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It is proposed to consider the helicopter rotor and the behind vortex column as a system of discrete vortex cylinders. This allows building a matrix of the influence of the vortex system under consideration on any set of points, for example, the calculated points on the rotor itself, on the tail rotor, etc. The model allows calculating inductive velocities at any point near the helicopter using matrix multiplication operation. It is shown that the classical results for the momentum theory remain constant even in the discrete simulation of the helicopter rotor vortex system. The structure of the air flow behind the rotor and the simulation results obtained by the proposed method is compared with the structure of the tip vortices and the results of the blade vortex theory. In addition, the experimental data were compared with the simulation results to verify the correctness of the model under real operating conditions by the helicopter trimming.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/72918",risUrl:"/chapter/ris/72918",book:{id:"10080",slug:"vortex-dynamics-theories-and-applications"},signatures:"Evgeny Nikolaev and Maria Nikolaeva",authors:[{id:"314415",title:"Dr.",name:"Evgeny",middleName:null,surname:"Nikolaev",fullName:"Evgeny Nikolaev",slug:"evgeny-nikolaev",email:"nikjhon@yandex.ru",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"328042",title:"Dr.",name:"Maria",middleName:null,surname:"Nikolaeva",fullName:"Maria Nikolaeva",slug:"maria-nikolaeva",email:"antoshkina.m@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:null,chapterReferences:null,footnotes:null,contributors:null,corrections:null},book:{id:"10080",type:"book",title:"Vortex Dynamics Theories and Applications",subtitle:null,fullTitle:"Vortex Dynamics Theories and Applications",slug:"vortex-dynamics-theories-and-applications",publishedDate:"December 9th 2020",bookSignature:"Zambri Harun",coverURL:"https://cdn.intechopen.com/books/images_new/10080.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-83962-617-3",printIsbn:"978-1-83962-616-6",pdfIsbn:"978-1-83962-618-0",reviewType:"peer-reviewed",numberOfWosCitations:3,isAvailableForWebshopOrdering:!0,editors:[{id:"243152",title:"Dr.",name:"Zambri",middleName:null,surname:"Harun",slug:"zambri-harun",fullName:"Zambri Harun"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"935"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},chapters:[{id:"73094",type:"chapter",title:"The Role of Micro Vortex in the Environmental and Biological Processes",slug:"the-role-of-micro-vortex-in-the-environmental-and-biological-processes",totalDownloads:515,totalCrossrefCites:0,signatures:"Benjamin Oyegbile, Brian Oyegbile and Guven Akdogan",reviewType:"peer-reviewed",authors:[{id:"236404",title:"Dr.",name:"Benjamin",middleName:null,surname:"Oyegbile",fullName:"Benjamin Oyegbile",slug:"benjamin-oyegbile"},{id:"245434",title:"Prof.",name:"Guven",middleName:null,surname:"Akdogan",fullName:"Guven Akdogan",slug:"guven-akdogan"},{id:"326010",title:"Dr.",name:"Brian",middleName:null,surname:"Oyegbile",fullName:"Brian Oyegbile",slug:"brian-oyegbile"}]},{id:"71906",type:"chapter",title:"Vortices in Rotating and Gravitating Gas Disk and in a Protoplanetary Disk",slug:"vortices-in-rotating-and-gravitating-gas-disk-and-in-a-protoplanetary-disk",totalDownloads:504,totalCrossrefCites:1,signatures:"Martin G. 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Afonso",slug:"carlos-a.m.-afonso"}]},{id:"13914",title:"Physicochemical Properties of Ionic Liquids Containing N-alkylamine-Silver(I) Complex Cations or Protic N-alkylaminium Cations",slug:"physicochemical-properties-of-ionic-liquids-containing-n-alkylamine-silver-i-complex-cations-or-prot",signatures:"Masayasu Iida and Hua Er",authors:[{id:"17340",title:"Prof.",name:"Masayasu",middleName:null,surname:"Iida",fullName:"Masayasu Iida",slug:"masayasu-iida"},{id:"21538",title:"Dr.",name:"Hua",middleName:null,surname:"Er",fullName:"Hua Er",slug:"hua-er"}]},{id:"13915",title:"Physical Properties of Binary Mixtures of ILs with Water and Ethanol. A Review.",slug:"physical-properties-of-binary-mixtures-of-ils-with-water-and-ethanol-a-review-",signatures:"Oscar Cabeza, Sandra García-Garabal, Luisa Segade, Montserrat Domínguez-Pérez, Esther Rilo and Luis M. Varela",authors:[{id:"18729",title:"Prof.",name:"Luis M.",middleName:null,surname:"Varela",fullName:"Luis M. Varela",slug:"luis-m.-varela"},{id:"18894",title:"Prof.",name:"Oscar",middleName:null,surname:"Cabeza",fullName:"Oscar Cabeza",slug:"oscar-cabeza"},{id:"20837",title:"Prof.",name:"Luisa",middleName:null,surname:"Segade",fullName:"Luisa Segade",slug:"luisa-segade"},{id:"20838",title:"Prof.",name:"Sandra",middleName:null,surname:"García-Garabal",fullName:"Sandra García-Garabal",slug:"sandra-garcia-garabal"},{id:"20839",title:"Dr.",name:"Montserrat",middleName:null,surname:"Domínguez-Pérez",fullName:"Montserrat Domínguez-Pérez",slug:"montserrat-dominguez-perez"},{id:"20840",title:"Dr.",name:"Esther",middleName:null,surname:"Rilo",fullName:"Esther Rilo",slug:"esther-rilo"}]},{id:"13916",title:"Photochromism in Ionic Liquids. Theory and Applications",slug:"photochromism-in-ionic-liquids-theory-and-applications",signatures:"Fernando Pina and Luís C. Branco",authors:[{id:"18681",title:"Dr.",name:"Luis C.",middleName:null,surname:"Branco",fullName:"Luis C. Branco",slug:"luis-c.-branco"},{id:"18696",title:"Dr.",name:"Fernando",middleName:null,surname:"Pina",fullName:"Fernando Pina",slug:"fernando-pina"}]},{id:"13917",title:"Dynamic Heterogeneity in Room-Temperature Ionic Liquids",slug:"dynamic-heterogeneity-in-room-temperature-ionic-liquids",signatures:"Daun Jeong, Daekeon Kim, M. Y. Choi, Hyung J. Kim and YounJoon Jung",authors:[{id:"19967",title:"Prof.",name:"YounJoon",middleName:null,surname:"Jung",fullName:"YounJoon Jung",slug:"younjoon-jung"},{id:"20801",title:"Dr.",name:"Daun",middleName:null,surname:"Jeong",fullName:"Daun Jeong",slug:"daun-jeong"},{id:"20802",title:"Prof.",name:"Daekeon",middleName:null,surname:"Kim",fullName:"Daekeon Kim",slug:"daekeon-kim"},{id:"20805",title:"Prof.",name:"Hyung J.",middleName:null,surname:"Kim",fullName:"Hyung J. Kim",slug:"hyung-j.-kim"},{id:"20806",title:"Prof.",name:"M. Y.",middleName:null,surname:"Choi",fullName:"M. Y. Choi",slug:"m.-y.-choi"}]},{id:"14823",title:"Peculiarities of Intramolecular Motions in Ionic Liquids",slug:"peculiarities-of-intramolecular-motions-in-ionic-liquids",signatures:"Alexander Kokorin",authors:[{id:"19816",title:"Prof.",name:"Alexander",middleName:null,surname:"Kokorin",fullName:"Alexander Kokorin",slug:"alexander-kokorin"}]},{id:"13919",title:"Atom Substitution Effects in Ionic Liquids: A Microscopic View by Femtosecond Raman-Induced Kerr Effect Spectroscopy",slug:"atom-substitution-effects-in-ionic-liquids-a-microscopic-view-by-femtosecond-raman-induced-kerr-effe",signatures:"Hideaki Shirota and Hiroki Fukazawa",authors:[{id:"18833",title:"Dr.",name:"Hideaki",middleName:null,surname:"Shirota",fullName:"Hideaki Shirota",slug:"hideaki-shirota"},{id:"26650",title:"Dr.",name:"Hiroki",middleName:null,surname:"Fukazawa",fullName:"Hiroki Fukazawa",slug:"hiroki-fukazawa"}]},{id:"13920",title:"Interactions between Organic Compounds and Ionic Liquids. Selectivity and Capacity Characteristics of Ionic Liquids",slug:"interactions-between-organic-compounds-and-ionic-liquids-selectivity-and-capacity-characteristics-of",signatures:"Fabrice Mutelet and Jean-Noël Jaubert",authors:[{id:"21249",title:"Prof.",name:"Jean-Noel",middleName:null,surname:"Jaubert",fullName:"Jean-Noel Jaubert",slug:"jean-noel-jaubert"},{id:"186677",title:"Dr.",name:"Fabrice",middleName:null,surname:"Mutelet",fullName:"Fabrice Mutelet",slug:"fabrice-mutelet"}]},{id:"13921",title:"Nonaqueous Microemulsions Containing Ionic Liquids – Properties and Applications",slug:"nonaqueous-microemulsions-containing-ionic-liquids-properties-and-applications",signatures:"Oliver Zech, Agnes Harrar and Werner Kunz",authors:[{id:"18934",title:"Dr.",name:"Werner",middleName:null,surname:"Kunz",fullName:"Werner Kunz",slug:"werner-kunz"},{id:"18949",title:"Dr.",name:"Oliver",middleName:null,surname:"Zech",fullName:"Oliver Zech",slug:"oliver-zech"},{id:"18950",title:"Dr.",name:"Agnes",middleName:null,surname:"Kolodziejski",fullName:"Agnes Kolodziejski",slug:"agnes-kolodziejski"}]},{id:"13922",title:"H/D Effects of Water in Room Temperature Ionic Liquids",slug:"h-d-effects-of-water-in-room-temperature-ionic-liquids",signatures:"Hiroshi Abe and Yukihiro Yoshimura",authors:[{id:"17506",title:"Dr.",name:"Hiroshi",middleName:null,surname:"Abe",fullName:"Hiroshi Abe",slug:"hiroshi-abe"},{id:"17508",title:"Dr.",name:"Yukihiro",middleName:null,surname:"Yoshimura",fullName:"Yukihiro Yoshimura",slug:"yukihiro-yoshimura"}]},{id:"13923",title:"Using Molecular Modelling Tools to Understand the Thermodynamic Behaviour of Ionic Liquids",slug:"using-molecular-modelling-tools-to-understand-the-thermodynamic-behaviour-of-ionic-liquids",signatures:"Lourdes F. Vega, Oriol Vilaseca, Edoardo Valente, Jordi S. Andreu, Fèlix Llovell, and Rosa M. Marcos",authors:[{id:"20071",title:"Prof.",name:"Lourdes F.",middleName:null,surname:"Vega",fullName:"Lourdes F. Vega",slug:"lourdes-f.-vega"},{id:"20072",title:"Dr.",name:"Felix",middleName:null,surname:"Llovell",fullName:"Felix Llovell",slug:"felix-llovell"},{id:"20073",title:"Mr.",name:"Oriol",middleName:null,surname:"Vilaseca",fullName:"Oriol Vilaseca",slug:"oriol-vilaseca"},{id:"20074",title:"Prof.",name:"Rosa M.",middleName:null,surname:"Marcos",fullName:"Rosa M. Marcos",slug:"rosa-m.-marcos"},{id:"36504",title:"Mr.",name:"Edoardo",middleName:null,surname:"Valente",fullName:"Edoardo Valente",slug:"edoardo-valente"},{id:"36505",title:"Mr.",name:"Jordi S.",middleName:null,surname:"Andreu",fullName:"Jordi S. Andreu",slug:"jordi-s.-andreu"}]},{id:"13924",title:"Self-Consistent Mean-Field Theory for Room-Temperature Ionic Liquids",slug:"self-consistent-mean-field-theory-for-room-temperature-ionic-liquids",signatures:"Yansen Lauw and Frans Leermakers",authors:[{id:"17090",title:"Dr.",name:"Yansen",middleName:null,surname:"Lauw",fullName:"Yansen Lauw",slug:"yansen-lauw"},{id:"18160",title:"Prof.",name:"Frans",middleName:null,surname:"Leermakers",fullName:"Frans Leermakers",slug:"frans-leermakers"}]},{id:"13925",title:"Pseudolattice Theory of Ionic Liquids",slug:"pseudolattice-theory-of-ionic-liquids",signatures:"L. M. Varela, J. Carrete, M. García, J. R. Rodríguez, L.J. Gallego, M. Turmine and O. Cabeza",authors:[{id:"18729",title:"Prof.",name:"Luis M.",middleName:null,surname:"Varela",fullName:"Luis M. Varela",slug:"luis-m.-varela"},{id:"18894",title:"Prof.",name:"Oscar",middleName:null,surname:"Cabeza",fullName:"Oscar Cabeza",slug:"oscar-cabeza"},{id:"19987",title:"Prof.",name:"Jesús",middleName:null,surname:"Carrete",fullName:"Jesús Carrete",slug:"jesus-carrete"},{id:"19988",title:"Prof.",name:"Manuel",middleName:null,surname:"García",fullName:"Manuel García",slug:"manuel-garcia"},{id:"19989",title:"Prof.",name:"Julio R.",middleName:null,surname:"Rodriguez",fullName:"Julio R. Rodriguez",slug:"julio-r.-rodriguez"},{id:"24846",title:"Prof.",name:"Mireille",middleName:null,surname:"Turmine",fullName:"Mireille Turmine",slug:"mireille-turmine"}]},{id:"13926",title:"Ionic Liquids as Designer Solvents for the Synthesis of Metal Nanoparticles",slug:"ionic-liquids-as-designer-solvents-for-the-synthesis-of-metal-nanoparticles",signatures:"Vipul Bansal and Suresh K. Bhargava",authors:[{id:"17718",title:"Dr.",name:"Vipul",middleName:null,surname:"Bansal",fullName:"Vipul Bansal",slug:"vipul-bansal"},{id:"20769",title:"Prof.",name:"Suresh K.",middleName:null,surname:"Bhargava",fullName:"Suresh K. Bhargava",slug:"suresh-k.-bhargava"}]},{id:"13927",title:"Evaluation of Mobility, Diffusion Coefficient and Density of Charge Carriers in Ionic Liquids and Novel Electrolytes Based on a New Model for Dielectric Response",slug:"evaluation-of-mobility-diffusion-coefficient-and-density-of-charge-carriers-in-ionic-liquids-and-nov",signatures:"T.M.W.J. Bandara and B.-E. Mellander",authors:[{id:"17183",title:"Dr.",name:"Bandara",middleName:null,surname:"T. M. Wijendra Jayalath",fullName:"Bandara T. M. Wijendra Jayalath",slug:"bandara-t.-m.-wijendra-jayalath"},{id:"20679",title:"Prof.",name:"Bengt-Erik",middleName:null,surname:"Mellander",fullName:"Bengt-Erik Mellander",slug:"bengt-erik-mellander"}]},{id:"13928",title:"Aggregates in Ionic Liquids and Applications Thereof",slug:"aggregates-in-ionic-liquids-and-applications-thereof",signatures:"J. D. Marty and N. Lauth de Viguerie",authors:[{id:"18958",title:"Dr.",name:"Jean-Daniel",middleName:null,surname:"Marty",fullName:"Jean-Daniel Marty",slug:"jean-daniel-marty"},{id:"18961",title:"Prof.",name:"Nancy",middleName:null,surname:"Lauth-De Viguerie",fullName:"Nancy Lauth-De Viguerie",slug:"nancy-lauth-de-viguerie"}]},{id:"13929",title:"Supramolecular Structures in the Presence of Ionic Liquids",slug:"supramolecular-structures-in-the-presence-of-ionic-liquids",signatures:"Xinghai Shen, Qingde Chen, Jingjing Zhang and Pei Fu",authors:[{id:"21300",title:"Dr.",name:"Xinghai",middleName:null,surname:"Shen",fullName:"Xinghai Shen",slug:"xinghai-shen"},{id:"21339",title:"Dr.",name:"Qingde",middleName:null,surname:"Chen",fullName:"Qingde Chen",slug:"qingde-chen"},{id:"21340",title:"Dr.",name:"Jingjing",middleName:null,surname:"Zhang",fullName:"Jingjing Zhang",slug:"jingjing-zhang"},{id:"21341",title:"Prof.",name:"Pei",middleName:null,surname:"Fu",fullName:"Pei Fu",slug:"pei-fu"}]},{id:"13930",title:"Formation of Complexes in RTIL and Ion Separations",slug:"formation-of-complexes-in-rtil-and-ion-separations",signatures:"Konstantin Popov, Andrei Vendilo, Igor Pletnev, Marja Lajunen, Hannu Rönkkömäki and Lauri H.J. Lajunen",authors:[{id:"18856",title:"Prof.",name:"Konstantin",middleName:null,surname:"Popov",fullName:"Konstantin Popov",slug:"konstantin-popov"},{id:"18860",title:"Prof.",name:"Marja",middleName:null,surname:"Lajunen",fullName:"Marja Lajunen",slug:"marja-lajunen"}]},{id:"13931",title:"The Design of Nanoscale Inorganic Materials with Controlled Size and Morphology by Ionic Liquids",slug:"the-design-of-nanoscale-inorganic-materials-with-controlled-size-and-morphology-by-ionic-liquids",signatures:"Elaheh Kowsari",authors:[{id:"16210",title:"Dr.",name:"Elaheh",middleName:null,surname:"Kowsari",fullName:"Elaheh Kowsari",slug:"elaheh-kowsari"}]},{id:"13932",title:"Synthesis of Novel Nanoparticle - Nanocarbon Conjugates Using Plasma in Ionic Liquid",slug:"synthesis-of-novel-nanoparticle-nanocarbon-conjugates-using-plasma-in-ionic-liquid",signatures:"Toshiro Kaneko and Rikizo Hatakeyama",authors:[{id:"19594",title:"Prof.",name:"Toshiro",middleName:null,surname:"Kaneko",fullName:"Toshiro Kaneko",slug:"toshiro-kaneko"},{id:"19595",title:"Prof.",name:"Rikizo",middleName:null,surname:"Hatakeyama",fullName:"Rikizo Hatakeyama",slug:"rikizo-hatakeyama"}]},{id:"13933",title:"Nanoparticle Preparation in Room-Temperature Ionic Liquid under Vacuum Condition",slug:"nanoparticle-preparation-in-room-temperature-ionic-liquid-under-vacuum-condition",signatures:"Tetsuya Tsuda, Akihito Imanishi, Tsukasa Torimoto and Susumu Kuwabata",authors:[{id:"18431",title:"Dr.",name:"Tetsuya",middleName:null,surname:"Tsuda",fullName:"Tetsuya Tsuda",slug:"tetsuya-tsuda"},{id:"20450",title:"Prof.",name:"Tsukasa",middleName:null,surname:"Torimoto",fullName:"Tsukasa Torimoto",slug:"tsukasa-torimoto"},{id:"20451",title:"Prof.",name:"Susumu",middleName:null,surname:"Kuwabata",fullName:"Susumu Kuwabata",slug:"susumu-kuwabata"},{id:"20467",title:"Prof.",name:"Akihito",middleName:null,surname:"Imanishi",fullName:"Akihito Imanishi",slug:"akihito-imanishi"}]},{id:"13934",title:"Perspectives of Ionic Liquids Applications for Clean Oilfield Technologies",slug:"perspectives-of-ionic-liquids-applications-for-clean-oilfield-technologies",signatures:"Rafael Martínez-Palou and Patricia Flores Sánche",authors:[{id:"18064",title:"Dr.",name:"Rafael",middleName:null,surname:"Martínez Palou",fullName:"Rafael Martínez Palou",slug:"rafael-martinez-palou"},{id:"24168",title:"Dr.",name:"Patricia",middleName:null,surname:"Flores Sánchez",fullName:"Patricia Flores Sánchez",slug:"patricia-flores-sanchez"}]},{id:"13935",title:"Ionic Liquid Based Electrolytes for Dye-Sensitized Solar Cells",slug:"ionic-liquid-based-electrolytes-for-dye-sensitized-solar-cells",signatures:"Chuan-Pei Lee, Po-Yen Chen and Kuo-Chuan Ho",authors:[{id:"5989",title:"Prof.",name:"Kuo-Chuan",middleName:null,surname:"Ho",fullName:"Kuo-Chuan Ho",slug:"kuo-chuan-ho"},{id:"30213",title:"Dr.",name:"Chuan-Pei",middleName:null,surname:"Lee",fullName:"Chuan-Pei Lee",slug:"chuan-pei-lee"},{id:"30223",title:"BSc.",name:"Po-Yen",middleName:null,surname:"Chen",fullName:"Po-Yen Chen",slug:"po-yen-chen"}]},{id:"13936",title:"Quaternary Ammonium and Phosphonium Ionic Liquids in Chemical and Environmental Engineering",slug:"quaternary-ammonium-and-phosphonium-ionic-liquids-in-chemical-and-environmental-engineering",signatures:"Anja Stojanovic, Cornelia Morgenbesser, Daniel Kogelnig, Regina Krachler and Bernhard K. Keppler",authors:[{id:"17516",title:"Dr.",name:"Daniel",middleName:null,surname:"Kogelnig",fullName:"Daniel Kogelnig",slug:"daniel-kogelnig"},{id:"20872",title:"Dr.",name:"Anja",middleName:null,surname:"Stojanovic",fullName:"Anja Stojanovic",slug:"anja-stojanovic"},{id:"20873",title:"Dr.",name:"Regina",middleName:null,surname:"Krachler",fullName:"Regina Krachler",slug:"regina-krachler"},{id:"20874",title:"Dr.",name:"Bernhard K.",middleName:null,surname:"Keppler",fullName:"Bernhard K. Keppler",slug:"bernhard-k.-keppler"},{id:"24420",title:"MSc.",name:"Cornelia",middleName:null,surname:"Morgenbesser",fullName:"Cornelia Morgenbesser",slug:"cornelia-morgenbesser"}]},{id:"13937",title:"Ionic Liquids within Microfluidic Devices",slug:"ionic-liquids-within-microfluidic-devices",signatures:"Marina Cvjetko and Polona Žnidaršič-Plazl",authors:[{id:"18755",title:"Dr.",name:"Polona",middleName:null,surname:"Žnidaršič-Plazl",fullName:"Polona Žnidaršič-Plazl",slug:"polona-znidarsic-plazl"},{id:"23486",title:"Ms.",name:"Marina",middleName:null,surname:"Cvjetko Bubalo",fullName:"Marina Cvjetko Bubalo",slug:"marina-cvjetko-bubalo"}]},{id:"13938",title:"Ionic Liquids: Methods of Degradation and Recovery",slug:"ionic-liquids-methods-of-degradation-and-recovery",signatures:"E.M. Siedlecka, M. Czerwicka, J.Neumann, P. Stepnowski, J.F Fernández and J. Thöming",authors:[{id:"14871",title:"Prof.",name:"Jorg",middleName:null,surname:"Thöming",fullName:"Jorg Thöming",slug:"jorg-thoming"},{id:"20897",title:"Dr.",name:"Ewa Maria",middleName:null,surname:"Siedlecka",fullName:"Ewa Maria Siedlecka",slug:"ewa-maria-siedlecka"},{id:"21083",title:"Dr.",name:"Malgorzata",middleName:null,surname:"Czerwicka",fullName:"Malgorzata Czerwicka",slug:"malgorzata-czerwicka"},{id:"21084",title:"Prof.",name:"Piotr",middleName:null,surname:"Stepnowski",fullName:"Piotr Stepnowski",slug:"piotr-stepnowski"},{id:"24146",title:"Dr.",name:"Jennifer",middleName:null,surname:"Neumann",fullName:"Jennifer Neumann",slug:"jennifer-neumann"}]},{id:"13939",title:"Progress in Paramagnetic Ionic Liquids",slug:"progress-in-paramagnetic-ionic-liquids",signatures:"Yukihiro Yoshida and Gunzi Saito",authors:[{id:"17739",title:"Dr.",name:"Yukihiro",middleName:null,surname:"Yoshida",fullName:"Yukihiro Yoshida",slug:"yukihiro-yoshida"},{id:"20755",title:"Prof.",name:"Gunzi",middleName:null,surname:"Saito",fullName:"Gunzi Saito",slug:"gunzi-saito"}]}]}],publishedBooks:[{type:"book",id:"72",title:"Ionic Liquids",subtitle:"Theory, Properties, New Approaches",isOpenForSubmission:!1,hash:"d94ffa3cfa10505e3b1d676d46fcd3f5",slug:"ionic-liquids-theory-properties-new-approaches",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/72.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"327",title:"Ionic Liquids",subtitle:"Classes and Properties",isOpenForSubmission:!1,hash:"659a4b5cbf7f388a9e559b5b558006ca",slug:"ionic-liquids-classes-and-properties",bookSignature:"Scott T. Handy",coverURL:"https://cdn.intechopen.com/books/images_new/327.jpg",editedByType:"Edited by",editors:[{id:"42658",title:"Prof.",name:"Scott",surname:"Handy",slug:"scott-handy",fullName:"Scott Handy"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1300",title:"Applications of Ionic Liquids in Science and Technology",subtitle:null,isOpenForSubmission:!1,hash:"45c85b0f82277e20691ffd487d5fecd6",slug:"applications-of-ionic-liquids-in-science-and-technology",bookSignature:"Scott Handy",coverURL:"https://cdn.intechopen.com/books/images_new/1300.jpg",editedByType:"Edited by",editors:[{id:"42658",title:"Prof.",name:"Scott",surname:"Handy",slug:"scott-handy",fullName:"Scott Handy"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1373",title:"Ionic Liquids",subtitle:"Applications and Perspectives",isOpenForSubmission:!1,hash:"5e9ae5ae9167cde4b344e499a792c41c",slug:"ionic-liquids-applications-and-perspectives",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/1373.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3178",title:"Ionic Liquids",subtitle:"New Aspects for the Future",isOpenForSubmission:!1,hash:"2ef68ccc1945a4fc50c6c212bc2f0bd3",slug:"ionic-liquids-new-aspects-for-the-future",bookSignature:"Jun-ichi Kadokawa",coverURL:"https://cdn.intechopen.com/books/images_new/3178.jpg",editedByType:"Edited by",editors:[{id:"16342",title:"Dr.",name:"Jun-ichi",surname:"Kadokawa",slug:"jun-ichi-kadokawa",fullName:"Jun-ichi Kadokawa"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}],publishedBooksByAuthor:[]},onlineFirst:{chapter:{type:"chapter",id:"81524",title:"Impact of Integrated Science and Mathematics Instruction on Middle School Science and Mathematics Achievement",doi:"10.5772/intechopen.104082",slug:"impact-of-integrated-science-and-mathematics-instruction-on-middle-school-science-and-mathematics-ac",body:'Science and mathematics integration has become increasingly popular in recent years. In the USA, the National Council of Teachers of Mathematics [1] and the National Science Teachers Association (NSTA) [2], continuously highlight the benefits of integrating science and mathematics to improve the quality of education. Education researchers have advocated for the implementation of educational initiatives that emphasize a science and mathematics integrated curriculum, such as the Mathematics Common Core State Standards (CCSS-M) and the Next Generation Science Standards (NGSS) [3]. A well-recognized benefit of integrated instruction is its alignment with student-centered approaches to learning that promote critical thinking (e.g., [4, 5, 6] interest [7], motivation [8] and cognitive engagement [9, 10, 11]. Indeed, integrated STEM (science, technology, engineering, and mathematics) can shift and shape STEM beliefs and engagement [12]. Despite the promise of these efforts, additional evidence of its impact on student science and math achievement is needed [13, 14].
Thus, the main purpose of this study was to examine the impact of integrated science and mathematics instruction on middle school student achievement and to examine if the impact varies by classroom disciplinary context (i.e., whether integrated instruction occurred in mathematics classrooms or science classrooms) or by student gender. A secondary purpose is to examine the extent to which integrated science and mathematics instruction is a predictor of student science and mathematics achievement beyond student ethnicity, gender, or classroom disciplinary context. These analyses will also provide information about the degree to which the impact of integrated instruction is shared equally among student of different ethnicities and genders.
Although there are several definitions of science and mathematics integration, three definitions serve as the foundation for the definition applied in this study. Ref. [15] proposed the Berlin-White Integrated Science and Mathematics (BWISM) model that emphasizes the need to integrate big ideas that are common in both science and mathematics to enhance integration of the curriculum. A second definition, proposed by [16] underscores integrated instruction happens when there is alignment between content of the CCSS-M and NGSS. For instance, two disciplinary practices that align with the CCSS-M and NGSS are the use of arguments. The NGSS promotes activities in which students engage in arguments from evidence, while the CCSS-M encourages students to make viable arguments and critique the reasoning of others when learning new mathematical concepts [13]. Therefore, teachers can design activities in which students make interdisciplinary connections to further understand specific topics pertaining to both science and mathematics. These two integration perspectives draw attention to the synergistic relationship between science and mathematics content and disciplinary practices. These synergistic relationships refer to concepts that mutually correspond to both science and mathematics, which may also overlap in disciplinary norms, cognitive demand, or complex problem-solving [13]. For instance, teachers can integrate science and math instruction by teaching students inductive and deductive reasoning strategies to find patterns in both science and mathematics activities [15]. In this context, teachers exploit mathematical concepts such as differential equations (functions) to teach about exponential growth and decay within ecosystems in relation to specific populations.
Consequently, instruction that emphasizes synergistic relationships between science and mathematics provides students with interdisciplinary connections that helps them understand and make deeper connections with content concepts [17, 18, 19]. The third definition proposed by [20, 21] highlights the importance of using the integration continuum model to assess progress towards fully integrated practice. This model reflects overlapping elements between mathematics and science in instruction. That is, movement along the continuum represents different levels of integration whereas the ends of the continuum signal non-integrated practice [21]. Informed by these approaches to integration, we define integration as instruction that “coordinates the teaching of science and mathematics through engagement with disciplinary practices and/or coordinating concepts” [13].
Advocates for integrated instruction argue that (a) deep understanding depends upon connections between ideas and (b) integrated instruction better resembles problems people will face in the real-world [22]. Previous studies provide the theoretical justification as well as initial empirical evidence that integrated instruction leads to increases in math and science achievement [23, 24], student interest [25, 26], and creativity [27]. More recent quasi-experimental methods and randomized controlled trials provide further empirical evidence that the use of integration increases student interest [28], math and science achievement [29], and problem-solving skills [30]. For example, [30] separated 4th grade students into an integrated math-science group and a control group (N = 117). Both groups of students studied the same topics for 8 weeks and took a problem-solving skills pre-test and a post-test. Results indicated that the integrated instruction group had a larger increase in problem solving skills than the control group. Similarly, [29] collected science assessments and attitude surveys from students in 8th grade math-science integrated classrooms and compared them to non-integrated classrooms (N = 1695). They found students in integrated classrooms had higher confidence in graphing, understanding of math-science integrated concepts and female students outperformed male students in science. We build on these studies by examining the impact of integrated instruction on science and mathematics achievement and explore the relationship between opportunity to engage in integrated instruction and achievement. We also examine if these opportunities had a differential impact based on student ethnicity or gender.
This study was part of a larger research study investigating the effectiveness of an intensive middle school integrated science and mathematics teacher development project: The Middle School Math and Science Integration program (MS)2. This larger project was a three-year state-wide teacher development program providing teachers with a master’s degree in multidisciplinary science and mathematics instruction in a hybrid environment. Program coursework and activities were designed to develop teachers’ content and pedagogical knowledge to implement integrated instruction. Teachers took synchronous online courses over the fall and spring semesters and engaged in intensive face-to-face instruction over extended summer sessions. Initial evidence of positive impact on teacher learning and practice has been published elsewhere [13]. The focus of this paper is to report on the impact of integrated instruction on middle school students’ science and mathematics achievement.
The main goal of the larger teacher-training project was to increase teachers’ pedagogical content knowledge (PCK) [31] Three education courses aimed to: (a) expose teachers multiple integration approaches; (b) provide multiple models of fully integrated lessons; and (c) provide meaningful opportunities to situate these lessons in culturally and linguistically diverse classroom contexts. Two mathematics and seven science content courses served to engage teachers in complex science and math content and problem solving intended to support teachers’ development of content knowledge needed to construct and implement effective integration lessons. Three of the content science courses were taught in an integrated manner. In these courses, a science professor (i.e., biology or physics professor) co-taught with a mathematics professor to provide teachers with experience in integrated instruction at the professional level. Thus, were simultaneously enrolled in both a science and mathematics course that were designed to complement the content of the other discipline.
To support learning of science and mathematics disciplinary practices, teachers were also provided with opportunities to engage in mathematics and scientific communities through local and national research lab participation. Required research lab experiences further supported the development of these
What is the impact of math and science integrated instruction on student achievement? Does math or science achievement vary by disciplinary context?
What classroom (disciplinary context and level of integration opportunities) and student factors (ethnicity, gender) significantly predict science and mathematics achievement?
A 2 [instruction group: [(MS)2 or comparison] by 2 (discipline context: math or science classroom) by 2 (gender: male or female) factorial research design was implemented to answer the research questions. Table 1 presents the research design and sample sizes for each cell. For the first research question, a multivariate analysis of variance (MANOVA) with instruction group, discipline, and gender as fixed factors and mathematics and science achievement scores as dependent variables. For the second research question, two multiple regression analyses were performed with five predictor variables (instruction group, discipline context, integration opportunities, ethnicity, and gender) and mathematics or science achievement scores were the outcome variable.
(MS)2 | (MS)2 | Control | Control | |||
---|---|---|---|---|---|---|
Total | Total | |||||
Math Class | 66 | 79 | 145 | 81 | 56 | 137 |
Science Class | 52 | 68 | 120 | 76 | 66 | 142 |
Total | 118 | 147 | 265 | 157 | 122 | 279 |
Design and cell sample sizes.
A total of 544 students [265 (MS)2 and 279 comparison] representing 19 diverse classrooms [9 (MS)2 and 10 comparison] from 19 schools in ethnically diverse schools throughout a state in the southwest of the United States participated in the study. Of these students, 50.5% (275) are male and 49.4% (269) are female. Student ethnicity/race was reported as follows: 36.2% (197) Latinx; 27.5% (150) African American; 25.7% (140) White; and 10.5% (57) other. Students were also roughly evenly distributed between math and science classes with 51.8% enrolled in a mathematics class and 48.2% enrolled in a science class. The great majority of students (97.6%) received free and reduced lunch. The comparison group was matched based on socio-economic status.
Nineteen [9 (MS)2, 10 comparison] middle school mathematics [9: 4 (MS)2, 5 comparison] and science [10: 5 (MS)2, 5 comparison] teachers participated in the study. One of the (MS)2 teachers moved to another state in the middle of the year and thus was dropped from the study. Comparison group teachers were identified based on matching on three key teacher characteristics: years teaching in the discipline (math or science), gender (male or female), and completion of a master’s degree related to the discipline they taught or an education-related degree (e.g., MA in Curriculum and Instruction). At the time demographic information was collected, about 32% of these teachers [6: 3 (MS)2 and 3 comparison teachers] regularly taught two or more middle school grades, all taught 6th for at least one class period. Years of teaching experience ranged from 2 to 15, with an average of 7.23 years for the (MS)2 teacher and 6.67 for the comparison teachers. All participants [(MS)2 and comparison] hold certification in the content they taught. Teachers taught in schools where at least one third of the school student population is economically disadvantaged as indicated by state designation criteria (i.e., percent receiving free or reduced lunch). In addition, all the teachers at the start of the program taught in stand-alone mathematics or science classrooms. (MS)2 teachers enrolled in and completed the program (MS in Science Education) because of their interest in integration. (MS)2 teachers were asked to implement integrated instruction in their most ethnically diverse class. Teachers were identified based on having at least one class that had at least 50% students of color enrolled.
To determine the impact of integrated science and mathematics instruction, the Iowa Test of Basic Skills (ITBS)-are multiple-choice, standardized achievement tests for students in kindergarten through eighth grade- was administered to all students. The science and mathematics batteries were administered to students in April. Students were given 60 minutes to complete the mathematics test and 60 minutes to complete the science test.
The math survey battery (63 items total) is comprised of three sections: (1) concepts and estimation section; (2) problem solving and data interpretation; (3) computation. The concepts and estimation section is comprised of 27 items that measure concepts such as numeration, properties of number systems, and number sequences; fundamental algebraic concepts; and basic measurement and geometric concepts- probability and statistics. The 20, estimation knowledge and skills items measure (a) standard rounding—rounding to the closest power of 10 or, in the case of mixed numbers, to the closest whole numbers; (b) order of magnitude involving powers of 10; and (c) number sense, including compatible numbers and situations that require compensation. The problem solving and data interpretation includes 6 items that measure “problem-solving process” or “strategy.” Such items measure steps of (1) getting to know the problem, (2) choosing what to do, (3) doing it, and (4) looking back. The data interpretation skills assessed in this test are reading amounts, comparing quantities, and interpreting relationships and trends in graphs and tables. The computation section includes 10 items that assess a single operation—addition, subtraction, multiplication, or division on whole numbers, fractions, and decimals.
The science test consisted of 60 items from two ITBS forms to target more of the 6th grade curriculum. Items targeted content and process pertaining to four domains: scientific inquiry, life science, earth and space science and physical science. Scientific inquiry targets understanding methods of scientific inquiry and process skills used in scientific investigations. Life science assesses knowledge of characteristics of life processes in plants and animals; body processes, disease, and nutrition; continuity of life; and environmental interactions and adaptations. Earth and space science assesses the Earth’s surfaces, forces of nature, conservation and renewable resources, atmosphere and weather, and the universe. Physical science targets basic understanding of mechanics, forces, and motion; forms of energy; electricity and magnetism; properties and changes of matter.
Several dozen validity studies indicate the ITBS instruments have strong technical quality (e.g., [33, 34]) with K-R20 coefficients ranging from 0.87 to 0.933 for the mathematics and 0.90 for science batteries. Past studies also show high correlations with state assessments, 0.76–0.81 (e.g., [35]) and measures (e.g., [36]) as is predictive of grade point average (e.g., [37]).
Students were asked to report on the frequency of integrated instructional opportunities. The integrated instruction OTL survey was comprised of eight items asking how often content concepts represented integrated topics, how often the teacher explained how concepts were integrated, how often the teacher provided feedback prompting making connections between content areas and how often the lessons involved science inquiry or project-based learning. Students reported their response on a five-point scale ranging from “1” representing never or hardly ever, to “5” representing “every day.” Internal consistency for this survey was .88, indicating strong reliability. Internal consistency on these items was strong (.92, Cronbach alpha).
(MS)2 teachers were trained on math and science integration as part of a hybrid master’s program [13]. Teachers participated in a two-year state-wide program that provided teachers with a master’s degree in multidisciplinary science and mathematics instruction in a hybrid environment. Program coursework and activities were designed to develop teachers’ PCK to implement integrated instruction. Teachers took synchronous online courses during the fall and spring semesters and engaged in intensive face-to-face instruction during two summer sessions. A total of 12 courses included three education courses noted in the Context for the Study section above. Two mathematics courses targeted middle school mathematics and were integrated with biology content. Seven science content courses engaged teachers in complex science problem solving. These content courses supported teachers’ growing development of content knowledge needed to construct and implement effective integration lessons. Six of the nine content courses were taught in an integrated manner with mathematics and science purposes of teaching integrated topics.
In each of the content courses, teachers developed integrated lesson plans in learning circles. Each learning circle consisted of one mathematics middle school teacher, one middle school science teacher and one faculty member. These triads developed integrated lesson plans in each of the content courses and the faculty member provided feedback on the integrity of the content concepts targeted by the lessons and the appropriateness for math and science integration. We have reported elsewhere that initially these lessons did not represent fully integrated content, but as they progressed in the program, the level of integration reflected synergistic concepts and improved student feedback [13]. Teachers used the lessons they developed during the master’s coursework throughout the yearlong implementation of this study.
Comparison group teachers received 6 hours of regular district training in science inquiry and problem-based learning and attended the mandatory district training throughout the year of the study. Teachers administered the science and mathematics integration opportunity survey as well as the mathematics and science assessments in May of the year the study took place.
The MANOVA results indicated there were statistically significant differences in achievement based on instructional group, F(2, 535) = 1004.48,
Math Achievement | ||||||||
---|---|---|---|---|---|---|---|---|
Variable | Math Class | Science Class | ||||||
(MS)2 Group | Control Group | (MS)2 Group | Control Group | |||||
Male | 46.95 | 9.35 | 26.37 | 3.13 | 45.63 | 8.93 | 26.80 | 3.03 |
Female | 46.46 | 11.33 | 26.13 | 2.901 | 49.81 | 9.94 | 26.73 | 3.13 |
Total | 46.68 | 10.44 | 26.27 | 2.03 | 48.00 | 9.708 | 26.77 | 3.07 |
Male | 59.00 | 5.69 | 47.01 | 2.652 | 61.37 | 1.59 | 46.17 | 4.30 |
Female | 59.87 | 4.48 | 47.54 | 4.17 | 61.60 | 1.90 | 47.00 | 5.06 |
Total | 59.48 | 5.07 | 47.23 | 3.35 | 61.50 | 1.77 | 46.56 | 4.67 |
Means and standard deviations for math and science achievement.
The assumption that the largest standard deviation is not more than four times than the size of the corresponding smallest standard deviation is met [38]. In this case, 2.90 is the smallest SD and 11.33 is the largest SD. Since (2.90 × 4) = 11.6 and 11.6 > 11.33 the assumption is met.
The assumption that the largest standard deviation is not more than four times than the size of the corresponding smallest standard deviation is also met. In this case, 2.65 is the smallest SD and 5.69 is the largest SD. Since (2.65 × 4) = 10.6 and 10.6 > 5.69 the assumption is met.
Between subject effects showed the instructional group had a significant effect on both math and science achievement, F(1, 536) = 1057.19,
Instruction group, disciplinary context, and gender comparisons for mathematics and science achievement. Note: *statistically significant at the 0.001 level; gray line represents the grand mean.
For math achievement, the instruction group by disciplinary context interaction was not significant, F(1, 536) = 0.154,
Interaction effects for science and mathematics achievement.
Two separate multiple regressions were conducted to identify significant predictors of math and science achievement. The Breush-Pegan and Koenker test was significant for both the science and mathematics scores, indicating the heteroskedasticity in the data. To correct for the non-constant variance in the regression results (heteroscedasticity), a heteroskedasticity- consistent estimator (HC3 method) was used to calculate robust standard errors in both regression analyses. The predictor variables for both analyses included three classroom factors (instruction group, disciplinary context, integration opportunities) and two student factors (ethnicity, gender). Two of the three classroom variables (instruction group and integration opportunity) were found to be significant predictors of students’ science scores [F(9, 534) = 205.378, p < 0.001)] with an R2 of 0.772 indicating the model accounted for 77.2% of the variance in science scores. Students’ predicted science achievement scores was equal to 44.028–9.758 (instruction group) + 1.856 (integration opportunity) where instruction group was coded as 0 = (MS)2 and 1 = control group, and integration opportunity was measured on a five-point Likert scale (1 = very few or no integration opportunities, 5 = daily integration opportunity). Results show that science scores were 9.758 points higher for students in the (MS)2 group and their scores increased by 1.856 points for every one-point increase in reported integration opportunity. Neither student ethnicity nor student gender were significant predictors of the science achievement. Disciplinary context was also not a significant predictor of science achievement. Further, none of the interaction terms were significant predictors of science achievement.
Like the science achievement results, two classroom variables (instruction group, integration opportunity) significantly predicted mathematics achievement scores [F(9, 534) = 195.794, p < 0.001)] with an R2 of 0.764 indicating the model accounted for 76.4% of the variance in student math scores. Students’ predicted math achievement score was equal to 18.178 + 9.271 (instruction group) + 5.293 (integration opportunity). Instruction group and integration opportunity were coded the same as in the science achievement analyses. Math scores were 9.271 points higher for the students in the (MS)2 group and increased by 5.372 points for every one-point increase in reported integration opportunities. Like science scores trends, neither student ethnicity nor student gender were significant predictors of the math achievement. Disciplinary context nor any of the interaction effects were significant predictors of math achievement.
There are design limitations that should be considered when interpreting the results of this study. Since all of the (MS)2 teachers showed interest in integration when enrolling in this program, there may be a selection bias for the intervention group influencing the results. Another limitation is the lack of additional information related to student background, such as prior math and science achievement. This limited our ability to test for potential initial differences between instruction groups, meaning that the generalizability for this study is limited. Initial differences between the groups cannot be fully attributed to effectiveness of the (MS)2 group since the groups may not have been equivalent. Further, given the homogeneity issues noted in the MANOVA results section, the results may be biased. However, since the sample sizes of the instruction group and comparison group are comparable (265 and 279) the analysis of variance can be considered robust for violation of homogeneity of the variances [40]. Another potential study limitation is that results may not be generalizable to students outside of the region within the United States the study was conducted. Therefore, additional studies should focus on replicating this current project using a national representative sample. Despite these limitations, the large effect sizes suggest the approach is promising.
This study sought to examine the extent to which integrated science and mathematics instruction impacted student science and math achievement and to explore the extent to which opportunities to engage in integrated science and mathematics instruction significantly predicted student achievement above and beyond student gender, ethnicity, and disciplinary context. The results show (MS)2 positively impacted middle school students’ science and mathematics knowledge in this sample of students. Students who received (MS)2 outperformed students in the comparison group on science and mathematics achievement tests.
The significant disciplinary context by instruction group effect for science suggests that students who received (MS)2 integrated instruction in science classrooms slightly outperformed those who received (MS)2 integrated instruction in math classrooms. This interaction effect was not found for mathematics achievement. This pattern suggests that the impact of integrated instruction differs for mathematics achievement depending on whether the instruction was delivered in a science or mathematics classroom. Stronger science achievement was observed in (MS)2 science classrooms than (MS)2 mathematics classrooms; but the mathematics achievement impact was comparable in both contexts. This finding may be a result of differences in pedagogical practices, learning objectives, or skill requirements that are different in science and mathematics classrooms. Given science classrooms would target more science content than mathematics classrooms, it is not surprising that students in science classrooms slightly outperform students who received integrated instruction in mathematics classrooms. Thus, this finding likely reflects the differences in content standards for which science and mathematics teachers are responsible. On the other hand, a disciplinary context by instruction group interaction effect for mathematics achievement was not observed. Therefore, one could argue that an interaction effect should have been observed given the emphasis in mathematics in math courses. Yet, mean scores on the mathematics ITBS were comparable whether students received (MS)2 instruction in a math or science classroom.
This pattern could be attributable to the science emphasis in the (MS)2 professional development experience. Teachers in the (MS)2 group took more science than mathematics courses. This imbalance in content emphasis may have contributed to the lack of instructional group by disciplinary context interaction effect for mathematics achievement. Therefore, future studies should examine the impact of different proportions of science and mathematics content exposure teachers receive on their students’ achievement outcomes. These differences could also be attributable to student level factors such as task orientation [41] or school level factors such as socioeconomic composition [42]. Future studies should scale up efforts to examine the role of these factors in mediating the impact of integrated instruction.
What was not expected was the findings related to mathematics achievement. The effect size for the (MS)2 impact on mathematics achievement (η2 = 0.663) was larger than reported impacts in past research [43]. Although there is limited research on the differential impact of integrated instruction on mathematics achievement, past research has suggested that integrated instruction may be problematic for mathematics content learning [44, 45]. For example, in a meta-analysis conducted by [43], 9 of 13 studies had effect sizes for mathematics achievement of 0.2 or less. In contrast, 6 of 13 studies had effect sizes for science achievement of .50 or greater and nine studies having effect sizes above 0.20. Further, other scholars have argued that an integrated approach may not be consistent with mathematics epistemic knowledge which, in turn, restricts mathematics learning [46]. The higher impact observed for mathematics achievement may have been due to the prolonged training teachers received in the project or the multiple opportunities teachers were provided to engage with faculty in science and mathematics research laboratories. These experiences may have contributed to differences in teaching practices that contributed to greater gains in student mathematics achievement. Though, as noted above, the proportion of mathematics to science content engagement in the training may not be ideal for developing teachers’ mathematics PCK.
The regression results provide a potential explanation for the higher effect sizes observed in mathematics achievement. Recall that (MS)2 instruction increased student mathematics and science achievement scores by 9 to 10 points. The relative consistency in the provision of integrated opportunities also significantly improved student math and science scores. We also observed the magnitude of the impact on the math scores was higher than the science scores. Integrated opportunities increased mathematics scores by over 5 points for each level of increase of integration opportunity, compared to a 1.9-point increase in science scores. Students in our sample, particularly the (MS)2 group, may have had more consistent opportunities to engage in science and mathematics integrated instruction than students from other studies. Minimally, the regression results suggest that another source of variability of impact on mathematics achievement is related to the frequency of opportunities students are provided to engage in integrated lessons. It is possible the larger effect sizes are attributable to the quality of instruction students in (MS)2 group received as resulting from the extensive training (MS)2 teachers received. Although we would expect the intensive training teachers received would impact their commitment to provide consistent opportunities for integrated instruction, student reports of integrated instruction opportunity was a significant predictor of mathematics achievement which suggests variability in the frequency of these opportunities in the (MS)2 sample. This finding underscores the impact of consistent opportunities to engage in integrated instruction is also important in raising student scores, particularly for mathematics. Future studies could examine this impact more directly by varying the consistency in the frequency of integrated opportunities.
We also found that gender and race/ethnicity did not significantly predict student outcomes despite consistent research showing both gender [47] and race/ethnicity gaps [48] in math-science achievement in the US. Ethnicity and gender did not significantly predict science and mathematics achievement in the integrated instruction groups regardless of whether they were in an integrated math or integrated science class. This finding suggests that integrated science and mathematics instruction can lead to more equitable outcomes in mathematics and science achievement and therefore should be considered as a promising approach to reducing achievement gaps. These findings are encouraging given that others have found the impact is not uniform across groups of students. For instance, in a large scale, quasi-experimental study, [48] found achievement disparities persisted, advantaging Anglo-American students, despite the integrated SE instruction. [48] also found a significant relationship between quality of SE integration and student outcomes. They concluded that low integration quality largely contributed to the lack of impact on student outcomes. The authors also acknowledged that the lack of instructional scaffolds for diverse learners likely contributed to group disparities.
The results of this study suggest integrated science and mathematics instruction is a possible strategy for improving student math and science achievement. Given the increasing evidence supporting the argument that integrated instruction promotes critical thinking, motivation, and persistence in STEM, it is critical to support teachers and schools in developing this approach to STEM instruction. Integrated instruction appears to provide the experiences that shape student interest; over time, these opportunities can lead to sustained interests in STEM which is important in developing positive STEM identity and self-efficacy [7].
However, integrated instruction requires significant investment in the development and dissemination of quality professional development for teachers. Teachers in the (MS)2 group received 2 years of professional development and they engaged with science and mathematics professors in designing curricular materials, practicing the presentation of synergistic concepts and principles, and conducting authentic disciplinary practices in university and national laboratories. This degree of investment is likely not possible in schools in the USA. Therefore, it is important for school districts to partner with university programs to provide experiences that meaningfully engage them in disciplinary practices with STEM professionals.
Further, teachers seeking to use integrated science and mathematics instruction need administrative support. In practice, this means administrators should allot time for teachers to collaborate with each other on the development of integrated lessons that work for science and mathematics classrooms. This structured time provides opportunities for science and mathematics teachers to gain from each other’s expertise and experience. In addition, during appraisals and observations of teachers, administrators should also recognize teacher investment in integrated instruction and provide feedback in terms of the consistency of integration opportunities provided to students as well as the quality of math-science integration. Therefore, there is a need to expand current evaluation and observation tools to include an integrated instruction domain. For instance, the Texas Education agency (TEA) implemented the Texas Teacher Evaluation and Support System (T-TESS), which captures the quality of teacher instruction and its effectiveness in students’ outcomes. This measure includes three main components: goal-setting and professional development, the evaluation cycle (informal and formal observations), and a student growth measure. Therefore, evidence of student opportunities to be engaged in integrated instruction can be collected by surveying the students’ perceptions of integrated instruction including how often these opportunities were provided to them and the degree to which it helped their understanding of math and science content as a way to gauge students’ perceptions of the impact of these opportunities. Past large-scale studies investigating student perceptions of teaching quality as predictors of science achievement are mixed [49, 50] however, these studies use general surveys of student perceptions. This study surveyed student perceptions of the frequency of integrated instruction, not general quality perceptions.
Overall, the results of our study suggest that integrated science and mathematics instruction can yield strong results in mathematics and science learning for all students. The large effect sizes indicate integrated science and mathematics instruction is promising in raising achievement for students from diverse ethnic and socioeconomic backgrounds, provided schools invest in supporting teachers in developing their ability to provide all students with meaningful and consistent integrated science and mathematics opportunities.
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In order to maintain the status, firms need talented and engaged employees. The endeavour for human resources function is to have practices which have an impact and make a positive difference in the lives of employees. An important practice is career development. Career development programmes enable HR managers, managers and their stakeholders to work together to plan, organize, formalize, lead and monitor career programmes to develop not only employees’ jobs but the whole stage process, attitude, behaviour and state of affairs relating to employees’ work life. Employee satisfaction can be achieved by making a good career development system and giving an understanding of how important the system is that is designed by the company for managerial and professional employees.",book:{id:"9033",slug:"career-development-and-job-satisfaction",title:"Career Development and Job Satisfaction",fullTitle:"Career Development and Job Satisfaction"},signatures:"Ratna Sinha",authors:[{id:"310385",title:"Dr.",name:"Ratna",middleName:null,surname:"Sinha",slug:"ratna-sinha",fullName:"Ratna Sinha"}]},{id:"79150",doi:"10.5772/intechopen.100546",title:"Improving Higher Education Instructional Delivery in the Developing World: The Role of University Teachers as Digital Leaders",slug:"improving-higher-education-instructional-delivery-in-the-developing-world-the-role-of-university-tea",totalDownloads:86,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"The last couple of years have seen an increasing demand on university teachers, especially in the developing world, to apply innovations to their instructional delivery to meet students’ needs and cater to national aspirations. To succeed in this, a digital leadership initiative that ensures effective use of technology-mediated instruction is indispensable. This study used the context of Ghana to examine the kinds of digital technology tools university teachers in the developing world often used in their teaching as digital leaders and whether the tools were effective in promoting academic work. The study used the embedded mixed method design based on which 252 teachers of the country’s universities were accidentally selected to complete questionnaires. Data were analysed using descriptive and inferential statistics. The study mainly found laptops, mobile phones, and projectors as the commonest digital technology tools used in teaching by the participants, and they thought that the tools effectively promoted academic work. The findings have global implications because knowing the effectiveness of digital technology use in higher education teaching in Ghana could serve as a source of information on measures to mitigate the impact of the Covid-19 pandemic on the academic work of HEIs in developing countries.",book:{id:"11392",slug:"leadership-in-a-changing-world-a-multidimensional-perspective",title:"Leadership in a Changing World",fullTitle:"Leadership in a Changing World - A Multidimensional Perspective"},signatures:"Inusah Salifu and Eugene Owusu-Acheampong",authors:[{id:"421826",title:"Dr.",name:"Inusah",middleName:null,surname:"Salifu",slug:"inusah-salifu",fullName:"Inusah Salifu"},{id:"421833",title:"Mr.",name:"Eugene",middleName:null,surname:"Owusu-Acheampong",slug:"eugene-owusu-acheampong",fullName:"Eugene Owusu-Acheampong"}]}],mostDownloadedChaptersLast30Days:[{id:"72678",title:"Introductory Chapter: Job Satisfaction and Career Development",slug:"introductory-chapter-job-satisfaction-and-career-development",totalDownloads:1129,totalCrossrefCites:0,totalDimensionsCites:0,abstract:null,book:{id:"9033",slug:"career-development-and-job-satisfaction",title:"Career Development and Job Satisfaction",fullTitle:"Career Development and Job Satisfaction"},signatures:"Josiane Fahed-Sreih",authors:[{id:"103784",title:"Dr.",name:"Josiane",middleName:null,surname:"Fahed-Sreih",slug:"josiane-fahed-sreih",fullName:"Josiane Fahed-Sreih"}]},{id:"68944",title:"Job Training Satisfaction, Job Satisfaction, and Job Performance",slug:"job-training-satisfaction-job-satisfaction-and-job-performance",totalDownloads:2272,totalCrossrefCites:5,totalDimensionsCites:7,abstract:"Training is an important ongoing investment in human assets to assist employees in learning skills and acquiring knowledge to achieve organizational goals. To maximize training effectiveness, three major activities of needs assessment, program design and delivery, and training evaluation need to be well-prepared to make trainees be satisfied with the training. Job training satisfaction proposed by Schmidt in 2007 was defined as how people feel about the aspects of the job training they receive in the workplace. Research has shown that well-designed and prepared training activities in a training program will result in job training satisfaction (JTS), which then influences employee’s work-related attitudes such as job satisfaction (JS). This will further affect their intentions of turnover and job performance. Thus, in this chapter, the fundamental concepts of training, job satisfaction, and job training satisfaction will be introduced. The key factors and models to develop successful training programs will be presented. The relationships between training, job training satisfaction, job satisfaction, and job performance will be elaborated. The purpose of this chapter elucidates the importance of JTS, which human resource practitioners should always bear in mind when designing and delivering a training program.",book:{id:"9033",slug:"career-development-and-job-satisfaction",title:"Career Development and Job Satisfaction",fullTitle:"Career Development and Job Satisfaction"},signatures:"Wen-Rou Huang",authors:[{id:"305300",title:"Associate Prof.",name:"Wen-Rou",middleName:null,surname:"Huang",slug:"wen-rou-huang",fullName:"Wen-Rou Huang"}]},{id:"72512",title:"Significance of Soft Skills in Career Development",slug:"significance-of-soft-skills-in-career-development",totalDownloads:856,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Over the years, the world has come closer, and workplaces have developed aggressively because of globalization. It has been critically vital and mandatory to deliver an advanced level of workplace excellence. Fast-paced competition is evident everywhere especially at workplaces. Many business organizations have called for survival of the fittest which is not only essential but also the key constraint today by business organizations. At this explicative point, the question arises is how to stay ahead of competition, concurrent to this speedy development, and how to survive and sustain this competition. Studies argue that employees at workplaces must acquire skill sets besides their domain skills that can intervene in their career growth and help them grow. This paper examines the significance of soft skills at workplaces and typically focuses on selected soft skills like positive attitude, communication skills, maintaining work ethics, teamwork abilities, and time management skills to be surpassingly requisite to enhance career perspectives.",book:{id:"9033",slug:"career-development-and-job-satisfaction",title:"Career Development and Job Satisfaction",fullTitle:"Career Development and Job Satisfaction"},signatures:"Mitashree Tripathy",authors:[{id:"307471",title:"Dr.",name:"Mitashree",middleName:null,surname:"Tripathy",slug:"mitashree-tripathy",fullName:"Mitashree Tripathy"}]},{id:"79112",title:"E-Leadership: Lessons Learned from Teleworking in the COVID-19 Pandemic",slug:"e-leadership-lessons-learned-from-teleworking-in-the-covid-19-pandemic",totalDownloads:329,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"During the pandemic crisis, teleworking was compulsory for many workers, without the time and conditions to organize themselves for this transition. Therefore, the leadership needs to respond quickly to changes that occur in times of crisis—such as the current pandemic—adjusting its competencies to prioritize the well-being of employees, define performance goals, follow-up on these goals, provide guidance and support teleworkers, and improve feedback processes. The present study aims to propose an e-leadership theoretical model based on lessons learned from the coronavirus pandemic. To that end, we describe and discuss a survey on the perceptions of support received from managers during the initial 3 months of the pandemic. For this purpose, we collected data with 7608 workers distributed to 95 public service organizations in Brazil. In addition, we also reviewed several empirical studies that assessed the role of leadership in the proper functioning of telework. The support of leaders is directly associated with the theory of organizational support. In moments of crisis like the current one, this focus on leadership is even more critical. Thus, we present a theoretical model for e-leadership that should expand from the telework experiences during the coronavirus pandemic.",book:{id:"11392",slug:"leadership-in-a-changing-world-a-multidimensional-perspective",title:"Leadership in a Changing World",fullTitle:"Leadership in a Changing World - A Multidimensional Perspective"},signatures:"Luciana Mourão, Gardênia da Silva Abbad and Juliana Legentil",authors:[{id:"239876",title:"Ph.D.",name:"Luciana",middleName:null,surname:"Mourão",slug:"luciana-mourao",fullName:"Luciana Mourão"},{id:"420823",title:"Prof.",name:"Gardênia da Silva",middleName:null,surname:"Abbad",slug:"gardenia-da-silva-abbad",fullName:"Gardênia da Silva Abbad"},{id:"437613",title:"MSc.",name:"Juliana",middleName:null,surname:"Legentil",slug:"juliana-legentil",fullName:"Juliana Legentil"}]},{id:"80343",title:"Innovation Leadership in the 21st Century",slug:"innovation-leadership-in-the-21st-century",totalDownloads:98,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"It is a well-known fact that innovation is hard to execute without convincing people of new ideas. It is not something that can come about without collaborations. How then do we create an atmosphere where creativity and ideas lead to innovations within the organizations? The answer lies in innovation leadership. Innovation leadership is a conception and manner that consolidates different leadership styles to motivate people to generate creative ideas, outcomes, and services. This chapter will assist you in understanding who an innovation leader is. It will help you explore different theories of innovation leadership like the Path-Goal theory and Leader-Member Exchange theory, followed by different strategies that innovation leaders have adopted over the years. This will shed light on some of the leadership styles that have emerged commonly in entrepreneurs and how it has helped them build their empire, for instance, directive, supportive, and participative leadership. The chapter will end on the best practice recommendations that research has proven are the most effective for being an effective leader and bringing about innovation in your organization.",book:{id:"11392",slug:"leadership-in-a-changing-world-a-multidimensional-perspective",title:"Leadership in a Changing World",fullTitle:"Leadership in a Changing World - A Multidimensional Perspective"},signatures:"Fatimah AlAhmari",authors:[{id:"421778",title:"Dr.",name:"Fatimah",middleName:"Saeed",surname:"AlAhmari",slug:"fatimah-alahmari",fullName:"Fatimah AlAhmari"}]}],onlineFirstChaptersFilter:{topicId:"236",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:18,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,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:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",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:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403",scope:"Artificial Intelligence (AI) is a rapidly developing multidisciplinary research area that aims to solve increasingly complex problems. In today's highly integrated world, AI promises to become a robust and powerful means for obtaining solutions to previously unsolvable problems. 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Prior to his appointment at Stellenbosch University, he has been at the University of Pretoria, Department of Computer Science (1998-2018), where he was appointed as South Africa Research Chair in Artifical Intelligence (2007-2018), the head of the Department of Computer Science (2008-2017), and Director of the Institute for Big Data and Data Science (2017-2018). 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Her research interests include multi-criteria decision analysis, industrial plants, logistics, manufacturing, and safety. She serves as an associate editor for the International Journal of the Analytic Hierarchy Process and is an editorial board member for several other journals. 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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. 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He got his Ph.D. in Animal Ecology at Umeå University in Sweden in 1998. He conducted postdoc research in stream ecology at the University of California at Santa Barbara in the USA. After that, he was a postdoc research fellow at the University of British Columbia in Canada to do research on large-scale stream experimental manipulation and watershed ecological survey in temperate rainforests of BC. He was a faculty member at the University of Hong Kong to run ecological research projects on aquatic insects, fishes, and newts in Tropical Asian streams. He also conducted research in streams, rivers, and caves in Texas, USA, to study the ecology of macroinvertebrates, big-claw river shrimp, fish, turtles, and bats. Current research interests include trophic flows across ecosystems; watershed impacts of land-use change on biodiversity and ecosystem functioning; ecological civilization and water resource management; urban ecology and urban/rural sustainable development.",institutionString:null,institution:{name:"Soochow University",institutionURL:null,country:{name:"China"}}},editorTwo:null,editorThree:null},{id:"95",title:"Urban Planning and Environmental Management",coverUrl:"https://cdn.intechopen.com/series_topics/covers/95.jpg",isOpenForSubmission:!0,annualVolume:11979,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. Since 2015 he heads the research department Sanitation, Water and Solid Waste for Development (Sandec) at the Swiss Federal Institute of Aquatic Research and Technology (Eawag).",institutionString:"Swiss Federal Institute of Aquatic Science and Technology, Switzerland",institution:{name:"Swiss Federal Institute of Aquatic Science and Technology",institutionURL:null,country:{name:"Switzerland"}}},editorTwo:{id:"290571",title:"Dr.",name:"Rui Alexandre",middleName:null,surname:"Castanho",slug:"rui-alexandre-castanho",fullName:"Rui Alexandre Castanho",profilePictureURL:"https://mts.intechopen.com/storage/users/290571/images/system/290571.jpg",biography:"Rui Alexandre Castanho has a master\\'s degree in Planning, Audit, and Control in Urban Green Spaces and an international Ph.D. in Sustainable Planning in Borderlands. Currently, he is a professor at WSB University, Poland, and a visiting professor at the University of Johannesburg, South Africa. Dr. Castanho is a post-doc researcher on the GREAT Project, University of Azores, Ponta Delgada, Portugal. He collaborates with the Environmental Resources Analysis Research Group (ARAM), University of Extremadura (UEx), Spain; VALORIZA - Research Center for the Enhancement of Endogenous Resources, Polytechnic Institute of Portalegre (IPP), Portugal; Centre for Tourism Research, Development and Innovation (CITUR), Madeira, Portugal; and AQUAGEO Research Group, University of Campinas (UNICAMP), Brazil.",institutionString:"University of Johannesburg, South Africa and WSB University, Poland",institution:{name:"University of Johannesburg",institutionURL:null,country:{name:"South Africa"}}},editorThree:null}]},overviewPageOFChapters:{paginationCount:19,paginationItems:[{id:"82804",title:"Psychiatric Problems in HIV Care",doi:"10.5772/intechopen.106077",signatures:"Seggane Musisi and Noeline Nakasujja",slug:"psychiatric-problems-in-hiv-care",totalDownloads:1,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Future Opportunities and Tools for Emerging Challenges for HIV/AIDS Control",coverURL:"https://cdn.intechopen.com/books/images_new/11575.jpg",subseries:{id:"6",title:"Viral Infectious Diseases"}}},{id:"82827",title:"Epidemiology and Control of Schistosomiasis",doi:"10.5772/intechopen.105170",signatures:"Célestin Kyambikwa Bisangamo",slug:"epidemiology-and-control-of-schistosomiasis",totalDownloads:4,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"New Horizons for Schistosomiasis Research",coverURL:"https://cdn.intechopen.com/books/images_new/10829.jpg",subseries:{id:"5",title:"Parasitic Infectious Diseases"}}},{id:"82817",title:"Perspective Chapter: Microfluidic Technologies for On-Site Detection and Quantification of Infectious Diseases - The Experience with SARS-CoV-2/COVID-19",doi:"10.5772/intechopen.105950",signatures:"Andres Escobar and Chang-qing Xu",slug:"perspective-chapter-microfluidic-technologies-for-on-site-detection-and-quantification-of-infectious",totalDownloads:2,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"SARS-CoV-2 Variants - Two Years After",coverURL:"https://cdn.intechopen.com/books/images_new/11573.jpg",subseries:{id:"6",title:"Viral Infectious Diseases"}}},{id:"82667",title:"Perspective Chapter: Analysis of SARS-CoV-2 Indirect Spreading Routes and Possible Countermeasures",doi:"10.5772/intechopen.105914",signatures:"Cesare Saccani, Marco Pellegrini and Alessandro Guzzini",slug:"perspective-chapter-analysis-of-sars-cov-2-indirect-spreading-routes-and-possible-countermeasures",totalDownloads:8,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"SARS-CoV-2 Variants - Two Years After",coverURL:"https://cdn.intechopen.com/books/images_new/11573.jpg",subseries:{id:"6",title:"Viral Infectious Diseases"}}}]},overviewPagePublishedBooks:{paginationCount:13,paginationItems:[{type:"book",id:"6667",title:"Influenza",subtitle:"Therapeutics and Challenges",coverURL:"https://cdn.intechopen.com/books/images_new/6667.jpg",slug:"influenza-therapeutics-and-challenges",publishedDate:"September 19th 2018",editedByType:"Edited by",bookSignature:"Shailendra K. 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He pursued his postdoctoral studies at Rutgers University Medical School and the National Institutes of Health (NIH/NIDDK), USA. His research focuses on biochemistry, biophysics, genetics, molecular biology, and molecular medicine with specialization in the fields of drug design, protein structure-function, protein folding, prions, microRNA, pseudogenes, molecular cancer, epigenetics, metabolites, proteomics, genomics, protein expression, and characterization by spectroscopic and calorimetric methods.",institutionString:"University of Health Sciences",institution:null},{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",biography:"Hiroyuki Kagechika received his bachelor’s degree and Ph.D. in Pharmaceutical Sciences from the University of Tokyo, Japan, where he served as an associate professor until 2004. He is currently a professor at the Institute of Biomaterials and Bioengineering (IBB), Tokyo Medical and Dental University (TMDU). From 2010 to 2012, he was the dean of the Graduate School of Biomedical Science. Since 2012, he has served as the vice dean of the Graduate School of Medical and Dental Sciences. He has been the director of the IBB since 2020. Dr. Kagechika’s major research interests are the medicinal chemistry of retinoids, vitamins D/K, and nuclear receptors. He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"94311",title:"Prof.",name:"Martins",middleName:"Ochubiojo",surname:"Ochubiojo Emeje",slug:"martins-ochubiojo-emeje",fullName:"Martins Ochubiojo Emeje",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94311/images/system/94311.jpeg",biography:"Martins Emeje obtained a BPharm with distinction from Ahmadu Bello University, Nigeria, and an MPharm and Ph.D. from the University of Nigeria (UNN), where he received the best Ph.D. award and was enlisted as UNN’s “Face of Research.” He established the first nanomedicine center in Nigeria and was the pioneer head of the intellectual property and technology transfer as well as the technology innovation and support center. Prof. Emeje’s several international fellowships include the prestigious Raman fellowship. He has published more than 150 articles and patents. He is also the head of R&D at NIPRD and holds a visiting professor position at Nnamdi Azikiwe University, Nigeria. He has a postgraduate certificate in Project Management from Walden University, Minnesota, as well as a professional teaching certificate and a World Bank certification in Public Procurement. Prof. Emeje was a national chairman of academic pharmacists in Nigeria and the 2021 winner of the May & Baker Nigeria Plc–sponsored prize for professional service in research and innovation.",institutionString:"National Institute for Pharmaceutical Research and Development",institution:{name:"National Institute for Pharmaceutical Research and Development",country:{name:"Nigeria"}}},{id:"436430",title:"Associate Prof.",name:"Mesut",middleName:null,surname:"Işık",slug:"mesut-isik",fullName:"Mesut Işık",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/436430/images/19686_n.jpg",biography:null,institutionString:null,institution:{name:"Bilecik University",country:{name:"Turkey"}}},{id:"268659",title:"Ms.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/268659/images/8143_n.jpg",biography:"Dr. Zhan received his undergraduate and graduate training in the fields of preventive medicine and epidemiology and statistics at the West China University of Medical Sciences in China during 1989 to 1999. He received his post-doctoral training in oncology and cancer proteomics for two years at the Cancer Research Institute of Human Medical University in China. In 2001, he went to the University of Tennessee Health Science Center (UTHSC) in USA, where he was a post-doctoral researcher and focused on mass spectrometry and cancer proteomics. Then, he was appointed as an Assistant Professor of Neurology, UTHSC in 2005. He moved to the Cleveland Clinic in USA as a Project Scientist/Staff in 2006 where he focused on the studies of eye disease proteomics and biomarkers. He returned to UTHSC as an Assistant Professor of Neurology in the end of 2007, engaging in proteomics and biomarker studies of lung diseases and brain tumors, and initiating the studies of predictive, preventive, and personalized medicine (PPPM) in cancer. In 2010, he was promoted to Associate Professor of Neurology, UTHSC. Currently, he is a Professor at Xiangya Hospital of Central South University in China, Fellow of Royal Society of Medicine (FRSM), the European EPMA National Representative in China, Regular Member of American Association for the Advancement of Science (AAAS), European Cooperation of Science and Technology (e-COST) grant evaluator, Associate Editors of BMC Genomics, BMC Medical Genomics, EPMA Journal, and Frontiers in Endocrinology, Executive Editor-in-Chief of Med One. He has\npublished 116 peer-reviewed research articles, 16 book chapters, 2 books, and 2 US patents. His current main research interest focuses on the studies of cancer proteomics and biomarkers, and the use of modern omics techniques and systems biology for PPPM in cancer, and on the development and use of 2DE-LC/MS for the large-scale study of human proteoforms.",institutionString:null,institution:{name:"Xiangya Hospital Central South University",country:{name:"China"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"418340",title:"Dr.",name:"Jyotirmoi",middleName:null,surname:"Aich",slug:"jyotirmoi-aich",fullName:"Jyotirmoi Aich",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038Ugi5QAC/Profile_Picture_2022-04-15T07:48:28.png",biography:"Biotechnologist with 15 years of research including 6 years of teaching experience. Demonstrated record of scientific achievements through consistent publication record (H index = 13, with 874 citations) in high impact journals such as Nature Communications, Oncotarget, Annals of Oncology, PNAS, and AJRCCM, etc. Strong research professional with a post-doctorate from ACTREC where I gained experimental oncology experience in clinical settings and a doctorate from IGIB where I gained expertise in asthma pathophysiology. A well-trained biotechnologist with diverse experience on the bench across different research themes ranging from asthma to cancer and other infectious diseases. An individual with a strong commitment and innovative mindset. Have the ability to work on diverse projects such as regenerative and molecular medicine with an overall mindset of improving healthcare.",institutionString:"DY Patil Deemed to Be University",institution:null},{id:"349288",title:"Prof.",name:"Soumya",middleName:null,surname:"Basu",slug:"soumya-basu",fullName:"Soumya Basu",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035QxIDQA0/Profile_Picture_2022-04-15T07:47:01.jpg",biography:"Soumya Basu, Ph.D., is currently working as an Associate Professor at Dr. D. Y. Patil Biotechnology and Bioinformatics Institute, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India. With 16+ years of trans-disciplinary research experience in Drug Design, development, and pre-clinical validation; 20+ research article publications in journals of repute, 9+ years of teaching experience, trained with cross-disciplinary education, Dr. Basu is a life-long learner and always thrives for new challenges.\r\nHer research area is the design and synthesis of small molecule partial agonists of PPAR-γ in lung cancer. She is also using artificial intelligence and deep learning methods to understand the exosomal miRNA’s role in cancer metastasis. Dr. Basu is the recipient of many awards including the Early Career Research Award from the Department of Science and Technology, Govt. of India. She is a reviewer of many journals like Molecular Biology Reports, Frontiers in Oncology, RSC Advances, PLOS ONE, Journal of Biomolecular Structure & Dynamics, Journal of Molecular Graphics and Modelling, etc. She has edited and authored/co-authored 21 journal papers, 3 book chapters, and 15 abstracts. She is a Board of Studies member at her university. She is a life member of 'The Cytometry Society”-in India and 'All India Cell Biology Society”- in India.",institutionString:"Dr. D.Y. Patil Vidyapeeth, Pune",institution:{name:"Dr. D.Y. Patil Vidyapeeth, Pune",country:{name:"India"}}},{id:"354817",title:"Dr.",name:"Anubhab",middleName:null,surname:"Mukherjee",slug:"anubhab-mukherjee",fullName:"Anubhab Mukherjee",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y0000365PbRQAU/ProfilePicture%202022-04-15%2005%3A11%3A18.480",biography:"A former member of Laboratory of Nanomedicine, Brigham and Women’s Hospital, Harvard University, Boston, USA, Dr. Anubhab Mukherjee is an ardent votary of science who strives to make an impact in the lives of those afflicted with cancer and other chronic/acute ailments. He completed his Ph.D. from CSIR-Indian Institute of Chemical Technology, Hyderabad, India, having been skilled with RNAi, liposomal drug delivery, preclinical cell and animal studies. He pursued post-doctoral research at College of Pharmacy, Health Science Center, Texas A & M University and was involved in another postdoctoral research at Department of Translational Neurosciences and Neurotherapeutics, John Wayne Cancer Institute, Santa Monica, California. In 2015, he worked in Harvard-MIT Health Sciences & Technology as a visiting scientist. He has substantial experience in nanotechnology-based formulation development and successfully served various Indian organizations to develop pharmaceuticals and nutraceutical products. He is an inventor in many US patents and an author in many peer-reviewed articles, book chapters and books published in various media of international repute. Dr. Mukherjee is currently serving as Principal Scientist, R&D at Esperer Onco Nutrition (EON) Pvt. Ltd. and heads the Hyderabad R&D center of the organization.",institutionString:"Esperer Onco Nutrition Pvt Ltd.",institution:null},{id:"319365",title:"Assistant Prof.",name:"Manash K.",middleName:null,surname:"Paul",slug:"manash-k.-paul",fullName:"Manash K. Paul",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/319365/images/system/319365.png",biography:"Manash K. Paul is a Principal Investigator and Scientist at the University of California Los Angeles. He has contributed significantly to the fields of stem cell biology, regenerative medicine, and lung cancer. His research focuses on various signaling processes involved in maintaining stem cell homeostasis during the injury-repair process, deciphering lung stem cell niche, pulmonary disease modeling, immuno-oncology, and drug discovery. He is currently investigating the role of extracellular vesicles in premalignant lung cell migration and detecting the metastatic phenotype of lung cancer via machine-learning-based analyses of exosomal signatures. Dr. Paul has published in more than fifty peer-reviewed international journals and is highly cited. He is the recipient of many awards, including the UCLA Vice Chancellor’s award, a senior member of the Institute of Electrical and Electronics Engineers (IEEE), and an editorial board member for several international journals.",institutionString:"University of California Los Angeles",institution:{name:"University of California Los Angeles",country:{name:"United States of America"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/219081/images/system/219081.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. He is currently working on the protective activity of phenolic compounds in disorders associated with oxidative stress and inflammation.",institutionString:null,institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Dr.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329248",title:"Dr.",name:"Md. Faheem",middleName:null,surname:"Haider",slug:"md.-faheem-haider",fullName:"Md. Faheem Haider",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329248/images/system/329248.jpg",biography:"Dr. Md. Faheem Haider completed his BPharm in 2012 at Integral University, Lucknow, India. In 2014, he completed his MPharm with specialization in Pharmaceutics at Babasaheb Bhimrao Ambedkar University, Lucknow, India. He received his Ph.D. degree from Jamia Hamdard University, New Delhi, India, in 2018. He was selected for the GPAT six times and his best All India Rank was 34. Currently, he is an assistant professor at Integral University. Previously he was an assistant professor at IIMT University, Meerut, India. He has experience teaching DPharm, Pharm.D, BPharm, and MPharm students. He has more than five publications in reputed journals to his credit. Dr. Faheem’s research area is the development and characterization of nanoformulation for the delivery of drugs to various organs.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/system/329795.png",biography:"Dr. Mohd Aftab Siddiqui is an assistant professor in the Faculty of Pharmacy, Integral University, Lucknow, India, where he obtained a Ph.D. in Pharmacology in 2020. He also obtained a BPharm and MPharm from the same university in 2013 and 2015, respectively. His area of research is the pharmacological screening of herbal drugs/natural products in liver cancer and cardiac diseases. He is a member of many professional bodies and has guided many MPharm and PharmD research projects. Dr. Siddiqui has many national and international publications and one German patent to his credit.",institutionString:"Integral University",institution:null}]}},subseries:{item:{id:"28",type:"subseries",title:"Animal Reproductive Biology and Technology",keywords:"Animal Reproduction, Artificial Insemination, Embryos, Cryopreservation, Conservation, Breeding, Epigenetics",scope:"The advances of knowledge on animal reproductive biology and technologies revolutionized livestock production. Artificial insemination, for example, was the first technology applied on a large scale, initially in dairy cattle and afterward applied to other species. Nowadays, embryo production and transfer are used commercially along with other technologies to modulate epigenetic regulation. 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Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',annualVolume:11404,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},{id:"9",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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