Effect of 1%, 1.5% and 2%
\\n\\n
More than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\\n\\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\\n\\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\\n\\nAdditionally, each book published by IntechOpen contains original content and research findings.
\\n\\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\\n\\n\\n\\n
\\n"}]',published:!0,mainMedia:{caption:"IntechOpen Maintains",originalUrl:"/media/original/113"}},components:[{type:"htmlEditorComponent",content:'
Simba Information has released its Open Access Book Publishing 2020 - 2024 report and has again identified IntechOpen as the world’s largest Open Access book publisher by title count.
\n\nSimba Information is a leading provider for market intelligence and forecasts in the media and publishing industry. The report, published every year, provides an overview and financial outlook for the global professional e-book publishing market.
\n\nIntechOpen, De Gruyter, and Frontiers are the largest OA book publishers by title count, with IntechOpen coming in at first place with 5,101 OA books published, a good 1,782 titles ahead of the nearest competitor.
\n\nSince the first Open Access Book Publishing report published in 2016, IntechOpen has held the top stop each year.
\n\n\n\nMore than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\n\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\n\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\n\nAdditionally, each book published by IntechOpen contains original content and research findings.
\n\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\n\n\n\n
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"7056",leadTitle:null,fullTitle:"An Update of Dental Implantology and Biomaterial",title:"An Update of Dental Implantology and Biomaterial",subtitle:null,reviewType:"peer-reviewed",abstract:'The aim of An Update in Dental Implantology and Biomaterial is to continue the challenge of reconstruction and implantology into another volume with unique updates. As a surgeon who is usually asked to accomplish the reconstructive skeleton of the rehabilitation plan, questions like "Doc, I am in a hurry, how fast can you finish the treatment?" are becoming very common in practice these days. This phenomenon goes hand in hand with people\'s current lifestyles. Another challenge is the inapplicable prosthetic plan due to the difficulty at the patient side or the surgical intervention side. The advancement in reconstruction is appreciated, but apparently it has not reached the limit of placing the factors of cost, time, and invasiveness into one location. I believe that cases should be treated and rehabilitated as soon as possible, with reasonable cost and feasible technicality, so that clients can focus on their daily lives. With this book I am honored to present a homogeneous gathering of literature on implantology, elaborated with up-to-date techniques of grafting, the improvement of anterior aesthetics, and answers to questions concerning postoperative implant complications and microbiota care.',isbn:"978-1-78984-993-6",printIsbn:"978-1-78984-992-9",pdfIsbn:"978-1-83881-756-5",doi:"10.5772/intechopen.73818",price:119,priceEur:129,priceUsd:155,slug:"an-update-of-dental-implantology-and-biomaterial",numberOfPages:104,isOpenForSubmission:!1,isInWos:1,isInBkci:!1,hash:"fab27916553ca6427ec1be823a6d81f2",bookSignature:"Mazen Ahmad Almasri",publishedDate:"January 30th 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7056.jpg",numberOfDownloads:6740,numberOfWosCitations:2,numberOfCrossrefCitations:5,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:5,numberOfDimensionsCitationsByBook:0,hasAltmetrics:0,numberOfTotalCitations:12,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"February 27th 2018",dateEndSecondStepPublish:"April 20th 2018",dateEndThirdStepPublish:"June 19th 2018",dateEndFourthStepPublish:"September 7th 2018",dateEndFifthStepPublish:"November 6th 2018",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"150413",title:"Dr.",name:"Mazen Ahmad",middleName:null,surname:"Almasri",slug:"mazen-ahmad-almasri",fullName:"Mazen Ahmad Almasri",profilePictureURL:"https://mts.intechopen.com/storage/users/150413/images/system/150413.jpeg",biography:"Dr Mazen AJ Almasri is an Associate Professor of Oral Maxillofacial Surgery at the King Abdulaiz University, Faculty of Dentistry, Saudi Arabia. He graduated from KAU in 2002 with an honors degree, then pursued his clinical training of OMFS at McGill University, (Montreal, Quebec, Canada) where he became an active fellow of the Royal College of Canada in 2009, achieved his Masters degree (2010), the Implantology and Reconstruction Fellowship (2010), and was an active diplomate of the American Board of OMFS (2011). Dr Almasri\\'s passion toward advancing the health care and medical education continued through teaching undergraduate and postgraduate trainees, and pursuing publication of papers and text books.",institutionString:"King Abdulaziz University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"4",totalChapterViews:"0",totalEditedBooks:"4",institution:{name:"King Abdulaziz University",institutionURL:null,country:{name:"Saudi Arabia"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"998",title:"Oral Implantology",slug:"oral-implantology"}],chapters:[{id:"61244",title:"The Growth of Dental Implant Literature from 1966 to 2016: A Bibliometric Analysis",doi:"10.5772/intechopen.77223",slug:"the-growth-of-dental-implant-literature-from-1966-to-2016-a-bibliometric-analysis",totalDownloads:1161,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"This bibliometric book chapter overviewed the dental implant literature from 1966 to 2016 via the Web of Science database. Articles and reviews published by 2016 on the topic of dental implants were identified and analyzed in terms of their authors, affiliations, countries/territories of the affiliations, journal title and journal category. The performance indices of the 10 journals with the highest numbers of dental implant publications were extracted from Journal Citation Reports. A total of 14,335 articles or reviews were published in 1081 academic journals, with majority (10,487; 73.2%) in dental journals. With 317,263 total citations, each publication was cited 22.1 times on average. About 10 journals accounted for 47.0% of total publications, five dedicated to dental implants. Performance indices of journals publishing dental implant manuscripts have been stable over the last decade. Clinical Oral Implants Research was the best performing journal among them in 2016.",signatures:"Andy Wai Kan Yeung and Wai Keung Leung",downloadPdfUrl:"/chapter/pdf-download/61244",previewPdfUrl:"/chapter/pdf-preview/61244",authors:[{id:"29992",title:"Dr.",name:"W. Keung",surname:"Leung",slug:"w.-keung-leung",fullName:"W. Keung Leung"},{id:"224320",title:"Dr.",name:"Wai Kan Andy",surname:"Yeung",slug:"wai-kan-andy-yeung",fullName:"Wai Kan Andy Yeung"}],corrections:null},{id:"62096",title:"Immediate Implantation at Fresh Extraction Sockets",doi:"10.5772/intechopen.78969",slug:"immediate-implantation-at-fresh-extraction-sockets",totalDownloads:1515,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The term ‘osseointegration’ was first defined by Branemark in 1952. Osseointegration means direct connection between implant surface and live bone cells. At the beginning, the original protocol for installation of the dental implants was 6–8 months after extraction. After installation of the implant, waiting period for osseointegration time was 6 months for upper jaw and 3 months for the lower jaw. In 1990s, implant placement was mostly performed in 100% healed bone tissue. Today this approach has lost its dominance due to the evolution of the implant shape and surface features. Various studies show that immediate implantation has a 90–100% success in survival rate. However, primary stability of the implant at the fresh extraction socket still has a priority. Particularly after extraction of single root teeth implant, installation into the fresh extraction socket by filling the gap with graft materials come into prominence. Many types of graft materials can be used with or without plasma-rich materials like Plasma Rich Fibrin (PRF). Recent studies have shown that these kind of materials enhance the osteogenic regeneration. Immediate implantation proved that it reduces the total treatment time, prevents the loss of gummy tissues and gains esthetic success.",signatures:"Belir Atalay",downloadPdfUrl:"/chapter/pdf-download/62096",previewPdfUrl:"/chapter/pdf-preview/62096",authors:[{id:"248517",title:"Associate Prof.",name:"Belir",surname:"Atalay",slug:"belir-atalay",fullName:"Belir Atalay"}],corrections:null},{id:"62812",title:"Clinical Application of DDM/rhBMP-2 in Implant Dentistry",doi:"10.5772/intechopen.79871",slug:"clinical-application-of-ddm-rhbmp-2-in-implant-dentistry",totalDownloads:1136,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Recombinant human bone morphogenetic protein-2 (rhBMP-2) is well-known osteoinductive growth factors that can be used along with various carriers. Demineralized dentin matrix (DDM) that has osteoinductive and osteoconductive capacities was developed as potential candidate for rhBMP-2 carrier that has its endogenous growth factors and fulfils the requirements such as controlled release kinetics, biocompatibility, biodegradabilities and bone forming capacity. DDM loaded with rhBMP-2 (DDM/rhBMP-2) have been subjected to in vitro, in vivo studies for the purpose of proving the clinical safety and efficacy. Recently the clinical trials and outcomes of DDM/rhBMP-2 have also proved this composite to be safe and efficient in terms of enhanced bone formation, remodeling capacity and reduced concentration of rhBMP-2 in implant dentistry in Korea. This chapter will introduce the clinical application of DDM/rhBMP-2 in implant dentistry based on the related experimental and clinical researches.",signatures:"In-Woong Um, Young-Kyun Kim, Pil-Young Yun, Zi-Yu Yan and Yu-\nMi Kim",downloadPdfUrl:"/chapter/pdf-download/62812",previewPdfUrl:"/chapter/pdf-preview/62812",authors:[{id:"62484",title:"Prof.",name:"Young-Kyun",surname:"Kim",slug:"young-kyun-kim",fullName:"Young-Kyun Kim"},{id:"163039",title:"Dr.",name:"In Woong",surname:"Um",slug:"in-woong-um",fullName:"In Woong Um"},{id:"263786",title:"Dr.",name:"Pil-Young",surname:"Yun",slug:"pil-young-yun",fullName:"Pil-Young Yun"},{id:"263791",title:"Mr.",name:"Zi-Yu",surname:"Yan",slug:"zi-yu-yan",fullName:"Zi-Yu Yan"},{id:"265741",title:"Dr.",name:"Yu-Mi",surname:"Kim",slug:"yu-mi-kim",fullName:"Yu-Mi Kim"}],corrections:null},{id:"63591",title:"Abutment Selection for Anterior Implant-Supported Restorations",doi:"10.5772/intechopen.80965",slug:"abutment-selection-for-anterior-implant-supported-restorations",totalDownloads:1817,totalCrossrefCites:3,totalDimensionsCites:3,hasAltmetrics:0,abstract:"With the introduction of dental implants to the market, varying restorative options have been successfully added for restoring the function and esthetics of both completely and partially edentulous patients. Accurate prosthodontic rehabilitation is the key factor for providing the long-term success and the survival of osseointegrated implants. Implant-supported restorations can be fabricated with different techniques. The prefabricated abutments provided by the implant companies are accepted as the gold standard because of their biocompatibility and advanced mechanical properties. However, especially for the anterior restorations, they are increasingly being replaced by custom abutments ideally prepared with CAD/CAM techniques; due to disadvantages of prefabricated abutments such as esthetic flaws, mechanical insufficiency resulting from implant placement, unacceptable emergence profile, and unhygienic regions formed under angled abutments. Currently, custom abutments are reported to have functional and esthetic advantages over prefabricated abutments. In this chapter, indications for proper abutment selection, contemporary production techniques, and different abutment materials will be stated, and the current research on the subject will be discussed.",signatures:"Pinar Turkoglu, Adnan Kose and Deniz Sen",downloadPdfUrl:"/chapter/pdf-download/63591",previewPdfUrl:"/chapter/pdf-preview/63591",authors:[{id:"145578",title:"Dr.",name:"Pınar",surname:"Gültekin",slug:"pinar-gultekin",fullName:"Pınar Gültekin"},{id:"260407",title:"Dr.",name:"Adnan",surname:"Kose",slug:"adnan-kose",fullName:"Adnan Kose"},{id:"260408",title:"Prof.",name:"Deniz",surname:"Sen",slug:"deniz-sen",fullName:"Deniz Sen"}],corrections:null},{id:"62398",title:"Peri-implantitis Microbiota",doi:"10.5772/intechopen.79486",slug:"peri-implantitis-microbiota",totalDownloads:1113,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Dental implant surgery has been a successful therapeutic option for the rehabilitation of partially or completely edentulous jaws for many years. However, evidence regarding the causative factors of peri-implant disease is still lacking. Peri-implantitis is an inflammatory disease affecting the soft and hard tissues surrounding osseointegrated implant associated with the formation of a bacterial biofilm on the implant surface close to the marginal tissues. The aim of this chapter is to summarize the knowledge regarding the microbiota associated with peri-implant infection and to review the different microbial diagnostic tests to understand the peri-implant microbiota, as well as summarize the present knowledge regarding management of peri-implantitis and propose further recommendations for future studies. This chapter shows that the scientific data regarding the microbiota responsible for peri-implantitis initiation and progression are still inconclusive. A microbiological test may thus be one diagnostic method to be used to understand the complexity of microbiota associated with the peri-implant sulcus. However, in order to resolve inflammation and arrest disease progression, the understanding of the biofilm development is essential.",signatures:"Dalia Khalil and Margareta Hultin",downloadPdfUrl:"/chapter/pdf-download/62398",previewPdfUrl:"/chapter/pdf-preview/62398",authors:[{id:"179031",title:"Dr.",name:"Dalia",surname:"Khalil",slug:"dalia-khalil",fullName:"Dalia Khalil"},{id:"185114",title:"Dr.",name:"Margareta",surname:"Hultin",slug:"margareta-hultin",fullName:"Margareta Hultin"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"5185",title:"Dental Implantology and Biomaterial",subtitle:null,isOpenForSubmission:!1,hash:"9b6bdd65b23207e491dd8a3c1edc41dc",slug:"dental-implantology-and-biomaterial",bookSignature:"Mazen Ahmad Jawad Amin Almasri",coverURL:"https://cdn.intechopen.com/books/images_new/5185.jpg",editedByType:"Edited 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It also examines current medical robotic systems and applications.",isbn:"978-1-83969-383-0",printIsbn:"978-1-83969-382-3",pdfIsbn:"978-1-83969-384-7",doi:"10.5772/intechopen.92945",price:119,priceEur:129,priceUsd:155,slug:"latest-developments-in-medical-robotics-systems",numberOfPages:166,isOpenForSubmission:!1,isSalesforceBook:!1,hash:"b48d1b7672b3d7e9e59ddc7b86d9b930",bookSignature:"Serdar Küçük",publishedDate:"September 15th 2021",coverURL:"https://cdn.intechopen.com/books/images_new/10569.jpg",keywords:null,numberOfDownloads:1650,numberOfWosCitations:0,numberOfCrossrefCitations:1,numberOfDimensionsCitations:2,numberOfTotalCitations:3,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"November 20th 2020",dateEndSecondStepPublish:"December 18th 2020",dateEndThirdStepPublish:"February 16th 2021",dateEndFourthStepPublish:"May 7th 2021",dateEndFifthStepPublish:"July 6th 2021",remainingDaysToSecondStep:"a year",secondStepPassed:!0,currentStepOfPublishingProcess:5,editedByType:"Edited by",kuFlag:!1,biosketch:"Dr. Serdar Kucuk received BA and MSc degrees from Marmara University and a Ph.D. degree from Kocaeli University in Turkey. 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Autism, a developmental disability, is defined by behavioural characteristics. Primary features of autism are described as problems in language skills, plays and social interaction [1]. It is considered a spectrum disorder, as the abilities of children with autism may very greatly from one child to another [2]. Symptoms begin during early childhood and distinctive incompetence and limited, repetitive behaviours are seen in socio-communicative field. In addition to these primary features, individuals with autism generally have sensory processing and sensory integration dysfunction, which affect adaptive behaviour and participating daily activities. Many children with autism are unable to register many of the sensations from their environment. They cannot integrate those sensations to form a clear perception of space. Atypical sensory registration and orientation can interfere with the processes of inhibition and facilitation in sensory systems. Some self-stimulatory behaviour is the expression of a sensory need in children with autism. Assessing sensory integrative functioning in children with autism is critical for planning and implementing effective intervention in occupational therapy [3-5]. As far as motor functions are concerned, motor impairments have been reported in children with autism. The studies shown that problems are observed in coordination, posture and balance control, locomotion and motor preparation in individuals with autism [6-10].
Due to sensory integration dysfunction, individuals with autism have difficulty fulfilling the roles they are expected to accomplish in their life and they can display behaviours that can hinder their participation in daily life. The primary aim of occupational therapy practices is to ensure that the individuals with autism participate in communal life through minimizing the difficulties in the daily activities they experience at home, school or in communal life and maximizing their independency. Occupational therapists believe that the individual with autism’s community participation can be increased through their participation in meaningful and purposeful activities they have in their daily roles and aims to achieve. They also make use of client-centred and holistic therapeutic interventions both in analysing and evaluating the problems which individuals with autism face and in their treatment and support system.
Occupational therapy interventions, which are designed according to standardized assessment tests, questionnaires, skilled observations, provide considerable advantage in dealing with the problems individuals with autism and their families face in daily life.
This chapter will give information on standardized assessment tests and practices applied in occupational therapy interventions such as sensory integration therapy, auditory integration training, activities of daily living training, play therapy, social skills training, cognitive behavioural therapy, school based intervention, recreational activities and sports and vocational rehabilitation.
Current estimates indicate that accompanying sensory processing problems are reported in more than 80% children with autism. Hyper or hypo reactivity to sensory inputs is now a diagnostic criterion for Autism Spectrum Disorders in the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition [11, 12]. A. Jean Ayres, an occupational therapist, developed the sensory Integration theory [13]. Theory is based on neuroscience, developmental psychology, occupational therapy and education sciences. Sensory integration therapy is a common method used in paediatric occupational therapy. Results of a survey made on occupational therapists working with children with autism report that 99% of therapists stated that they were referring to sensory integration therapy [14]. According to this theory; 1.sensorymotor development is important for learning 2. Individual’s interaction with environments shapes brain development 3. Neurological system has plasticity capability. 4. Meaningful sensory-motor activity is a strong mediator of plasticity [15]. Sensory integration is a process of organizing sensory information in brain in order to create an adaptive response. The aim of sensory integration therapy is to provide controlled and meaningful sensory experiences so that the child can spontaneously and appropriately form responses that require integration of those sensations [16].
According to the theoretical basis of sensory integration vestibular, proprioceptive, tactile, auditory and visual systems as well as olfaction (sense of smell) and gestation (sense of taste) have a significant importance. The tactile/proprioceptive and vestibular/proprioceptive systems interact routinely with the auditory and visual systems to supply the multimodal sensory information needed to make a meaningful motor response. It’s reported that sensory integration is a dynamic process that sustains during development and sensory information can be organized as a result of interaction with environment [17].
Skin has numerous receptors that perceive touching, pressure, texture, heat, pain and movement. A signal is transmitted to the related parts of the brain when tactile receptors are stimulated with touch, heat or vibration. Tactile system is a sensory system that affects behaviour both physically and mentally. Sense of touch is quite important for neural organization and praxis development [16, 18].
Vestibular receptors related with balance and gravity, and located in inner ear consist of semi-circular canals, utricle and saccule. Semi-circular canals are responsible for detection of angular, fast, short bursts of motion, and result in phasic limb movements and momentary head righting. Vestibular system is a system that affects balance, eye movements, posture, muscle tonus and attention [16, 19].
This system is related with position and movement. Pushing and pulling activities related with muscles and joints are activities that provide maximum stimulation for this system. Proprioceptive system provides information on postural and oculomotor control, position in space and balance together with vestibular and visual system. In terms of the problems reported in vestibular and proprioceptive system, difficulties in good body scheme and laterality development, poor balance, poor postural control and difficulties in coordinated movements are observed in children with autism [2, 16-18].
Children who are hypo responsive against proprioceptive stimulation have weak proprioceptive discrimination and awareness and fail to use proprioceptive input correctly. Therefore they tend to break their toys easily and have low postural tonus. Bites, pushes, hits, scratches, bumps, hurls, hangs and aggressive behaviours as well as self stimulatory and hyperactive behaviours such as banging head, biting hands are observed in children seeking for proprioceptive inputs [20].
The sound information from each ear goes to auditory cortex of opposite hemisphere. The relation between the auditory system and valgus nerve is important in sensory modulation [16].
The light received stimulates retina in order to send sensory input to the processing centre in the brain. Integration of visual inputs with different senses provides our awareness about our environments. Visual and vestibular systems work together for perceptual motor integration and visual perception [16, 18].
Different senses of tastes ensure that we like the food we eat and distinguish those that may be harmful [16].
Smell is directly processed via limbic system and creates memories and associations that influence some of our choices and preferences [16].
It’s reported that sensory processing problems observed in individuals with autism are associated with behavioural and/or functional performance problems and specifically stereotypical or repetitive are associated with self-calm or sensory seeking [21]. The studies show that repetitive behaviours, behaviours such as climbing, turning and twirling may indicate existence of sensory processing behaviours [12].
Sensory registration, modulation, discrimination and praxis defined as motor behaviour planning capability are performance components, which are important for sensory integration. Sensory registration is receiving different stimulus from body or environment [17]. Sensory registration process is important for the individual to perform effective function by paying attention. Children with autism who have sensory registration problems fail in creating appropriate adaptive responses against pain, touch, movement, taste, smell, light and sound [22]. Sensory modulation is defined as “capacity to regulate and organize the degree, intensity, and the nature of responses to sensory input in a graded and adaptive manner” [17]. Sensory discrimination is important for development of motor functions, postural tonus and postural adjustment. Different sensory modulation problems such as hyporesponsivity, hyperresponsivity, sensory avoiding or sensory seeking are reported in children with autism. Hypersensitivity is the most common auditory and tactile defensiveness. High pain tolerance is the most significant indicator of hypo responsiveness in children with autism [2].
Difficulty in starting and sustaining a social interaction and relation, delays in speaking or communication disorders such as echolalia, repetitive stereotypical plays, visually focusing on any object, cognitive deficits and confusions in impacts and results of behaviours are common sensory integrative – related behaviours in children with autism spectrum disorder. Poor sensory processing affects the child with autism in successful involvement in daily life activities such as playing and participating in social activities with peers, tooth brushing, eating, self care etc. [23].
It is important to identify sensory responsiveness (over, under or labile) and sensory preferences (likes and dislikes) praxis and sensory processing problems that affect involvement in daily life activities in the assessment of sensory integration in children with autism [25].
Numerous tests like given below are used for assessment of sensory integration in occupational therapy.
Tests such as
Besides standardized assessments, many occupational therapists refer to clinical observations for assessment of sensory and praxis functions. Clinical observation of postural control, behaviour organization and vestibular functions offer significant information in addition to sensory tests. It’s important to observe playing skills, social interaction and other relevant behaviours of the child in child’s natural settings [23].
It’s reported that sensory integration therapy should be individually implemented with the consideration of the “inner drive” of the child, based on the sensory experience, challenge and interest and in a structured environments with active participation of the child [16, 22]. More effective feed-forward mechanism required for optimum adaptive response are created with child-directed actions. In responding children with autism, it is important to use controlled and meaningful sensory stimulus to create organized behaviour and to make environmental adaptations when needed. Due to the problems in body awareness, a child with autism fails in receiving sufficient tactile, proprioceptive and vestibular inputs from his/her body. Therefore, environmental arrangements should be adjusted according to motor planning and body awareness required for praxis. It’s important to refer to sensory experiences that motivate and please the child with complex motor planning, social interaction and language skills. Therapist should integrate activities that contain sensory experiences required by the child into daily routine in cooperation with the family, caregivers and teachers [23]. Validity of the results in sensory integration studies are reported to be influenced by different practices in the intervention process and it’s further reported that “Ayres Sensory Integration Fidelity Measure” which is a reliable and applicable verification measure for studies on sensory integration disorders should be used [36, 37].
Fidelity measure consists of 10 essential elements is used in clinic based sensory integration treatment. These essential elements are as follows: a) ensuring safety b) presenting a range of sensory opportunities (specifically tactile, proprioceptive, and vestibular) c) Using activity and arranging the environment to help the child maintain self regulation and alertness d) challenging postural, ocular, oral, or bilateral motor control e) is challenging praxis and organisation of behaviour f) collaborating with the child on activity choices g) tailoring activities to present the “ just –right challenge”, h) ensuring that activities are successful, i) supporting the child’s intrinsic motivation to play, and j) establishing a therapeutic alliance with the child [37].
Proprioception is defined as a cornerstone in sensory integration therapy. Muscle movements against resistance or gravity, traction, compression, movements related with muscles and joints provide proprioceptive stimulus and are used to improve motor coordination, to increase body awareness and to help arousal level modulation [2, 20].Practices like jumping on trampoline, climbing a mountain of bolster and crash onto mats, jumping games, roller skating, bicycle riding, throwing and catching a heavy ball, wheelbarrow walking, pulling and pushing activities, carrying or moving heavy objects, imitating animal walks that require heavy work (crab, bear), swinging from trapeze bar, wearing a weighted west, weighted blanket, wearing ankle or wrist weights in activities stimulates proprioceptive system [23, 38]. (Figure 1)
Activity examples for proprioseptive and vestibular system stimulation
Activities like playing with dough or clay type materials, drawing on mirror with shaving cream, finger painting, drawing shapes with fingers in sand, foam etc, massage, vibrating toys, using different textures for playing and bathing, playing hide and seek games in dried beans or rice, asking the child to define shapes drawn on this/her back with fingers, finding objects from a bag full of rice or beans etc. can be used to improve tactile awareness [23, 38].
The child may be asked to listen his/her favourite soft music on headphones in order to reduce auditory sensitivity [23].
Activities such as linear swinging on a swing or ball on facedown position, throwing and catching objects while swinging, sliding down a slide, climbing, using scooter board or skateboard, jumping games, rolling activities, toys like rocking horse can be used to reduce sensitivity against vestibular senses. The child tolerates linear vestibular stimulus more than rotational stimulus [23, 38].
Toys and pens with lights, throwing balls at a target while swinging, games of ball throwing and catching, bubble blowing can be used to improve ocular-motor control [23, 38].
Ball catching games can be played on the floor or on a ball or while sitting in different positions on a swing [23, 38].
Activities such as creating shapes by tearing papers with both hands, making shapes with play dough, cutting papers etc. with scissors, making necklace by placing beads through a string, closing/opening clothe fasteners, ball catching and throwing and clapping type hand games[23, 38].
Therapeutic activities, which are for sensory processing and facilitate skills such as initiation, sequencing, bilateral coordination, timing and imitation can be used [5]. Activities of clapping and rhythm patterns hand games, building obstacle courses, activities that require whole body movements and timing such as kicking a rolled ball, hitting a ball with a bat, imitation of animal postures etc. can be used to improve motor planning [23, 38].
Sensory integration therapy is a clinical based intervention that uses play activities and sensory integration principles to increase adaptive responses of children [12]. In a systematic review research by Benson and Koomar, 27 studies on the impact of sensory integration approach on children were reviewed. It’s reported that sensory integration approaches are effective in terms of sensory-motor skills, motor planning, socialization, attention and behavioural regulation, skills related with reading, active participation in plays and personal goal attainment, however, the findings are limited due to small sample size, different practice dosages, therapy duration and result measurements not being appropriate [39].
Schaaf
Pfeiffer
Some studies report that sensory integration therapy does not have a positive impact due to small sample size, short therapy duration, no fidelity measure, study design and due to the fact that assessments are not blinded [47-51].
The last systematic review study by Smith et al. on sensory integration notes that evidence based studies where blinded evaluation, larger samples and randomised trial are used should be conducted [12].
Auditory processing problems are one of the sensory processing disorders commonly reported in children with autism. These disorders are classified either as auditory hypersensitivity or auditory underresponsivity [3, 52, 53] and Rimland and Edelson reported that nearly 40% of 17.000 children with autism have sound sensitivity [54].
Auditory Integration Therapy is a technique developed by Dr Guy Berard, an otorhinolaryngologist in order to reduce abnormal sound sensitivity in autism spectrum disorders. In this method, electronically modulated music is listened by headphones for half an hour twice a day for 10 days. Audio metrical assessment is made before the therapy. Auditory integration training devices filters peak frequencies against which the individual has hypersensitivity. It aims to regulate behaviour by reducing hypersensitivity. The filtered music is modulated by a brief dampening of high and low frequencies for periods ranging from 250 milliseconds to 2 seconds [54-56].
445 individuals with autism who received auditory integration therapy were reported to have a decrease in problem behaviours and increased hearing acuity and the observed changes remained stable for nine months [57].
Changes in brain functions were measured before and after auditory integration therapy with positron emission tomography and an increase in occipital lobe activity and a decrease in hyper metabolism in frontal lobe were reported [58]. Auditory therapy according to Tomatis method is reported to create an increase in daily life skills, motor skills, socialization and communication skills in 6 cases. Furthermore, decrease in hyperactivity, atypical behaviours and increase in attention was reported in cases [59]. Brockett
Activities of daily living (ADLs) are oriented toward taking care of one’s own body and include bathing, dressing, eating, feeding, bowel and bladder management, functional mobility, personal device care, personal hygiene and grooming, sexual activity and toilet hygiene. These activities are “fundamental to living in a social world; they enable basic survival and well-being”. Instrumental activities of daily living (IADLs) may require more complex interactions with one’s environment; these activities support daily life within the client’s home and community. IADLs include: communication management, home establishment and management, meal preparation and clean up, financial and health management and maintenance, community mobility, shopping, safety and emergency maintenance, care of others and pets, child rearing and religious observance. Children and young people learn to perform ADL and IADL activities with socially appropriate ways in order to engage in education in family and society, game playing, leisure, social participation and work occupations [65].
Individuals with autism generally have the risk of limited engagement in activities. Studies show that such individuals engage in less activities less frequently and have weaker daily life skills when compared with individuals with other developmental disorders or with typical development [66-70]. Most common areas reported by families are limited independence in dressing, rigid eating routines, interruption of eating time because of difficult behaviour, limited independence and discomfort in many hygiene tasks, obvious difficulty in toilet training, limited engagement in chores and continuous and intense supervision to provide safety [71]. Engagement of individuals with autism in daily living activities may be effected by core characteristics specific to autism as well as sensory processes. Studies show that 42-88 % of individuals with autism experience sensory integration disorders [72-76]. Koenig and Rudney demonstrate in a review that children and adolescents who have sensory processing deficits have difficulties in completing their daily occupations, including ADLs and IADLs [77]. While the literature underlines the need to increase evidence-based studies, sensory integration deficits of individuals and sensory features of environment should not be ignored in assessments and interventions for activity engagements of individuals with autism.
ADL and IADL assessments start with analysis of occupational performance. For this purpose, interviews, inventories, observation and various standardized tests can be used as an assessment method. In the initial stage, interview with family, child, teacher and other care givers is important in learning child’s skills, habits, routines and roles, environmental features, goals and dreams [78]. If the family reports difficulties about some ADL or IADLs of child, therapist should observe the child in clinic or ideally at home if possible and in child’s environment during the activity. Assessment should contain information on social, cultural and physical environment, which affect activity performance as much as motor, process and communication/ interaction skills of the child. Environmental factors such as division of labour division of family members for child’s care, safety issues in physical environment and cultural habits and social routines of family may be registered. Task analysis is made to define activity demand, activity is divided into steps and reviewed, steps are listed and requirements are defined. The Functional Independence Measure for Children (WEFIM), Waisman Activities of Daily Living (W-ADL) Scale, The Paediatric Evaluation of Disability Inventory (PEDI), The Vineland Adaptive Behaviour Scales, The Assessment of Motor and Process Skills (AMPS), The Canadian Occupational Performance Measure (COPM) and Sensory Profile (SP) for sensory integration are some of the examples of standardized methods that can be used in the assessment of performance in daily living activities [29, 79-85].
Occupational therapists may refer to different approaches to improve ADL and IADL performances in children, including 1) establishing and maintaining performance, 2) activity adaptations or compensatory methods [78].
At the initial stage of intervention, therapist uses an activity analysis to define which steps of activity process are problematic and defines behavioural and educative methods to be used [78].
Behavioural approaches has been used, often in combination with other approaches, to obtain a baseline of the child’s behaviours and as a way of establishing clear goals. Behavioural methods like reinforcement and token systems are useful in attainment and sustainment of skills in individuals with autism. Furthermore, besides guiding learning, they may facilitate visual (showing), verbal (speaking or written information), tactile (guidance or using a part of body) or environmental (colour coded materials) cues. Cues are important to improve the quality of performance and to brief individual on what to do in the next step. As individuals with autism may experience difficulties in understanding natural cues and verbal communication, context or activity demands such as use of prompting can be modified [86].
One of the important training methods used in ADL training is chaining. Training of complex skills generally requires chaining steps of the task. Three chaining options are available for functional task training: a) Backward chaining in which the last step of the task is trained first, followed by the second to last step and the last step, and so on, progressing backward through the chain, b) Forward chaining in which the first step of the chain is trained first, followed by the first and second step, and so on, progressing forward through the chain c)Whole task method in which each step of the chain is trained on each presentation [87]. Another method is time-delay procedures. The time-delay cueing system typically involves two training stages: 1) A cue designed to elicit the next step in the chain is delivered so as to coincide with the stimulus (i.e., the completion of the previous step in the chain). 2) A defined interval is inserted between the occurrence of the stimulus and the response-eliciting cue [88]. These educational methods include strategies that occupational therapists can use in skill training. Repetition and development of habits and routines are required to sustain the skill after it is learned and to reduce environmental supports. Furthermore, generalization of skill in different environments should be emphasized [78].
Compensatory strategies may include modification of task or task method, use of assistive technology or modification of environment. Therapists may also refer to the combination of these methods [78]:
“Grading” is a method commonly used by therapists. Grading is adaptation of task or parts of a task according to the capability of child. Activity is divided into subtasks with task analysis and task is modified depending on the difficulty or easiness level for the child [78].
Individuals with autism can process visual information easier than auditory information [89]. Visually based interventions include visual (e.g., picture, written) schedules, visually organized tasks, written or pictorial scripts, rule reminder cards, and visual task analyses [90]. Such interventions are reported to be effective in individuals with autism [90, 91]. These activities may be used for individuals with autism to learn activities of daily living skills, to foresee daily routine and to become independent from various environments [92].
In literature, technologies like video modeling, video prompting, handheld devices, structured computer games and virtual reality environments are used for training purposes. Research incorporating technology has consistently demonstrated good effects to daily living skills for children with autism. Additionally, assistive technology requirement of occupational therapist, which technological tool is applicable and proper assessment of factors related with accessing technology such as economical status of family are important [92-95].
Creating sensory-friendly environments and implementing adaptive sensory strategies are important for effective ADL and IADL performance in children with sensory modulation problem. For instance, environment should be structured to be silent when an activity is performed with a child who has auditory-hyperresponsiveness responses. Use of earphone is recommended in environments that cannot be controlled. Another example is that preparation of a child with deep pressure and organized, rhythmical touches might be facilitating before starting a dressing activity with a tactile defensive child [23].
Besides being an activity that exists in every stage of life, play is the most proper way for a child to learn the world he/she lives in and to express emotions such as happiness, anxiety, and joy particularly during the first years of life. Bundy describes it as ‘’play is a transaction between an individual and the environmental that is intrinsically motivated, internally controlled, and free of many of constraints of objective reality’’ [96].
Play is primer occupation of the child. Through play, children can gain developmental milestones, learn about occupational role, behaviours, and how to interact safely and appropriately within their environment. Children with autism display atypical and insufficient play skills at different levels. This atypical and insufficient play skill is generally reported as playing with a toy stereotypically (rotating, shaking, sequencing, putting one on top each other) which is not suitable for its function, lack of social skill, flexibility and creativity skill to continue the play. Developments in symbolic activity, play and social relation areas observed in children younger than three years of age are not generally reported in children with autism [97]. Rare interaction of children with autism with their peers limits their attainment of playing in solitary and group plays with their peers [98]. Since game playing requires developed motor planning and praxis skill, this may result in child’s showing motor planning and praxis during play [96].
Occupational therapists are concerned with the occupation of play and the child developing as a lifelong player [99, 100]. Providing engagement with play in children with autism is one of the most important parameters of occupational therapy interventions [101]. The primary goal of occupational therapy interventions in children with autism is to ensure attainment of motor planning and praxis skills, which will improve child’s concrete thinking and play setting skills [99-101].
Play is multidimensional phenomenon that includes entertainment, spontaneous problem solving skill and creativity and requires collaboration of different disciplines [101-103]. Engagement in play and sustainability of play continue as long as the self-motivation and creativity of the player continue. Active engagement of children with autism in play and sustainment of play with adaptive response is one of the most important objectives in occupational therapy interventions [96, 99-101].
Our senses (tactile, visual, auditory, olfactory, gustatory, proprioceptive and vestibular) help us to collect information from the environment we live in and provide that we give adaptive responses suitable for the environment and we generalize what we learn. Sensory information is effective in the establishment of body scheme, which is one of the most components of motor planning skill [13, 104-106]. Studies reported that integration of tactile, visual, proprioceptive and vestibular sensory inputs offer improvement of body-spatial awareness [106-108]. When children with autism fail to produce adaptive response suitable for their environment and have insufficient body scheme, such may lead to negative experiences in their occupational performances and may result in anxiety, frustration, anger and avoidance [109]. Therapeutic play used in occupational therapy intervention can lead the child into a motivating activity with inner drive that encourages active movement, self direction, interaction, sensory building blocks and help addressing occupational performance and occupational profile of the child with autism [106, 109]. A study assessing the effectiveness of play therapy in literature reports that DIR-Floor Time and similar developmental approaches have a positive impact on emotional functioning, communication, and daily living skills and moreover creates positive changes in parent-child interactions [110]. It’s noted that play based occupational therapy improves motor and social skills in children with developmental delay [111]. Hebert reports in his study that therapeutic plays practiced for children with developmental delay in line with their occupational frameworks improve their non-verbal and verbal communication skills [112]. As noted by such evidence-based studies, well structured play which is commonly used in occupational therapy interventions has a positive impact on motor skill and planning, communication-interaction and social skills of children with autism.
Play is what children to do and they expend considerable social, cognitive and motor resources while playing, therefore play assessment may provide very meaningful insights about a child’s interests, functional abilities and behaviours [113-115]. The selection of a play assessment will vary depending upon the developmental status of the child, the purpose of the assessment and the intervention plan. Test of Playfulness [114], Knox Preschool Play Scale [115], Play History [116-118] and Trans-disciplinary Play-based Assessment [119], My Child\'s Play [120, 121] tests are among the common standardized tests used to plan occupational therapy interventions for the improvement of play skills [117]. Furthermore, occupational therapists frequently refer to Observations of Factors Influencing Playfulness Form [121, 122] to plan their interventions.
Occupational therapists frequently use sensory integration framework where sensory differences of individuals are taken into account in improving play skills of children with autism. Developmental approaches like Dr. Stanley Greenspan’s “Floor Time” method which aims to turn the relation between children and their families into a play with mutual interaction that contains trust and pleasure and philosophy of “Follow the child’s lead” [123-126]. Additionally, virtual reality studies are also included under play interventions [127]. During occupational therapy interventions, in addition to therapeutic use of play, occupational therapists play an effective role in the organization of play environment and parent education with the consideration of developmental level, challenges and strengths of child [128].
It’s important for the occupational therapists to implement therapy programs designed according to sensory integration framework, under the leadership of child in structured environments for the improvement of motor skill, social-emotional well-being, cognitive process, praxis, attention, intimacy, interaction expression, use of feelings/ideas and logical thinking development of child with autism in play based occupational therapy interventions [129].
Social skills have a significant place in diagnosis of autism. Children with autism experience difficulties in using non-verbal behavioural social skills such as eye-to-eye gaze, facial expression, body postures and gestures to regulate social interaction; failure interaction with peers, problems on sharing enjoyment, interests or achievements with other people and problems in social–emotional reciprocity and may require support as of early ages. Individuals with autism have difficulty in understanding nuances and informal rules, which are spontaneously used during communication. Such social interaction problems may lead to indifference, teasing or bullying. Social interaction efforts of many individuals with autism result in negative experiences as the individual is over stimulated or confused and negatively effects the social engagement of individual. Studies report that negative reactions against individuals with autism from their environment are more challenging that their communication problems [130]. Difficulties in social skill behaviours observed in individuals with autism are defined with neuropsychological models such as the theory of mind [131, 132], executive functions [133, 134] and weak central coherence [135, 136].
Theory of mind is defined as the capacity of interpreting, deducing and explaining the underlying mental situations in other’s behaviours. Preschool children are expected to have developed their theory of mind skills. Insufficient development of theory of mind are reported to lead to difficulties in interpreting emotional status from voice tone and facial expression and in social skills and negatively affects empathy skill of individual [131, 132]. Theory of mind is used to describe the major deficits in social functionality and communication in autism [132].
Dynamic and complicated nature of information process in brain reveals definition of high-level cognitive functions and concept of executive functions. This theory covers skills such as self-regulation of behaviour sequence, flexibility, response inhibition, planning and organization of behaviour. Executive functions where prefrontal cortex play a central role provides that an individual thinks about himself/ herself and defines what can happen in future and how they can be affected [133]. Executive functioning in autism is an approach studied fort he last 20 years. Studies on executive functioning and frontal lobe functions report that performances of children with autism in executive functions are lower than expected [133, 134]. Social skill deficits, namely executive function disorders or stereotypical behaviours, which are considered to be caused by their deficits, are observed in individuals on the spectrum and in their relatives [132-134].
According to weak central coherence model, information received from different sources cannot be integrated in autism [135]. Meaningful and consistent meronymy relation cannot be established from stimulus perceived due to information processing deficit. Weak central coherence can be associated with disadvantages experienced by individuals with autism in areas such as learning, social, language and cognitive skills etc. and it’s reported to be the reason for behavioural deviations in these areas [136].
Different disciplines commonly agree that autism is centrally a social skill deficit and therefore this area should be the first area to be targeted in training [137]. In social skill studies for children with autism, attainment of basic skills such as eye contact, using expressions like hello, thank you which are the basics for social communication, answering questions like how are you, playing with peers and getting in line in plays etc. are targeted with priority [137, 138].
There are many advanced social skills that should be attained by a child with autism after the attainment of basic social skills. These social skills can be classified under four main groups; communication skills: self introduction, asking proper questions to meet someone new, starting a conversation, involving in a conversation, not deviating from topic of the conversation, listening in a proper position, not keeping the talk too long, changing the topic properly, using voice tone, facial expression and body posture according to the topic of the conversation [139-141].
Social interaction skills (friendship): These are the skills like touching properly, ringing, answering a call, helping a friend properly, asking for help, spending time together, acting at a proper distance depending on the type of relation, respecting ideas of others, not feeling uncomfortable with changes in rules etc. [140].
Social interaction skills (playing): These are the skills like engagement in play, sharing toys, playing games with rules, getting into a line during play, coping with winning and defeat [140, 141].
Emotion recognition and management skills: They include skills like awareness on emotions, consoling a sad person, anger control and expressing anger properly, accepting criticisms, coping with mocking, sharing happiness, coping with making mistakes, not feeling uncomfortable when trying new things. [140, 142].
Social skill training is not a routine part of occupational therapy interventions for individuals with autism. Occupational therapy interventions play an important role in designing intervention programs for the assessment and improvement of insufficient social initiations and responses against any occupational performance of the individual with autism at home, school or in society, and in enhancing social participation of individual [130].
In social skill studies with children with autism, skills are tried to be taught face to face or in groups or some skills are taught during playtime with parents or peers [140, 141]. It’s reported that a shift can be made from individual works to group works for the development of empathy skill [139]. These working principles are also taken into consideration in occupational therapy interventions [16].
Among the studies on improvement of social skills in children with autism, there are researchers who think that “theory of mind” is the problem [133, 142, 143], and studies, which refer to, structured training programs [140, 144] or developmental approaches [145]. More than one technique is used in some studies. For instance various techniques like scenarios, social skill groups, self-control, class interventions, video modelling, social plays, peer training, peer mediation and circle of friends are used together [146-148]. There are also studies where a single technique is used like social stories [149], peer mediation etc. [150]. It’s reported that social skill training of children with autism is more effective in communication with other children in a natural group setting [151].
In a study where 79 studies on children with autism under the age of 12 were reviewed, it was noted that modeling and reinforcement, approach, peer training, scenarios and social stories were used [138]. It’s further noted that programs designed with techniques of approaches to learn social skills in groups or socially are more effective in children with autism [138, 152].
In occupational therapy, social skills of individuals with autism are assessed with observational standardized tests and checklists [153]. Standardized tests helps assessment of social skills and daily living skills of an individual with autism. Vineland Adaptive Behaviour Scale [83] and Social Skills Rating System [154] can be given as an example of such tests.
Occupational therapists may make structured interviews with parents and caregivers in addition to the standardized tests, and make observations in the natural settings and structured play settings of the child. During the assessment, informal rating scales can be used in the observation of social skills of the child such as spontaneously engaging in communication, imitation, socially responding, eye contact, game playing, asking for help/ helping, adjusting voice tone, using body language, expressing emotions verbally and non-verbally, giving proper responses, distance with others during communication and interaction [16, 128, 155].
Occupational therapy interventions for improvement of social skills in individuals with autism should be client-centred, with concrete narrations, supporting active engagement in cooperation with family and teachers in the natural settings of the individual and should consider emotional differences. Individuals with autism may experience significant difficulties in implementing the social rules despite having memory skills that facilitate repeating and memorizing these rules. Occupational therapists can give social skills training with creatively referring to the routine daily activities of the individual with autism during the sessions. A therapy program which starts with individual works of 30-90 minutes where necessary considerations and modifications are made over an activity related with the occupations of the individual with autism in his/her life and progresses with group works is considered as an ideal occupational therapy intervention. Adult-mediated or peer-mediated activities can be used in intervention. Teaching that the same response would not be proper in every social situation with the consideration of social hierarchy and group work principles during the intervention is an important detail of the intervention [16, 128, 155].
Social Stories and Social Autopsies, Social Skills Lessons and Activities, Jump Starters, Social Skills Activities for Special Needs, and Walker Social Skills Curriculum: The Accepts Programme, Do-Watch-Listen-Say” Framework, Video Modeling methods are frequently used in occupational therapy interventions [156-158].
Occupational therapy interventions designed to improve occupational performance in line with the basic principles given above may help in the development of social skills in individuals with autism and can increase their social engagement levels.
The cognitive behavioural approach assumes that a person\'s cognitive function and beliefs influence their behaviour, and that by helping a person dispute their irrational thoughts, they will be empowered to change their behaviour [159].
Each person’s beliefs are developed through his or her own life experiences. These experiences can be lived as well as watched (observational learning, vicarious reinforcement etc.). Individuals with autism can have problems on learning from society, and vicarious reinforcement is key aspects of Bandura\'s social learning theory [160]. Cognitive behavioural therapy is used primarily to help individuals with autism to regulate their emotions, develop impulse control, and improve their behaviour as a result. In addition, some individuals with autism struggle with fears and anxiety, or may become depressed. Cognitive behavioural therapy has been shown to be helpful for reducing anxious and depressed feelings and behaviour by making changes in thoughts and perceptions of situations through a change in cognition. The key ingredient of cognitive behaviour therapy based occupational therapy, which distinguishes it from regular behaviour therapy, is working on change in cognition or how thinking is processed [160, 161]. Occupational therapists seek to reduce challenging behaviours, such as interruptions, obsessions, meltdowns or angry outbursts, while also teaching individuals how to become familiar with and manage certain feelings that may arise during activities of daily living. Cognitive behavioural therapy can be individualized which matches client-centred approach of occupational therapy, and as a result, is very effective at improving very specific behaviours and challenges in each individual with autism. Stabilizing emotions and improving behaviour allows individuals with autism to prepare for and respond more appropriately in specific situations [159-161].
Occupational therapists working with individuals with autism refer to at least one behavioural approach, generally the frameworks of model of human occupation and biopsychosocial model in their therapy interventions [159, 162, 163]. Occupational therapists support the cognitive behavioural therapies implemented in line with these models with making changes in individual-environment-activity areas [159, 162-164]. Following cognitive behavioural therapy, occupational therapist assists an individual with autism to identify and change their irrational thoughts, then take this learning and use it in real life opportunities [159, 162, 163].
Although studies on mental health are frequently observed when cognitive behavioural therapy based occupational therapy interventions are reviewed, visually based interventions such as video modeling where behavioural changes are targeted with various activities have been demonstrated to be effective with children with autism. This approach has wide utility, is appropriate for a range of ages and abilities of children with autism. There are video modeling studies such as Video Self (modeling Tape the child and play back to give feedback), Video Instruction (tape another student doing the behaviour) and Video Feed-Forward Tape. These studies show the child the complete behaviour and promotes independent functioning, and can be used to address numerous learner objectives of occupational therapy, including behavioural, self-help, communication, and social objectives [164-166].
Occupational therapists generally work in line with model of human occupation and biopsychosocial model in the interventions of cognitive behavioural-based therapies in individuals with autism [159, 162, 163]. Besides the assessments of occupational therapy frame of reference, assessments such as 5 Point Scale, Power Cards, Bibliotherapy, Video Modeling, Situations-Options-Consequences-Choices-Strategies-Simulation, Social Autopsies, Comic Strip Conversation, Social Stories and Hidden Curriculum are used [156, 167-173]. Furthermore, a review also found that ILAUGH Model had already been researched and demonstrated to be a relevant learning hurdle for individual with autism [174].
There are some programs designed for children and adolescents to teach awareness of energy levels and self-regulation. Alert Programme “How Does Your Engine Run? ” is one of them and it teaches awareness of energy levels and how to bring the energy level back to the centre and it focuses on self-regulation skills according to sensory integration theory [175].
Occupational therapists also aim to improve the skills of exploring feelings in their activities with children with autism. For this purpose, programs of
Anxiety can be debilitating for a child with autism. Learning about emotions helps children recognize connections between thinking and feeling, and helps them identify the physiological effects of anxiety on the body (sweating, increased heart rate, crying, etc.). Learning and teaching to explore feelings can help the child with autism to identify situations that make them anxious and learn how to perceive the situation differently [179]. Therefore, occupational therapists frequently refer to self-management training in coping with anxiety and stress in their studies with children with autism. Effectiveness of intervention in individuals with autism who receive cognitive behavioural therapy based occupational therapy is assessed with Goal Attainment Scale (GAS) [35].
Occupational therapy in school is quite different from clinic based occupational therapy. School-based occupational therapists focus on learning, developing skills which increase the student’s independence in the school environment, and also educating the school personnel about the different considerations required for students to eliminate the barriers from participation [180-183].
Everything the occupational therapist does with student in school must be related to develop educational skills of the student with autism. The occupational therapist evaluates, assesses and accommodates functional abilities of the student with autism in school classrooms, hallways and other related education areas. The occupational therapist works with teachers to help student’s acquire functional abilities necessary to access and use educational materials and be independent in the school [183]. Occupational therapists work with the students with autism on adapting or modifying school equipment/materials to help them function better in classrooms, the lunchroom, or restrooms. Other assistance includes helping students with autism to be sensory stable and participate in activities outside of the school through mobility on field trips, sports events, on playgrounds and within the community. Students with autism face a demanding environment at school [183-185]. Presentation methods for educational materials must be modified to meet the challenges of students with autism, such as their ability to communicate, view and manipulate educational materials, and move about the school. Occupational therapists work closely with teachers to promote the highest level of function possible for a child with autism pursuing educational goals like fine and gross motor skills and attention skills [185-188].
Occupational therapists use screening, assessment, and clinical observation tools and strategies to analyse why child with autism is having functional and sensory difficulties in educational settings not to establish interventions in school settings. During their interventions occupational therapists use some of the standardized tests like Sensory Profile [189, 190], Bayley Scales of Infant Development-II [191], Peabody Developmental Motor Scale [192], Bruininks-Oseretsky Test of Motor Proficiency [193], and Pediatric Evaluation of Disability Inventory Test [82] in school setting [194].
If the standardized tests are not appropriate, occupational therapist can give descriptive reports without using standardized scales. It is important to compare the child’s performance with the previous scores than the normative sample. Occupational therapists can use play based performance profiles like Hawaii Early Learning Profile or Transdisciplinary Play-Based Assessment [194]. Additionally ecological/environment inventories should be used to evaluate child with autism within a variety of educational environments (classroom, garden, sports area etc.), curricular expectations; tools/instruments to help gather relevant information; whether the team needs expansion to obtain needed information [195, 196]. And also to determine and work with the educational team to determine functional strengths and challenges and providing information to design instructional programs of the student with autism. Occupational therapist should try to become familiar with the individual education plan [194-196].
Occupational therapists use direct or indirect services for students with autism in school settings. Occupational therapy interventions purposes are to help students with autism to gain independence in daily living activities, feeding and oral functions, play skills, task organization and completion, written communication skills, hand function, sensory integration (processing), visual perception, campus/school mobility, participating on a regular and timely basis, using tools and supplies, participating in activities throughout school settings. Also when skill and strength cannot be developed or improved, occupational therapy offers creative modifications and adaptations for carrying out development-appropriate activities [195, 196].
In school practice, occupational therapists work with students, teachers, families, classes, schools, and school districts. Occupational therapists are experts at identifying ways to engage students with autism in educational activities and supporting them to develop competence in their roles as students.
Recreation, a participation domain of the International Classification of Functioning Disability and Health (ICF), includes involvement in formal and informal activities such as play, sports, going to the theatre, crafts and tourism [197]. Leisure in occupational therapy is described as one of the occupational areas that cover recreational activities.
Besides being pleasant, recreational activities improve the life quality of individuals with autism, develop their social communication and acceptance, reduce inappropriate behaviours, improve fine and gross motor skills and helps in attainment of social skills [203]. Findings of studies on participation of children with autistic disorders in physical activities and sports activities show that sports and physical activities may create opportunities for social interaction, reduce repetitive movements and contribute in development of motor performance and physical suitability as well as self management skills [204-207].
Studies show that children with autism have more limited participation in recreational activities when compared with their peers with typical development or those in other disability groups [208-211]. Core impairments of autism spectrum disorders (i.e., communication impairments, social deficits, and abnormal restrictive, repetitive and stereotyped behaviours) and other features related with disorder (e.g. motor skills differences and maladaptive behaviour) affect recreational participation [212]. Another significant factor is sensory integration problems experiences by individuals with autism. It’s reported that children with autism and sensory difficulties participate in recreational activities less and prefer more informal (not structured) and home activities [213]. Besides all these individual features, the impact of family and environmental factors are also described. The interplay is noted among the child’s impairments, the family’s style, preferences, and demands, as well as environmental or community-based limitations in restricting a given child’s ability to participate in an array of recreational activities [199]. Studies show that participation of families in recreational activities positively affect child’s participation [214]. Furthermore, it’s observed that number of accessible services in society is parallel to participation in these activities [199]. Another factor is acceptance perceived from family, friends and neighbours. Families of children with developmental delay and behavioural problems may discontinues activities outside home as a response to negative reactions of people against the noise and temper tantrums of child [215]. As a conclusion, holistic perspective is important.
Individuals with autism are in need of programs structured and organized with proper support to reveal their recreational interests and to improve their leisure skills [203]. Therefore interdisciplinary teamwork is an important issue. Considering multifaceted factors that affect participation in recreational activities, strong cooperation of families and professionals are required in the planning and implementation of intervention [208]. Occupational therapists are important both with their expertise in occupational participation and their knowledge on sensory integration interventions for participation of individuals with autism in recreational activities. Occupational therapists point out exploration and participation in leisure activities, which are one of the occupational areas. Leisure exploration refers to identifying interests, skills, opportunities, and appropriate leisure activities. Leisure participation is planning and participating in appropriate leisure activities; maintaining a balance of leisure activities with other areas of occupation; and obtaining, using, and maintaining equipment and supplies as appropriate [65].
Occupational therapy assessment with an occupation-based, family-centred and top-down approach starts with an interview with the family and self-report. Family’s perspective on interests and skills of child, life style, economical status, their access to social and community resources should be recorded. Ideally, leisure assessments should be made in the natural settings of the child whenever possible. Interview and observation made in this setting are important to assess physical, social, cultural, attitudinal or organizational environment factors which affect leisure participation of the child and to evaluate child’s performance skills. It is important for the therapist to observe motor, process and social interaction skills and attitudes of the child against others during activities with peers [185].
Paediatric Activity Cart Shorting (PACS), Children’s Assessment of Participation and Enjoyment (CAPE), Canadian Occupational Performance Measure (COPM) are some of the examples of standardized methods that can be used in the assessment of recreational interests and skills of the child [85, 216, 217]. It is important to assess the sensory integration skills of the child and impact of these skills on activities, to define strategies to meet the needs of the child and to create sensory friendly settings. Therefore Sensory Profile (SP) is a standardized scale used in defining sensory difficulties of child [29].
Occupational therapists give trainings to families, friends and teachers on how to facilitate participation of individual besides teaching the most needed skills for participation of children in selected leisure activity. Additionally they give training on use of adaptive equipment required for activities and make environmental modifications.Participation of children with deficits in activities together with their peers without deficits is important for both groups. Some of the study results show that peer support programs are useful for both groups. Structuring recreational activities where children with autism can be together with children with typical development can be an effective for proper modeling and social integration of children with autism and for the positive attitude changes in others [218, 219].
One of the most important highlight of recreation and leisure activities is that they are “intrinsically motivated”. Neurobiological studies show that limbic system which orchestrates motivation and drive in brain is not adequately developed in individuals with autism. According to sensory integration theory by Ayres, purposeful sensory-based activities may increase natural inner drive. Therefore, carefully selected sensory-based activities may help finding activity meaningful and purposeful and sustaining participation [220, 221].
Virtual Reality (VR) technology is an important tool to widen leisure activity spectrum of intellectual and developmental disability population. Easy changeability of virtual environments, adaptation and scaling of difficulty of task according to the skills of the individual can be considered as advantages of VR [222]. Furthermore, it increases motivation and leads to positive impacts on the participation of individuals. In the intervention, its integration to home routine as a recreational activity is considered to be useful.
Many people diagnosed with autism experience difficulties in finding and sustaining jobs. 50-75% of this population is estimated to be unemployed [223]. One of the basic problems of individuals with autism in finding jobs is the deficit in social and communication areas, which require advanced support in the workplace [224]. In addition to these personal features, availability and accessibility of services that support employment and existence of social supports are considered as significant environmental factors that affect employment rates [81]. Studies show that individuals with autism may be successful in business life and are considered as important by their employers together with proper vocational interventions [225-227].
Employment opportunities for individuals with autism may be based on two main categories; a) integrated, competition-based employment with supportive employment opportunities and b) separate, non-competitive opportunities including daily therapy, work activity centres and protected businesses. Supportive employment is a system where individuals are supported in the workplace, long term support is given with work coaching system and the support is reduced as the individual becomes more independent. This approach is based on the assumption that all people can work and argues that we should create long-term support mechanism nationally to support this assumption. So the actual question is not whether or not an individual with autism will work but whether or not there is support services required for the individual’s success in work performance [228].
Studies show that supportive employment opportunities is the effective way for the participation of individuals with autism in work life [229, 230]. Supportive employment programs have a team consisting of different professions and who work together for common goals in the evaluation of work process, its referral, work analysis, work skills training and follow up of the working individual. This team includes occupational rehabilitation consultant, work coach, occupational therapist, physiotherapist, speech therapist, special trainer, psychologist, individual himself/herself, individual’s family and other profession members who may contribute in employment process. Occupational therapists have different roles in assessment, recruitment and training, work development and supportive employment process stages of employment process of individuals with autism. During assessment stage occupational therapists assess sensory and motor skills, professional interests, communication and transportation, daily living activities, cognitive, social and community skills, emergency response and safety in workplace and self-assessment skills. During recruitment and training stage occupational therapist work on training and adaptations about work task and settings, identification and training on auxiliary equipment and technology, training on or compensation of basic cognitive skills like attention, visual perception etc., training of work coaches and supporters on use of auxiliary technologies. During work development stage occupational therapist work for increasing environmental support and reducing barriers, doing work analysis, adjusting improvement of conformity between skills of the individual and expectations of the employer and work development in line with interests and skills of individual. In the supportive employment process stage occupational therapist interested in training of work coaches, training on complex cognitive skills such as problem solving, time management, advocating rights of the individual against the employer and other colleagues and cooperation with interdisciplinary team [231].
Vocational assessment starts with interview, self-report and behavioural observation. Occupational profile is defined for the occupation and occupational performance analysis is made. It’s important to assess strengths, interests and needs of the individual as well as environmental supports and barriers during the interviews [233]. Observation of the individual during occupational performance would provide important information for occupational performance analysis. Other assessments specific to occupational therapy may include sensory-motor skills, socialization skills, cognitive skills and participation in activities of daily living. The Vocational Index, The Autism Work Skills Questionnaire (AWSQ), Vineland Adaptive Behavioural Scale, Adult/Adolescent Sensory Profile, Waisman Activities of Daily Living Scale are examples for standardized assessments that can be used [80, 83, 234-236].
Occupational therapists can train the person about skills required for occupation and train his/her natural supports, such as co-workers, supervisors, or family members in the use of adaptive equipment or techniques, environmental adaptations, sensory needs of the person, and compensatory strategies to help the person perform job tasks. Also teaching and compensating for complex cognitive skills such as problem solving, time management, and sequencing to higher functioning persons with autism is within the scope of occupational therapy [232].
Wilczynski, Trammell and Clarke describes forms of technology that can help individuals with autism acquire and maintain employment. According study assistive technology like computer-based systems, personal computers, video recorders, tablets, iPods, iPads, and other devices; video based instruction like video self-modeling, and video games to teach social interaction, covert audio coaching like video modeling instruction initially and follows with audio prompting and alternative support includes personal digital assistants, smartphones, and other mobile devices that can be used for auditory and visual reminders, time management, organizational skills, and daily living tasks can enhance the natural support available for individuals with autism in the workplace [237]. Occupational therapists can compensate sensory needs through sensory stimulation or inhibition using techniques such as fidget toys, chewing gum, music, weighted clothing, lighting changes, and increases or decreases in environmental stimuli in workplaces.These changes in the sensory environment may lead to improvement in motor processes, which enable the person to be more productive on the job site [232].
This chapter provides a brief overview of the wide variety of occupational therapy intervention approaches for individuals with autism. Individuals with autism demonstrate complex behaviours that reguire the integration of different approaches and methods. Occupational therapy interventions varies according to the needs of the individuals with autism. The overall goal of occupational therapy is to help the individual with autism improve quality of life and to enable individuals to participate in everyday occupations. Sensory integration therapy are often used in conjunction with holistic and client centered occupational therapy treatment plan. This practice area is of great importance to the field of occupational therapy in children with autism. Different approaches can assist an individual with autism in a variety of life roles and tasks if it is incorporated into that individual’s life in appropriate way. Using effective strategies and technics in occupational therapy intervention program provide opportunities to develop wide range of skills in individuals with autism.
The authors would like to thank Deniz Bıyıklı, English language translator, for help in translating and reducting the chapter.
Water has a vital role in the world. In general, humans use it for their daily needs, for economic activities and recreation [1]. However, the different uses of water can become sources of pollution. The alteration of the physico-chemical and microbiological quality of water is sometimes the result of poor management by humans of waste and wastewater of domestic, agricultural and industrial origin [2]. The use of polluted water exposes populations to health risks. The medium- and long-term risks are linked to the poor chemical quality of the water, while the short-term risks are biological in origin. The poor biological quality of water is partly due to the presence of protozoa, viruses or bacteria [3]. Several microbial communities live in aquatic and soil environments, with physiologies that are sometimes similar in both types of biotope despite a significant difference in nutrient sources [4].
Bacteria are generally the most abundant microorganisms in nature and their unwanted presence in an environment can represent a health risk of varying degrees for humans. Indeed, the pathogenicity of normally harmless bacteria can occur as a result of the immunosuppression of a host. Bacteria are known to be responsible for water contamination in a community generally belong to the genera
In recent years, water disinfection methods using plant extracts have been proposed as a new alternative for household water treatment [16, 17, 18]. The use of plants for therapeutic purposes has been common practice for thousands of years [19]. However, little is known about the sensitivity of bacteria to these water extracts in the aquatic environment. There is still little information on the synergistic effect of the aqueous extract of
Phytochemical screening showed that alkaloids, anthraquinones, flavonoïds and saponins are the major components of the aqueous extract of
A variation in the abundances of planktonic cells of
A gradual decrease in the abundance of cultivable enteropathogenic
At 2000 lx, these inhibition rates fluctuated between 38 and 100%. At 3000 lx, peak inhibition rates of 100% were obtained after 12 hours of incubation at an extract concentration of 0.05%. Overall, the 3000 lx light intensity appears to result in the maximum inhibition of enteropathogenic
The hourly inhibition rate of
The observation of commensal
Natural or acquired resistance to antibiotics would explain the observed resistance of enteropathogenic
Hourly inhibitory rate of Enteropathogenic and commensal
The different percentages of adhered and detached enteropathogenic
Cell growth phase and preincubation time | Percentage of detached (%D) and adhered (%A) cells of enteropathogenic | ||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Growth phase | Duration of preincubation for cell adhesiona | 1% | 1.5% | 2% | |||||||||||||||
%A | %D | %A | %D | %A | %D | ||||||||||||||
1 h | 2 h | 3 h | 1 h | 2 h | 3 h | 1 h | 2 h | 3 h | 1 h | 2 h | 3 h | 1 h | 2 h | 3 h | 1 h | 2 h | 3 h | ||
Lag | 3 hours | 15.0 | 12.2 | 6.4 | 1.7 | 2.8 | 2.0 | 1.2 | 1.3 | 0.2 | 3.9 | 3.5 | 0.4 | 8.4 | 1.7 | 4.4 | 4.4 | 4.5 | 4.0 |
6 hours | 1.3 | 0.3 | 0.2 | 2.9 | 0.5 | 2.9 | 0.5 | 0.3 | 0.2 | 0.4 | 3.4 | 2.8 | 1.0 | 0.1 | 0.9 | 1.8 | 0.9 | 4.9 | |
9 hours | 1.2 | 2.2 | 1.3 | 11.0 | 9.2 | 4.5 | 5.4 | 3.1 | 4.7 | 11.1 | 9.9 | 11.2 | 3.6 | 4.9 | 2.7 | 9.3 | 5.7 | 1.5 | |
Exponential | 3 hours | 10.2 | 5.8 | 3.0 | 10.5 | 3.6 | 9.4 | 6.8 | 5.4 | 2.4 | 13.3 | 9.3 | 62.8 | 5.6 | 6.5 | 1.8 | 12.7 | 1.0 | 7.3 |
6 hours | 0.4 | 5.3 | 4.9 | 11.4 | 8.8 | 8.6 | 4.5 | 4.9 | 5.2 | 14.6 | 5.2 | 68.8 | 4.4 | 2.9 | 1.0 | 8.1 | 1.4 | 1.3 | |
9 hours | 0.8 | 0.2 | 0.3 | 5.7 | 1.9 | 1.6 | 1.2 | 0.6 | 1.0 | 4.2 | 0.9 | 12.9 | 1.2 | 0.3 | 1.3 | 8.3 | 1.9 | 2.6 | |
Stationary | 3 hours | 11.3 | 14.0 | 17.1 | 33.3 | 12.4 | 37.6 | 16.1 | 17.2 | 7.0 | 4.6 | 3.7 | 48.5 | 5.6 | 6.8 | 4.8 | 3.7 | 2.8 | 2.9 |
6 hours | 4.3 | 9.6 | 7.7 | 16.0 | 24.0 | 33.6 | 3.0 | 5.4 | 10.5 | 3.1 | 2.5 | 33.5 | 1.6 | 8.5 | 7.7 | 2.2 | 1.7 | 1.9 | |
9 hours | 8.8 | 8.8 | 3.3 | 34.0 | 33.4 | 25.6 | 13.5 | 11.1 | 5.4 | 3.0 | 1.9 | 25.1 | 7.6 | 5.9 | 1.3 | 2.9 | 1.3 | 1.8 | |
Decline | 3 hours | 33.0 | 15.3 | 17.2 | 55.6 | 44.9 | 48.3 | 14.6 | 15.3 | 8.8 | 3.3 | 0.7 | 9.7 | 14.0 | 13.0 | 9.7 | 1.9 | 2.5 | 4.5 |
6 hours | 4.6 | 17.7 | 12.4 | 21.3 | 14.7 | 12.6 | 6.8 | 8.9 | 8.6 | 1.8 | 2.3 | 30.2 | 17.2 | 14.4 | 5.8 | 0.9 | 1.8 | 1.1 | |
9 hours | 7.9 | 11.3 | 25.4 | 14.5 | 14.4 | 13.8 | 8.0 | 5.2 | 13.5 | 1.2 | 1.2 | 16.0 | 9.7 | 5.4 | 5.0 | 1.5 | 1.8 | 4.8 |
Effect of 1%, 1.5% and 2%
Incubation duration for cell adhesion process on polythene fragment in NaCl solution (0.85%) prior exposure to the
When the cells were from the lag phase, the percentages of cells remaining adhered after a stay in the extract solution fluctuated between 1.2 and 15%, 0.3 and 12.2%, and 0.2 and 6.4% after 1, 2 and 3 hours respectively when the concentration of the
For cells from the exponential growth phase, the percentages of cells remaining adhered fluctuated between 0.4 and 10.2%, between 0.2 and 5.8%, and between 0.3 and 4.9% after 1 hour, 2 hours and 3 hours of contact with the 1% extract solution. They varied between 1.2 and 6.8%, between 0.6 and 5.4%, and between 1.0 and 5.2% after 1 hour, 2 hours and 3 hours of contact with the 1.5% extract solution. At the 2% extract concentration, these percentages fluctuated between 1.2 and 5.6%, between 0.3 and 6.5%, and between 1.0 and 1.8% after 1 hour, 2 hours and 3 hours of contact respectively. Under similar experimental conditions, the percentages of detached cells ranged from 1.6 to 11.4%, 0.9 to 68.8% and 1.0 to 12.7% at 1, 1.5 and 2% extract concentrations respectively (Table 1).
Solutions of
The detachment of enteropathogenic
The polyphenols present in the extract of
The change of strains from the adhered state to the planktonic state further exposes the bacterial cells to the antibacterial effect of the flavonoids and alkaloids contained in the plant extract. Alkaloids are hydrophobic cations with antibacterial properties and targeting cellular DNA. This inhibitory effect is modulated by the adherent cell-extract contact time, the long contact times acting on targets not reached by relatively short contact times. The percentages of inhibition of enteropathogenic
The presence of bacterial strains still living in the planktonic state in the extract could be explained by the phenomenon of resistance such as the phenomenon of microbial resistance to antibiotics. Bacteria can synthesize enzymes capable of destroying or modifying antibacterial molecules, the enzymatic reactions leading to this destruction or this modification, although varying with the bacterial strain. The resistance mechanism observed appears to be multifactorial. Indeed two mechanisms are generally advanced to explain the resistance of biofilms to antibacterials. It can be due either to a limitation of the diffusion of the antibacterial agents in the biofilm by the polysaccharide matrix which coats the bacteria, or to the particular physiological state (low growth rate) of the bacteria of the biofilm, consequence of the nutritional limitation that undergo bacteria within the biofilm. The hydrated polyanionic matrix that coats bacteria in biofilms, limits the diffusion of molecules from the surrounding medium and more particularly of charged molecules. The hydrated polyanionic matrix that coats bacteria in biofilms, limits the diffusion of molecules from the surrounding medium and more particularly of charged molecules.
The physiological state of the cell and the extract concentrations are the first factors influencing the adhesion process of
Phytochemical analysis reveals the presence of alkaloids, free flavonoids, tannins, triterpenes and sterols, anthocyanins, reducing compounds, mucilages and coumarins in the extracts of
The rates of change of bacterial concentrations varied in the presence and absence of light in the different media. In the dark, the rates of change of
Experimental conditions | |||||||
---|---|---|---|---|---|---|---|
pH 4 | pH 5 | pH 6 | pH 7 | pH 8 | pH 9 | Witnesses | |
In the dark | −12 (0,645) | −7 (0,637) | 23 (0,822) | 40 (0,696) | 44 (0,518) | 50 (0,763) | −19 (0,750) |
In the presence of light | −14 (0,762) | −13 (0,836) | −13 (0,750) | −14 (0,828) | −12 (0,771) | −12 (0,767) | −8 (0,936) |
In the presence of light, the evolutionary rates of cell concentrations fluctuated between −14 and − 12 cells/h. Minimum rates were obtained in solutions containing
The growth of
Phytochemical screening showed that most of the constituents obtained from aqueous and ethanoic extracts of
The abundances of
Enteropathogenic
At 23°C, it ranged from 129.7 × 103 to 0.92 × 103 CFU/100 mL, with the lowest abundance recorded at 30 g/L and the highest at 1 g/L. The cell concentrations in the control (solution without seed extract) were 500 × 103 CFU/100 mL at 23°C and 4°C, respectively (Figure 2).
The obtained inhibition percentages and temporal variation of
Temperature appears to be an important factor involved in cell inhibition by the aqueous extract of
Drinking water is often subject to bacteriological contamination, causing serious health problems due to diarrhoeal diseases, gastroenteritis, cholera and typhoid fever. In recent years, water disinfection methods using plant extracts have been proposed as a new alternative for household water treatment. Information on the conditions of the use of plant extracts in the treatment of bacterio-contaminated water is often not available. The chapter aimed to summarize the known effects of some plant extracts on the cultivability of
The results show that the presence and absence of light determine the action of the plant extracts on the survival of
In the presence of light, the plant extract inactivates bacterial metabolism to varying degrees. This variability depends on the concentration of the extract. The rate of photo-oxidation reactions that lead to bacterial inactivation is pH dependent, and varies from one bacterial species to another. The presence of light increases the inhibitory effect of plant extracts on
The use of medicinal plants in water disinfection offers many opportunities in a world where access to safe drinking water remains a permanent concern for public authorities, therefore it should be considered to use plant extracts as an alternative process for water disinfection.
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These associations have been based almost entirely on the presence or absence of lesmas and “projectile points,” regardless of their morphological and technological features. In the Uruguayan archaeological literature, three other cultures are recognised: Fell industry, Catalanense industry, and Tigre tradition, all in the Uruguayan region. However, the last 10 years of systematic studies on the lithic assemblages from these sites have shown that Paleoindian societies from Eastern South America are more culturally diverse than expected and that previously defined archaeological cultures present several issues in their definition, suggesting that many of these “traditions” are not valid and should no longer be used. Instead, new lithic industries and archaeological cultures should be defined only when cultural patterns are observable through systematic analyses.",book:{id:"9251",slug:"pleistocene-archaeology-migration-technology-and-adaptation",title:"Pleistocene Archaeology",fullTitle:"Pleistocene Archaeology - Migration, Technology, and Adaptation"},signatures:"João Carlos Moreno De Sousa",authors:[{id:"303361",title:"Dr.",name:"João Carlos",middleName:null,surname:"Moreno De Sousa",slug:"joao-carlos-moreno-de-sousa",fullName:"João Carlos Moreno De Sousa"}]}],mostDownloadedChaptersLast30Days:[{id:"36570",title:"Archaeological Geophysics - From Basics to New Perspectives",slug:"archaeological-geophysics-from-basics-to-new-perspectives",totalDownloads:6552,totalCrossrefCites:4,totalDimensionsCites:8,abstract:null,book:{id:"1999",slug:"archaeology-new-approaches-in-theory-and-techniques",title:"Archaeology",fullTitle:"Archaeology, New Approaches in Theory and Techniques"},signatures:"Roger Sala, Ekhine Garcia and Robert Tamba",authors:[{id:"131865",title:"Dr.",name:"Roger",middleName:null,surname:"Sala",slug:"roger-sala",fullName:"Roger Sala"}]},{id:"36576",title:"Homage to Marcel Proust - Aspects of Dissemination and Didactic in a Museum and a Science Centre: Science Communication Visions for the Third Generation Museums",slug:"generations-of-ancient-history-dissemination-towards-the-public-at-the-university-museum-in-trondhei",totalDownloads:2644,totalCrossrefCites:1,totalDimensionsCites:1,abstract:null,book:{id:"1999",slug:"archaeology-new-approaches-in-theory-and-techniques",title:"Archaeology",fullTitle:"Archaeology, New Approaches in Theory and Techniques"},signatures:"Kistian Overskaug",authors:[{id:"117119",title:"Dr.",name:"Kristian",middleName:null,surname:"Overskaug",slug:"kristian-overskaug",fullName:"Kristian Overskaug"}]},{id:"63772",title:"Cultural Heritage in Marker-Less Augmented Reality: A Survey",slug:"cultural-heritage-in-marker-less-augmented-reality-a-survey",totalDownloads:1628,totalCrossrefCites:6,totalDimensionsCites:9,abstract:"Augmented reality (AR) is considered as one of the most significant technologies in the field of computer graphics and is utilised in many applications. In this chapter, we have presented a brief comprehensive survey of cultural heritage using augmented reality systems. This survey describes the main objectives and characteristics of marker-less augmented reality systems through presenting up-to-date research results in this area. We describe the marker-less technologies in the area of AR, indoor marker-less AR, outdoor marker-less AR, real-time solutions to the tracking problem, real-time registration, cultural heritage in AR, 3D remonstration techniques, as well as presenting the problems in each research.",book:{id:"7699",slug:"advanced-methods-and-new-materials-for-cultural-heritage-preservation",title:"Advanced Methods and New Materials for Cultural Heritage Preservation",fullTitle:"Advanced Methods and New Materials for Cultural Heritage Preservation"},signatures:"Hoshang Kolivand, Abdennour El Rhalibi, Mostafa Tajdini, Sarmad Abdulazeez\nand Pisit Praiwattana",authors:[{id:"151219",title:"Prof.",name:"Abdennour",middleName:null,surname:"El Rhalibi",slug:"abdennour-el-rhalibi",fullName:"Abdennour El Rhalibi"},{id:"225824",title:"Dr.",name:"Hoshang",middleName:null,surname:"Kolivand",slug:"hoshang-kolivand",fullName:"Hoshang Kolivand"},{id:"256916",title:"Dr.",name:"Sarmad",middleName:null,surname:"Abdulazeez",slug:"sarmad-abdulazeez",fullName:"Sarmad Abdulazeez"},{id:"256917",title:"Dr.",name:"Pisit",middleName:null,surname:"Praiwattana",slug:"pisit-praiwattana",fullName:"Pisit Praiwattana"},{id:"289071",title:"Dr.",name:"Mostafa",middleName:null,surname:"Tajdini",slug:"mostafa-tajdini",fullName:"Mostafa Tajdini"}]},{id:"73769",title:"Human Evolution in the Center of the Old World: An Updated Review of the South Asian Paleolithic",slug:"human-evolution-in-the-center-of-the-old-world-an-updated-review-of-the-south-asian-paleolithic",totalDownloads:847,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"The Indian Subcontinent was an important geographic region for faunal and hominin evolution in Asia. While the Oldowan as the earliest technocomplex continues to be elusive, the oldest Acheulean is dated to ~1.5 Ma and the early Middle Paleolithic is ~385 ka (from the same site). New Late Pleistocene dates have been reported for the Middle Paleolithic which continues up to 38 Ka in southern India. The Upper Paleolithic remains ambiguous and requires critically multidisciplinary investigations. The microlithic evidence appears to spread rapidly across the subcontinent soon after its emergence at ~48 Ka (though its origin is debated) and continues into the Iron Age. The timeline of the initial arrival of Homo sapiens continues to be debated based on the archaeology (advanced Middle Paleolithic vs. microlithic) and genetic studies on indigenous groups. Other issues that need consideration are: interactions between archaics and arriving moderns, the marginal occurrence of symbolic behavior, the absolute dating of rock art and the potential role of hominins in specific animal extinctions and ecological marginalization. The region does not appear to have been a corridor for dispersals towards Southeast Asia (although gene flow may have occurred). Instead, once various prehistoric technologies appeared in the Subcontinent, they possibly followed complex trajectories within relative isolation.",book:{id:"9251",slug:"pleistocene-archaeology-migration-technology-and-adaptation",title:"Pleistocene Archaeology",fullTitle:"Pleistocene Archaeology - Migration, Technology, and Adaptation"},signatures:"Parth R. Chauhan",authors:[{id:"307040",title:"Dr.",name:"Parth",middleName:null,surname:"Chauhan",slug:"parth-chauhan",fullName:"Parth Chauhan"}]},{id:"73386",title:"Island Migration, Resource Use, and Lithic Technology by Anatomically Modern Humans in Wallacea",slug:"island-migration-resource-use-and-lithic-technology-by-anatomically-modern-humans-in-wallacea",totalDownloads:725,totalCrossrefCites:1,totalDimensionsCites:3,abstract:"Island migration and adaptation including both marine and terrestrial resource use and technological development by anatomically modern humans (AMH) are among the most significant issues for Pleistocene archaeology in Southeast Asia and Oceania, and directly related to the behavioral and technological advancements by AMH. This paper discusses such cases in the Wallacean islands, located between the past Sundaland and the Sahul continent during the Pleistocene. The Pleistocene open sea gaps between the Wallacean islands and both landmasses are very likely the major factor for the relative scarcity of animal species originating from Asia and Oceania and the high diversity of endemic species in Wallacea. They were also a barrier for hominin migration into the Wallacean islands and Sahul continent. We summarize three recent excavation results on the Talaud Islands, Sulawesi Island and Mindoro Island in Wallacea region and discuss the evidence and timeline for migrations of early modern humans into the Wallacean islands and their adaptation to island environments during the Pleistocene.",book:{id:"9251",slug:"pleistocene-archaeology-migration-technology-and-adaptation",title:"Pleistocene Archaeology",fullTitle:"Pleistocene Archaeology - Migration, Technology, and Adaptation"},signatures:"Rintaro Ono, Alfred Pawlik and Riczar Fuentes",authors:[{id:"177123",title:"Dr.",name:"Rintaro",middleName:null,surname:"Ono",slug:"rintaro-ono",fullName:"Rintaro Ono"},{id:"300616",title:"Dr.",name:"Alfred",middleName:null,surname:"Pawlik",slug:"alfred-pawlik",fullName:"Alfred Pawlik"},{id:"330591",title:"Dr.",name:"Riczar",middleName:null,surname:"Fuentes",slug:"riczar-fuentes",fullName:"Riczar Fuentes"}]}],onlineFirstChaptersFilter:{topicId:"263",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:87,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:98,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:287,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:9,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:139,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:0,numberOfUpcomingTopics:2,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!1},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:10,numberOfPublishedChapters:103,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:0,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!1},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:4,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"13",title:"Veterinary Medicine and Science",doi:"10.5772/intechopen.73681",issn:"2632-0517",scope:"Paralleling similar advances in the medical field, astounding advances occurred in Veterinary Medicine and Science in recent decades. These advances have helped foster better support for animal health, more humane animal production, and a better understanding of the physiology of endangered species to improve the assisted reproductive technologies or the pathogenesis of certain diseases, where animals can be used as models for human diseases (like cancer, degenerative diseases or fertility), and even as a guarantee of public health. Bridging Human, Animal, and Environmental health, the holistic and integrative “One Health” concept intimately associates the developments within those fields, projecting its advancements into practice. This book series aims to tackle various animal-related medicine and sciences fields, providing thematic volumes consisting of high-quality significant research directed to researchers and postgraduates. It aims to give us a glimpse into the new accomplishments in the Veterinary Medicine and Science field. By addressing hot topics in veterinary sciences, we aim to gather authoritative texts within each issue of this series, providing in-depth overviews and analysis for graduates, academics, and practitioners and foreseeing a deeper understanding of the subject. Forthcoming texts, written and edited by experienced researchers from both industry and academia, will also discuss scientific challenges faced today in Veterinary Medicine and Science. In brief, we hope that books in this series will provide accessible references for those interested or working in this field and encourage learning in a range of different topics.",coverUrl:"https://cdn.intechopen.com/series/covers/13.jpg",latestPublicationDate:"May 18th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:10,editor:{id:"38652",title:"Dr.",name:"Rita",middleName:null,surname:"Payan-Carreira",slug:"rita-payan-carreira",fullName:"Rita Payan-Carreira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRiFPQA0/Profile_Picture_1614601496313",biography:"Rita Payan Carreira earned her Veterinary Degree from the Faculty of Veterinary Medicine in Lisbon, Portugal, in 1985. She obtained her Ph.D. in Veterinary Sciences from the University of Trás-os-Montes e Alto Douro, Portugal. After almost 32 years of teaching at the University of Trás-os-Montes and Alto Douro, she recently moved to the University of Évora, Department of Veterinary Medicine, where she teaches in the field of Animal Reproduction and Clinics. Her primary research areas include the molecular markers of the endometrial cycle and the embryo–maternal interaction, including oxidative stress and the reproductive physiology and disorders of sexual development, besides the molecular determinants of male and female fertility. She often supervises students preparing their master's or doctoral theses. She is also a frequent referee for various journals.",institutionString:null,institution:{name:"University of Évora",institutionURL:null,country:{name:"Portugal"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:3,paginationItems:[{id:"19",title:"Animal Science",coverUrl:"https://cdn.intechopen.com/series_topics/covers/19.jpg",isOpenForSubmission:!0,editor:{id:"259298",title:"Dr.",name:"Edward",middleName:null,surname:"Narayan",slug:"edward-narayan",fullName:"Edward Narayan",profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",biography:"Dr. Edward Narayan graduated with Ph.D. degree in Biology from the University of the South Pacific and pioneered non-invasive reproductive and stress endocrinology tools for amphibians - the novel development and validation of non-invasive enzyme immunoassays for the evaluation of reproductive hormonal cycle and stress hormone responses to environmental stressors. \nDr. Narayan leads the Stress Lab (Comparative Physiology and Endocrinology) at the University of Queensland. A dynamic career research platform which is based on the thematic areas of comparative vertebrate physiology, stress endocrinology, reproductive endocrinology, animal health and welfare, and conservation biology. \nEdward has supervised 40 research students and published over 60 peer reviewed research.",institutionString:null,institution:{name:"University of Queensland",institutionURL:null,country:{name:"Australia"}}},editorTwo:null,editorThree:null},{id:"20",title:"Animal Nutrition",coverUrl:"https://cdn.intechopen.com/series_topics/covers/20.jpg",isOpenForSubmission:!0,editor:{id:"175967",title:"Dr.",name:"Manuel",middleName:null,surname:"Gonzalez Ronquillo",slug:"manuel-gonzalez-ronquillo",fullName:"Manuel Gonzalez Ronquillo",profilePictureURL:"https://mts.intechopen.com/storage/users/175967/images/system/175967.png",biography:"Dr. Manuel González Ronquillo obtained his doctorate degree from the University of Zaragoza, Spain, in 2001. He is a research professor at the Faculty of Veterinary Medicine and Animal Husbandry, Autonomous University of the State of Mexico. He is also a level-2 researcher. He received a Fulbright-Garcia Robles fellowship for a postdoctoral stay at the US Dairy Forage Research Center, Madison, Wisconsin, USA in 2008–2009. He received grants from Alianza del Pacifico for a stay at the University of Magallanes, Chile, in 2014, and from Consejo Nacional de Ciencia y Tecnología (CONACyT) to work in the Food and Agriculture Organization’s Animal Production and Health Division (AGA), Rome, Italy, in 2014–2015. He has collaborated with researchers from different countries and published ninety-eight journal articles. He teaches various degree courses in zootechnics, sheep production, and agricultural sciences and natural resources.\n\nDr. Ronquillo’s research focuses on the evaluation of sustainable animal diets (StAnD), using native resources of the region, decreasing carbon footprint, and applying meta-analysis and mathematical models for a better understanding of animal production.",institutionString:null,institution:{name:"Universidad Autónoma del Estado de México",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null},{id:"28",title:"Animal Reproductive Biology and Technology",coverUrl:"https://cdn.intechopen.com/series_topics/covers/28.jpg",isOpenForSubmission:!0,editor:{id:"177225",title:"Prof.",name:"Rosa Maria Lino Neto",middleName:null,surname:"Pereira",slug:"rosa-maria-lino-neto-pereira",fullName:"Rosa Maria Lino Neto Pereira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bS9wkQAC/Profile_Picture_1624519982291",biography:"Rosa Maria Lino Neto Pereira (DVM, MsC, PhD and) is currently a researcher at the Genetic Resources and Biotechnology Unit of the National Institute of Agrarian and Veterinarian Research (INIAV, Portugal). She is the head of the Reproduction and Embryology Laboratories and was lecturer of Reproduction and Reproductive Biotechnologies at Veterinary Medicine Faculty. She has over 25 years of experience working in reproductive biology and biotechnology areas with a special emphasis on embryo and gamete cryopreservation, for research and animal genetic resources conservation, leading research projects with several peer-reviewed papers. Rosa Pereira is member of the ERFP-FAO Ex situ Working Group and of the Management Commission of the Portuguese Animal Germplasm Bank.",institutionString:"The National Institute for Agricultural and Veterinary Research. Portugal",institution:null},editorTwo:null,editorThree:null}]},overviewPageOFChapters:{paginationCount:19,paginationItems:[{id:"81793",title:"Canine parvovirus-2: An Emerging Threat to Young Pets",doi:"10.5772/intechopen.104846",signatures:"Mithilesh Singh, Rajendran Manikandan, Ujjwal Kumar De, Vishal Chander, Babul Rudra Paul, Saravanan Ramakrishnan and Darshini Maramreddy",slug:"canine-parvovirus-2-an-emerging-threat-to-young-pets",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Recent Advances in Canine Medicine",coverURL:"https://cdn.intechopen.com/books/images_new/11580.jpg",subseries:{id:"19",title:"Animal Science"}}},{id:"81271",title:"The Diversity of Parvovirus Telomeres",doi:"10.5772/intechopen.102684",signatures:"Marianne Laugel, Emilie Lecomte, Eduard Ayuso, Oumeya Adjali, Mathieu Mével and Magalie Penaud-Budloo",slug:"the-diversity-of-parvovirus-telomeres",totalDownloads:23,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Recent Advances in Canine Medicine",coverURL:"https://cdn.intechopen.com/books/images_new/11580.jpg",subseries:{id:"19",title:"Animal Science"}}},{id:"79909",title:"Cryopreservation Methods and Frontiers in the Art of Freezing Life in Animal Models",doi:"10.5772/intechopen.101750",signatures:"Feda S. Aljaser",slug:"cryopreservation-methods-and-frontiers-in-the-art-of-freezing-life-in-animal-models",totalDownloads:170,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Animal Reproduction",coverURL:"https://cdn.intechopen.com/books/images_new/10664.jpg",subseries:{id:"28",title:"Animal Reproductive Biology and Technology"}}},{id:"79782",title:"Avian Reproduction",doi:"10.5772/intechopen.101185",signatures:"Kingsley Omogiade Idahor",slug:"avian-reproduction",totalDownloads:151,totalCrossrefCites:0,totalDimensionsCites:0,authors:[{name:"Kingsley O.",surname:"Idahor"}],book:{title:"Animal Reproduction",coverURL:"https://cdn.intechopen.com/books/images_new/10664.jpg",subseries:{id:"28",title:"Animal Reproductive Biology and Technology"}}}]},overviewPagePublishedBooks:{paginationCount:10,paginationItems:[{type:"book",id:"7233",title:"New Insights into Theriogenology",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7233.jpg",slug:"new-insights-into-theriogenology",publishedDate:"December 5th 2018",editedByType:"Edited by",bookSignature:"Rita Payan-Carreira",hash:"74f4147e3fb214dd050e5edd3aaf53bc",volumeInSeries:1,fullTitle:"New Insights into Theriogenology",editors:[{id:"38652",title:"Dr.",name:"Rita",middleName:null,surname:"Payan-Carreira",slug:"rita-payan-carreira",fullName:"Rita Payan-Carreira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRiFPQA0/Profile_Picture_1614601496313",biography:"Rita Payan Carreira earned her Veterinary Degree from the Faculty of Veterinary Medicine in Lisbon, Portugal, in 1985. She obtained her Ph.D. in Veterinary Sciences from the University of Trás-os-Montes e Alto Douro, Portugal. After almost 32 years of teaching at the University of Trás-os-Montes and Alto Douro, she recently moved to the University of Évora, Department of Veterinary Medicine, where she teaches in the field of Animal Reproduction and Clinics. Her primary research areas include the molecular markers of the endometrial cycle and the embryo–maternal interaction, including oxidative stress and the reproductive physiology and disorders of sexual development, besides the molecular determinants of male and female fertility. She often supervises students preparing their master's or doctoral theses. She is also a frequent referee for various journals.",institutionString:null,institution:{name:"University of Évora",institutionURL:null,country:{name:"Portugal"}}}]},{type:"book",id:"7144",title:"Veterinary Anatomy and Physiology",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7144.jpg",slug:"veterinary-anatomy-and-physiology",publishedDate:"March 13th 2019",editedByType:"Edited by",bookSignature:"Catrin Sian Rutland and Valentina Kubale",hash:"75cdacb570e0e6d15a5f6e69640d87c9",volumeInSeries:2,fullTitle:"Veterinary Anatomy and Physiology",editors:[{id:"202192",title:"Dr.",name:"Catrin",middleName:null,surname:"Rutland",slug:"catrin-rutland",fullName:"Catrin Rutland",profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",biography:"Catrin Rutland is an Associate Professor of Anatomy and Developmental Genetics at the University of Nottingham, UK. She obtained a BSc from the University of Derby, England, a master’s degree from Technische Universität München, Germany, and a Ph.D. from the University of Nottingham. She undertook a post-doctoral research fellowship in the School of Medicine before accepting tenure in Veterinary Medicine and Science. Dr. Rutland also obtained an MMedSci (Medical Education) and a Postgraduate Certificate in Higher Education (PGCHE). She is the author of more than sixty peer-reviewed journal articles, twelve books/book chapters, and more than 100 research abstracts in cardiovascular biology and oncology. She is a board member of the European Association of Veterinary Anatomists, Fellow of the Anatomical Society, and Senior Fellow of the Higher Education Academy. Dr. Rutland has also written popular science books for the public. https://orcid.org/0000-0002-2009-4898. www.nottingham.ac.uk/vet/people/catrin.rutland",institutionString:null,institution:{name:"University of Nottingham",institutionURL:null,country:{name:"United Kingdom"}}}]},{type:"book",id:"8524",title:"Lactation in Farm Animals",subtitle:"Biology, Physiological Basis, Nutritional Requirements, and Modelization",coverURL:"https://cdn.intechopen.com/books/images_new/8524.jpg",slug:"lactation-in-farm-animals-biology-physiological-basis-nutritional-requirements-and-modelization",publishedDate:"January 22nd 2020",editedByType:"Edited by",bookSignature:"Naceur M'Hamdi",hash:"2aa2a9a0ec13040bbf0455e34625504e",volumeInSeries:3,fullTitle:"Lactation in Farm Animals - Biology, Physiological Basis, Nutritional Requirements, and Modelization",editors:[{id:"73376",title:"Dr.",name:"Naceur",middleName:null,surname:"M'Hamdi",slug:"naceur-m'hamdi",fullName:"Naceur M'Hamdi",profilePictureURL:"https://mts.intechopen.com/storage/users/73376/images/system/73376.jpg",biography:"Naceur M’HAMDI is Associate Professor at the National Agronomic Institute of Tunisia, University of Carthage. He is also Member of the Laboratory of genetic, animal and feed resource and member of Animal science Department of INAT. He graduated from Higher School of Agriculture of Mateur, University of Carthage, in 2002 and completed his masters in 2006. Dr. M’HAMDI completed his PhD thesis in Genetic welfare indicators of dairy cattle at Higher Institute of Agronomy of Chott-Meriem, University of Sousse, in 2011. He worked as assistant Professor of Genetic, biostatistics and animal biotechnology at INAT since 2013.",institutionString:null,institution:null}]},{type:"book",id:"8460",title:"Reproductive Biology and Technology in Animals",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/8460.jpg",slug:"reproductive-biology-and-technology-in-animals",publishedDate:"April 15th 2020",editedByType:"Edited by",bookSignature:"Juan Carlos Gardón Poggi and Katy Satué Ambrojo",hash:"32ef5fe73998dd723d308225d756fa1e",volumeInSeries:4,fullTitle:"Reproductive Biology and Technology in Animals",editors:[{id:"251314",title:"Dr.",name:"Juan Carlos",middleName:null,surname:"Gardón",slug:"juan-carlos-gardon",fullName:"Juan Carlos Gardón",profilePictureURL:"https://mts.intechopen.com/storage/users/251314/images/system/251314.jpeg",biography:"Juan Carlos Gardón Poggi received University degree from the Faculty of Agrarian Science in Argentina, in 1983. Also he received Masters Degree and PhD from Córdoba University, Spain. He is currently a Professor at the Catholic University of Valencia San Vicente Mártir, at the Department of Medicine and Animal Surgery. He teaches diverse courses in the field of Animal Reproduction and he is the Director of the Veterinary Farm. He also participates in academic postgraduate activities at the Veterinary Faculty of Murcia University, Spain. His research areas include animal physiology, physiology and biotechnology of reproduction either in males or females, the study of gametes under in vitro conditions and the use of ultrasound as a complement to physiological studies and development of applied biotechnologies. Routinely, he supervises students preparing their doctoral, master thesis or final degree projects.",institutionString:"Catholic University of Valencia San Vicente Mártir, Spain",institution:null}]}]},openForSubmissionBooks:{paginationCount:1,paginationItems:[{id:"11601",title:"Econometrics - Recent Advances and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/11601.jpg",hash:"bc8ab49e2cf436c217a49ca8c12a22eb",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 13th 2022",isOpenForSubmission:!0,editors:[{id:"452331",title:"Dr.",name:"Brian",surname:"Sloboda",slug:"brian-sloboda",fullName:"Brian Sloboda"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},onlineFirstChapters:{paginationCount:0,paginationItems:[]},subseriesFiltersForOFChapters:[],publishedBooks:{paginationCount:1,paginationItems:[{type:"book",id:"11392",title:"Leadership in a Changing World",subtitle:"A Multidimensional Perspective",coverURL:"https://cdn.intechopen.com/books/images_new/11392.jpg",slug:"leadership-in-a-changing-world-a-multidimensional-perspective",publishedDate:"May 11th 2022",editedByType:"Edited by",bookSignature:"Muhammad Mohiuddin, Bilal Khalid, Md. Samim Al Azad and Slimane Ed-dafali",hash:"86a6d33cf601587e591064ce92effc02",volumeInSeries:1,fullTitle:"Leadership in a Changing World - A Multidimensional Perspective",editors:[{id:"418514",title:"Dr.",name:"Muhammad",middleName:null,surname:"Mohiuddin",slug:"muhammad-mohiuddin",fullName:"Muhammad Mohiuddin",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038UqSfQAK/Profile_Picture_2022-05-13T10:39:03.jpg",institutionString:null,institution:{name:"Université Laval",institutionURL:null,country:{name:"Canada"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},subseriesFiltersForPublishedBooks:[{group:"subseries",caption:"Business and Management",value:86,count:1}],publicationYearFilters:[{group:"publicationYear",caption:"2022",value:2022,count:1}],authors:{paginationCount:148,paginationItems:[{id:"165328",title:"Dr.",name:"Vahid",middleName:null,surname:"Asadpour",slug:"vahid-asadpour",fullName:"Vahid Asadpour",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/165328/images/system/165328.jpg",biography:"Vahid Asadpour, MS, Ph.D., is currently with the Department of Research and Evaluation, Kaiser Permanente Southern California. He has both an MS and Ph.D. in Biomedical Engineering. He was previously a research scientist at the University of California Los Angeles (UCLA) and visiting professor and researcher at the University of North Dakota. He is currently working in artificial intelligence and its applications in medical signal processing. In addition, he is using digital signal processing in medical imaging and speech processing. Dr. Asadpour has developed brain-computer interfacing algorithms and has published books, book chapters, and several journal and conference papers in this field and other areas of intelligent signal processing. He has also designed medical devices, including a laser Doppler monitoring system.",institutionString:"Kaiser Permanente Southern California",institution:null},{id:"169608",title:"Prof.",name:"Marian",middleName:null,surname:"Găiceanu",slug:"marian-gaiceanu",fullName:"Marian Găiceanu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/169608/images/system/169608.png",biography:"Prof. Dr. Marian Gaiceanu graduated from the Naval and Electrical Engineering Faculty, Dunarea de Jos University of Galati, Romania, in 1997. He received a Ph.D. (Magna Cum Laude) in Electrical Engineering in 2002. Since 2017, Dr. Gaiceanu has been a Ph.D. supervisor for students in Electrical Engineering. He has been employed at Dunarea de Jos University of Galati since 1996, where he is currently a professor. Dr. Gaiceanu is a member of the National Council for Attesting Titles, Diplomas and Certificates, an expert of the Executive Agency for Higher Education, Research Funding, and a member of the Senate of the Dunarea de Jos University of Galati. He has been the head of the Integrated Energy Conversion Systems and Advanced Control of Complex Processes Research Center, Romania, since 2016. He has conducted several projects in power converter systems for electrical drives, power quality, PEM and SOFC fuel cell power converters for utilities, electric vehicles, and marine applications with the Department of Regulation and Control, SIEI S.pA. (2002–2004) and the Polytechnic University of Turin, Italy (2002–2004, 2006–2007). He is a member of the Institute of Electrical and Electronics Engineers (IEEE) and cofounder-member of the IEEE Power Electronics Romanian Chapter. He is a guest editor at Energies and an academic book editor for IntechOpen. He is also a member of the editorial boards of the Journal of Electrical Engineering, Electronics, Control and Computer Science and Sustainability. Dr. Gaiceanu has been General Chairman of the IEEE International Symposium on Electrical and Electronics Engineering in the last six editions.",institutionString:'"Dunarea de Jos" University of Galati',institution:{name:'"Dunarea de Jos" University of Galati',country:{name:"Romania"}}},{id:"4519",title:"Prof.",name:"Jaydip",middleName:null,surname:"Sen",slug:"jaydip-sen",fullName:"Jaydip Sen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/4519/images/system/4519.jpeg",biography:"Jaydip Sen is associated with Praxis Business School, Kolkata, India, as a professor in the Department of Data Science. His research areas include security and privacy issues in computing and communication, intrusion detection systems, machine learning, deep learning, and artificial intelligence in the financial domain. He has more than 200 publications in reputed international journals, refereed conference proceedings, and 20 book chapters in books published by internationally renowned publishing houses, such as Springer, CRC press, IGI Global, etc. Currently, he is serving on the editorial board of the prestigious journal Frontiers in Communications and Networks and in the technical program committees of a number of high-ranked international conferences organized by the IEEE, USA, and the ACM, USA. He has been listed among the top 2% of scientists in the world for the last three consecutive years, 2019 to 2021 as per studies conducted by the Stanford University, USA.",institutionString:"Praxis Business School",institution:null},{id:"320071",title:"Dr.",name:"Sidra",middleName:null,surname:"Mehtab",slug:"sidra-mehtab",fullName:"Sidra Mehtab",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002v6KHoQAM/Profile_Picture_1584512086360",biography:"Sidra Mehtab has completed her BS with honors in Physics from Calcutta University, India in 2018. She has done MS in Data Science and Analytics from Maulana Abul Kalam Azad University of Technology (MAKAUT), Kolkata, India in 2020. Her research areas include Econometrics, Time Series Analysis, Machine Learning, Deep Learning, Artificial Intelligence, and Computer and Network Security with a particular focus on Cyber Security Analytics. Ms. Mehtab has published seven papers in international conferences and one of her papers has been accepted for publication in a reputable international journal. She has won the best paper awards in two prestigious international conferences – BAICONF 2019, and ICADCML 2021, organized in the Indian Institute of Management, Bangalore, India in December 2019, and SOA University, Bhubaneswar, India in January 2021. Besides, Ms. Mehtab has also published two book chapters in two books. Seven of her book chapters will be published in a volume shortly in 2021 by Cambridge Scholars’ Press, UK. Currently, she is working as the joint editor of two edited volumes on Time Series Analysis and Forecasting to be published in the first half of 2021 by an international house. Currently, she is working as a Data Scientist with an MNC in Delhi, India.",institutionString:"NSHM College of Management and Technology",institution:null},{id:"226240",title:"Dr.",name:"Andri Irfan",middleName:null,surname:"Rifai",slug:"andri-irfan-rifai",fullName:"Andri Irfan Rifai",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226240/images/7412_n.jpg",biography:"Andri IRFAN is a Senior Lecturer of Civil Engineering and Planning. He completed the PhD at the Universitas Indonesia & Universidade do Minho with Sandwich Program Scholarship from the Directorate General of Higher Education and LPDP scholarship. He has been teaching for more than 19 years and much active to applied his knowledge in the project construction in Indonesia. His research interest ranges from pavement management system to advanced data mining techniques for transportation engineering. He has published more than 50 papers in journals and 2 books.",institutionString:null,institution:{name:"Universitas Internasional Batam",country:{name:"Indonesia"}}},{id:"314576",title:"Dr.",name:"Ibai",middleName:null,surname:"Laña",slug:"ibai-lana",fullName:"Ibai Laña",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314576/images/system/314576.jpg",biography:"Dr. Ibai Laña works at TECNALIA as a data analyst. He received his Ph.D. in Artificial Intelligence from the University of the Basque Country (UPV/EHU), Spain, in 2018. He is currently a senior researcher at TECNALIA. His research interests fall within the intersection of intelligent transportation systems, machine learning, traffic data analysis, and data science. He has dealt with urban traffic forecasting problems, applying machine learning models and evolutionary algorithms. He has experience in origin-destination matrix estimation or point of interest and trajectory detection. Working with large volumes of data has given him a good command of big data processing tools and NoSQL databases. He has also been a visiting scholar at the Knowledge Engineering and Discovery Research Institute, Auckland University of Technology.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"314575",title:"Dr.",name:"Jesus",middleName:null,surname:"L. Lobo",slug:"jesus-l.-lobo",fullName:"Jesus L. Lobo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314575/images/system/314575.png",biography:"Dr. Jesús López is currently based in Bilbao (Spain) working at TECNALIA as Artificial Intelligence Research Scientist. In most cases, a project idea or a new research line needs to be investigated to see if it is good enough to take into production or to focus on it. That is exactly what he does, diving into Machine Learning algorithms and technologies to help TECNALIA to decide whether something is great in theory or will actually impact on the product or processes of its projects. So, he is expert at framing experiments, developing hypotheses, and proving whether they’re true or not, in order to investigate fundamental problems with a longer time horizon. He is also able to design and develop PoCs and system prototypes in simulation. He has participated in several national and internacional R&D projects.\n\nAs another relevant part of his everyday research work, he usually publishes his findings in reputed scientific refereed journals and international conferences, occasionally acting as reviewer and Programme Commitee member. Concretely, since 2018 he has published 9 JCR (8 Q1) journal papers, 9 conference papers (e.g. ECML PKDD 2021), and he has co-edited a book. He is also active in popular science writing data science stories for reputed blogs (KDNuggets, TowardsDataScience, Naukas). Besides, he has recently embarked on mentoring programmes as mentor, and has also worked as data science trainer.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",biography:"Yalcin Isler (1971 - Burdur / Turkey) received the B.Sc. degree in the Department of Electrical and Electronics Engineering from Anadolu University, Eskisehir, Turkey, in 1993, the M.Sc. degree from the Department of Electronics and Communication Engineering, Suleyman Demirel University, Isparta, Turkey, in 1996, the Ph.D. degree from the Department of Electrical and Electronics Engineering, Dokuz Eylul University, Izmir, Turkey, in 2009, and the Competence of Associate Professorship from the Turkish Interuniversity Council in 2019.\n\nHe was Lecturer at Burdur Vocational School in Suleyman Demirel University (1993-2000, Burdur / Turkey), Software Engineer (2000-2002, Izmir / Turkey), Research Assistant in Bulent Ecevit University (2002-2003, Zonguldak / Turkey), Research Assistant in Dokuz Eylul University (2003-2010, Izmir / Turkey), Assistant Professor at the Department of Electrical and Electronics Engineering in Bulent Ecevit University (2010-2012, Zonguldak / Turkey), Assistant Professor at the Department of Biomedical Engineering in Izmir Katip Celebi University (2012-2019, Izmir / Turkey). He is an Associate Professor at the Department of Biomedical Engineering at Izmir Katip Celebi University, Izmir / Turkey, since 2019. In addition to academics, he has also founded Islerya Medical and Information Technologies Company, Izmir / Turkey, since 2017.\n\nHis main research interests cover biomedical signal processing, pattern recognition, medical device design, programming, and embedded systems. He has many scientific papers and participated in several projects in these study fields. He was an IEEE Student Member (2009-2011) and IEEE Member (2011-2014) and has been IEEE Senior Member since 2014.",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",slug:"mrinmoy-roy",fullName:"Mrinmoy Roy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,institution:{name:"Lovely Professional University",country:{name:"India"}}},{id:"1063",title:"Prof.",name:"Constantin",middleName:null,surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/1063/images/system/1063.png",biography:"Prof. Dr. Constantin Voloşencu graduated as an engineer from\nPolitehnica University of Timișoara, Romania, where he also\nobtained a doctorate degree. He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:"Polytechnic University of Timişoara",institution:{name:"Polytechnic University of Timişoara",country:{name:"Romania"}}},{id:"221364",title:"Dr.",name:"Eneko",middleName:null,surname:"Osaba",slug:"eneko-osaba",fullName:"Eneko Osaba",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/221364/images/system/221364.jpg",biography:"Dr. Eneko Osaba works at TECNALIA as a senior researcher. He obtained his Ph.D. in Artificial Intelligence in 2015. He has participated in more than twenty-five local and European research projects, and in the publication of more than 130 papers. He has performed several stays at universities in the United Kingdom, Italy, and Malta. Dr. Osaba has served as a program committee member in more than forty international conferences and participated in organizing activities in more than ten international conferences. He is a member of the editorial board of the International Journal of Artificial Intelligence, Data in Brief, and Journal of Advanced Transportation. He is also a guest editor for the Journal of Computational Science, Neurocomputing, Swarm, and Evolutionary Computation and IEEE ITS Magazine.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"275829",title:"Dr.",name:"Esther",middleName:null,surname:"Villar-Rodriguez",slug:"esther-villar-rodriguez",fullName:"Esther Villar-Rodriguez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/275829/images/system/275829.jpg",biography:"Dr. Esther Villar obtained a Ph.D. in Information and Communication Technologies from the University of Alcalá, Spain, in 2015. She obtained a degree in Computer Science from the University of Deusto, Spain, in 2010, and an MSc in Computer Languages and Systems from the National University of Distance Education, Spain, in 2012. Her areas of interest and knowledge include natural language processing (NLP), detection of impersonation in social networks, semantic web, and machine learning. Dr. Esther Villar made several contributions at conferences and publishing in various journals in those fields. Currently, she is working within the OPTIMA (Optimization Modeling & Analytics) business of TECNALIA’s ICT Division as a data scientist in projects related to the prediction and optimization of management and industrial processes (resource planning, energy efficiency, etc).",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. He is a Senior Member of the IEEE, and a recipient of the Biscay Talent prize for his academic career.",institutionString:"Tecnalia Research & Innovation",institution:null},{id:"278948",title:"Dr.",name:"Carlos Pedro",middleName:null,surname:"Gonçalves",slug:"carlos-pedro-goncalves",fullName:"Carlos Pedro Gonçalves",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRcmyQAC/Profile_Picture_1564224512145",biography:'Carlos Pedro Gonçalves (PhD) is an Associate Professor at Lusophone University of Humanities and Technologies and a researcher on Complexity Sciences, Quantum Technologies, Artificial Intelligence, Strategic Studies, Studies in Intelligence and Security, FinTech and Financial Risk Modeling. He is also a progammer with programming experience in:\n\nA) Quantum Computing using Qiskit Python module and IBM Quantum Experience Platform, with software developed on the simulation of Quantum Artificial Neural Networks and Quantum Cybersecurity;\n\nB) Artificial Intelligence and Machine learning programming in Python;\n\nC) Artificial Intelligence, Multiagent Systems Modeling and System Dynamics Modeling in Netlogo, with models developed in the areas of Chaos Theory, Econophysics, Artificial Intelligence, Classical and Quantum Complex Systems Science, with the Econophysics models having been cited worldwide and incorporated in PhD programs by different Universities.\n\nReceived an Arctic Code Vault Contributor status by GitHub, due to having developed open source software preserved in the \\"Arctic Code Vault\\" for future generations (https://archiveprogram.github.com/arctic-vault/), with the Strategy Analyzer A.I. module for decision making support (based on his PhD thesis, used in his Classes on Decision Making and in Strategic Intelligence Consulting Activities) and QNeural Python Quantum Neural Network simulator also preserved in the \\"Arctic Code Vault\\", for access to these software modules see: https://github.com/cpgoncalves. He is also a peer reviewer with outsanding review status from Elsevier journals, including Physica A, Neurocomputing and Engineering Applications of Artificial Intelligence. Science CV available at: https://www.cienciavitae.pt//pt/8E1C-A8B3-78C5 and ORCID: https://orcid.org/0000-0002-0298-3974',institutionString:"University of Lisbon",institution:{name:"Universidade Lusófona",country:{name:"Portugal"}}},{id:"241400",title:"Prof.",name:"Mohammed",middleName:null,surname:"Bsiss",slug:"mohammed-bsiss",fullName:"Mohammed Bsiss",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241400/images/8062_n.jpg",biography:null,institutionString:null,institution:null},{id:"276128",title:"Dr.",name:"Hira",middleName:null,surname:"Fatima",slug:"hira-fatima",fullName:"Hira Fatima",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/276128/images/14420_n.jpg",biography:"Dr. Hira Fatima\nAssistant Professor\nDepartment of Mathematics\nInstitute of Applied Science\nMangalayatan University, Aligarh\nMobile: no : 8532041179\nhirafatima2014@gmal.com\n\nDr. Hira Fatima has received his Ph.D. degree in pure Mathematics from Aligarh Muslim University, Aligarh India. Currently working as an Assistant Professor in the Department of Mathematics, Institute of Applied Science, Mangalayatan University, Aligarh. She taught so many courses of Mathematics of UG and PG level. Her research Area of Expertise is Functional Analysis & Sequence Spaces. She has been working on Ideal Convergence of double sequence. She has published 17 research papers in National and International Journals including Cogent Mathematics, Filomat, Journal of Intelligent and Fuzzy Systems, Advances in Difference Equations, Journal of Mathematical Analysis, Journal of Mathematical & Computer Science etc. She has also reviewed few research papers for the and international journals. 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He obtained his Master’s degree in the Department of Information and Communications from Gwangju Institute of Science and Technology (GIST) in 2003. In 2010, he received his Ph.D. degree in the School of Information and Mechatronics from GIST. In the meantime, he was an executed team leader at Culture Technology Institute, GIST, 2010-2012. In 2011, he worked at Lancaster University, the UK as a visiting scholar. In September 2012, he joined Daegu University, where he is currently an associate professor in the School of ICT Conver, Daegu University. Also, he served as the Board of Directors of KSIIS since 2019, and HCI Korea since 2016. From 2017~2019, he worked as a center director of the Mixed Reality Convergence Research Center at Daegu University. From 2015-2017, He worked as a director in the Enterprise Supporting Office of LINC Project Group, Daegu University. His research interests include Activity Fusion & Reasoning, Machine Learning, Context-aware Middleware, Human-Computer Interaction, etc.",institutionString:null,institution:{name:"Daegu Gyeongbuk Institute of Science and Technology",country:{name:"Korea, South"}}},{id:"262719",title:"Dr.",name:"Esma",middleName:null,surname:"Ergüner Özkoç",slug:"esma-erguner-ozkoc",fullName:"Esma Ergüner Özkoç",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Başkent University",country:{name:"Turkey"}}},{id:"346530",title:"Dr.",name:"Ibrahim",middleName:null,surname:"Kaya",slug:"ibrahim-kaya",fullName:"Ibrahim Kaya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"419199",title:"Dr.",name:"Qun",middleName:null,surname:"Yang",slug:"qun-yang",fullName:"Qun Yang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Auckland",country:{name:"New Zealand"}}},{id:"351158",title:"Prof.",name:"David W.",middleName:null,surname:"Anderson",slug:"david-w.-anderson",fullName:"David W. 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