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\\n
Our 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\\n
Additionally, each book published by IntechOpen contains original content and research findings.
\\n\\n
We 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.
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\n
Simba 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\n
IntechOpen, 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\n
Since the first Open Access Book Publishing report published in 2016, IntechOpen has held the top stop each year.
\n\n\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\n
Our 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\n
Additionally, each book published by IntechOpen contains original content and research findings.
\n\n
We 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
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He completed his postgraduate studies at Boğaziçi University between 1985-1987, and his doctorate study at the Department of Electrical, Electronics and Systems Engineering of University of Wales between 1988-1992. Between 1993 and 2006, he worked as a lecturer at Sakarya University. In addition to his academic life, he worked as a Chief Researcher at Information Technologies Institute of Turkish Science and Technology Council (TUBITAK), between 1993 and 2011. In this institute, he conducted research on Artificial Intelligence applications, especially in the military domain. He carried out projects that were the first of their kind, such as placing simulation systems on military training aircraft (flying simulator), Artificial combat Pilot, nurse robots, war fare exercises in the virtual world. Between 1997 and 2010, he carried out research in the Western European Union Armament Group, as well as a Member of the Executive Board in the 11th and 15th Groups, and a member of the System Analysis and Simulation (SAS) Panel within NATO between 2001-2006. On the other hand, he supported the creation and execution of many sub-projects as a Member of the Executive Board in the IPROMS (Intelligent Production and Mechanization Systems) Center of Excellence project opened within the scope of the European Union 6th Framework Program. He served as the vice president of Turkish Measurement and Placement Center of Turkey between 2011 and 2015, and as the member of the Executive Board in the TUBITAK Public Research Group between 2012 and 2017. He conducts research in areas such as artificial intelligence, intelligent manufacturing systems, management information systems, simulation and modeling, strategic planning, quality management. He has many articles, papers and books on these subjects. 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1. Introduction
MIMO communication systems have received significant research activities both in industry and academia since the emergence of 3G systems and are currently attracting many developers of 5G and 6G systems [1, 2, 3]. Services such as eMBB and URLLC have played an important role in the development of the 5G NR and Intelligent Transport System (ITS) and their network performance in V2X communications which incorporates Vehicle-to-Vehicle (V2V), Vehicle-to-Infrastructure (V2I) and Vehicle-to-Pedestrians (V2P) communication modes. Wireless channel modeling plays a significant role in designing, assessing, and optimizing the performance of the systems components including the physical layer, networking protocols, and the antenna arrays at the Transmitter (Tx) and Receiver (Rx) using either RT or SCM tools [4, 5, 6, 7]. However, very little research has been reported on the differences between these two channel modeling approaches including their strength, limitations and how they consequently affect the evaluation of the MIMO channel capacity for realistic scenarios [8, 9, 10, 11, 12, 13, 14].
Comparisons between deterministic and SCM are reported in [8, 9, 10, 11, 12, 13, 14]. However, none of them provided sufficient comparison based on a rigorous representation of the antenna arrays in terms of circuit parameters and 3D far-field patterns for both the co- and cross-polarized vector field components. In [8], the difference in the MIMO channel capacity between the SCM COST 259 and a deterministic urban city model simulated using RT for 3G cellular system is reported. However, only omni-directional antennas with no consideration for the mutual coupling are used and the results are only simulated in outdoor scenarios under one SNR. In addition, the testing scenarios are not identical, as for the RT model, they used varying heights for the base station towers, but for the SCM, fixed heights are used.
A comparison of the angles of arrival between 3GPP 3D statistical channel model and a deterministic urban channel model is presented in [9]. However, the MIMO channel capacity and throughput results are not evaluated. The authors in [10] considered a large-scale massive MIMO system to compare the downlink throughput between an outdoor urban deterministic model and the statistical i.i.d. Rayleigh model. However, the i.i.d. Rayleigh model is not suitable to represent urban channel models. In addition, the i.i.d. Rayleigh model uses data generated from the RT software.
An evaluation of the MIMO channel capacity is presented in [11] using deterministic and stochastic indoor channel models. TGn C, D and E are used as indoor office SCM and a close representation is created and used in an RT scenario as the deterministic model. The RT channel capacity show close comparison to the results from the TGn stochastic model E. However, in the deterministic channel model, the Mobile Terminal (MT) antennas are placed in only two rooms while ignoring other locations in the building which would subsequently affect the accuracy of the calculated results. Considering the asymmetric distribution of rooms and the small size of the model, the results should be studied for different locations of Tx and a complete distribution of Rx antennas in the entire model’s area.
In [12], the difference between RT and SCM for network connectivity is reported. Neither capacity nor throughput results are presented, and all the simulations are for Single-Input Single-Output (SISO) scenarios. A massive MIMO study is presented in [13] comparing RT generated MIMO channel capacity with results from i.i.d. Rayleigh statistical channel model. Similar to [10], the i.i.d. Rayleigh is not a realistic representation of indoor nor urban channel models. The results were also calculated for only one SNR. Lastly, in [14], the authors presented a survey about different channel modeling approaches and the challenges that accompany them in 5G networks. However, the paper did not present comparison data nor case studies.
The main objective of this chapter to provide a fair comparison between the two channel modeling techniques in terms of the MIMO channel capacity. To this end, several important parameters have to be taken into consideration when evaluating the channel capacity, such as the 3D radiation patterns of transmitting and receiving antennas for both the co- and cross-polarized components, the scattering parameters of the antenna arrays under consideration to invoke direct and mutual coupling between the antenna elements, the distribution of the Tx and Rx components using different channel environments (indoor and outdoor) for the 5G NR and the ITS V2X systems. We utilize state-of-art commercial channel modeling tools for our case studies. MIMObit [15] is used for SCM and Wireless InSite [16] is used to represent deterministic models. MIMObit is an electromagnetic propagation simulator that utilizes standardized stochastic spatiotemporal channel models and uses rigorous analytical electromagnetic formulation to produce precise antenna-to-antenna channels and evaluate the performance of MIMO systems in different propagation models [15]. Wireless InSite is a 3D RT wireless electromagnetic solver that considers the physical characteristics of the materials in an environment and uses shooting and bouncing rays as electromagnetic waves to track their reflection, diffraction, transmission and scattering through objects and evaluate the received power, capacity and throughput at each point in a study area [16].
The new contributions of this chapter can be summarized as follows. A comprehensive research of the capabilities and limitations of stochastic and deterministic channel modeling tools is presented for the first time in different indoor and outdoor channel environments. The effects of the antenna’s 3D radiation patterns and scattering parameters on the MIMO channel capacity for 5G and V2X applications are considered using cutting-edge SCM [15] and RT [16] tools. It should be noted that all the simulations included in this chapter are intended for the downlink transmission utilizing the 2.45 GHz ISM band and the 3.7 GHz 5G NR FR1 N77/N78 bands.
The rest of the chapter is organized as follows. In Section 2, we present a case study involving the evaluation of the SISO and MIMO channel capacity for the Two-Ray model using Wireless InSite and MIMObit in order to validate the results against analytical formulation. In Section 3, we study the MIMO channel capacity in an indoor office environment using RT and SCM. Section 4 presents an evaluation of the MIMO channel capacity in an outdoor scenario using RT and SCM. In Section 5, the performance of the two channel modeling tools is presented for a V2X scenario involving a fixed gNodeB base station (gNB) and a moving vehicle. Finally, the chapter is concluded in Section 6.
2. Case study 1: two-ray model
Initially, the accuracy of the RT and SCM tools are verified using a simple scenario involving the channel capacity of the classical Two-Ray channel model over a flat Perfect Electrically Conducting (PEC) surface since an analytical solution is already available. Wireless InSite by Remcom is used for the RT approach while MIMObit is used to calculate the channel characteristics for a set of Tx and Rx antennas inserted in a half free-space environment above an infinite PEC surface.
To test the various settings and parameters for the proper operation of both software tools, the first case focused on evaluating the SISO channel capacity in a Two-Ray model and compare it to the theoretical calculations. The Two-Ray model consists of a single large flat layer of PEC. A single half-wavelength dipole transmitting antenna operating at 2.45 GHz and an identical receiving antenna are placed 30 m apart at a height of 2 m. The model consists of two rays, a Line-of-Sight (LOS) component and a Non-Line-of-Sight (NLOS) component that is reflected over the ground plane. Figure 1 shows the two rays between the Tx antenna and the Rx antenna.
Figure 1.
Two-ray model.
To evaluate the received power at the receiver, Eq. (1) is used [17].
Pr=4Ptλ4πd2GtGrcos2∆∅2E1
where Pr is the received power in W, Pt is the transmitted power in W, λ is the wavelength, d is the distance between the Tx and Rx, Gt and Gr are the gain of the Tx and Rx antennas, respectively, and the phase difference, Δϕ, can be calculated using Eq. (2).
Δϕ=2πht+hr2+d2−ht−hr2+d2λE2
The Shannon capacity formula is used to find the SISO channel capacity [18] as shown in Eq. (3).
C=Blog21+SNRE3
where C is the channel capacity in bits/s, B is the channel bandwidth in Hz and SNR is the Signal to Noise Ratio. The thermal noise is assumed to be equal to −100.99 dBm which is the standard used in [15, 16]. The geometry of the model simulated using Wireless InSite is shown in Figure 2. An equal total noise and interference of −100.99 dBm is used for both software tools. The channel capacity obtained from the three approaches are displayed in Table 1.
Figure 2.
Two-ray model in wireless insite.
Model
Channel capacity (bps/Hz)
Difference % compared to theoretical calculations
Theoretical Calculations
22.98
—
Wireless InSite
23
0.09%
MIMObit
22.87
0.48%
Table 1.
Two-ray SISO model.
Table 1 shows a close agreement between the SISO channel capacity results obtained from the RT tool, SCM tool and analytical calculations. A difference of 0.09% is noted between the RT tool and theoretical channel capacity while 0.48% difference is observed between the SCM capacity and the theoretical one. This provides impetus to perform precise channel modeling comparisons when moving to the more realistic indoor and outdoor environments.
To provide further validation over the reliability of the software tools, the next comparison uses the same Two-Ray model, however, this time using a 2x2 MIMO scenario. Two-vertically polarized, half-wavelength dipole antennas with a separation of 2λ between the elements, operating at 2.45 GHz are used as the Tx and Rx antennas, centered at the same locations as the SISO two-ray model, separated by 30 m horizontally at a height of 2.5 m and 1.5 m, respectively. A single LOS ray and a single NLOS ray propagate from each Tx antenna element to each Rx antenna element, resulting in a total of eight rays in the model. The MIMO channel capacity can be expressed as shown in Eq. (4) [19]:
C=Blog2I+SNRNtHHHE4
where I is the identity matrix, Nt is the number of transmitting antenna elements and H is the channel matrix between the Tx and the Rx.
The achieved MIMO channel capacity is 24.92 bps/Hz in RT and 23.01 bps/Hz in SCM with a difference of 7.98% which further validates the operation of these channel modeling tools.
3. Case study 2: indoor channel modeling
The second case concerns the evaluation of the MIMO channel capacity in a deterministic indoor channel model and comparison against a stochastic indoor channel model. The indoor floor plan shown in Figure 3 is provided by Remcom. It has a width of 66 m, a length of 35 m and a height of 3 m and consisting of 23 offices, one main lobby and two big office areas containing 22 desks. Wood, concrete, glass, drywall and metallic materials were used to build the model. It provides a multipath-rich environment which is essential for MIMO applications. A corresponding SCM is created in MIMObit with similar dimensions using TGn 802.11n channel model B which is used to represent indoor office environments with NLOS conditions. A two-element MIMO antenna array is used as a transmitter and two-element half-wavelength dipole arrays are used as the receiving antennas in both models.
Figure 3.
RT indoor model.
The transmitting antenna array used in both the RT and SCM tools is a modification of the design reported in [4] which is a miniaturized two-element monopole antenna array decoupled using a frequency selective structure, mounted on a grounded dielectric substrate and fed by two coaxial cables. The array operates at 3.7 GHz with a bandwidth of 160 MHz extending from 3.62 GHz to 3.78 GHz as determined by the S-parameters presented in Figure 4. The antenna has a minimum S11 of −30.7 dB and a reduced mutual coupling below −20 dB with a minimum of −38 dB over the operating bandwidth. The array achieves orthogonality between the main lobes of the 3D radiation patterns of the antenna elements as shown in Figures 5 and 6, which is favorable for spatial diversity and multiplexing. Each element pattern has a maximum gain of 7.01 dBi at boresight.
Figure 4.
Tx/Rx antenna S-parameters.
Figure 5.
3D antenna radiation pattern.
Figure 6.
2D antenna radiation pattern (θ is the complement of the elevation angle and ∅ is the azimuth angle).
The array is placed 36 m from the west main wall and 6.5 m below the north wall of the floor plan (blue spot in Figure 3) at a height of 2.5 m and is rotated 180o across the length as an Access Point (AP) with an input power of 1 W. 1056 two-element half-wavelength dipole antenna arrays operating at 3.7 GHz are uniformly distributed over the model at a height of 1.5 m and are used as the MT receiving antennas. The MT dipole elements are separated by 2λ where λ is the free-space wavelength at the operating frequency. The maximum number of ray reflection, transmission and diffraction per path is seven, one and two, respectively. These numbers are chosen after a trade-off between simulation time and accuracy. The space between the transmitted rays is chosen as 0.25°. MIMO open-loop scheme with no channel-state information is chosen as the MIMO scheme with no precoding or beamforming using 20 MHz bandwidth. Equal gain combining is used as the combining method operated at the receivers. With the absence of interference in the channel, each MT will experience a unique multipath from the AP and hence resulting in different MIMO channel capacities as shown in Figure 7. The average capacity over the 1056 locations considered in the simulation is displayed in Figure 9 for different SNRs ranging from 5 to 30 dB as the deterministic channel model MIMO capacity results.
Figure 7.
Indoor model channel capacity.
A similar scenario is created using MIMObit’s TGn 108.11n model B SCM where the AP antenna is used at the same coordinates. However, only one receiving MT antenna is placed at (−10 m, −5 m, 1.5 m) as shown in Figure 8 and the average capacity is computed over a certain number of channel realizations in the time domain. The model is simulated over 1000 channel realizations where the channel environment changes at each realization resulting in a different set of multipath experienced by the signal traveling from the AP to the MT and hence resulting in a different MIMO channel capacity. The number of realizations has been chosen to achieve statistically reliable results. Comparison of the average MIMO channel capacity is shown versus SNR ranging from 5 to 30 dB in Figure 9.
Figure 8.
SCM indoor model.
Figure 9.
Indoor MIMO channel capacity.
The MIMO channel capacity in the SCM is higher than the capacity obtained from the deterministic channel model at SNR values larger than 20 dB. A maximum difference of 23.9% is observed at a SNR of 30 dB where the capacities are 13.1 and 10.3 bps/Hz from the SCM and RT models, respectively.
To further improve the results obtained from the SCM model, a new simulation scheme is developed in which the number of the receiving MT is increased in MIMObit to six of different locations ranging from 3.16 m to 33.02 m away from the AP all at a height of 1.5 m as shown in Figure 10.
Figure 10.
SCM indoor model with different Rx positions.
Figure 11 reveals that at a constant SNR, changing the location of the receiving antenna does not have a significant impact on the MIMO channel capacity since each position is simulated 1000 times as the stochastic channel changes resulting in a maximum difference of 3.31% between any two Rx locations at SNR = 15 dB. Therefore, it is concluded that any Rx location within the geometry is valid for the comparison with the MIMO channel capacity generated from the RT tool.
Figure 11.
Indoor MIMO channel capacity for different Rx positions.
Finally, we conclude that our results provide close agreement in the MIMO channel capacity between the SCM and the RT tools particularly at SNRs below 20 dB. The difference slightly increases at higher SNRs because the effect of MIMO is more prominent and. It should be emphasized that the observed 20% difference in results leads to a difference of only 3 bps/Hz which is accepted given that the SCM and RT are based on entirely different analytical formulations and numerical implementation. Due to space limitation, only one indoor model has been considered in the RT and SCM channel models. We recommend that future research should include different indoor environments to be compared with different SCM models.
4. Case study 3: outdoor channel modeling
To further investigate the strengths and limitations of RT and SCM tools, the third case study considers the MIMO channel capacity in a realistic outdoor environment. The same software, MIMObit and Wireless InSite are used to model the stochastic and deterministic outdoor channels, respectively. A 2x2 MIMO antenna array operating in the 5G NR N77/N78 bands is used in the gNB. The 3GPP 3D Urban Macro cell (UMa) channel model is used as the SCM of the urban model.
The deterministic urban channel model is imported from Remcom’s example library and is shown in Figure 12. It contains 39 buildings with different structures and heights. The gNB MIMO antenna used in this study is the same two-element array from the indoor study operating at 3.7 GHz and is placed at the edge of the rooftop on a building (the green box in Figure 12) at a height of 126.57 m with 180° tilt about the x-axis so that the antenna pattern’s main-lobes are pointing towards the ground. The MT antennas are two-element dipole arrays operating at 3.7 GHz. 500 MT antennas are placed randomly across the city at different heights ranging from 1.5 to 50 m.
Figure 12.
RT outdoor channel model.
The antenna array at the gNB is fed with a total of 1 W power. The maximum number of ray reflection, transmission and diffraction per path is seven, one and two, respectively. The spacing between the transmitted rays is 0.25°. The MIMO open-loop diversity method is chosen for the study with no precoding or beamforming with 20 MHz allocated signal bandwidth. Equal Gain Combining is used as the combining method operated at the receivers. The average MIMO channel capacity perceived at the MTs is displayed in Figure 13 under different SNR values ranging from 5 to 30 dB.
Figure 13.
Outdoor MIMO channel capacity.
The 3GPP 3D UMa SCM is used to represent the stochastic urban environment in a squarish geometry with a length of 500 m. The 3GPP UMa model is used for cities with gNBs located above roof tops of building [20]. The number of clusters and rays per cluster vary with the model and could reaching up to 23 clusters and 20 rays per cluster [20]. Both LOS and NLOS propagations are considered in this model. The same gNB antenna operating at 3.7 GHz is placed at a height of 126.57 m and a location/orientation similar to that from the RT software. The receiving MT antenna is a two-element half-wavelength dipole array operating at 3.7 GHz and is placed at the center of the model at a height of 1.5 m. The model is simulated under 1000 instantiations and the average MIMO channel capacity for SNRs ranging from 5 to 30 dB is shown in Figure 13.
Similar to the results obtained in the indoor environment case study, the MIMO channel capacity in the SCM is close to the one obtained from RT. The difference in the capacity between the two channel modeling tools is 12.3% at SNR = 5 dB where the SCM achieved 2.41 bps/Hz and the deterministic model achieved 2.13 bps/Hz, 14.9% at SNR = 15 dB where 5.97 bps/Hz and 5.14 bps/Hz capacities are achieved in the stochastic and deterministic models, respectively, and 31.9% at SNR = 30 dB where 13.8 bps/Hz and 10 bps/Hz capacities are achieved in the stochastic and deterministic models, respectively.
5. Channel modeling for V2X applications
Traditionally, deterministic channel modeling tools are often used in V2X studies to evaluate the performance of antennas designed to operate in free-space when installed on a mast or a vehicle, Advanced Driver-Assistance Systems (ADAS), and interference among different vehicles [21, 22, 23, 24]. Specific models have been recently developed for these particular applications utilizing various geometries to assess V2X communication systems in dynamic scenarios, the review of which is provided in [25, 26]. The IEEE 802.11p and LTE-V standards are widely used for V2X communications. However, nowadays, 5G technologies are also being utilized for vehicle communications after the massive development in 5G networks and their capabilities in delivering high speed and reliable links between devices and equipment. In this section, we compare the capabilities and limitations of SCM and RT tools in assessing the performance of V2X communication systems in the physical (PHY) layer.
It should be noted that the RT approach is the method of choice for static indoor and outdoor environments in particular for the initial design and deployment as well as the optimal number of transmitters to ensure coverage for the desired coverage area. Once the network is deployed and operational, the performance will obviously degrade in certain spots due to relative motion between different objects in the network which can be resolved by increasing the transmitted power, adjusting the tilt of the antenna array or installing additional transmitters as needed. In a realistic simulation involving multiple vehicles moving at different speeds on a highway, multiple trajectories have to be defined for several vehicles involved in the scenario. Each vehicle should be represented with the proper geometry to represent the vehicle type such as, sedans, trucks, motorcycles and SUVs with their respective material properties and included in the RT solution at different positions, the number of which depends on the speed of the fastest vehicle and the data rate of the V2X system in order to relate the sampling in time to the channel coherence time. Obviously, this leads to extremely large computational demands that can only be achieved on highly dedicated cluster computers.
Instead, the approach we followed to model simple V2X scenarios involves several simplifying assumptions in order to make the computational demands tractable. The vehicle structure has not been included in the RT approach since a dense outdoor environment is involved. We selected a path as shown in Figure 14 for which the capacity has been evaluated along 410 m of discrete path points each separated by 1 m.
Figure 14.
V2X route MIMO channel capacity.
The same outdoor urban channel model in the previous section is utilized in studying the channel capacity available to vehicles traversing a path of 410 m at a given speed in a city surrounded by concrete buildings while transmitting and receiving signals from a gNB located close to the pathway in a 2 × 2 closed-loop MIMO system with no interference as shown in Figure 14. The channel parameters obtained from this model can be used in post processing to test different V2X scenarios. The vehicle has a two-element MIMO antenna array operating in the 5G N77/N78 bands at 3.7 GHz. The radiation patterns of the array shown in Figures 5 and 6 are used in the simulation. The antenna is placed on the vehicle rooftop, 1.5 m above ground level.
The 2 × 2 MIMO system is simulated with 1 W total transmission power from the gNB. The maximum number of ray reflection, transmission and diffraction per path is seven, one and two, respectively. The spacing between the transmitted rays is 0.25°. The model is simulated as a closed-loop MIMO system with beamforming. The orthogonal radiation patterns of the antenna arrays is optimal for beamforming applications as they provide a narrow beam pointing at the vehicle while it moves, with Maximum Ratio Transmission (MRT) as the precoding scheme. The average MIMO capacity perceived at the vehicle’s antenna array is 14.05 bps/Hz at an average SNR of 40 dB. Figure 14 shows the MIMO channel capacity at each vehicle point along the traversed path in Mbit/sec with 20 MHz bandwidth.
In the absence of a vehicular model in the current version of MIMObit, we utilized the 3GPP 3D Urban UMa channel model as the stochastic channel where a gNB is placed at the coordinates (−150, 0, 50) as illustrated in Figure 15 with the same MIMO antenna array used in the RT software. Both LOS and NLOS components are considered. To represent a vehicle movement in the SCM, we developed a new approach in which 20 independent MT antenna arrays are placed at different locations along the path. In this approach, each array is assigned a temporal behavior where it turns on momentarily at the time the vehicle reaches that point. For example, assuming the vehicle is moving at 50 km/h, Rx1 turns on at time, t = 0 s, then turns off, Rx2 turns on at t = 1.8 s then turns off, Rx3 turns on at t = 3.6 s then turns off, and so on. The model is simulated as a closed-loop 2x2 MIMO system with beamforming and the average achieved MIMO channel capacity is 15.3 bps/Hz at an average SNR equal to 40.
Figure 15.
SCM V2X model.
A 4.32% difference in the closed-loop beamforming MIMO channel capacity between the two modeling approaches is observed. This is due to that the RT study involves a static environment with no object mobility due to the limitations of the available computational resources and hence there is no time-varying signal distortion caused by mobility. However, the cluster birth-death process in different channel realizations accommodates for the non-static channel behavior of the SCM. Additionally, the temporal characteristics of the Rx antenna defines the vehicle movement in the SCM. Nevertheless, incorporating a large number of vehicles in an RT tool moving in an urban environment with different speeds and trajectories places severe limitations in terms of computational time and resources.
6. Conclusion
In the near future, more RT and SCM tools will be developed as the demand and applications of various wireless systems relying on these channel modeling tools constantly grow for the advancement of wireless communications. This chapter provided a case study for the evaluation of the SISO and MIMO channel capacity using the Two-Ray model for validation purpose, studies of the MIMO channel capacity evaluation using RT and SCM tools for indoor and outdoor environments, and a performance evaluation of RT and SCM tools for a V2X communication scenario. In spite of the assumptions made in the RT approach, especially for the V2X applications, there are only minor differences in the MIMO channel capacity between RT and SCM. The SCM is capable of characterizing stationary and non-stationary dynamic V2X communication systems operating at different velocities since it considers the temporal and spatial domains while the deterministic model is capable of representing realistic object geometries. However, in the RT approach, the vehicles’ models can only be included at discrete positions and the simulations have to be performed at each location. RT tools, however, yield more accurate results for link-level simulations of static networks as it can model objects such as buildings, road obstacles, traffic signs, etc. and achieve channel information characterizing precise channel effects such as path loss, shadowing and multipath fading. While SCM tools also model these channel effects, its adaptation for temporal behavior and non-stationary channel models makes it more suitable for link- and system-level simulations analyzing data transmission and communications at the bit level.
\n',keywords:"MIMO, channel capacity, ray tracing channel modeling, stochastic channel modeling, 5G, V2V, V2X",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/79793.pdf",chapterXML:"https://mts.intechopen.com/source/xml/79793.xml",downloadPdfUrl:"/chapter/pdf-download/79793",previewPdfUrl:"/chapter/pdf-preview/79793",totalDownloads:160,totalViews:0,totalCrossrefCites:0,totalDimensionsCites:0,totalAltmetricsMentions:0,impactScore:0,impactScorePercentile:0,impactScoreQuartile:0,hasAltmetrics:0,dateSubmitted:"May 27th 2021",dateReviewed:"November 15th 2021",datePrePublished:"December 24th 2021",datePublished:"April 28th 2022",dateFinished:"December 24th 2021",readingETA:"0",abstract:"Due to the rapid development of wireless communication applications, the study of Multiple Input Multiple Output (MIMO) communication systems has gained comprehensive research activities since it can significantly increase the channel capacity and link reliability without sacrificing bandwidth and/or transmitted power levels. Researchers tend to evaluate the performance of their MIMO antenna arrays using various channel modeling tools. These channel models are mainly categorized into either deterministic channels based on Ray Tracing (RT) tools or Stochastic Channel Models (SCM). In this chapter, we compare these two categories in terms of the MIMO channel capacity using a complete description of the antennas at the transmitting and receiving ends in terms of 3D polarimetric radiation patterns and scattering parameters. The performance is evaluated for 5G New Radio (NR) Enhanced Mobile Broadband (eMBB) and Ultra-Reliable Low-Latency Communication (URLLC) services and Vehicle-to-Everything (V2X) systems using state-of-the-art commercial SCM and RT tools to provide information regarding the capabilities and limitations of each approach under different channel environments and the Quality of Experience (QoE) for high data rate and low latency content delivery in the 5G NR sub-6GHz mid-band Frequency Range-1 (FR1) N77/N78 bands.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/79793",risUrl:"/chapter/ris/79793",book:{id:"10764",slug:"antenna-systems"},signatures:"Sulaiman Tariq, Hussain Al-Rizzo, Md Nazmul Hasan, Nijas Kunju and Said Abushamleh",authors:[{id:"153384",title:"Prof.",name:"Hussain",middleName:null,surname:"Al-Rizzo",fullName:"Hussain Al-Rizzo",slug:"hussain-al-rizzo",email:"hmalrizzo@ualr.edu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/153384/images/system/153384.png",institution:{name:"University of Arkansas at Little Rock",institutionURL:null,country:{name:"United States of America"}}},{id:"310217",title:"Ph.D. Student",name:"Sulaiman",middleName:null,surname:"Tariq",fullName:"Sulaiman Tariq",slug:"sulaiman-tariq",email:"sztariq@ualr.edu",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002pCaekQAC/Profile_Picture_1615363795907",institution:{name:"University of Arkansas at Little Rock",institutionURL:null,country:{name:"United States of America"}}},{id:"341387",title:"Dr.",name:"Said",middleName:null,surname:"Abushamleh",fullName:"Said Abushamleh",slug:"said-abushamleh",email:"saabushamleh@indianatech.edu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341387/images/system/341387.jpg",institution:{name:"Indiana Institute of Technology",institutionURL:null,country:{name:"United States of America"}}},{id:"348984",title:"Ph.D. Student",name:"Md Nazmul",middleName:null,surname:"Hasan",fullName:"Md Nazmul Hasan",slug:"md-nazmul-hasan",email:"nazmul@ece.ubc.ca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/348984/images/17016_n.jpg",institution:{name:"University of British Columbia",institutionURL:null,country:{name:"Canada"}}},{id:"420583",title:"Dr.",name:"Nijas",middleName:null,surname:"Kunju",fullName:"Nijas Kunju",slug:"nijas-kunju",email:"Nijas.Kunju@ansys.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Case study 1: two-ray model",level:"1"},{id:"sec_3",title:"3. Case study 2: indoor channel modeling",level:"1"},{id:"sec_4",title:"4. Case study 3: outdoor channel modeling",level:"1"},{id:"sec_5",title:"5. Channel modeling for V2X applications",level:"1"},{id:"sec_6",title:"6. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'Jiang W, Han B, Habibi MA, Schotten HD. The road towards 6G: A comprehensive survey. IEEE Open Journal of Communications Society. 2021;2:334-366. DOI: 10.1109/ojcoms.2021.3057679'},{id:"B2",body:'Al-Wahhamy A, Al-Rizzo H, Buris NE. Efficient evaluation of massive MIMO channel capacity. IEEE Systems Journal. 2020;14(1):614-620. DOI: 10.1109/jsyst.2019.2900006'},{id:"B3",body:'Al-Wahhamy A, Buris NE, Al-Rizzo HM, Yahya S. An efficient paradigm for evaluating the channel capacity of closed-loop massive MIMO systems. Progress in Electromagnetics Research C. 2020;98:1. 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1. Introduction
One of the most striking characteristics of human beings is the diversities. Different ways of being, thinking and existing, different needs, world views, ethical positions mark the relationships between people. In this sense, interpersonal conflicts are understood as tension that involves different interests or positions, are inherent to human relationships, and are present in various social organizations, among them, the school.
The school as microcosms of society brings together different views of the world, different ways of being, thinking, and living, thus becoming a space for representing social differences and being a place where different conflicts occur daily. Dealing with this situation type requires learning and that is why teachers need training in conflict management so that they can correctly manage the classroom conflicts and educate also your students for conflict management.
Recognizing that the school is an organization that brings together social diversity and adopting as an assumption that interpersonal conflicts are inherent to human relationships, we define the school conflicts as this chapter theme. In this sense, this chapter addresses school conflicts with a focus on classroom conflicts in the teacher-student relationship. In the first part, a brief reference is made to the conflict. This is followed by a review of the bibliography on school/classroom conflict causes.
Due to its intrinsic characteristics, school is a favorable medium for conflict situations development. So, the conflict in the education system can be seen from the dialectic between the macrostructure of the education system, the general policies oriented towards it, and the management processes that prevail in each school [1].
The conflict presents formative possibilities, since the perception of the differences existing between people/or groups and their needs, values, ideas, and different ways of living are essential to a democratic society [2]. In this sense, it is important to enhance positive conflict characteristics and reduce the negative ones. So, the difficulty in resolving conflicts is largely due to the difficulties existing between those involved in the conflict to be able to communicate effectively. Therefore, the constructive and educational potential of conflicts depends largely on the skills of those involved. Thus, knowing how to communicate, and respecting the rights of others and existing differences are essential for conflicts to revert to social and human development benefits.
The concern with improving coexistence in schools, centred on the conflict variable, is addressed in different studies, whose objectives mark both understanding the school conflict [3, 4, 5, 6], as well as preventing its occurrence [7]. Since it is impossible to eliminate school conflicts, it is essential and urgent to reduce their intensity, duration, and severity, so that the teaching and learning process is not harmed. In this sense, this chapter addresses also the strategies used to manage classroom conflict, and some examples of programs that work these skills on teachers and students.
2. Conflict
The conflict is defined and classified from different perspectives, and its definition can differ, in context, process, intervention, and study areas [1, 8]. Conflict is a phenomenon of incompatibility between individuals or groups with irreconcilable ends and/or values between them, considering it a social process [1]. For this author, four elements are present and must be addressed in all conflicts: the causes that give rise to it; the conflict protagonists; the process and the way the protagonists face the conflict; and the context in which it occurs. In turn, Chrispino [9] understands conflict as to any divergent opinion or a different way of seeing or interpreting an event, that is, the conflict originates in the difference of interests, desires, aspirations, or positions between individuals. He adds that conflicts can arise from difficulties in communication and assertiveness.
In this way, we can say that there is a conflict when two or more people interact with each other and perceive incompatible differences, or threats to their resources, needs, or values and when they respond according to what was perceived, then the ideal conditions for conflict are created. The conflict intensity, duration, or severity can then increase or decrease depending on the strategies used to resolve it. Regardless of the different conflict definitions, there is no conflict if the individuals involved are not aware of its existence. This conclusion is consensual to the majority of the definition proposals and to the attempts to conceptualize the conflict found in the specialized literature.
In addition to different conflict definitions, there are also different proposals for classifying it. Concerning the different conflict classification [8, 10, 11] the emphasis is placed on the theoretical proposals of [8, 11]. Conflicts can be classified into five different types: structural, value, relationship, interest, and data [11]. In structural conflicts, causes are associated with unequal control situations, possession or resource distribution, unequal power, and authority, geographical, physical, or environmental factors that prevent cooperation and time pressures. In value conflicts, it highlights situations of opposing ideas or behaviors, different ways of life, ideology, or religion. Relationship conflicts are caused by strong emotions, misperceptions or stereotypes, inadequate or deficient communication, and negative and/or repetitive behaviors. The causes of interest conflicts are perceived or real competition over fundamental interests (content), procedural interests, and psychological interests. Finally, about data conflicts, [11] highlights the lack of information or wrong information, different points of view on what is important, different data interpretations, and different assessment procedures.
In turn, Torrego [8] presents a typology that seems to reflect the type of school conflicts: relationship-communication conflicts; interest/needs conflicts; and preferences, values, and beliefs conflicts. As for the relationship-communication conflicts, it cannot be said that there is a concrete cause that justifies their appearance, however, it appears as a result of the relationship deterioration itself. As such, aggressions, struggles, offenses, defamations, rumors, humiliations, misunderstandings are part of this type of conflict, but also perception conflicts, because, despite the conflict reality being only one, this fact does not invalidate that those involved have their view of it. Interest or needs conflicts usually occur when one party considers that it will only be able to satisfy its needs/interests if the other gives in to theirs. This conflict type can include those that stem from disagreement about how to perform jobs or tasks and those that result from the need felt by one of the parties to own or be coerced into giving in: objects, time, space, or any type of appeal. Finally, preferences, values, and beliefs conflicts result when these systems are discordant or viewed as such by those involved in the conflict. However, this conflict type can be resolved if the parties identify higher values common to both.
It is important to say that the conflict constructive paradigm indicates that the conflict has positive and negative aspects, advantages, and disadvantages. This new model is opposed to the classic model and indicates that moderate levels of conflict are perceived as positive [12]. The conflict effects are positive, when they are well managed, to establish more cooperative relations and seek to reach an integrated solution, for the benefit of those involved in the conflict [10]. In any organization, the existence of low levels of conflict leaves the organization vulnerable to stagnation, to making impoverished decisions, even to the lack of effectiveness; on the other hand, having too much conflict leads the organization directly into chaos.
Given the above, we can say that conflicts are inherent to human relationships since human beings are characterized by diversity. The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts.
3. School conflicts
The school is a society microsystem, in which are reflected constant changes. Thus, one of the most important school functions is to prepare students, teachers, and parents to live and overcome the difficulties of a world full of rapid changes and interpersonal conflicts, contributing to the development process of each individual. For being a society microsystem and bringing together different ways of life, thinking, feeling, relationship, constitutes a space conducive to interpersonal conflicts.
School conflict is defined as the disagreement between individuals or groups regarding ideas, interests, principles, and values within the school community, perceiving the parties their interests as excluded, although they may not be [13], being that the most frequent school conflicts occur in the relations between student–student and between student-teacher [14].
Conflicts in the school can be classified according to their causes and those involved. For Martinez [15], the conflicts between teachers are mainly caused by lack of communication, personal interests, previous conflicts, issues of power, or political and ideological differences. This author indicates that conflicts between students and teachers, as they happen due to the lack of understanding of the teacher’s explanation, due to arbitrary grades and divergence in the evaluation criteria, lack of didactic material, discrimination, disinterest in the study material, and because the students are ears. In turn, conflicts between students can arise due to misunderstandings, fights, the rivalry between groups, discrimination, bullying, use of spaces and assets, dating, sexual harassment, loss or damage of school assets, diverse elections, travel, and parties. Conflicts between parents, teachers, and administrators can arise due to aggressions that occurred between students and between teachers, due to the loss of work material, problems in the school canteen or similar, lack of teachers, lack of pedagogical assistance by teachers, evaluation, approval and disapproval criteria, failure to meet bureaucratic and administrative requirements of management [15].
From the literature review, it is possible to infer and highlight the different causes pointed to the school conflict. Participating teachers in the Göksoy and Argon [16] study indicate as causes for school conflict: the communication failures, personal, political/ideological, and organizational causes.
With a very similar rating, Jares [1] indicates four main causes: ideological-scientific, related to different pedagogical, ideological, and organizational options, and the type of school culture or cultures that coexist; power causes, related to organization control, professional promotion, access to resources and decision making; causes of structure, related to the ambiguity of objectives and functions, organizational fragility, organizational and variable contexts; and personal and interpersonal causes, related to self-esteem, security, professional dissatisfaction, and communication. Also, Burguet [17] points out as possible causes for the school conflict in the school’s organizational structure.
In this sequence, and given the increase in school conflicts, Ibarra [18] recognizes as school conflict causes: the increase in compulsory schooling, the increase in the number of students per class, teachers perceive a progressive decline in their authority about students, and students are less likely to comply with certain rules and limits, which results in conflict situations. Regarding the increase in compulsory education, this leads to a greater number of unmotivated and undisciplined students, which implies an increase in school conflict. Likewise, the increase in the number of students per class, without increasing the facilities or associated conditions, increases the conflict occurrence, because of their negative changes in the physical and psychological environment, in overcrowded classrooms, with a lack of space for practical and collaborative activities.
In addressing interpersonal relationships in schools cannot neglect family background. When dealing with interpersonal relationships in the school context, it is necessary to take into account the family reality of each student, since the family interpersonal relationships have a strong connection with the school conflict [19]. Distinguished authors indicate that school conflict situations often have their genesis at the family level [17, 20] since they are the most deprived families, where alcoholism, domestic violence, and unemployment problems occur, being that all these violence and incivilities manifestations that arise in the students’ lives are transported to school. Burguet [17] points the dismissal of families as educational agents. This author highlights the overprotection with a sense of guilt for not dedicating more time to children, the experience of fatherhood as a “burden” of those who educate in aggressiveness, and the criticisms of parents, and society itself, to teachers, instigates conflicts. In other words, the role of the family often does not seem to offer a good foundation in the education of young people, which is reflected in their behavior in the processes of interaction at school. As Berkowitz [20] indicates, many of the interaction problems originate in the family, and the student reproduces the behaviors he learns with his parents.
It should be noted that the context experienced by the Covid-19 pandemic has a greater impact on students from poorer families. The situation of these most vulnerable students was a problem whose dimension grew with online classes, as they encountered immense barriers and lack of support for quality education during confinement. Thus, students who before the pandemic were unmotivated and presented conflicting behaviors at school should be the target of more support during this pandemic phase, to minimize the conflicting behaviors. It should also be noted that although family-school relationships are extremely important for students’ learning and development, family participation in school is not always satisfactory.
So, the family and the school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with school conflicts positively is essential for the development of healthy relationships.
Another cause of school conflicts is pointed to society and the values it conveys, Burguet [17] points to the example of social communication, which encourages violence through violent programs, broadcasting news with prejudiced and conflicting messages. All of these situations enhance the conflicting attitudes of children and young people, which are reflected in school behaviors.
3.1 Conflict in the classroom
The school builds a social interface favorable to involvement, where conflicts proliferate in the educational process complexity, being common and daily in classes. Thus, in the classroom different types of conflict occur, being a challenge for most teachers to know how to face, manage, and resolve these conflicts [7].
Teachers often perceive conflicts as indiscipline, violence, disrespect, and like all situations threatening his authority, and inexperienced and experienced teachers emphasize the teacher-student conflict as a frequent situation in difficult classes [21]. In this context, Silva and Flores [19] refer to the negative effect that these situations have on attainment and student motivation, so it is urgent to find solutions to avoid or mitigate such effects.
The classroom coexistence problems are mainly related to social and pedagogical changes [22]. In this sequence, there are several conflict situations that teachers can face during classes. Some of those indicated by the teachers are, namely: the student’s presence that did not focus on activities; students with serious learning and communication difficulties; students groups who do classroom not work and maintain an aggressive and provocative attitude; students with destructive attitudes towards school material, theirs and/or colleagues, as well as aggressive and violent attitudes towards colleagues and teachers; apathetic students, who do not show classes enthusiasm; and in extreme situations, students who take and display instruments in the class that can be used as weapons, in an attitude of defiance to the teacher [23].
Given the increase in the classroom conflicts, multiple causes, which include a combination of external and internal factors in the school environment, are indicated, such as the increase in compulsory education, the increase in students per class, the progressive decline in the teacher’s authority about students, and students are less likely to comply with rules and limits, which results in conflict [18]. The increase in the year of schooling also leads to greater difficulties in living and learning in the classroom, and older age student’s groups consider themselves inserted in an educational system that sometimes does not respond to their needs and some of them consider not be essential to your life. So, the increase in compulsory education leads to a greater number of dissatisfied, unmotivated, and undisciplined students. Likewise, the increase in students per class, without increasing the facilities or associated conditions, negatively affects the psychological environment in overcrowded classrooms, with a lack of space for practical and collaborative activities. In turn, the progressive decline in teacher authority in relation to students and students are less likely to comply with certain rules and limits, results in conflicts in the classroom.
Conflicts in the teacher-student relationship are recurrent in the classroom, and [17] indicates as causes generating conflict, not only concerning the expectations of the teacher-student but also the student towards the teacher. In this sequence, the authors highlight the following problems that cause conflict: discipline problems, adaptation to individual differences problems, and evaluation problems.
As for discipline problems, these are the result of provocation and contempt of the student towards the teacher, or the teacher towards the student, to exercise their authority. In turn, problems of adaptation to individual differences are related to heterogeneous behaviors and diminished personal relationships. As for the problems related to the evaluation, result mainly from the personal rhythms of each student and teacher.
Students’ undisciplined classroom behavior can lead to conflicts that divert the teacher’s attention to issues that blur him from his teaching function [19]. In this context, Pérez-de-Guzmán et al. [7] indicate disinterest, mainly academic, as the main source of classroom conflict, also mentioning that one of the conflicts that persist and continues to be common is the lack of study habits and the carrying out work, leading to a negative attitude during class. Also, the mandatory stay in the classroom, away from the interests and expectations of some students, is recurrent as a conflict cause.
There are many and diverse classroom conflict situations that disturb the class dynamics. And in situations where the conflict remains latent, the result of the diversity of class interests, if the teacher does not create a good environment, acting positively about communication, the use of legitimate authority, and the conflict management, he will see conflicts increase exponentially within the classes [24]. Thus, regardless of the classroom conflicts type, if they are not managed, they accumulate, which makes them more cohesive and complicated, triggering negative feelings in those involved, and negatively affecting the educational quality [24].
The causes of the aforementioned conflicts are linked to personal issues and interpersonal relationships. And, most of these conflicts reveal an undisciplined character and increase daily in the class context. In this way, the teacher in the absence of solid guidelines can develop discontent, insecurity, and dissatisfaction that are reflected in his conflict face performance. Another aspect to be highlighted is that related to the power or lack of it that, increasingly, the teacher presents, and that reveals itself in discontent. In short, there is a gap in society, between the values it promotes and demands the school and the lack of credibility that is given to the teacher, questioned before the disapproval of parents and society itself, which instigates an even greater student’s conflict, in classes.
3.2 Positive and negative impacts of school conflicts
Conflict can inspire innovations and creative strategies in addressing challenging issues, as well as improving work, results, and encouraging organizations to achieve higher levels of quality and achievement. In this context, Göksoy and Argon [16] argue that school conflicts have positive and negative impacts on psychological, social, and organizational results.
Negative psychological impacts include discomfort, insecurity, insignificance feelings, sadness, resentment, frustration, and stress. In turn, at the social level, results of hostility, intolerance, and violence are present [16]. As for the negative results within the institutions, the author highlights the existence of a tense environment, weakened cooperation, communication failures, poor performance, and an undisciplined environment. Inevitably, in this way, there is a decrease in education quality.
The conflicts traditional and negative view has implications for the training of students, as the current discourse in many schools is about how to avoid conflicts since their educational potential is sometimes not perceived by the school community. This discourse conceives the conflict by the violent consequences that result from its non-management.
Conflict is recognized as an engine of social development and its effects are positive when the conflict is managed well. Thus, about the positive impacts arising from the school conflict, these have various levels of benefits [16]. At a personal level, the conflict allows learning to be related to the perception of errors, and to develop new ideas. On the other hand, at the social level, it enables the reinforcement of communication, respect for others, and enhances commitment. Regarding the benefits at the organizational level, it makes it possible to understand problems, seek and develop new solutions, and develop a democratic and enriching environment in the school. Thus, conflicts can contribute to the construction of broader visions of certain situations and, at the same time, guarantee rights and opportunities for all, regardless of interpersonal differences.
4. Strategies for classroom conflict management
Teachers’ perceptions of conflict indicate that they focus mainly on the conflicts’ negative aspects [6, 25]. It is noteworthy that the methods most used at school, face of students conflicting behaviors, include warning, disapproval, summoning guardians, and in some cases, student suspension. Methodologies that provoke negative feelings and, later, originate new undesirable behaviors, being applied without taking into account the needs, personal conflicts, problems, and students expectations [26]. As indicated by Torrecilla et al. [22] if the teacher is not an effective conflict manager, he will project this lack of skill, resulting in negative learning for students.
As noted earlier, classroom conflict is an unavoidable reality. Thus, being inevitable, adequate strategies are needed to resolve it so that the conflict potential advantages are taken advantage of and its harmful effects are minimized or canceled out. Conflict management strategies are understood as the behavior types that are adopted in the conflict context, that is, they are basic strategies to manage a situation in which the parties consider their interests to be incompatible.
It is important to note that the choice between different conflict management strategies depends on the conflict level and the various situations that must be managed effectively [27], that is, to manage conflict functionally, it is important to recognize that one strategy may be more appropriate than another, depending on the conflict situation, being considered appropriate if its use leads to the effective formulation or resolution of the conflict [27]. So, strategies refer to specific patterns of behavior that are adopted in conflict situations. Following this approach, Rahim and Bonoma [28] established five conflict management strategies using two dimensions “self-concern” and “others concern”. They are different strategies for conflict management and correspond to the attitudes to confront and conflict resolutions.
These five strategies for conflict management are [27]: (a) Avoiding: when conflicted parties show low levels of concern for others’ interests and a low level of concern for oneself. Strategy characterized by a low degree of assertiveness and a low degree of cooperation, where neither its interests nor those of its opponents are satisfied; (b) Dominating: reflecting the attempt to satisfy one’s interests without consideration of the interests of the other. Characterized by a high assertiveness and lack of cooperation, in which the acquisition of objectives is viewed with supremacy over the interests of the other party. Furthermore, it is often considered an aggressive strategy; (c) Obliging: tends to be adopted by those individuals who attempt to play down the differences and emphasizes commonalities to satisfy the concerns of the other party. Represents a conflict management strategy where the cooperation is high, and assertiveness is low; (d) Integrating: individuals who use this strategy manage conflicts directly and cooperatively, seeking to solve in collaboration with the other, is a strategy connected with problem-solving. The use of this involves openness, exchanging information, looking for alternatives, and examination of differences to reach an effective solution for everyone involved in the conflict. Is a strategy useful for effectively dealing with complex problems; and (e) Compromising: represents the attempt to satisfy, moderately and partially, the interests of all those involved in the conflict, and shares commonalities with all of the other four strategies. Is a strategy that requires compromise and assignment. Compromising is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict.
Among the variables that influence the choice of different conflict management strategies, the teachers’ emotional intelligence stands out. Valente and Lourenço [24] conclude that teachers who tend to have higher levels of emotional intelligence use more integration and commitment strategies, for conflict management in the classroom, and fewer strategies of consent, avoidance, and domination. Too, the findings of Aliasgari and Farzadnia [29] indicate that teachers prefer the integrating strategy over the other conflict management strategy. So, in the presence of classroom conflict, the teacher proposes alternatives, applies open lines of communication, makes concessions, accepts responsibility, maximizes similarities, and minimizes existing differences between self and student [24]. Therefore, the integrating strategy is connected with classroom problem-solving, the use of this strategy involves openness and exchanging information, being the ideal strategy in dealing with complex classroom problems [24]. When applying a commitment strategy, the teacher’s objective is an intermediate solution for conflict management, for this, he knows how to reduce differences with the student suggests an exchange of proposals with the student, and provides a quick solution to conflicts in the classroom [24]. This is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict [27]. In this way, teachers’ emotional intelligence allows for better conflict management, which supports the development of interpersonal relationships in the classroom and enables a favorable environment for teaching and learning.
So, conflicts involve, in addition to interpersonal skills such as availability for dialog, emotional intelligence skills, which require the perception and recognition of the affective dimension, and the feelings of those involved. In this sense, we can say that the evolution of interpersonal relationships has not kept pace with scientific and technological developments. We were not educated to know how to interpret the language of emotions, just as we did not learn to solve conflict situations. We do not learn to perceive and manage emotions. Thus, the emotions that emerge from conflicts must be the target of attention and discussion, so that teachers and students are aware of their emotions and know how to deal with them.
The concern with improving coexistence in schools, namely about conflict, is mentioned in several studies, whose objectives refer to the understanding of school conflicts, as well as preventing their occurrence through programs aimed at teachers and students [4, 5]. Thus, the school community must develop effective skills for conflict management, increasing self-awareness, and understanding of conflict through formal education sessions.
The manage conflict ability is not innate, so it must be learned through educational interventions. There are different programs that work these skills in the educational context, of which they stand: Recognizing, Understanding, Labeling, Expressing, Regulating (RULER), Social and Emotional Learning (SEL), and the Collaborative for Academic, Social and Emotional Learning (CASEL).
RULER program was created based on the emotional intelligence Mayer-Salovey’s model [30]. This training program focuses on emotional intelligence development and involving the students, parents, teachers, and the entire educational community [31]. RULER focuses on learning skills that deal with issues of interpersonal conflict and teach strategies for emotional regulation. Empirical evidence regarding the effectiveness of RULER programs indicates that they enhance students’ academic performance, improve the quality of learning environments, improve teacher-student relationships and reduce student behavior problems, being a success in reducing violence and abusive classroom behavior [32].
The SEL was developed with the aim of preventing school violence and includes five areas of interconnected skills (self-knowledge, social awareness, self-management and organization, responsible problem solving, and relationship management). Teaching these skills is vital to deal with behavioral, academic, disciplinary, and safety problems, promoting self-awareness, managing emotions, and acquiring skills such as empathy, the ability to perceive different perspectives and points of view, respect for diversity, and the ability to make the right decisions [33]. SEL programs refer to processes of developing socio-emotional competencies, which depend on the individual’s ability to recognize, understand, and manage emotions. These skills are the main building blocks for other outcomes that SEL programs include, such as the ability to persist in the face of challenges, stress management, the ability to develop healthy relationships, build trust in others, and to thrive both in the academic context, as in personal and social life. In a study carried out on more than 213 SEL programs, it was concluded that a school that successfully applies a quality curriculum of the SEL program can achieve behavioral improvements and a positive increase in the results of assessments [34].
CASEL program was created with the aim of establishing social and emotional education in a school context and making it a reality in today’s education. Its purpose is to apply high-quality, evidence-based SEL programs, from pre-school to secondary education [35]. The results of this program reveal significant changes in the socio-emotional capacities, social interactions, and academic results of the students who attended these programs. Among the results, it should be noted that students show greater communication skills, are more collaborative in teamwork, and more resistant to challenges and difficulties [36].
4.1 School conflicts management
The school is a space for socialization par excellence and, precisely, due to the variety of styles, cultures, and values, it becomes an environment rich in conflicts. Conflict, commonly seen as something negative, destructive, and generating violence, is, in fact, extremely necessary for individual evolution. It should be noted that the conflict itself does not generate violence; this comes when there is a lack of peaceful solutions to conflict resolution, when there is no conflict constructive management.
Among the conflict management methodologies used in the school, the following stand out: arbitration, conciliation, negotiation, and mediation. School arbitration is a dialog process that takes place between the involved in the conflict with the presence of a third party that determines the conflict resolution based on the benefits of the parties with their authority and knowledge [37]. The school conciliation is a dialog process carried out between the involved in the conflict, with the support of a conciliator, who helps them decide, based on their interests and needs. This may present proposals for solutions that the parties can accept or not. The decision-making power belongs to the parties, even if the solution comes from the conciliator [37]. In turn, the school negotiation is a dialog process focused on conflict resolution between the involved in the conflict, which either meet face to face to work together unassisted to conflict resolution. Negotiation is one of the most used conflict management mechanisms in the classroom. The school mediation, this is a dialog process carried out between the parties in conflict, assisted by a third party, the mediator, who should not influence the conflict resolution, acting as a communication facilitator. Inserted in a socio-constructivist paradigm, it is considered not only as of the most current and flexible instrument for peaceful conflict resolution at the educational level, and promote a new culture for conflict management. Arising not only to solve school problems, but equally as a feasible way for creative conflict modification [38].
A more detailed approach to school negotiation is presented as it is considered the most appropriate method for resolving classroom conflicts, in teacher-student relationships. Negotiation includes a set of behavioral skills that teachers must master. It is essentially a well-structured process and based on some tacit behavior, being understood as a process of communicative interaction in which two parties seek to resolve a conflict of interest, use dialog, and progress gradually through mutual concessions. The negotiation process implies several skills, which stand out, effective communication, considered the main tool of the negotiation process.
Effective communication is essential to the school conflicts negotiation, as it enhances: the fear decrease of being rejected, the anxiety reduction produced in the struggle for acceptance and recognition, a greater predisposition to listen to the other and recognize their positive aspects, a strengthening of self-esteem, an increase in the degree of security, and a decrease in defensive-offensive behavior [39].
Concerning the negotiation phases, although there is no consensus on the definition of the negotiation stages, there are at least three that are classically identified [40]: definition of the content and limits of the negotiation (exploratory stage), with the manifestation of antagonism, facing individuals the “dilemma of trust” and the “dilemma of honesty”; negotiation dynamics (dynamic and tactical stage), with manifestations of concession flexibility, systematically assisting proposals and counter-proposals, constituting the central moment of the negotiation process; and, the resolution and agreements stage, this more integrative, brief, and intense phase, almost always implies tension and uncertainty.
These phases testify to the transformation that the negotiations must undergo and must respond to the three negotiation objectives, namely: identification of differences between the parties, making joint decisions, and building a commitment to resolve the conflict.
It should be noted that during a conflict negotiation, it is also important to highlight the importance of [39]:
Empathy: the pillar of good communication and the connection between teacher and student, which allows one to understand each other’s feelings and motivations;
Assertiveness: being able to expose your point of view, emotions, or opinions without provoking a defensive attitude, through a self-affirmative phrase that tells students what to think without blaming you, not putting you as an opponent. Being assertive requires understanding limitations to do another. The teacher when negotiating a conflict must establish his position and build self-confidence thus limiting abuse situations without attacking students;
Active listening: a tool is useful to obtain more information, corroborating data so that the student knows that he was heard. When we listen actively, we are asking, paraphrasing, asking for clarification, defining, and contextualizing. Some ways of they appear can be by echo, repetition of what the other said, reformulation, expressing in words what was understood, resolving points or questions, summarizing and ordering information or reflection of the feeling, an expression of what we perceive of the other; and
Feedback: the teacher must support and encourage positive behavior, correcting the inappropriate ones. To put feedback into practice, it is necessary to let the student know what the teacher feels and what he thinks.
That way, thinking of the joint construction of solutions to the conflict, through the correct use of empathy, assertiveness, active listening, and feedback can make those involved in the conflict evaluate their actions and rethink their attitudes, discovering ways to solve the problems, trying to maintain respect and balance. Knowing how to listen, evaluate, rethink with everyone involved in the conflict, creating the habit of dialog. Because when those involved in the conflict participate in the construction of possible actions for solutions, relationships can be restored, and the conflict constructively resolved. Therefore, classroom conflicts when managed constructively contribute to the preservation of interpersonal bonds and promote the socio-emotional skills of involved, since it makes possible to develop skills to know how to see reality from the perspective of the other, knowing how to cooperate, and also learn that conflict is an opportunity for growth and maturation.
As seen, although conflicts have negative impacts in general, the constructive and destructive consequences of conflict depend on the management skills of the individuals who experience it [25]. Effective conflict management strategies minimize the conflict negative impacts and enhance the positive ones, helping to improve interpersonal relationships and job satisfaction at school.
In general, teachers and the school ignore the importance of conflicts in the integral development of the student and training as autonomous citizens. In this way, most schools do not conceive of conflict resolution as an integral part of the curriculum, emphasizing only the contents of the curricular subjects. They leave aside interpersonal relationships, homogenizing the training of students without promoting the development of problem and conflict management skills. Thus, for the educational potential of the conflict to be truly used in the school context, it is necessary that the community, and especially teachers and management bodies, recognize the conflict possibilities. Constructive management of school conflicts is important and necessary for new generations to learn to live with social differences.
In this sequence, educational action is required, intentionally aimed at conflict management as an element inherent to the human condition and indispensable to democratic societies. Therefore, the formative potential of the conflict depends on the strategies used to resolve the conflict and the management that takes place. The way to conflict management, in turn, depends on how those involved experience the conflict. Therefore, the negative view of the conflict and the lack of perception of its educational potential can prevent those involved from developing essential skills such as respect for diversity, respect for the rights of others, and availability for dialog.
Pérez-de-Guzmán et al. [7] indicate that training in conflict management, generates very positive results in all members of the educational community, verifying a reduction in the interpersonal conflict between teacher-student. Also, Massabni [41] defends the urgency to prepare teachers to face professional conflicts; otherwise, we will have a generation of teachers able to succumb to the pressure that the profession is going through, to accept the reduction of their action, their status, and to share their commitments with other professionals, who take away the property of regulating their work. It is necessary to support teachers and provide them with tools to develop their ways of managing conflicts.
By making conflicts the subject of reflection and explaining the professional context in which teachers work is, in the opinion of [41], the commitment of the different higher education institutions that form them. It is important to work not only on the training of future teachers but also on training in the active teachers in conflict management, small or large, which inevitably emerge in the teacher-student relationship, throughout their professional life. Also, the Freire et al. [42] results support the importance of professional development opportunities with a focus on facilitating the relationship of teachers with students with perceived challenging behavior.
5. Conclusions
The school is an institution that reproduces a microcosm of society, bringing together diverse identities. This context with diverse personalities, rules, and values is full of conflicts, problems, and differences between the different actors that make up the school (students, teachers, staff, and parents). Thus, the school system, in addition to involving a range of people, with different characteristics, includes a significant number of continuous and complex interactions, depending on the stages of development of each one. So, school is a place where individuals with different characteristics, backgrounds, experiences, and personalities live together daily. Among so many differences, naturally, divergences of the most diverse species arise. It is essential, then, the proper management of conflicts that may arise so that harmony and respect are present in the school of the main causes presented for the school conflict, we highlight family problems. Being the family the main student emotional support, it becomes the life model of this. In this way, unstable and weakened family relationships directly affect the behavior of your children, behaviors that these after reproduced in the school social relationships. The families of the most deprived students are considered less functional. They do not contribute to the growth of positive feelings, they do not carry out good communication between family members, nor do they assist in healthily making decisions that are, based on the exchange of ideas together instead of imposition. In this sequence, students from more dysfunctional families need school increased support to learn and develop interpersonal skills. Thus, family and school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with conflicts positively is essential for the development of healthy relationships.
The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts. Thus, the conflict must be understood as a reality inherent to the educational context, and the school, as responsible for the education of values and skills for living together must be differently prepared to deal with the conflicts that occur in it.
Conflicts of various types have always been present in the classroom, and the causes that originate them are of great importance, as they allow a better conflict understanding and, consequently, a more correct intervention to its management. It should be noted that personal harmony and the development of attitudes that promote understanding, dialog, and tolerance are indispensable for negotiating conflicts in the teacher-student relationship. The way to intervene in classroom conflicts is essential in education, not only in terms of content, but also as a series of vital procedures in interpersonal relationships. As Lapponi [39] points out, for conflicts correct negotiation with the student, it is necessary to communicate effectively, cooperate, decide responsibly, and so teach to resolve conflicts.
Ending school conflict is impossible, since they are intrinsic to the human being, being an integral part of their development and the interpersonal relationships they experience daily. Learning to live with school conflict requires creating attitudes of openness, interest in differences, and respect for diversity, teaching how to recognize injustice, taking measures to overcome it, resolving differences constructively, and moving from conflict situations to reconciliations. So, it is essential that the initial and continuous training of teachers encompasses conflict management, providing them with tools so that they can resolve the conflicts they experience in the classroom.
In summary, it is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process.
\n',keywords:"school conflicts, classroom conflicts, school conflict management, teacher-student relationship",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/74550.pdf",chapterXML:"https://mts.intechopen.com/source/xml/74550.xml",downloadPdfUrl:"/chapter/pdf-download/74550",previewPdfUrl:"/chapter/pdf-preview/74550",totalDownloads:2229,totalViews:0,totalCrossrefCites:1,dateSubmitted:"September 3rd 2020",dateReviewed:"December 7th 2020",datePrePublished:"December 23rd 2020",datePublished:null,dateFinished:"December 23rd 2020",readingETA:"0",abstract:"Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/74550",risUrl:"/chapter/ris/74550",signatures:"Sabina Valente, Abílio Afonso Lourenço and Zsolt Németh",book:{id:"7827",type:"book",title:"Interpersonal Relationships",subtitle:null,fullTitle:"Interpersonal Relationships",slug:null,publishedDate:null,bookSignature:"Dr. Martha Peaslee Levine",coverURL:"https://cdn.intechopen.com/books/images_new/7827.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-83962-695-1",printIsbn:"978-1-83962-694-4",pdfIsbn:"978-1-83962-696-8",isAvailableForWebshopOrdering:!0,editors:[{id:"186919",title:"Dr.",name:"Martha",middleName:null,surname:"Peaslee Levine",slug:"martha-peaslee-levine",fullName:"Martha Peaslee Levine"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Conflict",level:"1"},{id:"sec_3",title:"3. School conflicts",level:"1"},{id:"sec_3_2",title:"3.1 Conflict in the classroom",level:"2"},{id:"sec_4_2",title:"3.2 Positive and negative impacts of school conflicts",level:"2"},{id:"sec_6",title:"4. Strategies for classroom conflict management",level:"1"},{id:"sec_6_2",title:"4.1 School conflicts management",level:"2"},{id:"sec_8",title:"5. Conclusions",level:"1"}],chapterReferences:[{id:"B1",body:'Jares X. R. Educação e conflito: Guia de educação para a convivência. Porto: Edições Asa; 2002'},{id:"B2",body:'Chrispino, A, Chrispino, R. Políticas Educacionais de Redução da Violência: Mediação do Conflito Escolar. São Paulo: Biruta, 2002'},{id:"B3",body:'Hakvoort I, Larsson K, Lundström A. Teachers’ understandings of emerging conflicts. Scandinavian Journal of Educational Research. 2020; 64(1): 37-51. DOI: 10.1080/00313831.2018.1484800'},{id:"B4",body:'Dópico E. 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Center for Research in Education and Psychology, University of Évora, Portugal
Faculty of Sciences, Institute of Sport Science and Physical Education, Department of Theory and Practice of Sports, University of Pécs, Hungary
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IntechOpen’s Academic Editors and Authors have received funding for their work through many well-known funders, including: the European Commission, Bill and Melinda Gates Foundation, Wellcome Trust, Chinese Academy of Sciences, Natural Science Foundation of China (NSFC), CGIAR Consortium of International Agricultural Research Centers, National Institute of Health (NIH), National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), National Institute of Standards and Technology (NIST), German Research Foundation (DFG), Research Councils United Kingdom (RCUK), Oswaldo Cruz Foundation, Austrian Science Fund (FWF), Foundation for Science and Technology (FCT), Australian Research Council (ARC).
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
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In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
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Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
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Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
\n\n
In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
\n\n
\n\t
Does your institution already have a budget for covering Open Access publication costs?
\n\t
Does your grant list Open Access publication fees as legitimate direct/indirect costs?
\n
\n\n
If you are associated with any of the institutions in our list below, you can apply to receive OA publication funds by following the instructions provided in the links. Please consult the Open Access policies or grant Terms and Conditions of any institution with which you are linked to explore ways to cover your publication costs (also accessible by clicking on the link in their title).
\n\n
Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
\n\n
Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
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Almost all the parts of this plant, that are, fruit, leaves, flower bud, trunk, and pseudo-stem, can be utilized. This chapter deals with the fiber extracted from the pseudo-stem of the banana plant. It discusses the production of banana pseudo-stem fiber, which includes plantation and harvesting; extraction of banana pseudo-stem fiber; retting; and degumming of the fiber. It also deals with the characteristics of the banana pseudo-stem fiber, such as morphological, physical and mechanical, durability, degradability, thermal, chemical, and antibacterial properties. Several potential applications of this fiber are also mentioned, such as the use of this fiber to fabricate rope, place mats, paper cardboard, string thread, tea bags, high-quality textile materials, absorbent, polymer/fiber composites, etc.",book:{id:"7544",slug:"banana-nutrition-function-and-processing-kinetics",title:"Banana Nutrition",fullTitle:"Banana Nutrition - Function and Processing Kinetics"},signatures:"Asmanto Subagyo and Achmad Chafidz",authors:[{id:"257742",title:"M.Sc.",name:"Achmad",middleName:null,surname:"Chafidz",slug:"achmad-chafidz",fullName:"Achmad Chafidz"},{id:"268400",title:"Mr.",name:"Asmanto",middleName:null,surname:"Subagyo",slug:"asmanto-subagyo",fullName:"Asmanto Subagyo"}]},{id:"69568",title:"Water Quality Parameters",slug:"water-quality-parameters",totalDownloads:9909,totalCrossrefCites:12,totalDimensionsCites:32,abstract:"Since the industrial revolution in the late eighteenth century, the world has discovered new sources of pollution nearly every day. So, air and water can potentially become polluted everywhere. Little is known about changes in pollution rates. The increase in water-related diseases provides a real assessment of the degree of pollution in the environment. This chapter summarizes water quality parameters from an ecological perspective not only for humans but also for other living things. According to its quality, water can be classified into four types. Those four water quality types are discussed through an extensive review of their important common attributes including physical, chemical, and biological parameters. These water quality parameters are reviewed in terms of definition, sources, impacts, effects, and measuring methods.",book:{id:"7718",slug:"water-quality-science-assessments-and-policy",title:"Water Quality",fullTitle:"Water Quality - Science, Assessments and Policy"},signatures:"Nayla Hassan Omer",authors:null},{id:"40180",title:"Plant Tissue Culture: Current Status and Opportunities",slug:"plant-tissue-culture-current-status-and-opportunities",totalDownloads:66452,totalCrossrefCites:43,totalDimensionsCites:89,abstract:null,book:{id:"3568",slug:"recent-advances-in-plant-in-vitro-culture",title:"Recent Advances in Plant in vitro Culture",fullTitle:"Recent Advances in Plant in vitro Culture"},signatures:"Altaf Hussain, Iqbal Ahmed Qarshi, Hummera Nazir and Ikram Ullah",authors:[{id:"147617",title:"Dr.",name:"Altaf",middleName:null,surname:"Hussain",slug:"altaf-hussain",fullName:"Altaf Hussain"}]},{id:"66996",title:"Ethiopian Common Medicinal Plants: Their Parts and Uses in Traditional Medicine - Ecology and Quality Control",slug:"ethiopian-common-medicinal-plants-their-parts-and-uses-in-traditional-medicine-ecology-and-quality-c",totalDownloads:4059,totalCrossrefCites:6,totalDimensionsCites:10,abstract:"The main purpose of this review is to document medicinal plants used for traditional treatments with their parts, use, ecology, and quality control. Accordingly, 80 medicinal plant species were reviewed; leaves and roots are the main parts of the plants used for preparation of traditional medicines. The local practitioners provided various traditional medications to their patients’ diseases such as stomachaches, asthma, dysentery, malaria, evil eyes, cancer, skin diseases, and headaches. The uses of medicinal plants for human and animal treatments are practiced from time immemorial. Stream/riverbanks, cultivated lands, disturbed sites, bushlands, forested areas and their margins, woodlands, grasslands, and home gardens are major habitats of medicinal plants. Generally, medicinal plants used for traditional medicine play a significant role in the healthcare of the majority of the people in Ethiopia. The major threats to medicinal plants are habitat destruction, urbanization, agricultural expansion, investment, road construction, and deforestation. Because of these, medicinal plants are being declined and lost with their habitats. Community- and research-based conservation mechanisms could be an appropriate approach for mitigating the problems pertinent to the loss of medicinal plants and their habitats and for documenting medicinal plants. Chromatography; electrophoretic, macroscopic, and microscopic techniques; and pharmaceutical practice are mainly used for quality control of herbal medicines.",book:{id:"8502",slug:"plant-science-structure-anatomy-and-physiology-in-plants-cultured-in-vivo-and-in-vitro",title:"Plant Science",fullTitle:"Plant Science - Structure, Anatomy and Physiology in Plants Cultured in Vivo and in Vitro"},signatures:"Admasu Moges and Yohannes Moges",authors:[{id:"249746",title:"Ph.D.",name:"Admasu",middleName:null,surname:"Moges",slug:"admasu-moges",fullName:"Admasu Moges"},{id:"297761",title:"MSc.",name:"Yohannes",middleName:null,surname:"Moges",slug:"yohannes-moges",fullName:"Yohannes Moges"}]},{id:"29764",title:"Underlying Causes of Paresthesia",slug:"underlying-causes-of-paresthesia",totalDownloads:192987,totalCrossrefCites:3,totalDimensionsCites:7,abstract:null,book:{id:"1069",slug:"paresthesia",title:"Paresthesia",fullTitle:"Paresthesia"},signatures:"Mahdi Sharif-Alhoseini, Vafa Rahimi-Movaghar and Alexander R. Vaccaro",authors:[{id:"91165",title:"Prof.",name:"Vafa",middleName:null,surname:"Rahimi-Movaghar",slug:"vafa-rahimi-movaghar",fullName:"Vafa Rahimi-Movaghar"}]}],onlineFirstChaptersFilter:{topicId:"2",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82474",title:"Vitamin D Deficiency in Childhood Obesity: Behavioral Factors or Altered Metabolism?",slug:"vitamin-d-deficiency-in-childhood-obesity-behavioral-factors-or-altered-metabolism",totalDownloads:1,totalDimensionsCites:null,doi:"10.5772/intechopen.105819",abstract:"Obesity childhood is related to vitamin D deficiency, but the mechanisms for this association still remain questionable. We hypothesized that behavioral factors would be decisive in reducing the body content of vitamin D in patients with obesity. A cross-sectional clinical and analytical study (calcium, phosphorus, calcidiol, and parathyroid hormone) was carried out in a group of 377 patients with obesity (BMI-DS >2.0), 348 patients with severe obesity (BMI-DS >3.0), and 411 healthy children. The place of residence was categorized as urban or rural. Vitamin D status was defined according to the US Endocrine Society criteria. The prevalence of vitamin D deficiency was significantly higher (p < 0.001) in severe obesity (48.6%) and obesity groups (36.1%) than in the control group (12.5%). Vitamin D deficiency was more frequent in severe obesity and obesity groups living in urban areas than in those living in rural areas (not in the control group). The patients with obesity living in urban residence did not present significant seasonal variations in vitamin D deficiency throughout the year in contrast to those patients with obesity living in rural residence. These findings suggest that the most probable mechanism for vitamin D deficiency in children and adolescents with obesity, rather than altered metabolic, is the behavioral factors (sedentary lifestyle and lack of adequate sunlight exposure).",book:{id:"11639",title:"Vitamin D Deficiency - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11639.jpg"},signatures:"Teodoro Durá-Travé and Fidel Gallinas-Victoriano"},{id:"82475",title:"Pharmacological Efficacy and Mechanism of Vitamin D in the Treatment of “Kidney-Brain” Disorders",slug:"pharmacological-efficacy-and-mechanism-of-vitamin-d-in-the-treatment-of-kidney-brain-disorders",totalDownloads:1,totalDimensionsCites:null,doi:"10.5772/intechopen.105820",abstract:"Accumulating evidences have shown that serum 25-hydroxyvitamin D concentrations were inversely correlated with the incidence or severity of coronavirus disease 2019 (COVID-19), caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), and that vitamin D deficiency might be associated with an increased susceptibility to many of the complications accompanied by COVID-19, such as disorders in kidney and brain. Our previous experimental studies demonstrated that vitamin D and its analogs could protect from kidney diseases, neuroinflammation, and musculoskeletal disorders such as osteoporosis and muscle atrophy, through the suppressive effects on overactivation of the renin-angiotensin system (RAS) in tissues. Moreover, we published a review describing the therapeutic effects of traditional Chinese medicine (TCM) for organ injuries associated with COVID-19 by interfering with RAS. In the TCM principle “Kidney dredges brain,” this chapter will emphasize the potential preventive and therapeutic effects of vitamin D on both renal injuries and central nervous system disorders in COVID-19 patients and further elucidate the pharmacological effects with underlying mechanisms of vitamin D in “Kidney-Brain” disorders.",book:{id:"11639",title:"Vitamin D Deficiency - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11639.jpg"},signatures:"Jia-Li Zhang, Yong-Jun Wang and Yan Zhang"},{id:"82217",title:"Sustainable Management Plans in Fisheries and Genetic Tools: An Overview of the Challenge in Invertebrates’ Fisheries at the Central Area of the Southern Bay of Biscay, Spain",slug:"sustainable-management-plans-in-fisheries-and-genetic-tools-an-overview-of-the-challenge-in-inverteb",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105353",abstract:"The fishing and aquaculture sectors are an important source of development around the globe. In Asturias (Spain), the diversity and richness of the fishing grounds of the Cantabrian Sea favored the historical settlement of a large number of communities closely linked to the marine environment and fishing resources, forming an integral part of the region’s cultural and natural heritage. However, aquatic ecosystems are facing, nowadays, important threats from anthropogenic activities. To address these problems and avoid their impact on fishing activities, it is essential to know the ecological and genetic status of the species. Despite this, the application of genetic tools is still incipient in many species of commercial interest; however, its use can help to generate data that allow better regulation and fisheries planning. Here, the use of genetic markers and educational strategies in the management of some shellfish species of great commercial and cultural value in Asturias are reviewed. Moving toward sustainable fisheries management is a priority that can only be achieved through R + D + i, educational strategies, and the development and implementation of a regional strategy oriented toward the sustainable management and exploitation.",book:{id:"10748",title:"Fishery",coverURL:"https://cdn.intechopen.com/books/images_new/10748.jpg"},signatures:"Marina Parrondo, Lucía García-Florez, Eduardo Dopico and Yaisel J. Borrell"},{id:"82466",title:"Low-Alcohol and Nonalcoholic Wines: Production Methods, Compositional Changes, and Aroma Improvement",slug:"low-alcohol-and-nonalcoholic-wines-production-methods-compositional-changes-and-aroma-improvement",totalDownloads:1,totalDimensionsCites:0,doi:"10.5772/intechopen.105594",abstract:"Nonalcoholic wine (NW) has attracted the interest of winemakers and researchers in recent years, mainly due to the increasing market share of NW (≤ 1% alcohol by volume), the health risks associated with the consumption of wine, the global trend toward healthier lifestyles, and the uncompromising cardioprotective effects of NW. NW can be produced using several methods, particularly, dealcoholization of wines, which is mainly achieved by physical dealcoholization methods. However, the dealcoholization of wine has two major drawbacks. The first drawback is legal since the laws vary according to each country. The second disadvantage is technical since it is difficult to dealcoholize a wine while maintaining its original organoleptic characteristics. Both the aromatic qualities (volatile composition) and taste (sensory characteristics) of the dealcoholized wine (DW) tend to worsen the greater the decrease in its alcoholic strength. This makes the resulting wine have a different flavor and aroma. Improvement of the aroma of DW after dealcoholization could help wine producers limit undesirable effects and increase consumer acceptance. This chapter is focused on the popular techniques used in wine dealcoholization, their impact on the phenolic composition, volatile composition, sensory characteristics, and the state-of-the-art methods of improving the aroma profile of DW.",book:{id:"11622",title:"Recent Advances in Grapes and Wine Production - New Perspectives to Improve the Quality",coverURL:"https://cdn.intechopen.com/books/images_new/11622.jpg"},signatures:"Teng-Zhen Ma, Faisal Eudes Sam and Bo Zhang"},{id:"82452",title:"Temperature Based Agrometeorology Indices Variability in South Punjab, Pakistan",slug:"temperature-based-agrometeorology-indices-variability-in-south-punjab-pakistan",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105590",abstract:"Climate change has a major impact on crop yield all over the world. Pakistan is one of the major affected countries by climate change. The agrometeorology indices were determined for the South Punjab region, which is a hot spot for climate change and food security. This region is rich in agriculture, but crop yield relationship is estimated with agrometeorology indices (AMI). Temperature stress (33°C), average diurnal temperature range (12°C), Average accumulative growing degree days (1303°C), phototemperature (27°C) and nyctotemperature (21°C) indices were determined for Multan. The variation in diurnal temperature was found at 0.39 for Bahawalpur region and similar variation was observed in growing degree days, which is 0.11 more than the diurnal temperature range. The extreme of these indices which influence the crop yield was found in May and June. The cropping period from sowing to harvest varied due to climate change and cause to decrease in the yield of the crop. The indices are regarded as crop performance indicators. So, policymakers and agricultural scientists should take necessary measures to mitigate such kinds of challenges.",book:{id:"11341",title:"Challenges and Opportunity in Agrometeorology",coverURL:"https://cdn.intechopen.com/books/images_new/11341.jpg"},signatures:"Muhammad Saifullah, Muhammad Adnan, Muhammad Arshad, Muhammad Waqas and Asif Mehmood"},{id:"82195",title:"Endoplasmic Reticulum: A Hub in Lipid Homeostasis",slug:"endoplasmic-reticulum-a-hub-in-lipid-homeostasis",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105450",abstract:"Endoplasmic Reticulum (ER) is the largest and one of the most complex cellular structures, indicating its widespread importance and variety of functions, including synthesis of membrane and secreted proteins, protein folding, calcium storage, and membrane lipid biogenesis. Moreover, the ER is implicated in cholesterol, plasmalogen, phospholipid, and sphingomyelin biosynthesis. Furthermore, the ER is in contact with most cellular organelles, such as mitochondria, peroxisomes, Golgi apparatus, lipid droplets, plasma membrane, etc. Peroxisomes are synthesized from a specific ER section, and they are related to very-long-chain fatty acid metabolism. Similarly, lipid droplets are vital structures in lipid homeostasis that are formed from the ER membrane. Additionally, there is a specific region between the ER-mitochondria interface called Mitochondria-Associated Membranes (MAMs). This small cytosolic gap plays a key role in several crucial mechanisms from autophagosome synthesis to phospholipid transfer. Due to the importance of the ER in a variety of biological processes, alterations in its functionality have relevant implications for multiple diseases. Nowadays, a plethora of pathologies like non-alcoholic steatohepatitis (NASH), cancer, and neurological alterations have been associated with ER malfunctions.",book:{id:"11674",title:"Updates on Endoplasmic Reticulum",coverURL:"https://cdn.intechopen.com/books/images_new/11674.jpg"},signatures:"Raúl Ventura and María Isabel Hernández-Alvarez"}],onlineFirstChaptersTotal:556},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:318,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:106,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:15,numberOfOpenTopics:5,numberOfUpcomingTopics:0,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:"10",title:"Physiology",doi:"10.5772/intechopen.72796",issn:"2631-8261",scope:"Modern physiology requires a comprehensive understanding of the integration of tissues and organs throughout the mammalian body, including the cooperation between structure and function at the cellular and molecular levels governed by gene and protein expression. While a daunting task, learning is facilitated by identifying common and effective signaling pathways mediated by a variety of factors employed by nature to preserve and sustain homeostatic life. \r\nAs a leading example, the cellular interaction between intracellular concentration of Ca+2 increases, and changes in plasma membrane potential is integral for coordinating blood flow, governing the exocytosis of neurotransmitters, and modulating gene expression and cell effector secretory functions. Furthermore, in this manner, understanding the systemic interaction between the cardiovascular and nervous systems has become more important than ever as human populations' life prolongation, aging and mechanisms of cellular oxidative signaling are utilised for sustaining life. \r\nAltogether, physiological research enables our identification of distinct and precise points of transition from health to the development of multimorbidity throughout the inevitable aging disorders (e.g., diabetes, hypertension, chronic kidney disease, heart failure, peptic ulcer, inflammatory bowel disease, age-related macular degeneration, cancer). With consideration of all organ systems (e.g., brain, heart, lung, gut, skeletal and smooth muscle, liver, pancreas, kidney, eye) and the interactions thereof, this Physiology Series will address the goals of resolving (1) Aging physiology and chronic disease progression (2) Examination of key cellular pathways as they relate to calcium, oxidative stress, and electrical signaling, and (3) how changes in plasma membrane produced by lipid peroxidation products can affect aging physiology, covering new research in the area of cell, human, plant and animal physiology.",coverUrl:"https://cdn.intechopen.com/series/covers/10.jpg",latestPublicationDate:"June 20th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:11,editor:{id:"35854",title:"Prof.",name:"Tomasz",middleName:null,surname:"Brzozowski",slug:"tomasz-brzozowski",fullName:"Tomasz Brzozowski",profilePictureURL:"https://mts.intechopen.com/storage/users/35854/images/system/35854.jpg",biography:"Prof. Dr. Thomas Brzozowski works as a professor of Human Physiology and is currently Chairman at the Department of Physiology and is V-Dean of the Medical Faculty at Jagiellonian University Medical College, Cracow, Poland. His primary area of interest is physiology and pathophysiology of the gastrointestinal (GI) tract, with the major focus on the mechanism of GI mucosal defense, protection, and ulcer healing. He was a postdoctoral NIH fellow at the University of California and the Gastroenterology VA Medical Center, Irvine, Long Beach, CA, USA, and at the Gastroenterology Clinics Erlangen-Nuremberg and Munster in Germany. He has published 290 original articles in some of the most prestigious scientific journals and seven book chapters on the pathophysiology of the GI tract, gastroprotection, ulcer healing, drug therapy of peptic ulcers, hormonal regulation of the gut, and inflammatory bowel disease.",institutionString:null,institution:{name:"Jagiellonian University",institutionURL:null,country:{name:"Poland"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:13,paginationItems:[{id:"38",title:"Pollution",coverUrl:"https://cdn.intechopen.com/series_topics/covers/38.jpg",editor:{id:"110740",title:"Dr.",name:"Ismail M.M.",middleName:null,surname:"Rahman",slug:"ismail-m.m.-rahman",fullName:"Ismail M.M. Rahman",profilePictureURL:"https://mts.intechopen.com/storage/users/110740/images/2319_n.jpg",biography:"Ismail Md. Mofizur Rahman (Ismail M. M. Rahman) assumed his current responsibilities as an Associate Professor at the Institute of Environmental Radioactivity, Fukushima University, Japan, in Oct 2015. He also has an honorary appointment to serve as a Collaborative Professor at Kanazawa University, Japan, from Mar 2015 to the present. \nFormerly, Dr. Rahman was a faculty member of the University of Chittagong, Bangladesh, affiliated with the Department of Chemistry (Oct 2002 to Mar 2012) and the Department of Applied Chemistry and Chemical Engineering (Mar 2012 to Sep 2015). Dr. Rahman was also adjunctly attached with Kanazawa University, Japan (Visiting Research Professor, Dec 2014 to Mar 2015; JSPS Postdoctoral Research Fellow, Apr 2012 to Mar 2014), and Tokyo Institute of Technology, Japan (TokyoTech-UNESCO Research Fellow, Oct 2004–Sep 2005). \nHe received his Ph.D. degree in Environmental Analytical Chemistry from Kanazawa University, Japan (2011). He also achieved a Diploma in Environment from the Tokyo Institute of Technology, Japan (2005). Besides, he has an M.Sc. degree in Applied Chemistry and a B.Sc. degree in Chemistry, all from the University of Chittagong, Bangladesh. \nDr. Rahman’s research interest includes the study of the fate and behavior of environmental pollutants in the biosphere; design of low energy and low burden environmental improvement (remediation) technology; implementation of sustainable waste management practices for treatment, handling, reuse, and ultimate residual disposition of solid wastes; nature and type of interactions in organic liquid mixtures for process engineering design applications.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorTwo:{id:"201020",title:"Dr.",name:"Zinnat Ara",middleName:null,surname:"Begum",slug:"zinnat-ara-begum",fullName:"Zinnat Ara Begum",profilePictureURL:"https://mts.intechopen.com/storage/users/201020/images/system/201020.jpeg",biography:"Zinnat A. Begum received her Ph.D. in Environmental Analytical Chemistry from Kanazawa University in 2012. She achieved her Master of Science (M.Sc.) degree with a major in Applied Chemistry and a Bachelor of Science (B.Sc.) in Chemistry, all from the University of Chittagong, Bangladesh. Her work affiliations include Fukushima University, Japan (Visiting Research Fellow, Institute of Environmental Radioactivity: Mar 2016 to present), Southern University Bangladesh (Assistant Professor, Department of Civil Engineering: Jan 2015 to present), and Kanazawa University, Japan (Postdoctoral Fellow, Institute of Science and Engineering: Oct 2012 to Mar 2014; Research fellow, Venture Business Laboratory, Advanced Science and Social Co-Creation Promotion Organization: Apr 2018 to Mar 2021). The research focus of Dr. Zinnat includes the effect of the relative stability of metal-chelator complexes in the environmental remediation process designs and the development of eco-friendly soil washing techniques using biodegradable chelators.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorThree:null,editorialBoard:[{id:"252368",title:"Dr.",name:"Meng-Chuan",middleName:null,surname:"Ong",slug:"meng-chuan-ong",fullName:"Meng-Chuan Ong",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRVotQAG/Profile_Picture_2022-05-20T12:04:28.jpg",institutionString:null,institution:{name:"Universiti Malaysia Terengganu",institutionURL:null,country:{name:"Malaysia"}}},{id:"63465",title:"Prof.",name:"Mohamed Nageeb",middleName:null,surname:"Rashed",slug:"mohamed-nageeb-rashed",fullName:"Mohamed Nageeb Rashed",profilePictureURL:"https://mts.intechopen.com/storage/users/63465/images/system/63465.gif",institutionString:null,institution:{name:"Aswan University",institutionURL:null,country:{name:"Egypt"}}},{id:"187907",title:"Dr.",name:"Olga",middleName:null,surname:"Anne",slug:"olga-anne",fullName:"Olga Anne",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBE5QAO/Profile_Picture_2022-04-07T09:42:13.png",institutionString:null,institution:{name:"Klaipeda State University of Applied Sciences",institutionURL:null,country:{name:"Lithuania"}}}]},{id:"39",title:"Environmental Resilience and Management",coverUrl:"https://cdn.intechopen.com/series_topics/covers/39.jpg",editor:{id:"137040",title:"Prof.",name:"Jose",middleName:null,surname:"Navarro-Pedreño",slug:"jose-navarro-pedreno",fullName:"Jose Navarro-Pedreño",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRAXrQAO/Profile_Picture_2022-03-09T15:50:19.jpg",biography:"Full professor at University Miguel Hernández of Elche, Spain, previously working at the University of Alicante, Autonomous University of Madrid and Polytechnic University of Valencia. Graduate in Sciences (Chemist), graduate in Geography and History (Geography), master in Water Management, Treatment, master in Fertilizers and Environment and master in Environmental Management; Ph.D. in Environmental Sciences. His research is focused on soil-water and waste-environment relations, mainly on soil-water and soil-waste interactions under different management and waste reuse. His work is reflected in more than 230 communications presented in national and international conferences and congresses, 29 invited lectures from universities, associations and government agencies. Prof. Navarro-Pedreño is also a director of the Ph.D. Program Environment and Sustainability (2012-present) and a member of several societies among which are the Spanish Society of Soil Science, International Union of Soil Sciences, European Society for Soil Conservation, DessertNet and the Spanish Royal Society of Chemistry.",institutionString:"Miguel Hernández University of Elche, Spain",institution:null},editorTwo:null,editorThree:null,editorialBoard:[{id:"177015",title:"Prof.",name:"Elke Jurandy",middleName:null,surname:"Bran Nogueira Cardoso",slug:"elke-jurandy-bran-nogueira-cardoso",fullName:"Elke Jurandy Bran Nogueira Cardoso",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRGxzQAG/Profile_Picture_2022-03-25T08:32:33.jpg",institutionString:"Universidade de São Paulo, Brazil",institution:null},{id:"147289",title:"Prof.",name:"Francisco",middleName:null,surname:"Guevara-Hernández",slug:"francisco-guevara-hernandez",fullName:"Francisco Guevara-Hernández",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRCgVQAW/Profile_Picture_2022-06-27T11:25:21.png",institutionString:null,institution:{name:"Autonomous University of Chiapas",institutionURL:null,country:{name:"Mexico"}}},{id:"211260",title:"Dr.",name:"Sandra",middleName:null,surname:"Ricart",slug:"sandra-ricart",fullName:"Sandra Ricart",profilePictureURL:"https://mts.intechopen.com/storage/users/211260/images/system/211260.jpeg",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}}]},{id:"40",title:"Ecosystems and Biodiversity",coverUrl:"https://cdn.intechopen.com/series_topics/covers/40.jpg",editor:{id:"209149",title:"Prof.",name:"Salustiano",middleName:null,surname:"Mato",slug:"salustiano-mato",fullName:"Salustiano Mato",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRLREQA4/Profile_Picture_2022-03-31T10:23:50.png",biography:"Salustiano Mato de la Iglesia (Santiago de Compostela, 1960) is a doctor in biology from the University of Santiago and a Professor of zoology at the Department of Ecology and Animal Biology at the University of Vigo. He has developed his research activity in the fields of fauna and soil ecology, and in the treatment of organic waste, having been the founder and principal investigator of the Environmental Biotechnology Group of the University of Vigo.\r\nHis research activity in the field of Environmental Biotechnology has been focused on the development of novel organic waste treatment systems through composting. 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His research activity is linked to the taxonomy, fauna and ecology of marine benthic invertebrates and especially the Cnidarian group. Since 2004, he has been part of the EcoAfrik project, aimed at the study, protection and conservation of biodiversity and benthic habitats in West Africa. 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He is presently associate editor of Water International (official journal of the International Water Resources Association). He was also invited to serve as an associate editor for special issues of the Journal of the American Water Resources Association. He has served as an editorial member for international journals such as Hydrology, Journal of Ecology & Natural Resources, and Hydro Science & Marine Engineering, among others. He has chaired or acted as a technical committee member for twenty-five international forums (conferences). Dr. Shang graduated from Tsinghua University, China, in 2010 with a Ph.D. in Engineering. Prior to that, he worked as a research fellow at Harvard University from 2008 to 2009. Dr. Shang serves as a senior research engineer at the China Institute of Water Resources and Hydropower Research (IWHR) and was awarded as a distinguished researcher at National Taiwan University in 2017.",institutionString:"China Institute of Water Resources and Hydropower Research",institution:{name:"China Institute of Water Resources and Hydropower Research",institutionURL:null,country:{name:"China"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"216491",title:"Dr.",name:"Charalampos",middleName:null,surname:"Skoulikaris",slug:"charalampos-skoulikaris",fullName:"Charalampos Skoulikaris",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRMsbQAG/Profile_Picture_2022-04-21T09:31:55.jpg",institutionString:null,institution:{name:"Aristotle University of Thessaloniki",institutionURL:null,country:{name:"Greece"}}},{id:"300124",title:"Prof.",name:"Thomas",middleName:null,surname:"Shahady",slug:"thomas-shahady",fullName:"Thomas Shahady",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002kuIgmQAE/Profile_Picture_2022-03-18T07:32:10.jpg",institutionString:null,institution:{name:"Lynchburg College",institutionURL:null,country:{name:"United States of America"}}}]}]},overviewPageOFChapters:{paginationCount:19,paginationItems:[{id:"82196",title:"Multi-Features Assisted Age Invariant Face Recognition and Retrieval Using CNN with Scale Invariant Heat Kernel Signature",doi:"10.5772/intechopen.104944",signatures:"Kamarajugadda Kishore Kumar and Movva Pavani",slug:"multi-features-assisted-age-invariant-face-recognition-and-retrieval-using-cnn-with-scale-invariant-",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Pattern Recognition - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11442.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}},{id:"82063",title:"Evaluating Similarities and Differences between Machine Learning and Traditional Statistical Modeling in Healthcare Analytics",doi:"10.5772/intechopen.105116",signatures:"Michele Bennett, Ewa J. 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She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419588",title:"Ph.D.",name:"Sergio",middleName:"Alexandre",surname:"Gehrke",slug:"sergio-gehrke",fullName:"Sergio Gehrke",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038WgMKQA0/Profile_Picture_2022-06-02T11:44:20.jpg",biography:"Dr. Sergio Alexandre Gehrke is a doctorate holder in two fields. The first is a Ph.D. in Cellular and Molecular Biology from the Pontificia Catholic University, Porto Alegre, Brazil, in 2010 and the other is an International Ph.D. in Bioengineering from the Universidad Miguel Hernandez, Elche/Alicante, Spain, obtained in 2020. In 2018, he completed a postdoctoral fellowship in Materials Engineering in the NUCLEMAT of the Pontificia Catholic University, Porto Alegre, Brazil. He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,institution:{name:"Universidad Católica San Antonio de Murcia",country:{name:"Spain"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Univeristy of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:null},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:null},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"355660",title:"Dr.",name:"Anitha",middleName:null,surname:"Mani",slug:"anitha-mani",fullName:"Anitha Mani",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"355612",title:"Dr.",name:"Janani",middleName:null,surname:"Karthikeyan",slug:"janani-karthikeyan",fullName:"Janani Karthikeyan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"334400",title:"Dr.",name:"Suvetha",middleName:null,surname:"Siva",slug:"suvetha-siva",fullName:"Suvetha Siva",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}}]}},subseries:{item:{id:"93",type:"subseries",title:"Inclusivity and Social Equity",keywords:"Social contract, SDG, Human rights, Inclusiveness, Equity, Democracy, Personal learning, Collaboration, Glocalization",scope:"
\r\n\tThis topic is dedicated to the efforts and promotion of UNESCO SDG4, the UNESCO initiative on the future of education, and the need for a new social contract for education. It aims to disseminate knowledge on policies, strategies, methods, and technologies that increase the resilience and sustainability of the development of the future of education and the new social contract for education. It will also consider the global challenges such as globalization, demographic change, digital transformation, climate change, environment and the social pillars of sustainable development.
\r\n
\r\n\tResponses to the pandemic and the widespread discontent that preceded it must be based on a new social contract and a New Global Deal for education that ensures equal opportunities for all and respects all people’s rights and freedoms (UNESCO; 2021). Such a new social contract, as proposed by UNESCO, must be based on the general principles underlying human rights - inclusion and equality, cooperation and solidarity, and collective responsibility and interconnectedness - and be guided by the following fundamental principle: Ensure that everyone has access to quality education throughout their lives.
\r\n
\r\n\tWe face the dual challenge of delivering on the unfulfilled promise of ensuring the right to quality education for every child, youth, and adult, as well as fully realizing the transformative potential of education as a pathway to a more sustainable collective future. To achieve this, we need a new social contract for education that eliminates inequities while transforming the future. This new social contract must be based on human rights and the principles of non-discrimination, social justice, respect for life, human dignity, and cultural diversity. It must include an ethic of care, reciprocity and solidarity. The new social contract builds on inclusiveness, equity, lifelong learning, SDG, collaboration and personal learning in a global context for democracy.
\r\n
\r\n\tAt an international level, the adoption of the Open Educational Resources recommendation and the Open Science recommendation represents an important step towards building more open and inclusive knowledge societies as well as the achievement of the UN 2030 Agenda. Indeed, implementing the recommendations will help to achieve at least five more Sustainable Development Goals (SDGs) that are intertwined with the topic of this book series, namely SDG 5 (Gender equality), SDG 9 (Industry, innovation and infrastructure), SDG 10 (Reduced inequalities within and across countries), SDG 16 (Peace, justice and strong institutions) and SDG 17 (Partnerships for the goals).
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/93.jpg",hasOnlineFirst:!1,hasPublishedBooks:!1,annualVolume:11977,editor:{id:"210060",title:"Prof. Dr.",name:"Ebba",middleName:null,surname:"Ossiannilsson",slug:"ebba-ossiannilsson",fullName:"Ebba Ossiannilsson",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6LkBQAU/Profile_Picture_2022-02-28T13:31:48.png",biography:"Professor Dr. Ebba Ossiannilsson is an independent researcher, expert, consultant, quality auditor and influencer in the fields of open, flexible online and distance learning (OFDL) and the 'new normal'. Her focus is on quality, innovation, leadership, and personalised learning. She works primarily at the strategic and policy levels, both nationally and internationally, and with key international organisations. She is committed to promoting and improving OFDL in the context of SDG4 and the future of education. Ossiannilsson has more than 20 years of experience in her current field, but more than 40 years in the education sector. She works as a reviewer and expert for the European Commission and collaborates with the Joint Research Centre for Quality in Open Education. Ossiannilsson also collaborates with ITCILO and ICoBC (International Council on Badges and Credentials). She is a member of the ICDE Board of Directors and has previously served on the boards of EDEN and EUCEN. Ossiannilsson is a quality expert and reviewer for ICDE, EDEN and the EADTU. She chairs the ICDE OER Advocacy Committee and is a member of the ICDE Quality Network. She is regularly invited as a keynote speaker at conferences. She is a guest editor for several special issues and a member of the editorial board of several scientific journals. She has published more than 200 articles and is currently working on book projects in the field of OFDL. Ossiannilsson is a visiting professor at several international universities and was recently appointed Professor and Research Fellow at Victoria University of Wellington, NZ. Ossiannilsson has been awarded the following fellowships: EDEN Fellows, EDEN Council of Fellows, and Open Education Europe. She is a ICDE OER Ambassador, Open Education Europe Ambassador, GIZ Ambassador for Quality in Digital Learning, and part of the Globe-Community of Digital Learning and Champion of SPARC Europe. On a national level, she is a quality developer at the Swedish Institute for Standards (SIS) and for ISO. She is a member of the Digital Skills and Jobs Coalition Sweden and Vice President of the Swedish Association for Distance Education. She is currently working on a government initiative on quality in distance education at the National Council for Higher Education. She holds a Ph.D. from the University of Oulu, Finland.",institutionString:"Swedish Association for Distance Education, Sweden",institution:null},editorTwo:null,editorThree:null,series:{id:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:null},editorialBoard:[{id:"320585",title:"Ph.D.",name:"Deborah",middleName:null,surname:"Young",slug:"deborah-young",fullName:"Deborah Young",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002vZLcTQAW/Profile_Picture_2022-05-10T08:30:47.jpg",institutionString:"Empowering Communities Globally",institution:null},{id:"348038",title:"Associate Prof.",name:"Feyza",middleName:null,surname:"Bhatti",slug:"feyza-bhatti",fullName:"Feyza Bhatti",profilePictureURL:"https://mts.intechopen.com/storage/users/348038/images/system/348038.jpg",institutionString:"Girne American University",institution:{name:"Girne American University",institutionURL:null,country:{name:"Cyprus"}}},{id:"302382",title:"Dr.",name:"Gina",middleName:null,surname:"Alvarado",slug:"gina-alvarado",fullName:"Gina Alvarado",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002mZoL9QAK/Profile_Picture_2022-05-26T08:14:10.jpg",institutionString:"Landesa, Seattle",institution:null},{id:"128665",title:"Prof.",name:"Man-Chung",middleName:null,surname:"Chiu",slug:"man-chung-chiu",fullName:"Man-Chung Chiu",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bR9OrQAK/Profile_Picture_2022-03-09T08:36:59.JPG",institutionString:null,institution:{name:"Beijing Normal University",institutionURL:null,country:{name:"China"}}}]},onlineFirstChapters:{paginationCount:7,paginationItems:[{id:"82405",title:"Does Board Structure Matter in CSR Spending of Commercial Banks? 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