG 15 on Life on Land
\r\n
\r\n\t
\r\n
\r\n\t5. Urban Planning and Environmental Management embracing SDG 7 on Affordable Clean Energy, SDG 9 on Industry, Innovation and Infrastructure, and SDG 11 on Sustainable Cities and Communities.
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\r\n\tThe series also seeks to support the use of cross cutting SDGs, as many of the goals listed above, targets and indicators are all interconnected to impact our lives and the decisions we make on a daily basis, making them impossible to tie to a single topic.
",coverUrl:"https://cdn.intechopen.com/series/covers/24.jpg",latestPublicationDate:"May 19th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:0,editor:{id:"262440",title:"Prof.",name:"Usha",middleName:null,surname:"Iyer-Raniga",slug:"usha-iyer-raniga",fullName:"Usha Iyer-Raniga",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRYSXQA4/Profile_Picture_2022-02-28T13:55:36.jpeg",biography:"Usha Iyer-Raniga is a professor in the School of Property and Construction Management at RMIT University. Usha co-leads the One Planet Network’s Sustainable Buildings and Construction Programme (SBC), a United Nations 10 Year Framework of Programmes on Sustainable Consumption and Production (UN 10FYP SCP) aligned with Sustainable Development Goal 12. The work also directly impacts SDG 11 on Sustainable Cities and Communities. She completed her undergraduate degree as an architect before obtaining her Masters degree from Canada and her Doctorate in Australia. Usha has been a keynote speaker as well as an invited speaker at national and international conferences, seminars and workshops. Her teaching experience includes teaching in Asian countries. She has advised Austrade, APEC, national, state and local governments. She serves as a reviewer and a member of the scientific committee for national and international refereed journals and refereed conferences. She is on the editorial board for refereed journals and has worked on Special Issues. Usha has served and continues to serve on the Boards of several not-for-profit organisations and she has also served as panel judge for a number of awards including the Premiers Sustainability Award in Victoria and the International Green Gown Awards. Usha has published over 100 publications, including research and consulting reports. Her publications cover a wide range of scientific and technical research publications that include edited books, book chapters, refereed journals, refereed conference papers and reports for local, state and federal government clients. She has also produced podcasts for various organisations and participated in media interviews. She has received state, national and international funding worth over USD $25 million. Usha has been awarded the Quarterly Franklin Membership by London Journals Press (UK). Her biography has been included in the Marquis Who's Who in the World® 2018, 2016 (33rd Edition), along with approximately 55,000 of the most accomplished men and women from around the world, including luminaries as U.N. Secretary-General Ban Ki-moon. In 2017, Usha was awarded the Marquis Who’s Who Lifetime Achiever Award.",institutionString:null,institution:{name:"RMIT University",institutionURL:null,country:{name:"Australia"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:5,paginationItems:[{id:"91",title:"Sustainable Economy and Fair Society",coverUrl:"https://cdn.intechopen.com/series_topics/covers/91.jpg",isOpenForSubmission:!0,editor:{id:"181603",title:"Dr.",name:"Antonella",middleName:null,surname:"Petrillo",slug:"antonella-petrillo",fullName:"Antonella Petrillo",profilePictureURL:"https://mts.intechopen.com/storage/users/181603/images/system/181603.jpg",biography:"Antonella Petrillo is a Professor at the Department of Engineering of the University of Naples “Parthenope”, Italy. She received her Ph.D. in Mechanical Engineering from the University of Cassino. Her research interests include multi-criteria decision analysis, industrial plant, logistics, manufacturing and safety. She serves as an Associate Editor for the International Journal of the Analytic Hierarchy Process. She is a member of AHP Academy and a member of several editorial boards. She has over 160 Scientific Publications in International Journals and Conferences and she is the author of 5 books on Innovation and Decision Making in Industrial Applications and Engineering.",institutionString:null,institution:{name:"Parthenope University of Naples",institutionURL:null,country:{name:"Italy"}}},editorTwo:null,editorThree:null},{id:"92",title:"Health and Wellbeing",coverUrl:"https://cdn.intechopen.com/series_topics/covers/92.jpg",isOpenForSubmission:!0,editor:{id:"348225",title:"Prof.",name:"Ann",middleName:null,surname:"Hemingway",slug:"ann-hemingway",fullName:"Ann Hemingway",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035LZFoQAO/Profile_Picture_2022-04-11T14:55:40.jpg",biography:"Professor Hemingway is a public health researcher, Bournemouth University, undertaking international and UK research focused on reducing inequalities in health outcomes for marginalised and excluded populations and more recently focused on equine assisted interventions.",institutionString:null,institution:{name:"Bournemouth University",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null},{id:"93",title:"Inclusivity and Social Equity",coverUrl:"https://cdn.intechopen.com/series_topics/covers/93.jpg",isOpenForSubmission:!0,editor:{id:"210060",title:"Prof. Dr.",name:"Ebba",middleName:null,surname:"Ossiannilsson",slug:"ebba-ossiannilsson",fullName:"Ebba Ossiannilsson",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6LkBQAU/Profile_Picture_2022-02-28T13:31:48.png",biography:'Professor Dr. Ebba Ossiannilsson is an independent researcher, expert, consultant, quality auditor and influencer in the fields of open, flexible online and distance learning (OFDL) and the "new normal". Her focus is on quality, innovation, leadership, and personalised learning. She works primarily at the strategic and policy levels, both nationally and internationally, and with key international organisations. She is committed to promoting and improving OFDL in the context of SDG4 and the future of education. Ossiannilsson has more than 20 years of experience in her current field, but more than 40 years in the education sector. She works as a reviewer and expert for the European Commission and collaborates with the Joint Research Centre for Quality in Open Education. Ossiannilsson also collaborates with ITCILO and ICoBC (International Council on Badges and Credentials). She is a member of the ICDE Board of Directors and has previously served on the boards of EDEN and EUCEN. Ossiannilsson is a quality expert and reviewer for ICDE, EDEN and the EADTU. She chairs the ICDE OER Advocacy Committee and is a member of the ICDE Quality Network. She is regularly invited as a keynote speaker at conferences. She is a guest editor for several special issues and a member of the editorial board of several scientific journals. She has published more than 200 articles and is currently working on book projects in the field of OFDL. Ossiannilsson is a visiting professor at several international universities and was recently appointed Professor and Research Fellow at Victoria University of Wellington, NZ. Ossiannilsson has been awarded the following fellowships: EDEN Fellows, EDEN Council of Fellows, and Open Education Europe. She is a ICDE OER Ambassador, Open Education Europe Ambassador, GIZ Ambassador for Quality in Digital Learning, and part of the Globe-Community of Digital Learning and Champion of SPARC Europe. On a national level, she is a quality developer at the Swedish Institute for Standards (SIS) and for ISO. She is a member of the Digital Skills and Jobs Coalition Sweden and Vice President of the Swedish Association for Distance Education. She is currently working on a government initiative on quality in distance education at the National Council for Higher Education. She holds a Ph.D. from the University of Oulu, Finland.',institutionString:"Swedish Association for Distance Education, Sweden",institution:null},editorTwo:null,editorThree:null},{id:"94",title:"Climate Change and Environmental Sustainability",coverUrl:"https://cdn.intechopen.com/series_topics/covers/94.jpg",isOpenForSubmission:!1,editor:null,editorTwo:null,editorThree:null},{id:"95",title:"Urban Planning and Environmental Management",coverUrl:"https://cdn.intechopen.com/series_topics/covers/95.jpg",isOpenForSubmission:!0,editor:{id:"181079",title:"Dr.",name:"Christoph",middleName:null,surname:"Lüthi",slug:"christoph-luthi",fullName:"Christoph Lüthi",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRHSqQAO/Profile_Picture_2022-04-12T15:51:33.png",biography:"Dr. Christoph Lüthi is an urban infrastructure planner with over 25 years of experience in planning and design of urban infrastructure in middle and low-income countries. He holds a Master’s Degree in Urban Development Planning from the University College of London (UCL), and a Ph.D. in Urban Planning & Engineering from TU Berlin. He has conducted applied research on urban planning and infrastructure issues in over 20 countries in Africa and Asia. In 2005 he joined Eawag-Sandec as Leader of the Strategic Environmental Sanitation Planning Group. 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