Practices and different activities taking place in communities of practice.
\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"222",leadTitle:null,fullTitle:"Diagnosis, Screening and Treatment of Abdominal, Thoracoabdominal and Thoracic Aortic Aneurysms",title:"Diagnosis, Screening and Treatment of Abdominal, Thoracoabdominal and Thoracic Aortic Aneurysms",subtitle:null,reviewType:"peer-reviewed",abstract:"This book considers mainly diagnosis, screening, surveillance and treatment of abdominal, thoracoabdominal and thoracic aortic aneurysms. It addresses vascular and cardiothoracic surgeons and interventional radiologists, but also anyone engaged in vascular medicine. The high mortality of ruptured aneurysms certainly favors the recommendation of prophylactic repair of asymptomatic aortic aneurysms (AA) and therewith a generous screening. However, the comorbidities of these patients and their age have to be kept in mind if the efficacy and cost effectiveness of screening and prophylactic surgery should not be overestimated. The treatment recommendations which will be outlined here, have to regard on the one hand the natural course of the disease, the risk of rupture, and the life expectancy of the patient, and on the other hand the morbidity and mortality of the prophylactic surgical intervention. The book describes perioperative mortality after endovascular and open repair of AA, long-term outcome after repair, and the cost-effectiveness of treatment.",isbn:null,printIsbn:"978-953-307-466-5",pdfIsbn:"978-953-51-6478-4",doi:"10.5772/746",price:139,priceEur:155,priceUsd:179,slug:"diagnosis-screening-and-treatment-of-abdominal-thoracoabdominal-and-thoracic-aortic-aneurysms",numberOfPages:426,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"5414d5b88ca007aeb24487e703cf0351",bookSignature:"R.T. Grundmann",publishedDate:"September 12th 2011",coverURL:"https://cdn.intechopen.com/books/images_new/222.jpg",numberOfDownloads:134551,numberOfWosCitations:27,numberOfCrossrefCitations:7,numberOfCrossrefCitationsByBook:2,numberOfDimensionsCitations:28,numberOfDimensionsCitationsByBook:3,hasAltmetrics:0,numberOfTotalCitations:62,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"October 20th 2010",dateEndSecondStepPublish:"November 17th 2010",dateEndThirdStepPublish:"March 24th 2011",dateEndFourthStepPublish:"April 23rd 2011",dateEndFifthStepPublish:"June 22nd 2011",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"37604",title:"Prof.",name:"Reinhart",middleName:"Thomas",surname:"Grundmann",slug:"reinhart-grundmann",fullName:"Reinhart Grundmann",profilePictureURL:"https://mts.intechopen.com/storage/users/37604/images/23_n.jpg",biography:"Dr. Reinhart T. Grundmann works currently as an independent medical expert. He is a professor of surgery at the University of Cologne and he has the qualification of general and vascular surgery. He is the former medical director of the B.Braun company, one of the leading providers of healthcare solutions. In the last eight years he has been working as the medical director of the Clinics Altotting-Burghausen, Germany. Dr. Grundmann was from 1992 until 2008 the managing director of the Zentralblatt fur Chirurgie and he is currently a member of the Editorial Board of World Journal of Gastrointestinal Surgery. He edited from 2001 to 2005 the Jahrbuch der Chirurgie- the book which provides an information on the latest developments in surgery. Dr. Grundmann already published more than 260 scientific publications, including books and the book chapters. His recent research interests lie in the field of efficiency and efectiveness in surgery. In this frame, he published a workflows on liver surgery, gastric cancer, obesity surgery and surgery for abdominal and carotide artery stenosis treatment.",institutionString:null,position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"3",institution:{name:"Kreiskliniken Reutlingen",institutionURL:null,country:{name:"Germany"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"985",title:"Cardiogeriatrics",slug:"cardiogeriatrics"}],chapters:[{id:"19547",title:"The Abdominal Aortic Aneurysm – Prognosis, Treatment, Screening and Cost-Effectiveness",doi:"10.5772/20147",slug:"the-abdominal-aortic-aneurysm-prognosis-treatment-screening-and-cost-effectiveness",totalDownloads:6037,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:null,signatures:"Reinhart T. 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\r\n\tThis book is intended for professionals dealing with diagnostics and treatment of infertility and aims to provide comprehensive information on the current state of assisted reproductive technologies and their directions of development.
\r\n\tAssisted Reproductive Technologies (ART) is a key technology for treating infertility, which occurs in 10-15% of the general population in reproductive age. This has been one of the most tumultuously developing interdisciplinary technologies in medicine in recent decades. Thanks to in vitro methods, more than 5 million children were born in the whole world. For 40 years, the success rates of this treatment have increased many times, respectively in the first years from less than 10% to more than 50% in present days (in some groups of patients). The reason for this rapid increase is the introduction of new drugs and stimulation protocols, improvement of embryo culture media, and the use of new types of laboratory equipment that improve the conditions for embryo development. Last but not least, the introduction of modern genetic methods, as well as new gamete and tissue freezing techniques, has improved the methods' diagnostic and therapeutic capabilities.
Communities of practice (CoP) are group of people who share a common concern, a set of problems, or an interest in a topic and who through joint efforts fulfil both individual and group goals. Building effective working relationships among academics through their participation in communities of practice is very important as ways of collaborating, sharing ideas, mutual engagements as well as knowledge sharing. Good working relationships among colleagues in an organisation help to achieve the aims and objectives as well as promoting good outcomes among members of the organisation. This chapter will be on communities of practice and how to build effective working relationships among academics through their participation. The types of communities of practice existing among universities’ lecturers, especially towards maintaining effective working relationships will be considered. Also, social learning theory which primarily focused on theorising the concept of community of practice will be considered as part of the scope of this chapter. The activities the academics engaged in such communities of practice and how such activities are carried out will also form the scope of this chapter. In addition, why focus on communities of practice among academics as well as relevance of communities of practice to their professional development will also be considered.
\nThe CoP are expedient ways of building working relationships among academics as university teachers. Building effective working relationships can only be achievable through commitment, engagement, mutual understanding, interactions, collaborations, willingness to participate and contribute, and the determination to assist others for the sake of their professional development. CoP may exist among academics within the same department or other departments in the same university. Sometimes, CoP could extend to other universities where academics from various departments in different universities relate and collaborate as groups. The common adage that says “a tree cannot make a forest”, is so true and real when it comes to CoP. People must come together as a group and before such group can evolve, they must have aims and objectives to achieve. Creating such a group must be purposive, vision and mission driven. Such a group should operate informed by the guiding rules and principles for actions of group members. Hence, CoP are imperative, purposive and cannot just be accidental.
\nAs a model of professional development, CoP is an approach to teachers’ professional development which enable academics to learn from and with their colleagues within their universities’ communities [1]. The concept of CoP dates back to early 1990s. [2] in their work draw from the situated learning. Situated learning came into light as a result of learning among practitioners which take place in social relationships in their workplace instead of classroom. [2] view this concept as fostering interactions among workers which is inclusive of workers that are experts and trainees. It involves forming and norming which is necessary for the process of creating professional identity for trainees. The forming stage is the initial stage of putting the group together. At this stage, each member learns about their group needs, expectations and challenges. The norming stage is the phase where the team actually starts to function and work as a team. At this stage, members begin to understand each other’s work practices and ethic. Group members’ roles and responsibilities are clearly defined at this stage, rules guiding the members are defined, expectations from the members are set and teamwork begin among group members. In the interactions, experts serve as professionals who are consulted by new members and offer them professional advices. Through such interactions, problems were identified, experts learn more while new members also became experts through professional support offered to them. Few years later, Wenger developed on the situated learning through an empirical study of one insurance firm where Etienne focused primarily on theorising the concept of community of practice [3]. The key premise of his theoretical work is that CoP can arise in any domain of human endeavour, or organisation. This speaks to the wider scope of application of CoP as a framework that informs, frames, and focuses on professional development activities in different organisations, including educational settings.
\nIt is also expected that universities’ lecturers who have experience should build strong CoP where they will groom young graduates who have passion for research and teaching especially those who are willingly to go into teaching profession in higher education institutions. The willingness to embark on this journey of professional development is critical for the success of a CoP. Once practitioners are willing to do so, then support from senior colleagues in terms of collaboration and mutual engagement is highly recommended. [4] in their study on collaboration and mutual support as processes established by CoP to improve continuing professional teachers’ development claim that effective participation of teachers in CoP is key to having mutual relationships among members through engagement in collaborative learning activities. This implies that teachers are expected to be active members in CoP, and participation is key to forge mutual relationships among group members by engaging in collaborative learning activities for their professional development.
\nCoP are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an on-going basis [5]. The people involved must identify a problem, have passion for the tasks involved and must be experts in that area. One thing that is peculiar with CoP is that, the communities occur when a group of people who have desire to achieve certain things come together, interact and jointly work together to achieve their goals. Thus, CoP can occur anywhere, in a school, university, college or in an organisation. [6] note that CoP are groups of persons who have concerns or desire for certain things they engaged with and they show willingness to learn how to improve on it by interacting often with their group members.
\nLearning within CoP involves three essential processes, namely:
evolving forms of mutual engagement;
understanding and tuning (their) enterprise;
developing (their) repertoire, styles and discourses [3] (p. 95).
\n
\n
\n
In CoP, there are different activities taking place, these especially depend on the nature and purpose of such community. Table 1 below gives a clear picture of what CoP look like depending on the educational functions that they are meant to serve.
\n\nTable 1 below shows that different functions served by CoPs. Different scholars and in different organisations [4] use different names for CoPs. The different names are learning networks, teacher clusters, teacher networks, professional and affiliation networks, learning team model, workplace learning, collaborative teacher research, thematic groups, or tech clubs, networked learning communities and collaborative practices [1, 6, 7, 8, 9].
\nPractices | \nVarieties of activities | \n
---|---|
\n | \n“Can we work on this design and brainstorm some ideas; I’m stuck.” | \n
\n | \n“Where can I find the code to connect to the server?” | \n
\n | \n“Has anyone dealt with a customer in this situation?” | \n
\n | \n“I have a proposal for a local area network I wrote for a client last year. I can send it to you and you can easily tweak it for this new client.” | \n
\n | \n“Can we combine our purchases of solvent to achieve bulk discounts?” | \n
\n | \n“How do people in other countries do this? Armed with this information it will be easier to convince my Ministry to make some changes.” | \n
\n | \n“Before I do it, I’ll run it through my community first to see what they think.” | \n
\n | \n“What do you think of the new CAD system? Does it really help?” | \n
\n | \n“We have faced this problem five times now. Let us write it down once and for all.” | \n
\n | \n“Can we come and see your after-school program? We need to establish one in our city.” | \n
\n | \n“Who knows what, and what are we missing? What other groups should we connect with?” | \n
Practices and different activities taking place in communities of practice.
Adapted from [6].
Participating in a CoP should have an impact in academics’ professional development, as group members and as individuals. The benefits of communities of practice according to [10, 11, 12, 13, 14, 15, 16, 17] are as follows:
Allowing employees to manage change. CoP offer opportunities to link people with common interest and it is an avenue of maintaining connections with peers. Teachers form CoP in response to changes originating from the school system such as inadequate access to professional development.
Providing access to new knowledge. In a community of practice where teachers collaborate directly, use one another as sounding boards, and teach each other, it empowers the individual teacher, opening access to new knowledge and skills.
Fostering trust and a sense of common purpose. As teachers in the CoP share ideas and experiences, they often develop a shared way of doing things, a set of common practices and a greater sense of common purpose, thus helping them to develop professionally.
It helps in adding value to professional lives. CoP often form around topics teachers have invested many years in developing. They do not just focus on common interests alone but also on practical aspects of a particular practice, everyday problems, new tools, ideas and developments in their fields, things that are working out fine and those that are not working perfectly.
It promotes professional recognition among practitioners. In CoP, the collaborative support offered to members bring about recognition of talents and skills among group members. This gives room for showcasing talent among group members and such talents are embraced to support group members who need assistance.
Encouraging loyalty and commitment amid stakeholders. Mutual engagement among group members and willingness to support make the group members to be loyal to one another. Members are committed to achieving their stated goals, thus, it is expected of individuals to be committed to their roles to make their community successful.
Improving efficiency of processes. Working as groups with determination and dedication bring about productivity. Thus, in CoP, interactions, collaborations and mutual engagements among members bring about efficiency and development.
CoP is seen as an essential model that enhances professional development. There are different types of CoP and these depend on the nature and purpose of such CoP. [3] argues that CoP are present everywhere and different kind of people are part of such community. The CoP could be at place of work, high school, university, college, home, civic or leisure places. Different activities and engagements are meant to take place in such community, however, group members have their objectives to be achieved. For instance, CoP among university lecturers are meant to promote professional development such that professional assistance and support are rendered to group members through mutual engagements, collaborations and interactions. According to [5, 18], the different types of CoP are:
Small or big CoP
Short-lived or long-lived CoP
Co-located or distributed CoP
Homogeneous or heterogeneous CoP
Inside boundaries or across boundaries CoP
Spontaneous or intentional CoP
Unrecognised or institutionalised CoP
Virtual CoP
In order to have a clearer picture and comprehensive types of CoP and detailed activities in each type of CoP, [19] highlight different types of CoP based on structural features of CoP. The structural features of CoP are categorised into four categories namely:
Demographic Category
Organisational Category
Individual Category
Technological Category
Under demographic category, three types of CoP are recognised as:
Young or old CoP. This type of CoP specifically outlines the period of time a community has been in existence. Some CoP have been in existence over a period of time, thus, they are old CoP, while some are just being formed, hence such are referred to as young CoP.
Small or big CoP. Every community have their group members and the number of members for each community determine the extent of the size. Group members of a small community are usually few while in a big community members are many and in most cases they are up to hundreds in number.
Short-lived or long-lived CoP. Some CoP came into existence just to cater for immediate need of their group members just for a temporary arrangement for the purpose of achieving some things. These types of CoP are short-lived, because they are formed for a temporary time. Long-lived CoP are those that are formed to exist permanently and the group members did not have any time frame of how long such communities will be in existence.
The following three types of CoP are listed under organisational category:
Spontaneous or intentional CoP. This type of CoP came into being to meet the group members’ spontaneous needs through sharing and interaction. The CoP is formed intentionally for the purpose of meeting the needs of group members.
Inside boundaries or across boundaries: In some organisations, CoP exist within the organisation, this type of CoP is known as inside boundaries. The across boundaries CoP exist across the organisation unit or departments.
Unrecognised or institutionalised: In some organisations, there are some relationships that exist among workers which made them to form CoP, though such CoP are formed within the organisation, they are unrecognised because such are formed by relationships that exist among some workers. The institutionalised CoP is being recognised and official position is being given to group members.
The following two types of CoP are identified under this category
Co-located/distributed. In this type of CoP, a CoP is co-located when members meet at the same place because of the proximity they share. This is usually feasible when the community is still growing. When the community is fully grown with many members who do not stay in same location, then the CoP will be distributed. Members in distributed CoP will be expected to meet regularly by organising seminars, conferences in the same venue for their meetings.
Homogeneous or heterogeneous: This type of CoP is determined by the cultural background of members. When members are from the same discipline or areas of specialisation, such CoP is homogeneous. The CoP is heterogeneous when group members are from different disciplines and areas of specialisations.
In technological category, most CoP now meet virtually because of moving towards digital age and most organisations depend on the use of technology of different forms. Virtual CoP is an advantageous for member to meet irrespective of distance barriers unlike in face to face CoP.
\nGood working relationships are essential for production and collaborations among academics. Many times people struggle with their challenges and shortcomings in their own silos. [3] contends that CoP result in three structural elements, which are mutual engagement, joint enterprise and shared repertoire. These elements usually result in one having a sense of belonging and participation by members vary from individual to individual [5]. Sharing ideas allows for reflection, better understanding, better navigation of knowledge, creation of new knowledge and ideas, and creates confidence among participants [20]. They argue that dialogic negotiations of knowledge can result in friendships being created over time. However, constructive negotiations in CoP have nothing to do with friendship but rather common interest and goals [3].
\nCoP can either be formal or informal [2] and in both instances there is need for engagement and collaboration [3]. Research has shown that learning often takes place in non-formal situations through interaction as they share experiences and ideas [21]. CoP generate trust and positive working relationships, because group members have sense of belonging, which enable professional development among group members [22]. Trust is a key element for engagement and productivity. Without trust it is difficult for academics to engage in productive dialogue, be at liberty to share their knowledge and expertise, it is difficult for one to be vulnerable in an environment where they do not trust the people they are expected to engage with. According to Poultney [23], due to the trust that CoP generate, it is easier for participants to connect and collaborate resulting in effective professional development for academics. Research has shown that positive working relationships give participants a sense of belonging [24] and as a result take ownership and responsibility for their development [25]. Sense of belonging and ownership create positive energy among the academics and their desire for all to develop encourages collaboration and engagement. A positive environment allows participants to share their expertise, share their experiences without fear of prejudice or being judged, allowing for positive criticism from team members thereby resulting in continuous development and shorter times of task completion.
\nTips for creating successful CoP as suggested by [26] are;
Clarify who the community is for-this will help in identifying the focus and content that is needed for that particular community
Get those people together regularly-this helps build trust among the players and get easier to create a safe space for the team members to ensure that they are comfortable sharing their areas of expertise and identify strengths, which will benefit the community.
Start by sharing stories- allows you to find the gaps and new areas of interest and develop connections, which will allow for collaborations.
Create opportunities for learning, building trust, adding value, and supporting each other- allows participants to identify areas of interest that they might be interested in trying out.
See what works and turn up the good-gives room for the community to evaluate and see what is best for them and drop the things that are not working well.
It can, therefore, be concluded that it is important to create and sustain positive working relationships in CoP for effectiveness, networking, sharing of ideas and positive change. CoP allow members to work in flexible and informal environments where everyone is a potential knowledge contributor.
\nSocial learning is routinely conflated with various thoughts, between the thought itself and its potential outcomes. This nonattendance of sensible clearness has limited our capacity to assess whether social learning has occurred and given that this is valid, what kind of acknowledging has happened, how much, between whom, when, and how [27]. [27] argue that to be seen as social learning, a cycle must:
show that a change in comprehension has happened in the individuals being referred to;
display that this change goes past the individual and gets organised inside more broad social units or organisations of preparing; and
occur through social associations and cycles between performers inside a casual network.
A clearer picture of what these researchers mean by social learning is that learning must take place through interactions with others within the same group by utilising the social learning hypothesis by [3].
\nThe initial work of [2] was the stepping stone for [3] social theory of learning on CoP which tested long-standing thoughts about learning. Specifically, they contended that learning is not an individual effort but a social cycle that is arranged in a social organised setting. A vital reason of his hypothetical work is that CoP can emerge in any space of human undertaking, as long as people share a common personality in their school of thought. As such, learning happens in various social practices through support in shaping the development of a bigger project some time. Etienne’s investigation of learning in settings other than formal instructive settings can help a large number of us working in education to think differently about learning.
\nThe four main premises of social learning by [28] are:
\nWe are social beings. This shows that there should be social participation of all members of the CoP.
Knowledge is a matter of competence with respect to valued enterprises.
Knowing is a matter of participating in the pursuit of such enterprises.
Meaning - our ability to experience the world and our engagement with it as meaningful.
As Wenger puts it, CoP develop in stages and phases such as formation, integration and transformation [5]. Learning develops through active participation in the different stages.
\nWenger’s framework is used to address complex 21st century learning [29]. The theory centres around the vital worth made by social learning, recognising the sorts of significant values, flowing a model learning. The recognised values are the direct value, potential value, applied value, realised value, enabled value, and transformative value. Wenger’s work is adopted from education with a view to professionalise teachers. The body of knowledge is much more alive, which is the community being engaging with the practice and hopefully to engage with each on what the practice is and what good practice is and what not good practice is and so forth. In a social theory of learning, CoP contemplate that learning takes place in a social setting and demands both participation and reification for meaningful learning.
\nThe traditional approach to learning is described as a vertical view of learn¬ing where somebody assumes that one person knows and that information is passed to somebody who does not know [30, 31]. Social learning is the horizontal view of learning assumes that you and I are in a partnership and we negotiate what is it that we know is and how we understand it in our own contexts.
\nIn this theory, learning occurs in cycles and starts in conversations, designs, problem solving, bench-marking and many more. Social learning should generate different types of values that describe a specific cycle [32] like engaging as learning partners in debating, creating a document together, going to a field trip together. Immediately you get to know each other and a person understands you, have fun, one feels inspired. This is the first cycle of learning and value one gets from just participating, called immediate value. Immediate value generates from enjoying to be in each other’s company, producing great ideas and inspirations and forming new connections and collaborations among each other. The main idea or activity will be producing a particular purpose. In the quality of the conversation among stakeholders, sharing different world views, different angles of solving a problem, and creating networks, produce a potential value. The potential value is a second cycle of learning which may or may not end up profiting participants.
\nLearning does not end with the potential value in the theory by Wenger, but proceeds to the trying of the feedbacks you receive from the gathering as the third cycle termed applied value. In this cycle one learns when going back into the organisation and applying the new ideas, follow-up in connections and do a new project together. The cycle is accompanied by the change in practice as the result of the learning partnership activity. In a way people create multiple opportunities of learning. The creative nature of the CoP is when participants put acquired knowledge into practice. Creativity involves re-learning and generation of new knowledge leading to the fourth cycle of the realised value. One can see the changes in an institution.
\nWhether the implementation of new knowledge is a success or a failure one needs to have feedback loops because it is important for further learning. The feedback develops the learning loops to make learning relevant, adaptive and dynamic. A project Support team and community leadership roles are crucial in the learning process because activities such as logistic preparation, facilities, technology, and agenda design to mention a few need to be considered. It is the key aspect of the learning process to develop the implementation strategy. To acknowledge the strategic value, the nature of the vital discussions is the fundamental piece of social learning among the partners and permit them to accommodate their exercises into the master plan. This is called the enabling value. Notwithstanding, learning is not being restricted to an improvement and execution, it can likewise create new points of view or new meanings of achievement, and it can much trigger more extensive social and institutional changes, named transformative value or reframing value [32]. The transformative value or last cycle is the most dramatic aspect of learning.
\nAs such it is significant that every one of these pieces ought to be set up and there should be a unique stream among them for figuring out how to have any kind of effect in this day and age. The value creating cycles makes one to be aware of where to focus attention. Setting of goals before you start a project with partners and choosing what conditions to follow, should be set up. The framework can also be used to evaluate the project and follow indicators to each cycle. Embedding social learning in the project is a strategic imperative. This is not only meant for students but also CoP in terms of academic staff development. The last cycle dimension takes the assumptions of where world ought to be in applying the flexible process in the ever-changing world operations especially in the academic environment. Therefore, social learning theory on communities of practice are bothered about learning in having the effect in the quickly evolving world, the principles of the game-changing: science is changing, innovation is changing, and international affairs is evolving. In reality, things are excessively powerful and complex.
\nCoP are described with three measurements [3], namely:
The mutual engagement tying individuals into a social substance. Being remembered for “what is important” in a gathering is a necessity for being occupied with a network’s training.
Community individuals build up a mutual collection, a common arrangement of shared assets, for example, schedules, words, instruments, methods of getting things done, stories, and ideas. The ideas, language and apparatuses exemplify the historical backdrop of the network and its point of view on the world.
The joint endeavour in comprehending what the network is about. The joint venture characterises the aggregate cycle in a constant arrangement and it makes among members’ relations of shared responsibility become a vital piece of the training.
Right now, there is huge, contending pressures for transformation in higher education. Numerous scholars decide to change pedagogy and curriculum mirroring pedagogical research together with supportive learning and collaboration. A few changes, be that as it may, are forced by institutional approaches reacting to the more extensive higher education setting [33]. CoP may assist educators to revise their tasks at hand and diminishing open doors for communitarianism dynamic enhancing professional skills development with common commitment as the fundamental purpose within their various communities. [33] investigation on educational program change is an example of revising tasks at hand and focus on professional development by using an integrated method to course design and supportive learning. Also, educators engaged in a joint venture to revise the curriculum plus the significant alterations in university policy. CoP model promise the accomplishment of educational objectives by tending to instructors’ necessities, as opposed to just raising requests on staff, to fortify commitment, joint efforts, assemble abilities and offer accepted procedures.
\nMutual engagement is evident in [34] who note that globally, high schools have seen themselves faced with changes relating to changing educational program systems, new plans for teacher capacitation and empowerment together with their shifting roles. In reality, changes that underlie the expansion of combined activity between instructors incorporate collective teaching, soundness between subjects, and circulated decision making. These changes call for meeting and coordination between teachers to manage late changes and the going with multifaceted nature of work and continuous cooperation.
\nOn a similar note, engagement in higher education, schools and districts that are associations in their privilege yet face expanding information challenges [6] is necessary. CoP hold the guarantee of empowering associations among individuals over these conventional structures to defeat considerable hierarchical issues. Another examination directed in [35] express that a topographically scattered yet disciplinarily affectionate community can work as a steady, non-various levelled CoP depending on the extent of mentorship, plus the creation of social resources. These scholars state that the most important imperative is to have one committed person to drive meetings and cycles of the CoP via Skype or email in a synchronous or asynchronous learning environment. It is also essential to analyse the organisation in CoP terms to gain better insight into its development, to distinguish its qualities and shortcomings, and to guarantee its continuation and shared collection.
\nThe primary importance of CoP is for teacher preparation and breaking barriers between managers and subordinates [6]. For example, there is mutual engagement among staff members in the development of manuals and publications that were absent in their profession [6]. This gathering of auditors in the public sector was from various nations in Eastern Europe and Central Asia to shared work, stories, and relics made over the seven years of their endurance time giving a feeling of coherence and reason. There was no segregation of participants based on their seniority levels because of the CoP model used. Meaning, the CoP promotes lifelong learning within the organisation to fulfil the common institutional goals and initiatives.
\nA joint undertaking is another significant movement for academics in CoP. A variety of researchers and reformers has required the reinforcing of coordinated effort between instructors by methods for advancing networks of teachers in schools [34]. The action requests that foundation chiefs should convey the command to continue or create networks of training in their orders considering variety contemplations regarding instructive level, residency, word related insight, and gender in the arrangement of teacher groups for creating organised responsibility on accomplishing learning results. Notwithstanding sorting out different groups, school pioneers could expand teachers’ joint duty and responsibility for undertakings and group execution. The joint venture in administration, for example, choices are not made by a solitary individual; rather, choices arise out of collective exchanges between numerous people, occupied with commonly subordinate exercises. [36] converses with the school-based insight and the joint endeavour that scholastics could take part in. CoP can drive methodology, create new lines of business, take care of issues, advance the spread of best practices, build up individuals’ expert aptitudes, and assist organisations with selecting and holding ability [11].
\nThe joint venture can be experience in community projects are also activities academics can create solid associations with guardians and communities implies another method of working for governments, for administration organisations, and teachers [37]. For instance, in Thailand, such CoP resulted in upgrading of educational programs, employing volunteer teachers for co-curricular exercises, and raising funds for assets [37] in adjusted congruity. It is the kind of CoP model that administrations can advance through preparing, consolation and backing, yet in addition to stretch out the result of gathering pledges and upkeep and development of structures. Thus, CoP in schools enhances opportunities of collaboration among staff in implementing changes to educational programs, new plans for teacher professional development and to the instructors’ functions. The collaborative effort deepens understanding in teachers’ responsibilities. Therefore, there is shared collection of responsibilities between instructors by implanting coordinated effort into the school culture.
\nThe idea of collaboration of academics from various disci¬plines (psychology, anthropology, computer science, and education) embarking on research with a purpose of changing teaching and learning processes and approaches is supported by [38]. [39] recommend CoP sighting examples like addressing faculty challenges and concerns related to academic writing. The writing communities were created across-disciplines holding dialogues for the process of academic writing departments, then facilitating conversation and collaborative activities connected to the process of academic writing. Therefore, in a joint venture activity, there is mutual engagement and mutual collection of ideas towards achieving the institutional goals.
\nAccording to [3], five key function are offered in CoP. These are:
Educate members through sharing of experiences and ideas within the practice
Support members through collaborative engagements
Cultivate members’ imaginations and ideas for them to start learning and sustain the learning process.
Encourage members through support and endorsing their work and expertise through dialogue
Integrate members’ new knowledge and ideas to enable change within the practice or organisation
There are a number of characteristics which promote and drive the CoP for teams. These characteristics create opportunities for team members to develop. Figure 1 below by [5] demonstrates how CoP contribute to individual members as well as for the organisations for both long term and short term.
\nWhy focus on communities of practice for members and organisations. Adapted from [
CoP offer support for team members and builds confidence. Individual member gains more information about their practice and they are able to put it into action as they know that they have a reference point, they have cheerleaders and they have literature that supports their properties in the workplace. When an individual is confident about their work from the support that they get from teammates, they constantly feel motivated to do their work effectively. The members know they are not doing work as a duty anymore but they feel in whatever they do they have the support of the teammates or of the organisation and they have some backing from the people who share with them the same beliefs, passions and goals.
\nThe nature of CoP creates opportunities for learning and development. Team members learn from each other as shown by Bandura’s social learning theory [31]. Feedback from others is essential as it helps you to develop further as you take time to reflect on your work, improve on areas that are highlighted, and come back to practice with better or improved strategies. Feedback allows one to carry out an action research on what they are doing within the workplace. CoP enables knowledge sharing and reduces duplication. An opportunity for co-contribution to knowledge is created.
\nSharing of information allows for more learning and you remember more than having idle information at the back of your mind. When you teach others, you also learn. Sharing of ideas helps an organisation when it comes to empowering employees within the organisation it reduces challenges when an individual who never shared the information that they had about their practice leaves their job without proper training to those remaining behind. When an individual leaves a job, they leave with their expertise and if not careful, you are stuck as an organisation resulting in daunting hand over take over processes. This results in the new incumbent taking longer to perform their duties effectively thereby delaying in yielding results. The community of practice adopts a common approach, which allows scaling [26]. People own the practice, decentralise things, and create consistencies. Community members can act as enablers of change. It is easier for a group to have a voice in an organisation than it is for an individual to try and convince the organisation for change [26].
\nA community of practice allows for collaboration on common issues and challenges to create better practices. As a team or as an organisation when you are collaborating it allows you to see the challenges together, brainstorm the challenges, come up with ideas on dealing with the challenges and improve based on what findings and the recommendations on what to change and how to change. This result in a continuous developmental process. According to [40], ‘human communities can develop a sort of collective intelligence that is greater than the individual members. Different experiences and sharing allows us to build on each other’s experience and improve our practices. CoP therefore are worthy focusing on as they have benefits to the individual and organisations, academic institution included.
\nThe relevance of CoP to professional development cannot be overemphasised, it is very important that in CoP, the relationships, interactions and collaborations among group members must not be taken for granted. Such relationships, interactions and collaborations have ways of moulding group members towards their professional development. For instance, academics in their various universities must value their engagements with the members of their CoP. Many achievements towards professional development could be made through CoP, thus, this must be valued and appreciated.
\nThe relevance of CoP to professional development according to [41] are;
Connect people. It gives group members opportunities to interact, most especially those who do not have the opportunity to interact, either on frequent occasions or not at all.
Provide a shared context. This serves as an avenue for easy flow of communication and sharing of information, ideas, talents, personal experiences as a means of building understanding and moulding members for better exposure and insight.
Enable dialogue. Group members have the opportunities to interact through their mutual engagements. This brings about opportunities to exploring different possibilities and new ways of solving problems, creating new ideas through collaborations.
Stimulate learning. There are diverse ways of learning in CoP among group members. This is serves as an avenue for reliable communication, mentoring, coaching, and self-reflection. Group members are mould by specialists in the CoP and they offer them professional support needed for them to be professionals in their own fields.
Capture and share existing knowledge. The continuous existence of the group made it easy to help group members to improve their practice. This is done by providing a medium to identify solutions to common problems in the group and a process to pull together and evaluate best practices.
Introduce collaborative processes. Collaborations among group members must be keen to bring about interactions, sharing of ideas, encourage trust and positive relationships.
Help people organise. Group members are determined to achieve the aims and objectives of creating their CoP and this bring about concrete results.
Generate new knowledge. The willingness for mutual engagements bring about transformation of practices among group members and also bring about opportunities to accommodate variations in needs and technologies.
This chapter has pointed out the relevance, importance, and significance of CoPs for the professional development of academics as university teachers. In particular, the enablement, enhancement and support if proffers towards the realisation of a sense of community among academics as teaching and learning practitioners. How academics in their roles as teachers can improve, change, and/or further develop their teaching practices through engagement, sharing, recognition, and validation of each other’s’ work are discussed in details. The forming and norming of CoP practices, the different forms that they take, and the various educational functions that they serve are elaborated on. How a CoP comes to have a common understanding of issues that beset them, form a common agenda around the issues, operationalise and develop strategies for dealing with their substantive issues of their practice are highlighted in the chapter. More importantly, this chapter provided details of how effective working relations are developed and nurtured in a CoP.
\nThe authors are grateful to University of Fort Hare, South Africa for funding this research work.
\nThe authors declare no conflict of interest.
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May 18, 2022 | 1:00 PM - 2:00 PM CEST
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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. He has contributed in stochastic estimation of control area especially, in the Multiple Target Tracking and Interactive Multiple Model (IMM) research, Ball & Beam Control Problem, Robotics, Levitation Control. He has contributed in developing Algorithms for Fingerprint Matching, Computer Vision and Face Recognition. He has been supervising Pattern Recognition, Formal Languages and Distributed Processing projects for several years. He has reviewed many books on Management, Computer Science. Currently, he is an active and permanent reviewer for many international conferences and symposia and the program committee member for many international conferences.\nIn teaching he has taught the core computer science subjects like, Digital Design, Real Time Embedded System Programming, Operating Systems, Software Engineering, Data Structures, Databases, Compiler Construction. 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Ciurean, Dagmar Schröter and Thomas Glade",authors:[{id:"163703",title:"Prof.",name:"Thomas",middleName:null,surname:"Glade",slug:"thomas-glade",fullName:"Thomas Glade"},{id:"164141",title:"Ph.D. Student",name:"Roxana",middleName:"Liliana",surname:"Ciurean",slug:"roxana-ciurean",fullName:"Roxana Ciurean"},{id:"164142",title:"Dr.",name:"Dagmar",middleName:null,surname:"Schroeter",slug:"dagmar-schroeter",fullName:"Dagmar Schroeter"}]},{id:"59705",doi:"10.5772/intechopen.74943",title:"Augmented Reality Trends in Education between 2016 and 2017 Years",slug:"augmented-reality-trends-in-education-between-2016-and-2017-years",totalDownloads:2464,totalCrossrefCites:19,totalDimensionsCites:27,abstract:"The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Rabia M. Yilmaz",authors:[{id:"225838",title:"Dr.",name:"Rabia",middleName:null,surname:"Yilmaz",slug:"rabia-yilmaz",fullName:"Rabia Yilmaz"}]},{id:"44219",doi:"10.5772/54973",title:"Disaster Management Discourse in Bangladesh: A Shift from Post-Event Response to the Preparedness and Mitigation Approach Through Institutional Partnerships",slug:"disaster-management-discourse-in-bangladesh-a-shift-from-post-event-response-to-the-preparedness-and",totalDownloads:4096,totalCrossrefCites:4,totalDimensionsCites:26,abstract:null,book:{id:"3054",slug:"approaches-to-disaster-management-examining-the-implications-of-hazards-emergencies-and-disasters",title:"Approaches to Disaster Management",fullTitle:"Approaches to Disaster Management - Examining the Implications of Hazards, Emergencies and Disasters"},signatures:"C. Emdad Haque and M. Salim Uddin",authors:[{id:"163390",title:"Dr.",name:"C. Emdad",middleName:null,surname:"Haque",slug:"c.-emdad-haque",fullName:"C. Emdad Haque"},{id:"168399",title:"Mr.",name:"Mohammed S",middleName:null,surname:"Uddin",slug:"mohammed-s-uddin",fullName:"Mohammed S Uddin"}]},{id:"45760",doi:"10.5772/56967",title:"Parenting and Culture – Evidence from Some African Communities",slug:"parenting-and-culture-evidence-from-some-african-communities",totalDownloads:9581,totalCrossrefCites:10,totalDimensionsCites:25,abstract:null,book:{id:"3440",slug:"parenting-in-south-american-and-african-contexts",title:"Parenting in South American and African Contexts",fullTitle:"Parenting in South American and African Contexts"},signatures:"Patricia Mawusi Amos",authors:[{id:"162496",title:"Mrs.",name:"Patricia",middleName:"Mawusi",surname:"Amos",slug:"patricia-amos",fullName:"Patricia Amos"}]},{id:"63707",doi:"10.5772/intechopen.80780",title:"Drinking Water Treatment and Challenges in Developing Countries",slug:"drinking-water-treatment-and-challenges-in-developing-countries",totalDownloads:7977,totalCrossrefCites:13,totalDimensionsCites:24,abstract:"Safe drinking water remains inaccessible to many humans in the developing countries. Research continuously innovates to develop efficient and cheap methods to sustain clean water for developing countries. Developing nations are a broad term that includes countries that are less industrialised and have lower per capita income levels than developed countries. This chapter will discuss clean water for drinking water purposes. Pollution concerns of water in developing countries will be categorised in terms of physical, chemical and biological pollutants such as turbidity, organic matter and bacteria. Natural and anthropogenic pollution concerns linking with seasonal factors will be outlined. The multi-barrier approach to drinking water treatment will be discussed. Abstraction points used will be researched. Water treatment systems, medium- to small-scale approaches, will be discussed. The processes involved in removing the contaminants including physical processes such as sedimentation, filtration such as slow-sand filtration, coagulation and flocculation, and disinfectant processes such as chlorination will be reviewed. Other important methods including solar disinfection, hybrid filtration methods and arsenic removal technologies using innovative solid phase materials will be included in this chapter. Rainwater harvesting technologies are reviewed. Safe storage options for treated water are outlined. Challenges of water treatment in rural and urban areas will be outlined.",book:{id:"6682",slug:"the-relevance-of-hygiene-to-health-in-developing-countries",title:"The Relevance of Hygiene to Health in Developing Countries",fullTitle:"The Relevance of Hygiene to Health in Developing Countries"},signatures:"Josephine Treacy",authors:[{id:"238173",title:"Dr.",name:"Josephine",middleName:null,surname:"Treacy",slug:"josephine-treacy",fullName:"Josephine Treacy"}]}],mostDownloadedChaptersLast30Days:[{id:"58890",title:"Philosophy and Paradigm of Scientific Research",slug:"philosophy-and-paradigm-of-scientific-research",totalDownloads:13759,totalCrossrefCites:9,totalDimensionsCites:17,abstract:"Before carrying out the empirical analysis of the role of management culture in corporate social responsibility, identification of the philosophical approach and the paradigm on which the research carried out is based is necessary. Therefore, this chapter deals with the philosophical systems and paradigms of scientific research, the epistemology, evaluating understanding and application of various theories and practices used in the scientific research. The key components of the scientific research paradigm are highlighted. Theories on the basis of which this research was focused on identification of the level of development of the management culture in order to implement corporate social responsibility are identified, and the stages of its implementation are described.",book:{id:"5791",slug:"management-culture-and-corporate-social-responsibility",title:"Management Culture and Corporate Social Responsibility",fullTitle:"Management Culture and Corporate Social Responsibility"},signatures:"Pranas Žukauskas, Jolita Vveinhardt and Regina Andriukaitienė",authors:[{id:"179629",title:"Prof.",name:"Jolita",middleName:null,surname:"Vveinhardt",slug:"jolita-vveinhardt",fullName:"Jolita Vveinhardt"}]},{id:"74550",title:"School Conflicts: Causes and Management Strategies in Classroom Relationships",slug:"school-conflicts-causes-and-management-strategies-in-classroom-relationships",totalDownloads:2204,totalCrossrefCites:1,totalDimensionsCites:10,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.",book:{id:"7827",slug:null,title:"Interpersonal Relationships",fullTitle:"Interpersonal Relationships"},signatures:"Sabina Valente, Abílio Afonso Lourenço and Zsolt Németh",authors:null},{id:"52475",title:"Teenage Pregnancies: A Worldwide Social and Medical Problem",slug:"teenage-pregnancies-a-worldwide-social-and-medical-problem",totalDownloads:8225,totalCrossrefCites:6,totalDimensionsCites:8,abstract:"Teenage pregnancies and teenage motherhood are a cause for concern worldwide. From a historical point of view, teenage pregnancies are nothing new. For much of human history, it was absolutely common that girls married during their late adolescence and experienced first birth during their second decade of life. This kind of reproductive behavior was socially desired and considered as normal. Nowadays, however, the prevention of teenage pregnancies and teenage motherhood is a priority for public health in nearly all developed and increasingly in developing countries. For a long time, teenage pregnancies were associated with severe medical problems; however, most of data supporting this viewpoint have been collected some decades ago and reflect mainly the situation of per se socially disadvantaged teenage mothers. According to more recent studies, teenage pregnancies are not per se risky ones. A clear risk group are extremely young teenage mothers (younger than 15 years) who are confronted with various medical risks, such as preeclampsia, preterm labor, and small for gestational age newborns but also marked social disadvantage, such as poverty, unemployment, low educational level, and single parenting. In the present study, the prevalence and outcome of teenage pregnancies in Austria are focused on.",book:{id:"5392",slug:"an-analysis-of-contemporary-social-welfare-issues",title:"An Analysis of Contemporary Social Welfare Issues",fullTitle:"An Analysis of Contemporary Social Welfare Issues"},signatures:"Sylvia Kirchengast",authors:[{id:"188289",title:"Prof.",name:"Sylvia",middleName:null,surname:"Kirchengast",slug:"sylvia-kirchengast",fullName:"Sylvia Kirchengast"}]},{id:"58060",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8743,totalCrossrefCites:15,totalDimensionsCites:21,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"58894",title:"Research Ethics",slug:"research-ethics",totalDownloads:3341,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"Research ethics is closely related to the ethical principles of social responsibility. This research covers a wide context of working with people, so the researchers raised a task not only to gain confidence in the respondents’ eyes, to receive reliable data, but also to ensure the transparency of the science. This chapter discusses the theoretical and practical topics of research, after evaluation of which ethical principles of organization and conducting the research are presented. There is a detailed description of how and what ethical principles were followed on the different stages of the research.",book:{id:"5791",slug:"management-culture-and-corporate-social-responsibility",title:"Management Culture and Corporate Social Responsibility",fullTitle:"Management Culture and Corporate Social Responsibility"},signatures:"Pranas Žukauskas, Jolita Vveinhardt and Regina Andriukaitienė",authors:[{id:"179629",title:"Prof.",name:"Jolita",middleName:null,surname:"Vveinhardt",slug:"jolita-vveinhardt",fullName:"Jolita Vveinhardt"}]}],onlineFirstChaptersFilter:{topicId:"23",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82448",title:"Virus World Vulnerability: A Critical Reading of Gender and Performance in Bo Burnham’s “Inside” (2021)",slug:"virus-world-vulnerability-a-critical-reading-of-gender-and-performance-in-bo-burnham-s-inside-2021",totalDownloads:0,totalDimensionsCites:null,doi:"10.5772/intechopen.105182",abstract:"Through an engagement with the seminal work of Raewyn Connell on masculinities and hegemonic masculinity, this chapter argues for the hegemonic norm as producing behaviour among men that can be traced in multiple male subjectivities. The argument is that men respond to the prevailing masculine norm by enacting self-protective disavowal—a complex psychological process that involves the reordering of reality in the interests of the maintenance of power, and one that is seen in cases of both legitimate and imagined threats to the self and the body. Self-protective disavowal is at the core of the Same Shit phenomenon—the idea that while the experience of masculinity varies across culture and position in the gender order, self-protective disavowal is a constant that leads to predicable patterns among men. The discussion then explores deliberate vulnerability as a kind of anti-protective disavowal in Bo Burnham’s INSIDE, a complex, undefinable ‘special’ released on Netflix in 2021. The chapter considers Burnham’s work as a departure from self-protective disavowal and Same Shit masculinity through deliberate vulnerability and critically evaluates the value of this alternative, especially given the nihilism that reigns over the work and calls into question the validity of uncritically romanticization of alternatives.",book:{id:"10540",title:"Masculinity Studies - An Interdisciplinary Approach",coverURL:"https://cdn.intechopen.com/books/images_new/10540.jpg"},signatures:"Chris McWade"},{id:"82454",title:"Prospects and Pitfalls Experienced by Social Workers Working in a Confounding Environment in a South African Setting",slug:"prospects-and-pitfalls-experienced-by-social-workers-working-in-a-confounding-environment-in-a-south",totalDownloads:0,totalDimensionsCites:null,doi:"10.5772/intechopen.105604",abstract:"While social workers are professionally and aptly placed to facilitate a turn-around environment rife with a conglomeration of challenges such as poverty, ignorance, and diseases, the chapter discusses the developmental prospects and pitfalls that confound their practice in South Africa. Opportunely, social work interventions continue to gain developmental mileage through increased training of social workers, their increased deployment in various versatile domains of social and economic development and increased widening of the scope of social work research, especially current research in fields such as HIV/AIDS and coronavirus. On the other side of the coin, the chapter discusses social work pitfalls attributed to professional curricular gaps as social work continue to follow a western-centric curriculum; the presence of various metaphysical beliefs and myths that weaken or derail social work interventions and a weaker research environment to offer a plausible and timely solution to the prevalent problems. The chapter concludes by calling for a paradigm shift in the social work curriculum as well as its indigenization to productively respond to the South African socio-cultural and geographical milieu.",book:{id:"11095",title:"Social Work - Perspectives on Leadership and Organisation",coverURL:"https://cdn.intechopen.com/books/images_new/11095.jpg"},signatures:"Simon Murote Kang’ethe"},{id:"82394",title:"Learning by Doing Active Social Learning",slug:"learning-by-doing-active-social-learning",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105523",abstract:"Project-based learning and future-based pedagogy are important and effective tools for teaching and learning in the twenty-first century. They are especially suited to instilling social activism among students, which is extremely valuable in today’s multicultural society. This study examined the impact of such learning among Arab and Jewish students and teachers in Israel. Following a collaborative program on social activism, in which students from different sectors worked together via digital platforms and face-to-face encounters, the impact of the program and its pedagogical tools were examined. The program, called Living in a Multicultural Society, reflects the mosaic of different people and communities, living side by side yet separated by religion, culture, and language. Through this program, students who may not have otherwise met worked together to learn, research, and create. This study was conducted using the mixed-method approach, whereby the qualitative data were gathered via interviews, and the quantitative data were collected through questionnaires. The findings show that this project-based learning program led to significant encounters, understandings, and co-operations between different sectors, and to meaningful end-products relating to social activism. This study enhances the concept that significant pedagogical processes increase students’ motivation, in-depth learning, and outcomes.",book:{id:"11481",title:"Active Learning - Research and Practice",coverURL:"https://cdn.intechopen.com/books/images_new/11481.jpg"},signatures:"Anat Raviv"},{id:"81785",title:"Social Distancing Disbanding Learner Groupings: A Case on Language Development",slug:"social-distancing-disbanding-learner-groupings-a-case-on-language-development",totalDownloads:8,totalDimensionsCites:0,doi:"10.5772/intechopen.104893",abstract:"Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.",book:{id:"10912",title:"Psychosocial, Educational, and Economic Impacts of COVID-19",coverURL:"https://cdn.intechopen.com/books/images_new/10912.jpg"},signatures:"Bulelwa Makena and Thandiswa Mpiti"},{id:"82173",title:"Integral Ecology and Spiritual Dialogues",slug:"integral-ecology-and-spiritual-dialogues",totalDownloads:7,totalDimensionsCites:0,doi:"10.5772/intechopen.105126",abstract:"The essay has as its starting point, a brief awareness of the accelerated degradation and depletion of Planet Earth and the incompetent or insensitive economies toward the scandalous increase of social inequalities and situations of human waste in the world. Next, come some core points of the Church’s Social Teaching under Pope Francis, highlighting integral ecology and dialogue, as well as some relevant aspects in the debate of global ethical standards and new perceptions of the paths of spirituality. With this broad framework, the central focus of the text synthesizes a proposal for a concept of promoting justice considered coherent and operative within this context, emphasizing the relevance of spiritual dialogues as a transforming practice within the complexity that questions and challenges us. Even without directly addressing the concept of sustainability, by focusing on integral ecology and spiritual dialogues, the essay’s main horizon is to suggest paths to sustainable societies.",book:{id:"11429",title:"Sustainability, Ecology, and Religions of the World",coverURL:"https://cdn.intechopen.com/books/images_new/11429.jpg"},signatures:"José Ivo Follmann"},{id:"82295",title:"Religious Self and Sustainability Ideation: Islamic Perspective and Indonesian Context",slug:"religious-self-and-sustainability-ideation-islamic-perspective-and-indonesian-context",totalDownloads:3,totalDimensionsCites:0,doi:"10.5772/intechopen.105127",abstract:"This chapter describes the role of the religious self in relation to sustainability ideation. The religious self that can foster sustainability ideation is the genuine religious self. The process is to realize the duty of humans as a caliphate and learn the science of God’s creation as part of human obedience to God. The traditional perspective of religiosity that separates the science of religion from the general science, and considers the general science has nothing to do with religiosity, needs to be retheorized. Retheorization is necessary. Thinking about religiosity provides the opportunity to a Muslim who studies the natural sciences and other sciences to carry out the human duties as caliph, namely guarding the earth.",book:{id:"11429",title:"Sustainability, Ecology, and Religions of the World",coverURL:"https://cdn.intechopen.com/books/images_new/11429.jpg"},signatures:"Retno Hanggarani Ninin and Noer Fauzi Rachman"}],onlineFirstChaptersTotal:146},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters: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:2,numberOfUpcomingTopics:1,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:"6",title:"Infectious Diseases",doi:"10.5772/intechopen.71852",issn:"2631-6188",scope:"This series will provide a comprehensive overview of recent research trends in various Infectious Diseases (as per the most recent Baltimore classification). Topics will include general overviews of infections, immunopathology, diagnosis, treatment, epidemiology, etiology, and current clinical recommendations for managing infectious diseases. Ongoing issues, recent advances, and future diagnostic approaches and therapeutic strategies will also be discussed. This book series will focus on various aspects and properties of infectious diseases whose deep understanding is essential for safeguarding the human race from losing resources and economies due to pathogens.",coverUrl:"https://cdn.intechopen.com/series/covers/6.jpg",latestPublicationDate:"June 25th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:13,editor:{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},editorTwo:null,editorThree:null},subseries:{paginationCount:2,paginationItems:[{id:"89",title:"Education",coverUrl:"https://cdn.intechopen.com/series_topics/covers/89.jpg",isOpenForSubmission:!1,editor:{id:"260066",title:"Associate Prof.",name:"Michail",middleName:null,surname:"Kalogiannakis",slug:"michail-kalogiannakis",fullName:"Michail Kalogiannakis",profilePictureURL:"https://mts.intechopen.com/storage/users/260066/images/system/260066.jpg",biography:"Michail Kalogiannakis is an Associate Professor of the Department of Preschool Education, University of Crete, and an Associate Tutor at School of Humanities at the Hellenic Open University. 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He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. Voyich",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Montana State University",country:{name:"United States of America"}}},{id:"330412",title:"Dr.",name:"Muhammad",middleName:null,surname:"Farhab",slug:"muhammad-farhab",fullName:"Muhammad Farhab",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"349495",title:"Dr.",name:"Muhammad",middleName:null,surname:"Ijaz",slug:"muhammad-ijaz",fullName:"Muhammad Ijaz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}}]}},subseries:{item:{id:"9",type:"subseries",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11405,editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",slug:"luis-villarreal-gomez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",biography:"Dr. Luis Villarreal is a research professor from the Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Tijuana, Baja California, México. 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