\\n\\n
These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\\n\\nThis collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\\n\\nTo celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
\\n\\n\\n\\n\\n"}]',published:!0,mainMedia:null},components:[{type:"htmlEditorComponent",content:'
IntechOpen and Knowledge Unlatched formed a partnership to support researchers working in engineering sciences by enabling an easier approach to publishing Open Access content. Using the Knowledge Unlatched crowdfunding model to raise the publishing costs through libraries around the world, Open Access Publishing Fee (OAPF) was not required from the authors.
\n\nInitially, the partnership supported engineering research, but it soon grew to include physical and life sciences, attracting more researchers to the advantages of Open Access publishing.
\n\n\n\nThese books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\n\nThis collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\n\nTo celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
\n\n\n\n\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"5377",leadTitle:null,fullTitle:"Current Perspectives on Less-known Aspects of Headache",title:"Current Perspectives on Less-known Aspects of Headache",subtitle:null,reviewType:"peer-reviewed",abstract:'Headache, as a main neurological problem in everyday life, still takes place as a contributor on top of the list of many partially solved neurological conditions. Not only primary headaches but secondary headaches are still clinical concerns of diagnosis, differential diagnosis, and therapy. This book is quite different from classical headache books. First of all, it does not contain the classical schema of a classical headache textbook. Most of the chapters composing this book contain many answers for many unanswered questions about headache in general, for example, "Is headache a genetic condition?", "What do smartphones do to our brains? Do they cause headaches?", and "Does botulinum toxin really improve chronic migraine?". We hope this book will be an interesting read and perhaps a guide in some new aspects of headache and help understand "some interesting headache issues" while stressing some of the less known mentioned above.',isbn:"978-953-51-3076-5",printIsbn:"978-953-51-3075-8",pdfIsbn:"978-953-51-4878-4",doi:"10.5772/62616",price:119,priceEur:129,priceUsd:155,slug:"current-perspectives-on-less-known-aspects-of-headache",numberOfPages:166,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"e22300c84af27da2da87a7bf37602205",bookSignature:"Hande Turker",publishedDate:"April 12th 2017",coverURL:"https://cdn.intechopen.com/books/images_new/5377.jpg",numberOfDownloads:14649,numberOfWosCitations:8,numberOfCrossrefCitations:5,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:16,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:29,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 17th 2016",dateEndSecondStepPublish:"April 7th 2016",dateEndThirdStepPublish:"July 12th 2016",dateEndFourthStepPublish:"October 10th 2016",dateEndFifthStepPublish:"November 9th 2016",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"63331",title:"Prof.",name:"Hande",middleName:null,surname:"Turker",slug:"hande-turker",fullName:"Hande Turker",profilePictureURL:"https://mts.intechopen.com/storage/users/63331/images/system/63331.jpeg",biography:"Hande Turker is a neurologist and clinical neurophysiologist. She has dealt with headache, neuropathic pain, neuromuscular diseases, dystonia, and electromyography and evoked potentials for nearly 30 years. She is the author of many publications, including several book chapters on evoked potentials and electromyography. Her main interests other than clinical neurophysiology are neuromuscular diseases with a special stress on neuropathies and neuropathic pain, headache, and botulinum toxin injections in movement disorders. She has been working at Ondokuz Mayıs University, Samsun, Turkey, since 2003. She is a professor of neurology and a lecturer, and teaches headache, neuropathic pain, neuromuscular diseases, and electromyography and evoked potentials at the same university, where she founded the “Evoked Potential Lab” and directed the EMG and EP Unit between 2003 and 2010. She is also the author of IntechOpen book chapters, including “Middle and long latency auditory evoked potentials and their usage in fibromyalgia and schizophrenia,” “Neurological complications of hypothyroidism,” and “Surface electromyography in sports and exercise.” She is the editor of a number of IntechOpen books, including Electrodiagnosis in New Frontiers of Clinical Research and Current Perspectives on Lesser-Known Aspects of Headache. She has published more than 80 manuscripts, mostly original studies, speaks several foreign languages other than English, and is happily married.",institutionString:"Ondokuz Mayis University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"3",institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1056",title:"Neurology",slug:"neurology"}],chapters:[{id:"54114",title:"Genetic Aspect of Headache",doi:"10.5772/66852",slug:"genetic-aspect-of-headache",totalDownloads:1385,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Headache is a multifactorial disease and the genetic basis is not clear yet. We review recent findings about molecular basis of subtypes of headache. The fundamentals of molecular genetics and the recent advances in this area are important for clinicians to understand the pathogenesis of the disorder. Recent studies provide a foundation for critical appraisal of the literature, unprecedented insights and reveal promising treatment targets for future drug development. This chapter provides an overview of molecular genetics, epigenetic and genome‐wide association studies on headache. In summary, we try to explain the state‐of‐the‐art molecular basis of headache and the possible future direction in this field of research studies. According to recent studies the main types of are evaluative, exploratory about molecular basis of headache. In recent years, new studies have been designed to provide an update and understanding of the modern day genetics, the advances in genetic research and methods and a basis for understanding the strategy by which advances in molecular genetics can be applied for understanding complex polygenetic diseases such as migraine.",signatures:"Tuba Gökdoğan Edgünlü and Sevim Karakas Çelik",downloadPdfUrl:"/chapter/pdf-download/54114",previewPdfUrl:"/chapter/pdf-preview/54114",authors:[{id:"186741",title:"Associate Prof.",name:"Tuba",surname:"Edgünlü",slug:"tuba-edgunlu",fullName:"Tuba Edgünlü"},{id:"188269",title:"Dr.",name:"Sevim",surname:"Karakaş Çelik",slug:"sevim-karakas-celik",fullName:"Sevim Karakaş Çelik"}],corrections:null},{id:"52112",title:"Children and Adolescents with Primary Tension‐Type Headaches: Research and Practice Perspectives for Non‐ Pharmacological Interdisciplinary Headache Service",doi:"10.5772/64971",slug:"children-and-adolescents-with-primary-tension-type-headaches-research-and-practice-perspectives-for-",totalDownloads:1107,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Background: Children and adolescents with frequent and chronic primary headaches are, with a prevalence of 2–23% depending on diagnosis, age, sex and frequency, a global health concern. Research on non‐pharmacological treatment outcomes is sparse. Headache service faces a challenge because possible sensitisation of pain pathways can affect outcomes leading to a delay in becoming symptom free or being cured.",signatures:"Birte Tornøe",downloadPdfUrl:"/chapter/pdf-download/52112",previewPdfUrl:"/chapter/pdf-preview/52112",authors:[{id:"187620",title:"Dr.",name:"Birte",surname:"Tornøe",slug:"birte-tornoe",fullName:"Birte Tornøe"}],corrections:null},{id:"53094",title:"Primary Headaches and their Relationship with the Autonomic Nervous System",doi:"10.5772/65737",slug:"primary-headaches-and-their-relationship-with-the-autonomic-nervous-system",totalDownloads:1698,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Headache disorders, described as early as 3000 BC, represent both a treatment challenge and a serious public health concern, with impact on the individual and society. Existing research in primary headache syndromes (not being caused by any underlying problem) focuses mainly on pain mechanisms. However, the painful symptomatology is the main encounter for the decreased quality of life and discomfort, the vegetative manifestations that frequently accompany the cephalalgic syndromes represent an important source of distress. Despite the advancement of the understanding of the molecular basis of headache disorders and neurovascular complex interactions, there is still lack of a cohesive understanding of the neurovegetative modulation in different types of primary cephalalgic syndromes. The aim of this chapter is to present an overview of the neurochemical mechanisms and pathways, which subtend dysautonomic manifestations in headache.",signatures:"Cuciureanu Dan Iulian, Constantinescu Irina, Constantinescu Victor,\nCorciova Calin and Matei Daniela",downloadPdfUrl:"/chapter/pdf-download/53094",previewPdfUrl:"/chapter/pdf-preview/53094",authors:[{id:"154993",title:"Dr.",name:"Daniela",surname:"Matei",slug:"daniela-matei",fullName:"Daniela Matei"},{id:"188457",title:"Dr.",name:"Dan",surname:"Cuciureanu",slug:"dan-cuciureanu",fullName:"Dan Cuciureanu"},{id:"188458",title:"Dr.",name:"Irina",surname:"Constantinescu",slug:"irina-constantinescu",fullName:"Irina Constantinescu"},{id:"188459",title:"Dr.",name:"Victor",surname:"Constantinescu",slug:"victor-constantinescu",fullName:"Victor Constantinescu"}],corrections:null},{id:"53390",title:"Relation between Smartphone Use and Unilateral Ocular Pain and Headache",doi:"10.5772/66624",slug:"relation-between-smartphone-use-and-unilateral-ocular-pain-and-headache",totalDownloads:1555,totalCrossrefCites:0,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Ocular pain and headache may stem from many causes, ranging from infections and inflammations to radiating pain. Nowadays, use of smartphones may be an emerging cause of unilateral ocular pain and headache, especially in young population. In this study, we implemented a survey and examined the eyes of patients who used smartphones with 20/20 vision. The patients with normal neurologic and ear-nose-throat (ENT) examination findings comprised the study group. The age, duration of smartphone use, ocular examination findings, and results of ocular surface disease index (OSDI) were recorded. An association between smartphone use and ocular pain/headache was found. Spherical equivalent values of the patients with headache or ocular pain were significantly lower than those who had no pain. The OSDI scores of patients with ocular pain were significantly higher than others without ocular pain. Adverse effects of smartphone use on ocular surface and over accommodation induced by near vision may have an effect on the occurrence of ocular pain and headache.",signatures:"Sertaç Argun Kıvanç, Berna Akova Budak, Mahmut Oğuz Ulusoy,\nOsman Okan Olcaysü and Nilüfer Yeşilırmak",downloadPdfUrl:"/chapter/pdf-download/53390",previewPdfUrl:"/chapter/pdf-preview/53390",authors:[{id:"187217",title:"M.D.",name:"Sertaç Argun",surname:"Kıvanç",slug:"sertac-argun-kivanc",fullName:"Sertaç Argun Kıvanç"},{id:"188290",title:"Dr.",name:"Osman Okan",surname:"Olcaysü",slug:"osman-okan-olcaysu",fullName:"Osman Okan Olcaysü"},{id:"188291",title:"Dr.",name:"Berna",surname:"Akova-Budak",slug:"berna-akova-budak",fullName:"Berna Akova-Budak"},{id:"188299",title:"Dr.",name:"Mahmut Oğuz",surname:"Ulusoy",slug:"mahmut-oguz-ulusoy",fullName:"Mahmut Oğuz Ulusoy"},{id:"197314",title:"Dr.",name:"Nilüfer",surname:"Yeşilırmak",slug:"nilufer-yesilirmak",fullName:"Nilüfer Yeşilırmak"}],corrections:null},{id:"54350",title:"Trichodynia (Scalp Dysesthesia)",doi:"10.5772/67792",slug:"trichodynia-scalp-dysesthesia-",totalDownloads:3597,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Trichodynia is defined as a painful sensation in the skin of the scalp or the hair without an underlying cutaneous disease. The term “trichodynia” (cutaneous dysesthesia syndrome) has also been proposed for discomfort, pain, burning, or stinging of the scalp related to diffuse alopecia. Probably, the diffuse alopecia or telogen effluvium and trichodynia are related. The underlying mechanisms creating the pain are not clear, though it has been proposed that it is probably multi-etiological. The most accepted hypotheses are increased expression of the neuropeptide substance P, underlying psychiatric disorders, nutritional deficiencies, and perifollicular inflammation. Although dealing with trichodynia can be distressing and literature support is weak, there are a number of treatments available.",signatures:"Müge Güler Özden",downloadPdfUrl:"/chapter/pdf-download/54350",previewPdfUrl:"/chapter/pdf-preview/54350",authors:[{id:"63332",title:"Prof.",name:"Müge",surname:"Güler Özden",slug:"muge-guler-ozden",fullName:"Müge Güler Özden"}],corrections:null},{id:"51709",title:"Surgical Therapy of Migraine and Tension-Type Headache",doi:"10.5772/64652",slug:"surgical-therapy-of-migraine-and-tension-type-headache",totalDownloads:1262,totalCrossrefCites:4,totalDimensionsCites:12,hasAltmetrics:0,abstract:"During the last few years, multiple studies have demonstrated the efficacy of migraine and tension-type headache trigger site deactivation surgery, hence expanding the therapeutic potentiality of plastic surgery. These procedures are performed based on headache onset and location: four trigger points that may cause the compression of the trigeminal branches have been described. In the present chapter, we describe indications, contraindications, procedures, and results of this therapy, focusing on our approach that relies on one 1-cm incision, and it is performed under local anesthesia.",signatures:"Edoardo Raposio, Nicolò Bertozzi, Chiara Bordin and Francesco\nSimonacci",downloadPdfUrl:"/chapter/pdf-download/51709",previewPdfUrl:"/chapter/pdf-preview/51709",authors:[{id:"186689",title:"Dr.",name:"Edoardo",surname:"Raposio",slug:"edoardo-raposio",fullName:"Edoardo Raposio"},{id:"206723",title:"Dr.",name:"Francesco",surname:"Simonacci",slug:"francesco-simonacci",fullName:"Francesco Simonacci"},{id:"206724",title:"Dr.",name:"Nicolò",surname:"Bertozzi",slug:"nicolo-bertozzi",fullName:"Nicolò Bertozzi"},{id:"206725",title:"Dr.",name:"Chiara",surname:"Bordin",slug:"chiara-bordin",fullName:"Chiara Bordin"}],corrections:null},{id:"53202",title:"Surgical Management of Migraine Headaches",doi:"10.5772/66229",slug:"surgical-management-of-migraine-headaches",totalDownloads:1240,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Although migraines are experienced by a significant portion of the population, current medical therapies often fail to completely alleviate the symptoms of many migraine sufferers, leading to significant residual disability. Within the last decade, migraine surgery has arisen as a viable option for patients who have exhausted all other medical treatments. Despite early resistance in the headache care community, it has become more accepted due to an increasing number of studies demonstrating efficacy and safety, and increasing evidence supporting the influence of peripheral nerves in the progression of migraine pathophysiology. Yet, it remains crucial to carefully select appropriate surgical candidates based on the assessment of various factors such as medication use, pain distribution, and any other medical conditions that may contribute to headache. It is equally important to ensure that the patient has a strong relationship with a neurologist for optimal medical management and postoperative medical support. After the appropriate trigger sites are identified, various techniques can be used to decompress the involved larger nerves, avulse the smaller nerves, and address any intranasal pathology that could be causing migraines.",signatures:"Michael Chung, Kyle Sanniec, Xingchen Li and Bardia Amirlak",downloadPdfUrl:"/chapter/pdf-download/53202",previewPdfUrl:"/chapter/pdf-preview/53202",authors:[{id:"188312",title:"Dr.",name:"Bardia",surname:"Amirlak",slug:"bardia-amirlak",fullName:"Bardia Amirlak"},{id:"195265",title:"Dr.",name:"Michael",surname:"Chung",slug:"michael-chung",fullName:"Michael Chung"},{id:"195327",title:"Dr.",name:"Kyle",surname:"Sanniec",slug:"kyle-sanniec",fullName:"Kyle Sanniec"},{id:"200526",title:"Dr.",name:"Xingchen",surname:"Li",slug:"xingchen-li",fullName:"Xingchen Li"}],corrections:null},{id:"53869",title:"Management of Migraine Headaches: OnabotulinumtoxinA Injection",doi:"10.5772/67308",slug:"management-of-migraine-headaches-onabotulinumtoxina-injection",totalDownloads:1404,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Chronic migraines are a common debilitating headache disorder. Recently, there has been increasing interest in the use of onabotulinumtoxinA as a preventative treatment, as studies have shown significant benefits. In line with current accepted theories on the pathophysiology of migraines, the toxin works by both direct and indirect means to prevent peripheral and central nerve sensitization. While efficacy has been established, the technique for extracranial delivery of onabotulinumtoxinA continues to see changes in an effort to seek better outcomes. The PREEMPT injection protocol is the original injection paradigm design targeting broad muscle groups. The ART injection paradigm offers the ability to deliver onabotulinumtoxinA closer to culprit nerves, thus increasing its effect and also decreasing adverse effects. OnabotulinumtoxinA is an effective and well-tolerated option for selective patients seeking relief from migraine headaches.",signatures:"Michael Chung, Xingchen Li, Kyle Sanniec and Bardia Amirlak",downloadPdfUrl:"/chapter/pdf-download/53869",previewPdfUrl:"/chapter/pdf-preview/53869",authors:[{id:"188312",title:"Dr.",name:"Bardia",surname:"Amirlak",slug:"bardia-amirlak",fullName:"Bardia Amirlak"},{id:"195265",title:"Dr.",name:"Michael",surname:"Chung",slug:"michael-chung",fullName:"Michael Chung"},{id:"195327",title:"Dr.",name:"Kyle",surname:"Sanniec",slug:"kyle-sanniec",fullName:"Kyle Sanniec"},{id:"200526",title:"Dr.",name:"Xingchen",surname:"Li",slug:"xingchen-li",fullName:"Xingchen Li"}],corrections:null},{id:"52142",title:"Acupuncture as a Therapy for Headache",doi:"10.5772/65012",slug:"acupuncture-as-a-therapy-for-headache",totalDownloads:1401,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Acupuncture has been used to treat various diseases, and there are many reports from various countries around the world as a therapy for headaches. Acupuncture has been used to relieve tension‐type headaches and prevent migraine attacks. In patients with migraine without aura, the number of headache attacks and analgesic use among patients who received acupuncture was significantly decreased compared to those who were treated with flunarizine. However, few articles have classified headaches in detail and examined the effectiveness of acupuncture. Thus, there is no clear evidence of the types of headache for which acupuncture is effective or whether acupuncture should be performed in the attack phase or intermittent phase. Functional MRI (fMRI) is a form of objective imaging study. Recently, a study was performed to investigate brain dysfunction in patients with migraine and chronic tension‐type headache. In the study of the pain‐induced activation of fMRI, migraine patients demonstrated specific brain activation in the interictal period compared to controls. We hypothesize that acupuncture affects not only peripheral circulation, but also central nervous function. However, few scientific studies have investigated the effects of acupuncture for headache by assessing cerebral function.",signatures:"Sumire Chiku and Yasushi Shibata",downloadPdfUrl:"/chapter/pdf-download/52142",previewPdfUrl:"/chapter/pdf-preview/52142",authors:[{id:"157064",title:"Prof.",name:"Yasushi",surname:"Shibata",slug:"yasushi-shibata",fullName:"Yasushi Shibata"},{id:"188135",title:"Ms.",name:"Sumire",surname:"Chiku",slug:"sumire-chiku",fullName:"Sumire Chiku"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"8203",title:"Peripheral Nerve Disorders and Treatment",subtitle:null,isOpenForSubmission:!1,hash:"faa3d9b75498d42c252aa550b9346922",slug:"peripheral-nerve-disorders-and-treatment",bookSignature:"Hande Turker, Leonel Garcia Benavides, Guillermo Ramos Gallardo and Miriam Méndez Del Villar",coverURL:"https://cdn.intechopen.com/books/images_new/8203.jpg",editedByType:"Edited by",editors:[{id:"63331",title:"Prof.",name:"Hande",surname:"Turker",slug:"hande-turker",fullName:"Hande Turker"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3390",title:"Electrodiagnosis in New Frontiers of Clinical Research",subtitle:null,isOpenForSubmission:!1,hash:"ccd9da6b93d7419d735f17e246f78fe2",slug:"electrodiagnosis-in-new-frontiers-of-clinical-research",bookSignature:"Hande Turker",coverURL:"https://cdn.intechopen.com/books/images_new/3390.jpg",editedByType:"Edited by",editors:[{id:"63331",title:"Prof.",name:"Hande",surname:"Turker",slug:"hande-turker",fullName:"Hande Turker"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1191",title:"Neuromuscular 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",isbn:"978-1-80356-927-7",printIsbn:"978-1-80356-926-0",pdfIsbn:"978-1-80356-928-4",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"22a4fb880337aaa9899a7bddcdde52eb",bookSignature:"Dr. Bo Yang",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11499.jpg",keywords:"Neural Network, Deep Learning, Fuzzy Logic, Meta-Heuristic Algorithm, Feedback Linearization Control, Perturbation/Disturbance Observer-Based Control, Robust Control, Adaptive Control, Lyapunov Method, Passivity, Chaos, Fractional-Order System",numberOfDownloads:9,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfDimensionsCitations:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 6th 2022",dateEndSecondStepPublish:"June 15th 2022",dateEndThirdStepPublish:"August 14th 2022",dateEndFourthStepPublish:"November 2nd 2022",dateEndFifthStepPublish:"January 1st 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"19 days",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"A pioneering researcher in artificial intelligence application in smart grids, professor, Editorial board of one EI journal, Editor of two SCI journals and one EI journal. Working as a Professor at Kunming University of Technology, China.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"234525",title:"Dr.",name:"Bo",middleName:null,surname:"Yang",slug:"bo-yang",fullName:"Bo Yang",profilePictureURL:"https://mts.intechopen.com/storage/users/234525/images/system/234525.png",biography:"https://pubs2.ascee.org/index.php/IJRCS/about/editorialTeamBio/6590\r\n\r\nProf. Dr. Bo Yang\r\nKunming University of Science and Technology, China\r\n\r\nBo Yang received the B.Eng. degree in electrical engineering from the South China University of Technology, Guangzhou, China, in 2010, and the Ph.D. degree in electrical engineering from the University of Liverpool, Liverpool, U.K., in 2015. He joined the Faculty of Electric Power, Kunming University of Science and Technology, as a Lecturer nad promoted as a Professor since 2020. 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Often, it is related to the (formative) assessment (e.g., [1, 10]) where “the power of formative feedback lies in its double-barreled approach, addressing both cognitive and motivational factors at the same time” ([2], 2). The feedback concept in education is broad and covers several functionalities: e.g., diagnostic feedback ([3], 769), immediate corrective feedback provided by various information computer platforms and programs [4], critical and constructive feedback (e.g., [5]), verbal and nonverbal feedback, etc. Generally a feedback should feed a learner learning forward and should help to identify the next steps in the learning journey [6]. In the context of this essay, it is important to distinguish feedback and feedforward. While feedback provides information retrospectively (
An important approach concerning feedback is its effectiveness (e.g., [3, 12]). For example ([2], 5) proposes four feedback efficiency- related strategies that might vary: timing (when given how often), amount (how many points made, how much about each point), mode (oral, written, visual/demonstration), and audience (individual, group/class). She (like many other authors, e.g., [5]) also provides recommendations not to judge but to describe, avoid personal comments, focus on the work itself and the process the students used to do the work, use positive comments that describe what is well done, and focus on the students’ own past performance. These are widely recognized basic recommendations for efficient and constructive feedback.
\nAnother approach [3, 13, 14, 15] focuses on the importance of
The main aim of this essay is to open up feedback and feedforward concept as a process of
These questions direct us to the final question: while offering feedback is a demanding communication—it necessitates perusing aims, agreement between the parties, time, expertize, and communication skills—receiving feedback also demands special literacy. Hence, it is important to point out that if feedback is handled from the point of view of dialogic communication, it demands special feedback-feedforward literacy where the teacher and student (addressee of the feedback) are both active and equipped with good communication skills and knowledgeable about efficient feedback.
\nWhile feedback is a social practice in which the management of relationships represents a source of emotions influencing the learners’ ways of studying ([15], 289), good interpersonal communication or failure during the feedback (forward) process might either establish or destroy relations. Thus, in the discourse of interpersonal communication, much attention is being paid to the techniques of providing constructive feedback via various reinforcement techniques (e.g., “When someone does something especially well, give them positive feedback, and relate it specifically to the action or behavior that was performed.”, [19], 6).
\nEducational organizations also need and use different feedback systems in order to evaluate their performance and settle further aims, although the vast number of performance indicators [20] might cause a lot of noise if the aim and the focus of the feedback remain vague. But in both cases, the common problem that becomes visible, if the feedback is approached as a dialogic communication, is that the aim and the object focus and timing of the feedback and feedforward should be negotiated.
\nIllustrative examples in this essay are collected from my various teaching experiences.
\nWhy is it important for the provider and the recipient of feedback (and feedforward) to agree upon the purpose and object of the feedback? As to the communication viewpoint, it is essential that the volume and degree of substantiality would be equally clear for both parties and to consider their current needs. Carless and Boud [21] name that kind of talk as meta-dialog: “... there is a need for meta-dialogues between teachers and students about feedback processes. Meta-dialogues discuss processes and strategies of assessment and feedback rather than the specifics of a particular piece of work.”
\nFrom the point of view of dialogic communication, the first intricacy upon creating a conscious feedback system would be establishing and agreeing about the aim, object, and amount (content) of feedback. A faculty member of the University of Tartu provided an elaborate feedback for a student’s essay on journalism history. The academician spent a lot of time in a belief she was doing a good thing, as for years the internal communication in the university had suggested that the faculty members provide students with too short and shallow feedback. In the particular case, the student was annoyed because he expected just the grade.
\nI have permanently had the same dilemma while feedbacking the students’ works (within higher education)—how much would it be optimal for the study process to provide feedback and feedforward? Would the student be able to admit the complexity of the feedback, addressing the content, language, formatting, structure, and the used data validity? While it seems to be obvious that the aim of the feedback needs to be established before providing it, teachers and students quite often forget that this needs a special time in meta-dialogs (communication).
\nIn some cases, the purpose of the feedback can be normatively determined, e.g., in the case of tutoring, the criteria for “learning outcomes” can be assessed. A practical problem arises when the outcomes have been worded too generally or as “fully acquired skills.” In the latter cases, the provider needs to make an effort to allot the feedback into reasonably small and cognizable constituent skills for the learner. For example, for a test in mathematics, the teachers’ feedback to the student feedforward often stands, “Exercise calculating more!”, as the learning outcome is specified as “Can calculate.” For a student, “exercising to calculate” can be a too general and overwhelming task, as it includes training several constituent skills. The more explicit feedforward might be “to exercise the written method of division.” A more precise analysis of the student’s mistakes may enable to focus the feedforward more precisely, “Be cautious in putting down the numbers in written division – write only one number per grid paper square!”.
\nIn education organizations, the future directives have usually been formulating development plans. However, these plans have been laid down as if horizons are glimmering far away. The organization’s staff still needs particular vision for a closer timeline—in a year or 5 years of perspective.
\nAltogether, for determining the aim, objective, and amount of feedback and feedforward, the provider and the recipient need to agree upon the following:
Would the feedback and feedforward cover few or many aspects?
What would be the final object of the feedback and feedforward?
The degree of generalization—how much effort lies in interpreting the feedback? Who should “translate” feedback into feedforward?
Extent of the feedforward—how much effort is expected from the recipient in the process of implementing it?
As it was said before efficient feedback needs timing, hence, feedback needs to be scheduled, but from the point of view of communication, the main problems are linked to fixed feedback systems in educational organizations that most often are related to the feedback the teacher gets from students. For instance, there is a difference for a teacher to receive feedback from the students either during the course—to enable and implement instant changes—or after the course. The latter’s retrospective nature enables to introduce some changes the next time, but the students vary year by year. As another example for a teacher starting his career, it is important to get collegial feedback and feedforward both before the session and in situations when some activities need to be adjusted.
\nThus, the purpose of feedback and feedforward may seemingly be obvious, but, in practice, we have to pay sufficient attention to the time we need for meta-dialog about the objects and volume of feedback and feedforward, its explicitness, and the period of time about what and when the feedback is provided. Merely the considerations of the feedback provider would not suffice—the needs of the recipient must equally be regarded.
\nIdeally, feedback could start from questions asked by the recipient. Much of the disappointment between the feedback providers and recipients originates from discrepant expectations and perceptions of good and relevant feedback. Therewhile in practice, the recipients may not know what he actually does not know. In other words, formulating the question for feedback necessitates a good self-reflection, an ability to assess feedback provider’s competence, and, after all, a habit to request for feedback.
\nMore often in my educator’s practice, I have been employing a method, asking the students to formulate about what they would like to get feedback. I explain them that if they ask “How was my test?”, I’ll respond in the same degree of generality: “Well”, “Not satisfactory”, or similar. My intention of employing this method is to develop students’ skill to devise what skills and knowledge they elaborated while executing the exercises. Also, I am aiming to provide as much feedback as much the students are willing to “translate” it into feedforward. It is likely that the ability to ask for feedback and feedforward would need systematic training and be shaped out gradually.
\nHow can an (educational) organization obtain feedback for its operations? Ideally, the school staff might formulate the question, in which they would like to have feedback and feedforward. From there on, they put up a methodology on how to get the requested feedback. What data needs to be gathered? How to get these data? Who and how we might analyze these? How to interpret the results and to “translate” them into future plans?
\nIn an organizational management, there are very many feedback indicators (e.g., [20]). Thus, feedback by external observers can be random, singling out some features and neglecting others. Therefore, in sophisticated systems, the feedback recipient needs to balance traditional and externally provided feedback indicators. I would like to point out that if the educational organizations avoid actively formulating feedback questions about themselves, the declared aims and evaluations fed back often collide. For instance, the curricula and the political rhetoric primarily declare child-centeredness, but the public evaluative feedback focuses on ratings upon state examinations’ results by schools. Analysis (feedback) on the “health” and development of the system actually means permanent scanning of the “dark corners,” also detecting and critically apprehending new patterns.
\nGrasping initiative while asking for feedback provides an advantage—the recipient can control the vision of what is noticed upon his work and also push it to the direction, in which he wants to advance.
\nAlong with formulating the feedback questions, also the feedback asking a format can be tangled. Format, or genre, simplifies communication and reduces confusion about hidden assumptions. Evaluation interview is a prevalent format, or genre, for feedback and feedforward. During this evaluation interview, the conversational partners take time to listen to each other. The interview can be prepared. Having listened to people working in various spheres, I claim this demanding genre for managers to be misemployed as an enabler of productive feedback and feedforward. Organizations (management, focus groups) may need explicit time and place for evaluation interviews. Group interviews probably take more time, and the preparation is more demanding, but, for the educational institution or its owner, such regular feedback genre, after years of rehearsing, can serve as an event to discuss corporate values and principles.
\nStandardized questionnaire is another common format for feedback. Employing questionnaires is intricate, as here stands the rule—you’ll get what you ask. In other words, wrongly formulated question to a wrong addressee would rather produce noise.
\nIn the interpersonal communication, you can read a colleague saying “Your class is awful!” not providing feedback but expressing his anxiety. Besides, the colleague produces judgmental feedback about a situation, in which the recipient cannot do anything. It sounds like a reprimand by a teacher to the parent of a student, “K. is disturbing the lesson!”. The parent could reply in the same mood, “Shall I come to the lesson to sit next to my child?”. The teacher might rather ask his colleagues, “What methods do you use to keep the students busy?”. Therefore, it is important to make difference between feedback and issue propounding.
\nNoise can also be produced by anonymous feedback. In the case of anonymous feedback, the interrelationship and context between the provider and the recipient is missing. It is very common to ask anonymous feedback from students about finished courses. With regard to translating feedback into feedforward, this contains several problems. The anonymous feedback is hard to interpret due to missing context. Inevitably, the student’s relationship with the teacher and the course is personal. I have met several teachers who along with constructive feedback have received some adverse statements, which tend to irrationally haunt years later. Over all, anonymity provides no motivation to feedback in quality manner. However, all the mentioned drawbacks do not fully compromise collecting retrospective evaluations, but it cannot be translated into feedforward. Also anonymous questioning may be relevant, but it does not support interpersonal relations.
\nRelations also suffer from superficial feedback. In daily work, people experience a wide range of features, but the feedback they get about are some marginal nuances. For instance, a teacher had prepared several exercises with diverse ruggedness for students with diverse studying pace. He improved the exercises, based on the feedback from the students. Now, he would need inspiring, analytical, and approving feedback, noticing that he has done much beyond the regular job. During the evaluation interview, the manager mainly asks about the teacher’s mid-career training needs and praises for good results in exams. The manager based on easy-access data and has no knowledge about the teacher’s innovative work. By analyzing how much and what kind of feedback the managers give, we can indirectly detect how much they have delved into subordinates’ job. In fact, the provided feedback reflects the manager’s professional competence.
\nIn translating feedback into feedforward, we need to address two major considerations. Firstly, we need to establish if the results can be improved with the help of feedback. This underlines the importance of the time of offering feedback. For instance, when students provide feedback to the teacher, it makes much sense whether the feedback is given during the course or after it. In the first case, the teacher can make improvements to the ongoing learning process; hence, the feedback that is given to the addressee during the process could be turned into feedforward, while the feedback that has been given in the end of a course would not be easy to be “translated.”
\nIt is also important to establish who “translates” and how to “translate” feedback into feedforward. For example, grading at schools is a typical sort of feedback, which points out the errors but establishes how to avoid these mistakes with the subject of grading. The problem is that the feedback on what has been achieved needs special effort to the “translated” into “what should be the next steps” message. In the case of an active learner (addressee), it might be useful if he/she asks actively about the next steps.
\nAs it was said before, feedback is a tool for creating (or destroying) relations. To create and keep trustful relations, one might have to learn to provide neutral descriptive feedback. It is probably easier and more convenient to give general positive commending judgment. However, positive descriptive feedback presupposes the qualities of an observant noticer and analyst. For instance, the provider of neutral descriptive feedback instead of saying, “A great lesson! Enjoyable and interesting!” would say something like “I saw that students in your lesson were studying along! At least four-five students asked some further questions and your answers provided also me with new facts!”.
\nThe effect of descriptive neutral feedback appears more splendid when negative message needs to be passed on. For instance, a small student fidgets and chats. A critical and judgmental feedforward would be “Don’t disturb the lesson!”. The descriptive and neutral way to provide feedforward would be something like “I see that you have hard time to listen to my talk”—a pause—and then “What could help you to concentrate?”. This example illustrates also one more golden rule for feedback and feedforward—before giving feedback and judgments, think about what you do not know and what kind of wrong presumptions you may have. Maybe the child seemingly disturbing the lesson has an acute question on the topic and simply cannot get a chance to say it or is shy.
\nIn analyzing feedback and feedforward from the aspect of dialogic communication, we need to keep in mind that communication always produces noise: failure to understand properly, incorrect data, prejudices, data misinterpretations, inappropriate word usage, shallow or judgmental opinions, and others. It would be efficient to start from asking what the recipient needs. Would it be acknowledgment (for cheering up or promoting) or feedback convertible into feedforward? Or is it confirmation on something already known?
\nIf an organization seeks for feedback, it is relevant to detect what kind of data is needed to be collected and how. Would these data and sources be adequate indicators to assess the desired question? What are the permanent working feedback formats (e.g., evaluation interviews), and which need additional effort to be launched?
\nAnd what will be the purpose for the gathered feedback? In many cases, organizations make much effort for getting data about their daily functioning and spend much money and time (e.g., carrying out a vast formalized survey) but cannot make use of the results.
\nFinally, we need to notice what kind of (often unapparent) communication of feedback and feedforward is already going on between the individuals and the organization. What kind of messages and values are forwarded through it? What kind of information would it provide about feedback providers and their competence, values, and ability to delve? Will there remain traces of the feedback procedures to be used for organization’s future performance analysis? Altogether, asking organizations about their feedback- and feedforward-related behavior enables to analyze the level of communication noise and, respectively, reduce it.
\nIn cybernetics, learning processes, and communication, feedback is essential. Often, it is related to the (formative) assessment (e.g., [1, 10]) where “the power of formative feedback lies in its double-barreled approach, addressing both cognitive and motivational factors at the same time” ([2], 2). The feedback concept in education is broad and covers several functionalities: e.g., diagnostic feedback ([3], 769), immediate corrective feedback provided by various information computer platforms and programs [4], critical and constructive feedback (e.g., [5]), verbal and nonverbal feedback, etc. Generally a feedback should feed a learner learning forward and should help to identify the next steps in the learning journey [6]. In the context of this essay, it is important to distinguish feedback and feedforward. While feedback provides information retrospectively (
An important approach concerning feedback is its effectiveness (e.g., [3, 12]). For example ([2], 5) proposes four feedback efficiency- related strategies that might vary: timing (when given how often), amount (how many points made, how much about each point), mode (oral, written, visual/demonstration), and audience (individual, group/class). She (like many other authors, e.g., [5]) also provides recommendations not to judge but to describe, avoid personal comments, focus on the work itself and the process the students used to do the work, use positive comments that describe what is well done, and focus on the students’ own past performance. These are widely recognized basic recommendations for efficient and constructive feedback.
\nAnother approach [3, 13, 14, 15] focuses on the importance of
The main aim of this essay is to open up feedback and feedforward concept as a process of
These questions direct us to the final question: while offering feedback is a demanding communication—it necessitates perusing aims, agreement between the parties, time, expertize, and communication skills—receiving feedback also demands special literacy. Hence, it is important to point out that if feedback is handled from the point of view of dialogic communication, it demands special feedback-feedforward literacy where the teacher and student (addressee of the feedback) are both active and equipped with good communication skills and knowledgeable about efficient feedback.
\nWhile feedback is a social practice in which the management of relationships represents a source of emotions influencing the learners’ ways of studying ([15], 289), good interpersonal communication or failure during the feedback (forward) process might either establish or destroy relations. Thus, in the discourse of interpersonal communication, much attention is being paid to the techniques of providing constructive feedback via various reinforcement techniques (e.g., “When someone does something especially well, give them positive feedback, and relate it specifically to the action or behavior that was performed.”, [19], 6).
\nEducational organizations also need and use different feedback systems in order to evaluate their performance and settle further aims, although the vast number of performance indicators [20] might cause a lot of noise if the aim and the focus of the feedback remain vague. But in both cases, the common problem that becomes visible, if the feedback is approached as a dialogic communication, is that the aim and the object focus and timing of the feedback and feedforward should be negotiated.
\nIllustrative examples in this essay are collected from my various teaching experiences.
\nWhy is it important for the provider and the recipient of feedback (and feedforward) to agree upon the purpose and object of the feedback? As to the communication viewpoint, it is essential that the volume and degree of substantiality would be equally clear for both parties and to consider their current needs. Carless and Boud [21] name that kind of talk as meta-dialog: “... there is a need for meta-dialogues between teachers and students about feedback processes. Meta-dialogues discuss processes and strategies of assessment and feedback rather than the specifics of a particular piece of work.”
\nFrom the point of view of dialogic communication, the first intricacy upon creating a conscious feedback system would be establishing and agreeing about the aim, object, and amount (content) of feedback. A faculty member of the University of Tartu provided an elaborate feedback for a student’s essay on journalism history. The academician spent a lot of time in a belief she was doing a good thing, as for years the internal communication in the university had suggested that the faculty members provide students with too short and shallow feedback. In the particular case, the student was annoyed because he expected just the grade.
\nI have permanently had the same dilemma while feedbacking the students’ works (within higher education)—how much would it be optimal for the study process to provide feedback and feedforward? Would the student be able to admit the complexity of the feedback, addressing the content, language, formatting, structure, and the used data validity? While it seems to be obvious that the aim of the feedback needs to be established before providing it, teachers and students quite often forget that this needs a special time in meta-dialogs (communication).
\nIn some cases, the purpose of the feedback can be normatively determined, e.g., in the case of tutoring, the criteria for “learning outcomes” can be assessed. A practical problem arises when the outcomes have been worded too generally or as “fully acquired skills.” In the latter cases, the provider needs to make an effort to allot the feedback into reasonably small and cognizable constituent skills for the learner. For example, for a test in mathematics, the teachers’ feedback to the student feedforward often stands, “Exercise calculating more!”, as the learning outcome is specified as “Can calculate.” For a student, “exercising to calculate” can be a too general and overwhelming task, as it includes training several constituent skills. The more explicit feedforward might be “to exercise the written method of division.” A more precise analysis of the student’s mistakes may enable to focus the feedforward more precisely, “Be cautious in putting down the numbers in written division – write only one number per grid paper square!”.
\nIn education organizations, the future directives have usually been formulating development plans. However, these plans have been laid down as if horizons are glimmering far away. The organization’s staff still needs particular vision for a closer timeline—in a year or 5 years of perspective.
\nAltogether, for determining the aim, objective, and amount of feedback and feedforward, the provider and the recipient need to agree upon the following:
Would the feedback and feedforward cover few or many aspects?
What would be the final object of the feedback and feedforward?
The degree of generalization—how much effort lies in interpreting the feedback? Who should “translate” feedback into feedforward?
Extent of the feedforward—how much effort is expected from the recipient in the process of implementing it?
As it was said before efficient feedback needs timing, hence, feedback needs to be scheduled, but from the point of view of communication, the main problems are linked to fixed feedback systems in educational organizations that most often are related to the feedback the teacher gets from students. For instance, there is a difference for a teacher to receive feedback from the students either during the course—to enable and implement instant changes—or after the course. The latter’s retrospective nature enables to introduce some changes the next time, but the students vary year by year. As another example for a teacher starting his career, it is important to get collegial feedback and feedforward both before the session and in situations when some activities need to be adjusted.
\nThus, the purpose of feedback and feedforward may seemingly be obvious, but, in practice, we have to pay sufficient attention to the time we need for meta-dialog about the objects and volume of feedback and feedforward, its explicitness, and the period of time about what and when the feedback is provided. Merely the considerations of the feedback provider would not suffice—the needs of the recipient must equally be regarded.
\nIdeally, feedback could start from questions asked by the recipient. Much of the disappointment between the feedback providers and recipients originates from discrepant expectations and perceptions of good and relevant feedback. Therewhile in practice, the recipients may not know what he actually does not know. In other words, formulating the question for feedback necessitates a good self-reflection, an ability to assess feedback provider’s competence, and, after all, a habit to request for feedback.
\nMore often in my educator’s practice, I have been employing a method, asking the students to formulate about what they would like to get feedback. I explain them that if they ask “How was my test?”, I’ll respond in the same degree of generality: “Well”, “Not satisfactory”, or similar. My intention of employing this method is to develop students’ skill to devise what skills and knowledge they elaborated while executing the exercises. Also, I am aiming to provide as much feedback as much the students are willing to “translate” it into feedforward. It is likely that the ability to ask for feedback and feedforward would need systematic training and be shaped out gradually.
\nHow can an (educational) organization obtain feedback for its operations? Ideally, the school staff might formulate the question, in which they would like to have feedback and feedforward. From there on, they put up a methodology on how to get the requested feedback. What data needs to be gathered? How to get these data? Who and how we might analyze these? How to interpret the results and to “translate” them into future plans?
\nIn an organizational management, there are very many feedback indicators (e.g., [20]). Thus, feedback by external observers can be random, singling out some features and neglecting others. Therefore, in sophisticated systems, the feedback recipient needs to balance traditional and externally provided feedback indicators. I would like to point out that if the educational organizations avoid actively formulating feedback questions about themselves, the declared aims and evaluations fed back often collide. For instance, the curricula and the political rhetoric primarily declare child-centeredness, but the public evaluative feedback focuses on ratings upon state examinations’ results by schools. Analysis (feedback) on the “health” and development of the system actually means permanent scanning of the “dark corners,” also detecting and critically apprehending new patterns.
\nGrasping initiative while asking for feedback provides an advantage—the recipient can control the vision of what is noticed upon his work and also push it to the direction, in which he wants to advance.
\nAlong with formulating the feedback questions, also the feedback asking a format can be tangled. Format, or genre, simplifies communication and reduces confusion about hidden assumptions. Evaluation interview is a prevalent format, or genre, for feedback and feedforward. During this evaluation interview, the conversational partners take time to listen to each other. The interview can be prepared. Having listened to people working in various spheres, I claim this demanding genre for managers to be misemployed as an enabler of productive feedback and feedforward. Organizations (management, focus groups) may need explicit time and place for evaluation interviews. Group interviews probably take more time, and the preparation is more demanding, but, for the educational institution or its owner, such regular feedback genre, after years of rehearsing, can serve as an event to discuss corporate values and principles.
\nStandardized questionnaire is another common format for feedback. Employing questionnaires is intricate, as here stands the rule—you’ll get what you ask. In other words, wrongly formulated question to a wrong addressee would rather produce noise.
\nIn the interpersonal communication, you can read a colleague saying “Your class is awful!” not providing feedback but expressing his anxiety. Besides, the colleague produces judgmental feedback about a situation, in which the recipient cannot do anything. It sounds like a reprimand by a teacher to the parent of a student, “K. is disturbing the lesson!”. The parent could reply in the same mood, “Shall I come to the lesson to sit next to my child?”. The teacher might rather ask his colleagues, “What methods do you use to keep the students busy?”. Therefore, it is important to make difference between feedback and issue propounding.
\nNoise can also be produced by anonymous feedback. In the case of anonymous feedback, the interrelationship and context between the provider and the recipient is missing. It is very common to ask anonymous feedback from students about finished courses. With regard to translating feedback into feedforward, this contains several problems. The anonymous feedback is hard to interpret due to missing context. Inevitably, the student’s relationship with the teacher and the course is personal. I have met several teachers who along with constructive feedback have received some adverse statements, which tend to irrationally haunt years later. Over all, anonymity provides no motivation to feedback in quality manner. However, all the mentioned drawbacks do not fully compromise collecting retrospective evaluations, but it cannot be translated into feedforward. Also anonymous questioning may be relevant, but it does not support interpersonal relations.
\nRelations also suffer from superficial feedback. In daily work, people experience a wide range of features, but the feedback they get about are some marginal nuances. For instance, a teacher had prepared several exercises with diverse ruggedness for students with diverse studying pace. He improved the exercises, based on the feedback from the students. Now, he would need inspiring, analytical, and approving feedback, noticing that he has done much beyond the regular job. During the evaluation interview, the manager mainly asks about the teacher’s mid-career training needs and praises for good results in exams. The manager based on easy-access data and has no knowledge about the teacher’s innovative work. By analyzing how much and what kind of feedback the managers give, we can indirectly detect how much they have delved into subordinates’ job. In fact, the provided feedback reflects the manager’s professional competence.
\nIn translating feedback into feedforward, we need to address two major considerations. Firstly, we need to establish if the results can be improved with the help of feedback. This underlines the importance of the time of offering feedback. For instance, when students provide feedback to the teacher, it makes much sense whether the feedback is given during the course or after it. In the first case, the teacher can make improvements to the ongoing learning process; hence, the feedback that is given to the addressee during the process could be turned into feedforward, while the feedback that has been given in the end of a course would not be easy to be “translated.”
\nIt is also important to establish who “translates” and how to “translate” feedback into feedforward. For example, grading at schools is a typical sort of feedback, which points out the errors but establishes how to avoid these mistakes with the subject of grading. The problem is that the feedback on what has been achieved needs special effort to the “translated” into “what should be the next steps” message. In the case of an active learner (addressee), it might be useful if he/she asks actively about the next steps.
\nAs it was said before, feedback is a tool for creating (or destroying) relations. To create and keep trustful relations, one might have to learn to provide neutral descriptive feedback. It is probably easier and more convenient to give general positive commending judgment. However, positive descriptive feedback presupposes the qualities of an observant noticer and analyst. For instance, the provider of neutral descriptive feedback instead of saying, “A great lesson! Enjoyable and interesting!” would say something like “I saw that students in your lesson were studying along! At least four-five students asked some further questions and your answers provided also me with new facts!”.
\nThe effect of descriptive neutral feedback appears more splendid when negative message needs to be passed on. For instance, a small student fidgets and chats. A critical and judgmental feedforward would be “Don’t disturb the lesson!”. The descriptive and neutral way to provide feedforward would be something like “I see that you have hard time to listen to my talk”—a pause—and then “What could help you to concentrate?”. This example illustrates also one more golden rule for feedback and feedforward—before giving feedback and judgments, think about what you do not know and what kind of wrong presumptions you may have. Maybe the child seemingly disturbing the lesson has an acute question on the topic and simply cannot get a chance to say it or is shy.
\nIn analyzing feedback and feedforward from the aspect of dialogic communication, we need to keep in mind that communication always produces noise: failure to understand properly, incorrect data, prejudices, data misinterpretations, inappropriate word usage, shallow or judgmental opinions, and others. It would be efficient to start from asking what the recipient needs. Would it be acknowledgment (for cheering up or promoting) or feedback convertible into feedforward? Or is it confirmation on something already known?
\nIf an organization seeks for feedback, it is relevant to detect what kind of data is needed to be collected and how. Would these data and sources be adequate indicators to assess the desired question? What are the permanent working feedback formats (e.g., evaluation interviews), and which need additional effort to be launched?
\nAnd what will be the purpose for the gathered feedback? In many cases, organizations make much effort for getting data about their daily functioning and spend much money and time (e.g., carrying out a vast formalized survey) but cannot make use of the results.
\nFinally, we need to notice what kind of (often unapparent) communication of feedback and feedforward is already going on between the individuals and the organization. What kind of messages and values are forwarded through it? What kind of information would it provide about feedback providers and their competence, values, and ability to delve? Will there remain traces of the feedback procedures to be used for organization’s future performance analysis? Altogether, asking organizations about their feedback- and feedforward-related behavior enables to analyze the level of communication noise and, respectively, reduce it.
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\n\n2. All advertisements and commercially sponsored publications are independent from editorial decisions.
\n\n3. IntechOpen does not endorse any product or service marked as an advertisement on IntechOpen website.
\n\n4. IntechOpen has blocked all the inappropriate types of advertising.
\n\n5. IntechOpen has blocked advertisement of harmful products or services.
\n\n6. Advertisements and editorial content are clearly distinguishable.
\n\n7. Editorial decisions will not be influenced by current or potential advertisers and will not be influenced by marketing decisions.
\n\n8. Advertisers have no control or influence over the results of searches a user may conduct on the website by keyword or topic search.
\n\n9. Types of advertisments:
\n\n- Advertisements in the Physical Sciences, Engineering and Technology, and Social Sciences and Humanities sections of the IntechOpen website are programmatic (based on user behaviour such as web pages visited, content viewed, etc.)
\n\n- Advertisements in the Life Sciences and Health Sciences sections of the IntechOpen website are programmatic as well as contextual based on the content of the respective books and chapters. IntechOpen's third party partner eHealthcare Solutions (EHS) is a unique marketing platform that specializes in connecting niche audiences with healthcare brands.
\n\nYou may view their privacy policy here: https://ehealthcaresolutions.com/privacy-policy/
\n\n10. IntechOpen Advertising Sales department makes the decisions about the types of advertisements to include or exclude. Placement of advertising is at the discretion of IntechOpen. IntechOpen retains the right to reject and/or request modifications to the advertisement. An advertisement that is visible online, will be withdrawn from the site at any time if the Editor(s) or Author(s) request its removal.
\n\n11. Users can make decisions about accepting advertisements. Users can block all the advertisements by using ad blockers. Users can send all the complaints about advertising to: info@intechopen.com.
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His studies in robotics lead him not only to a PhD degree but also inspired him to co-found and build the International Journal of Advanced Robotic Systems - world's first Open Access journal in the field of robotics.",institutionString:null,institution:{name:"TU Wien",country:{name:"Austria"}}},{id:"441",title:"Ph.D.",name:"Jaekyu",middleName:null,surname:"Park",slug:"jaekyu-park",fullName:"Jaekyu Park",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/441/images/1881_n.jpg",biography:null,institutionString:null,institution:{name:"LG Corporation (South Korea)",country:{name:"Korea, South"}}},{id:"465",title:"Dr",name:"Christian",middleName:null,surname:"Martens",slug:"christian-martens",fullName:"Christian Martens",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"479",title:"Dr.",name:"Valentina",middleName:null,surname:"Colla",slug:"valentina-colla",fullName:"Valentina Colla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/479/images/358_n.jpg",biography:null,institutionString:null,institution:{name:"Sant'Anna School of Advanced Studies",country:{name:"Italy"}}},{id:"494",title:"PhD",name:"Loris",middleName:null,surname:"Nanni",slug:"loris-nanni",fullName:"Loris Nanni",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/494/images/system/494.jpg",biography:"Loris Nanni received his Master Degree cum laude on June-2002 from the University of Bologna, and the April 26th 2006 he received his Ph.D. in Computer Engineering at DEIS, University of Bologna. 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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. 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In-service vehicles equipped with sensors and GPS systems can act as probes to detect and analyse real-time vehicle vibration. Recently, a compact on-board sensing device has been developed. This chapter describes the track condition monitoring system that uses a compact on-board sensing device and diagnosis software. The diagnosis software provides the function of detecting track faults using the root mean square (RMS) of the car-body acceleration. It also allows analysis in the time-frequency domain using wavelet transform. A monitoring experiment in a local railway line showed that the system is effective for practical application.",book:{id:"4789",slug:"railway-research-selected-topics-on-development-safety-and-technology",title:"Railway Research",fullTitle:"Railway Research - Selected Topics on Development, Safety and Technology"},signatures:"Hitoshi Tsunashima, Hirotaka Mori, Masayuki Ogino and Akira\nAsano",authors:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",slug:"hitoshi-tsunashima",fullName:"Hitoshi Tsunashima"}]},{id:"59302",doi:"10.5772/intechopen.74277",title:"Model-Based Fault Analysis for Railway Traction Systems",slug:"model-based-fault-analysis-for-railway-traction-systems",totalDownloads:1384,totalCrossrefCites:1,totalDimensionsCites:5,abstract:"Fault analysis in industrial equipment has been usually performed using classical techniques such as failure modes and effects analysis (FMEA) and fault tree analysis (FTA). Model-based fault analysis has been used during the last several years in order to overcome the limitations of classical methods when complex industrial equipment has to be analyzed. In railway and automotive sectors, the development and validation of new products are based on hardware-in-the-loop (HIL) platforms. In this chapter, a methodology to enhance classical FMEAs is presented. Based on HIL simulations, the objective is to improve the results of the fault analysis with quantitative information about the effects of each fault mode. In this way, the impact of the fault analysis in the design of the traction system, the development of new diagnostic functionalities and in the maintenance tasks will increase.",book:{id:"6065",slug:"modern-railway-engineering",title:"Modern Railway Engineering",fullTitle:"Modern Railway Engineering"},signatures:"Jon del Olmo, Fernando Garramiola, Javier Poza and Gaizka\nAlmandoz",authors:[{id:"149511",title:"Dr.",name:"Gaizka",middleName:null,surname:"Almandoz",slug:"gaizka-almandoz",fullName:"Gaizka Almandoz"},{id:"149644",title:"Dr.",name:"Javier",middleName:null,surname:"Poza",slug:"javier-poza",fullName:"Javier Poza"},{id:"235660",title:"Dr.",name:"Jon",middleName:null,surname:"Del Olmo",slug:"jon-del-olmo",fullName:"Jon Del Olmo"},{id:"241062",title:"Mr.",name:"Fernando",middleName:null,surname:"Garramiola",slug:"fernando-garramiola",fullName:"Fernando Garramiola"}]},{id:"49375",doi:"10.5772/61517",title:"Experimental and Simulation Study of the Superstructure and Its Components",slug:"experimental-and-simulation-study-of-the-superstructure-and-its-components",totalDownloads:2553,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"The issues discussed in this chapter are of interest of both the manufacturers and the experts responsible for condition of the track superstructure. In general, stress in steel elements may affect the energy state, phase changes, and corrosion. It may reduce fatigue strength and cause damage and cracks of the rails. It is one of the causes of accelerated development of standard railhead defects. Proper selection of, e.g., bending process parameters provides uniform distribution and acceptable level of residual stresses in the bent components. Residual stresses that develop during manufacturing process in the railway turnout steel components can change their strength properties. The first part of this chapter presents ultrasonic measurement method and computer simulation that allowed to develop a method to diagnose state and distribution of residual stresses in steel components of the railway turnout (wing rails and switch blades) in the production process. The second part of this chapter includes experimental and simulation studies of superstructure in operational conditions. A track substructure with a crashed stone composite is a solution of reinforced standard track substructure. The results are used to draw conclusions concerning further development and possible modifications of a proposed solution. A significant number of simulation calculations also allow to determine the duration of guaranteed functionality of a reinforced track substructure.",book:{id:"4789",slug:"railway-research-selected-topics-on-development-safety-and-technology",title:"Railway Research",fullTitle:"Railway Research - Selected Topics on Development, Safety and Technology"},signatures:"Jacek Kukulski",authors:[{id:"175842",title:"Ph.D.",name:"Jacek",middleName:null,surname:"Kukulski",slug:"jacek-kukulski",fullName:"Jacek Kukulski"}]},{id:"49716",doi:"10.5772/62080",title:"A Systems View of Railway Safety and Security",slug:"a-systems-view-of-railway-safety-and-security",totalDownloads:4110,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"This chapter approaches the concerns over safety and security of modern mainline and light railways from a systems perspective. It addresses the two key concerns from the view point of systemic emergence arising from the interaction between all the principal constituents of the railway system, namely infrastructure, rolling stock, energy and human element comprising workers, passengers and the neighbours of the railways.",book:{id:"4789",slug:"railway-research-selected-topics-on-development-safety-and-technology",title:"Railway Research",fullTitle:"Railway Research - Selected Topics on Development, Safety and Technology"},signatures:"Ali G. Hessami",authors:[{id:"108303",title:"Prof.",name:"Ali G.",middleName:null,surname:"Hessami",slug:"ali-g.-hessami",fullName:"Ali G. Hessami"}]},{id:"57840",doi:"10.5772/intechopen.71768",title:"Advanced Train Positioning/Communication System",slug:"advanced-train-positioning-communication-system",totalDownloads:1660,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"In the past, in order to ensure train positioning as well as ground-to-train information exchange, railways have adopted various technologies. Over time, each new generation of equipment enriched the global information exchange but, as a consequence, necessitated higher data rate transfers. For the positioning functionality, the existing localisation systems are still limited, since most of them require an infrastructure installation with constraints such as laying equipment between the rails or having high database maintenance requirements and computational costs. Moreover, some of them accumulate errors (odometers and inertial sensors) or offer limited coverage in shadowed areas (GNSS, etc.). Currently, in railway applications, a widely used localization system is based on proprioceptive sensors embarked in the train. This on-board system is coupled to the use of balises located at ground between the rails. These balises are kilometre markers. They are used to compensate for the drift of the localization information computed using the proprioceptive sensors alone, when the train moves. The balises provide absolute localization information whenever the train passes over them. They can also provide spot communication during the short period of time when trains are passing over them. In the first part of this chapter, techniques for achieving train positioning and data exchanges between trains and infrastructure are introduced. In the second part, a new balise is proposed. Particular attention is paid to the contribution of this new solution in terms of localization error and communication performances.",book:{id:"6065",slug:"modern-railway-engineering",title:"Modern Railway Engineering",fullTitle:"Modern Railway Engineering"},signatures:"Fouzia Elbahhar and Marc Heddebaut",authors:[{id:"140822",title:"Dr.",name:"Fouzia",middleName:null,surname:"Elbahhar",slug:"fouzia-elbahhar",fullName:"Fouzia Elbahhar"}]}],mostDownloadedChaptersLast30Days:[{id:"57056",title:"Transmission-Based Signaling Systems",slug:"transmission-based-signaling-systems",totalDownloads:3049,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"In this chapter, we describe the principal communication systems applied to the transmission-based signaling (TBS) systems for railways. Typical examples are communication-based train control (CBTC), European Rail Traffic Management System (ERTMS), and distance to go (DTG). Moreover, to properly address some of the challenges that need to face these systems, we will provide a deep insight on propagation issues related to all the environments (urban, suburban, rural, tunnel, etc.). We will highlight all the communication-related issues and the operational as well. Finally, a detailed survey on the directions of research on all these topics is provided, in order to properly cover this interesting subject. In this research, hot topics like virtual coupling are explained as well.",book:{id:"6065",slug:"modern-railway-engineering",title:"Modern Railway Engineering",fullTitle:"Modern Railway Engineering"},signatures:"Cesar Briso-Rodríguez, Juan Moreno García-Loygorri and Lei Zhang",authors:[{id:"171013",title:"Dr.",name:"Cesar",middleName:null,surname:"Briso",slug:"cesar-briso",fullName:"Cesar Briso"},{id:"216915",title:"Dr.",name:"Juan",middleName:null,surname:"Moreno Garcia-Loygorri",slug:"juan-moreno-garcia-loygorri",fullName:"Juan Moreno Garcia-Loygorri"},{id:"216916",title:"Dr.",name:"Lei",middleName:null,surname:"Zhang",slug:"lei-zhang",fullName:"Lei Zhang"}]},{id:"49375",title:"Experimental and Simulation Study of the Superstructure and Its Components",slug:"experimental-and-simulation-study-of-the-superstructure-and-its-components",totalDownloads:2553,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"The issues discussed in this chapter are of interest of both the manufacturers and the experts responsible for condition of the track superstructure. In general, stress in steel elements may affect the energy state, phase changes, and corrosion. It may reduce fatigue strength and cause damage and cracks of the rails. It is one of the causes of accelerated development of standard railhead defects. Proper selection of, e.g., bending process parameters provides uniform distribution and acceptable level of residual stresses in the bent components. Residual stresses that develop during manufacturing process in the railway turnout steel components can change their strength properties. The first part of this chapter presents ultrasonic measurement method and computer simulation that allowed to develop a method to diagnose state and distribution of residual stresses in steel components of the railway turnout (wing rails and switch blades) in the production process. The second part of this chapter includes experimental and simulation studies of superstructure in operational conditions. A track substructure with a crashed stone composite is a solution of reinforced standard track substructure. The results are used to draw conclusions concerning further development and possible modifications of a proposed solution. A significant number of simulation calculations also allow to determine the duration of guaranteed functionality of a reinforced track substructure.",book:{id:"4789",slug:"railway-research-selected-topics-on-development-safety-and-technology",title:"Railway Research",fullTitle:"Railway Research - Selected Topics on Development, Safety and Technology"},signatures:"Jacek Kukulski",authors:[{id:"175842",title:"Ph.D.",name:"Jacek",middleName:null,surname:"Kukulski",slug:"jacek-kukulski",fullName:"Jacek Kukulski"}]},{id:"59304",title:"Improving Feasibility of High-Speed Train Project: Creating Added Value",slug:"improving-feasibility-of-high-speed-train-project-creating-added-value",totalDownloads:1471,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"Infrastructure plays a significant role in increasing economic development by providing access of transportation and improving connectivity. High-speed train (HST), one of mega infrastructure projects, has a positive impact on economic development of a nation. However, the project feasibility requires the maximum value for money and an acceptable risk to attract private investors. This study aims to improve the feasibility of the project by producing a conceptual design of Jakarta-Surabaya high-speed train in Indonesia. Value engineering will be used to evaluate both technical and financial aspects of the project. The methodology uses both qualitative and quantitative approaches through a case study, in-depth interviews, and life-cycle cost analysis. The result shows an optimum route sketching for the project and potential added value to the project. It consists of the solar cell, fiber optic, tourism, and transit-oriented development. The output also generates the division of responsibility between the government and business entity during the project lifecycle regarding the project financing. The institutional scheme will regulate the position and roles for each related stakeholder that was involved in the HST project development.",book:{id:"6065",slug:"modern-railway-engineering",title:"Modern Railway Engineering",fullTitle:"Modern Railway Engineering"},signatures:"Mohammed Ali Berawi",authors:[{id:"207251",title:"Dr.",name:"Mohammed Ali",middleName:null,surname:"Berawi",slug:"mohammed-ali-berawi",fullName:"Mohammed Ali Berawi"}]},{id:"57840",title:"Advanced Train Positioning/Communication System",slug:"advanced-train-positioning-communication-system",totalDownloads:1660,totalCrossrefCites:3,totalDimensionsCites:3,abstract:"In the past, in order to ensure train positioning as well as ground-to-train information exchange, railways have adopted various technologies. Over time, each new generation of equipment enriched the global information exchange but, as a consequence, necessitated higher data rate transfers. For the positioning functionality, the existing localisation systems are still limited, since most of them require an infrastructure installation with constraints such as laying equipment between the rails or having high database maintenance requirements and computational costs. Moreover, some of them accumulate errors (odometers and inertial sensors) or offer limited coverage in shadowed areas (GNSS, etc.). Currently, in railway applications, a widely used localization system is based on proprioceptive sensors embarked in the train. This on-board system is coupled to the use of balises located at ground between the rails. These balises are kilometre markers. They are used to compensate for the drift of the localization information computed using the proprioceptive sensors alone, when the train moves. The balises provide absolute localization information whenever the train passes over them. They can also provide spot communication during the short period of time when trains are passing over them. In the first part of this chapter, techniques for achieving train positioning and data exchanges between trains and infrastructure are introduced. In the second part, a new balise is proposed. Particular attention is paid to the contribution of this new solution in terms of localization error and communication performances.",book:{id:"6065",slug:"modern-railway-engineering",title:"Modern Railway Engineering",fullTitle:"Modern Railway Engineering"},signatures:"Fouzia Elbahhar and Marc Heddebaut",authors:[{id:"140822",title:"Dr.",name:"Fouzia",middleName:null,surname:"Elbahhar",slug:"fouzia-elbahhar",fullName:"Fouzia Elbahhar"}]},{id:"49716",title:"A Systems View of Railway Safety and Security",slug:"a-systems-view-of-railway-safety-and-security",totalDownloads:4110,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"This chapter approaches the concerns over safety and security of modern mainline and light railways from a systems perspective. It addresses the two key concerns from the view point of systemic emergence arising from the interaction between all the principal constituents of the railway system, namely infrastructure, rolling stock, energy and human element comprising workers, passengers and the neighbours of the railways.",book:{id:"4789",slug:"railway-research-selected-topics-on-development-safety-and-technology",title:"Railway Research",fullTitle:"Railway Research - Selected Topics on Development, Safety and Technology"},signatures:"Ali G. Hessami",authors:[{id:"108303",title:"Prof.",name:"Ali G.",middleName:null,surname:"Hessami",slug:"ali-g.-hessami",fullName:"Ali G. 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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"}}}},{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"}}}}]},series:{item:{id:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403",scope:"Artificial Intelligence (AI) is a rapidly developing multidisciplinary research area that aims to solve increasingly complex problems. In today's highly integrated world, AI promises to become a robust and powerful means for obtaining solutions to previously unsolvable problems. This Series is intended for researchers and students alike interested in this fascinating field and its many applications.",coverUrl:"https://cdn.intechopen.com/series/covers/14.jpg",latestPublicationDate:"June 11th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:9,editor:{id:"218714",title:"Prof.",name:"Andries",middleName:null,surname:"Engelbrecht",slug:"andries-engelbrecht",fullName:"Andries Engelbrecht",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNR8QAO/Profile_Picture_1622640468300",biography:"Andries Engelbrecht received the Masters and PhD degrees in Computer Science from the University of Stellenbosch, South Africa, in 1994 and 1999 respectively. He is currently appointed as the Voigt Chair in Data Science in the Department of Industrial Engineering, with a joint appointment as Professor in the Computer Science Division, Stellenbosch University. Prior to his appointment at Stellenbosch University, he has been at the University of Pretoria, Department of Computer Science (1998-2018), where he was appointed as South Africa Research Chair in Artifical Intelligence (2007-2018), the head of the Department of Computer Science (2008-2017), and Director of the Institute for Big Data and Data Science (2017-2018). In addition to a number of research articles, he has written two books, Computational Intelligence: An Introduction and Fundamentals of Computational Swarm Intelligence.",institutionString:null,institution:{name:"Stellenbosch University",institutionURL:null,country:{name:"South Africa"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:6,paginationItems:[{id:"22",title:"Applied Intelligence",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",isOpenForSubmission:!0,editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",slug:"carlos-travieso-gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",biography:"Carlos M. Travieso-González received his MSc degree in Telecommunication Engineering at Polytechnic University of Catalonia (UPC), Spain in 1997, and his Ph.D. degree in 2002 at the University of Las Palmas de Gran Canaria (ULPGC-Spain). He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. He won the “Catedra Telefonica” Awards in Modality of Knowledge Transfer, 2017, 2018, and 2019 editions, and awards in Modality of COVID Research in 2020.\n\nPublic References:\nResearcher ID http://www.researcherid.com/rid/N-5967-2014\nORCID https://orcid.org/0000-0002-4621-2768 \nScopus Author ID https://www.scopus.com/authid/detail.uri?authorId=6602376272\nScholar Google https://scholar.google.es/citations?user=G1ks9nIAAAAJ&hl=en \nResearchGate https://www.researchgate.net/profile/Carlos_Travieso",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"23",title:"Computational Neuroscience",coverUrl:"https://cdn.intechopen.com/series_topics/covers/23.jpg",isOpenForSubmission:!0,editor:{id:"14004",title:"Dr.",name:"Magnus",middleName:null,surname:"Johnsson",slug:"magnus-johnsson",fullName:"Magnus Johnsson",profilePictureURL:"https://mts.intechopen.com/storage/users/14004/images/system/14004.png",biography:"Dr Magnus Johnsson is a cross-disciplinary scientist, lecturer, scientific editor and AI/machine learning consultant from Sweden. \n\nHe is currently at Malmö University in Sweden, but also held positions at Lund University in Sweden and at Moscow Engineering Physics Institute. \nHe holds editorial positions at several international scientific journals and has served as a scientific editor for books and special journal issues. \nHis research interests are wide and include, but are not limited to, autonomous systems, computer modeling, artificial neural networks, artificial intelligence, cognitive neuroscience, cognitive robotics, cognitive architectures, cognitive aids and the philosophy of mind. \n\nDr. Johnsson has experience from working in the industry and he has a keen interest in the application of neural networks and artificial intelligence to fields like industry, finance, and medicine. \n\nWeb page: www.magnusjohnsson.se",institutionString:null,institution:{name:"Malmö University",institutionURL:null,country:{name:"Sweden"}}},editorTwo:null,editorThree:null},{id:"24",title:"Computer Vision",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",isOpenForSubmission:!0,editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",slug:"george-papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",biography:"George A. Papakostas has received a diploma in Electrical and Computer Engineering in 1999 and the M.Sc. and Ph.D. degrees in Electrical and Computer Engineering in 2002 and 2007, respectively, from the Democritus University of Thrace (DUTH), Greece. Dr. Papakostas serves as a Tenured Full Professor at the Department of Computer Science, International Hellenic University, Greece. Dr. Papakostas has 10 years of experience in large-scale systems design as a senior software engineer and technical manager, and 20 years of research experience in the field of Artificial Intelligence. Currently, he is the Head of the “Visual Computing” division of HUman-MAchines INteraction Laboratory (HUMAIN-Lab) and the Director of the MPhil program “Advanced Technologies in Informatics and Computers” hosted by the Department of Computer Science, International Hellenic University. He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null},{id:"25",title:"Evolutionary Computation",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",isOpenForSubmission:!0,editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",slug:"sebastian-ventura-soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",biography:"Sebastian Ventura is a Spanish researcher, a full professor with the Department of Computer Science and Numerical Analysis, University of Córdoba. Dr Ventura also holds the positions of Affiliated Professor at Virginia Commonwealth University (Richmond, USA) and Distinguished Adjunct Professor at King Abdulaziz University (Jeddah, Saudi Arabia). Additionally, he is deputy director of the Andalusian Research Institute in Data Science and Computational Intelligence (DaSCI) and heads the Knowledge Discovery and Intelligent Systems Research Laboratory. He has published more than ten books and over 300 articles in journals and scientific conferences. Currently, his work has received over 18,000 citations according to Google Scholar, including more than 2200 citations in 2020. In the last five years, he has published more than 60 papers in international journals indexed in the JCR (around 70% of them belonging to first quartile journals) and he has edited some Springer books “Supervised Descriptive Pattern Mining” (2018), “Multiple Instance Learning - Foundations and Algorithms” (2016), and “Pattern Mining with Evolutionary Algorithms” (2016). He has also been involved in more than 20 research projects supported by the Spanish and Andalusian governments and the European Union. He currently belongs to the editorial board of PeerJ Computer Science, Information Fusion and Engineering Applications of Artificial Intelligence journals, being also associate editor of Applied Computational Intelligence and Soft Computing and IEEE Transactions on Cybernetics. Finally, he is editor-in-chief of Progress in Artificial Intelligence. He is a Senior Member of the IEEE Computer, the IEEE Computational Intelligence, and the IEEE Systems, Man, and Cybernetics Societies, and the Association of Computing Machinery (ACM). Finally, his main research interests include data science, computational intelligence, and their applications.",institutionString:null,institution:{name:"University of Córdoba",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"26",title:"Machine Learning and Data Mining",coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",isOpenForSubmission:!0,editor:{id:"24555",title:"Dr.",name:"Marco Antonio",middleName:null,surname:"Aceves Fernandez",slug:"marco-antonio-aceves-fernandez",fullName:"Marco Antonio Aceves Fernandez",profilePictureURL:"https://mts.intechopen.com/storage/users/24555/images/system/24555.jpg",biography:"Dr. Marco Antonio Aceves Fernandez obtained his B.Sc. (Eng.) in Telematics from the Universidad de Colima, Mexico. He obtained both his M.Sc. and Ph.D. from the University of Liverpool, England, in the field of Intelligent Systems. He is a full professor at the Universidad Autonoma de Queretaro, Mexico, and a member of the National System of Researchers (SNI) since 2009. Dr. Aceves Fernandez has published more than 80 research papers as well as a number of book chapters and congress papers. He has contributed in more than 20 funded research projects, both academic and industrial, in the area of artificial intelligence, ranging from environmental, biomedical, automotive, aviation, consumer, and robotics to other applications. He is also a honorary president at the National Association of Embedded Systems (AMESE), a senior member of the IEEE, and a board member of many institutions. His research interests include intelligent and embedded systems.",institutionString:"Universidad Autonoma de Queretaro",institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null},{id:"27",title:"Multi-Agent Systems",coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",isOpenForSubmission:!0,editor:{id:"148497",title:"Dr.",name:"Mehmet",middleName:"Emin",surname:"Aydin",slug:"mehmet-aydin",fullName:"Mehmet Aydin",profilePictureURL:"https://mts.intechopen.com/storage/users/148497/images/system/148497.jpg",biography:"Dr. Mehmet Emin Aydin is a Senior Lecturer with the Department of Computer Science and Creative Technology, the University of the West of England, Bristol, UK. His research interests include swarm intelligence, parallel and distributed metaheuristics, machine learning, intelligent agents and multi-agent systems, resource planning, scheduling and optimization, combinatorial optimization. Dr. Aydin is currently a Fellow of Higher Education Academy, UK, a member of EPSRC College, a senior member of IEEE and a senior member of ACM. In addition to being a member of advisory committees of many international conferences, he is an Editorial Board Member of various peer-reviewed international journals. He has served as guest editor for a number of special issues of peer-reviewed international journals.",institutionString:null,institution:{name:"University of the West of England",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null}]},overviewPageOFChapters:{paginationCount:19,paginationItems:[{id:"82196",title:"Multi-Features Assisted Age Invariant Face Recognition and Retrieval Using CNN with Scale Invariant Heat Kernel Signature",doi:"10.5772/intechopen.104944",signatures:"Kamarajugadda Kishore Kumar and Movva Pavani",slug:"multi-features-assisted-age-invariant-face-recognition-and-retrieval-using-cnn-with-scale-invariant-",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Pattern Recognition - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11442.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}},{id:"82063",title:"Evaluating Similarities and Differences between Machine Learning and Traditional Statistical Modeling in Healthcare Analytics",doi:"10.5772/intechopen.105116",signatures:"Michele Bennett, Ewa J. Kleczyk, Karin Hayes and Rajesh Mehta",slug:"evaluating-similarities-and-differences-between-machine-learning-and-traditional-statistical-modelin",totalDownloads:6,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Machine Learning and Data Mining - Annual Volume 2022",coverURL:"https://cdn.intechopen.com/books/images_new/11422.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}},{id:"81791",title:"Self-Supervised Contrastive Representation Learning in Computer Vision",doi:"10.5772/intechopen.104785",signatures:"Yalin Bastanlar and Semih Orhan",slug:"self-supervised-contrastive-representation-learning-in-computer-vision",totalDownloads:29,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Pattern Recognition - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11442.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}},{id:"79345",title:"Application of Jump Diffusion Models in Insurance Claim Estimation",doi:"10.5772/intechopen.99853",signatures:"Leonard Mushunje, Chiedza Elvina Mashiri, Edina Chandiwana and Maxwell Mashasha",slug:"application-of-jump-diffusion-models-in-insurance-claim-estimation-1",totalDownloads:9,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Data Clustering",coverURL:"https://cdn.intechopen.com/books/images_new/10820.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}}]},overviewPagePublishedBooks:{paginationCount:9,paginationItems:[{type:"book",id:"7723",title:"Artificial Intelligence",subtitle:"Applications in Medicine and Biology",coverURL:"https://cdn.intechopen.com/books/images_new/7723.jpg",slug:"artificial-intelligence-applications-in-medicine-and-biology",publishedDate:"July 31st 2019",editedByType:"Edited by",bookSignature:"Marco Antonio Aceves-Fernandez",hash:"a3852659e727f95c98c740ed98146011",volumeInSeries:1,fullTitle:"Artificial Intelligence - Applications in Medicine and Biology",editors:[{id:"24555",title:"Dr.",name:"Marco Antonio",middleName:null,surname:"Aceves Fernandez",slug:"marco-antonio-aceves-fernandez",fullName:"Marco Antonio Aceves Fernandez",profilePictureURL:"https://mts.intechopen.com/storage/users/24555/images/system/24555.jpg",biography:"Dr. Marco Antonio Aceves Fernandez obtained his B.Sc. (Eng.) in Telematics from the Universidad de Colima, Mexico. He obtained both his M.Sc. and Ph.D. from the University of Liverpool, England, in the field of Intelligent Systems. He is a full professor at the Universidad Autonoma de Queretaro, Mexico, and a member of the National System of Researchers (SNI) since 2009. Dr. Aceves Fernandez has published more than 80 research papers as well as a number of book chapters and congress papers. He has contributed in more than 20 funded research projects, both academic and industrial, in the area of artificial intelligence, ranging from environmental, biomedical, automotive, aviation, consumer, and robotics to other applications. He is also a honorary president at the National Association of Embedded Systems (AMESE), a senior member of the IEEE, and a board member of many institutions. His research interests include intelligent and embedded systems.",institutionString:"Universidad Autonoma de Queretaro",institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}}]},{type:"book",id:"7726",title:"Swarm Intelligence",subtitle:"Recent Advances, New Perspectives and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/7726.jpg",slug:"swarm-intelligence-recent-advances-new-perspectives-and-applications",publishedDate:"December 4th 2019",editedByType:"Edited by",bookSignature:"Javier Del Ser, Esther Villar and Eneko Osaba",hash:"e7ea7e74ce7a7a8e5359629e07c68d31",volumeInSeries:2,fullTitle:"Swarm Intelligence - Recent Advances, New Perspectives and Applications",editors:[{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. 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He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. 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He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,institution:{name:"Universidad Católica San Antonio de Murcia",country:{name:"Spain"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Univeristy of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:null},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:null},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"423519",title:"Dr.",name:"Sizakele",middleName:null,surname:"Ngwenya",slug:"sizakele-ngwenya",fullName:"Sizakele Ngwenya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419270",title:"Dr.",name:"Ann",middleName:null,surname:"Chianchitlert",slug:"ann-chianchitlert",fullName:"Ann Chianchitlert",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419271",title:"Dr.",name:"Diane",middleName:null,surname:"Selvido",slug:"diane-selvido",fullName:"Diane Selvido",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"419272",title:"Dr.",name:"Irin",middleName:null,surname:"Sirisoontorn",slug:"irin-sirisoontorn",fullName:"Irin Sirisoontorn",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Walailak University",country:{name:"Thailand"}}},{id:"355660",title:"Dr.",name:"Anitha",middleName:null,surname:"Mani",slug:"anitha-mani",fullName:"Anitha Mani",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"355612",title:"Dr.",name:"Janani",middleName:null,surname:"Karthikeyan",slug:"janani-karthikeyan",fullName:"Janani Karthikeyan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"334400",title:"Dr.",name:"Suvetha",middleName:null,surname:"Siva",slug:"suvetha-siva",fullName:"Suvetha Siva",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}}]}},subseries:{item:{id:"38",type:"subseries",title:"Pollution",keywords:"Human activity, Pollutants, Reduced risks, Population growth, Waste disposal, Remediation, Clean environment",scope:"\r\n\tPollution is caused by a wide variety of human activities and occurs in diverse forms, for example biological, chemical, et cetera. In recent years, significant efforts have been made to ensure that the environment is clean, that rigorous rules are implemented, and old laws are updated to reduce the risks towards humans and ecosystems. However, rapid industrialization and the need for more cultivable sources or habitable lands, for an increasing population, as well as fewer alternatives for waste disposal, make the pollution control tasks more challenging. Therefore, this topic will focus on assessing and managing environmental pollution. It will cover various subjects, including risk assessment due to the pollution of ecosystems, transport and fate of pollutants, restoration or remediation of polluted matrices, and efforts towards sustainable solutions to minimize environmental pollution.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/38.jpg",hasOnlineFirst:!1,hasPublishedBooks:!0,annualVolume:11966,editor:{id:"110740",title:"Dr.",name:"Ismail M.M.",middleName:null,surname:"Rahman",slug:"ismail-m.m.-rahman",fullName:"Ismail M.M. Rahman",profilePictureURL:"https://mts.intechopen.com/storage/users/110740/images/2319_n.jpg",biography:"Ismail Md. Mofizur Rahman (Ismail M. M. Rahman) assumed his current responsibilities as an Associate Professor at the Institute of Environmental Radioactivity, Fukushima University, Japan, in Oct 2015. He also has an honorary appointment to serve as a Collaborative Professor at Kanazawa University, Japan, from Mar 2015 to the present. \nFormerly, Dr. Rahman was a faculty member of the University of Chittagong, Bangladesh, affiliated with the Department of Chemistry (Oct 2002 to Mar 2012) and the Department of Applied Chemistry and Chemical Engineering (Mar 2012 to Sep 2015). Dr. Rahman was also adjunctly attached with Kanazawa University, Japan (Visiting Research Professor, Dec 2014 to Mar 2015; JSPS Postdoctoral Research Fellow, Apr 2012 to Mar 2014), and Tokyo Institute of Technology, Japan (TokyoTech-UNESCO Research Fellow, Oct 2004–Sep 2005). \nHe received his Ph.D. degree in Environmental Analytical Chemistry from Kanazawa University, Japan (2011). He also achieved a Diploma in Environment from the Tokyo Institute of Technology, Japan (2005). Besides, he has an M.Sc. degree in Applied Chemistry and a B.Sc. degree in Chemistry, all from the University of Chittagong, Bangladesh. \nDr. Rahman’s research interest includes the study of the fate and behavior of environmental pollutants in the biosphere; design of low energy and low burden environmental improvement (remediation) technology; implementation of sustainable waste management practices for treatment, handling, reuse, and ultimate residual disposition of solid wastes; nature and type of interactions in organic liquid mixtures for process engineering design applications.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorTwo:{id:"201020",title:"Dr.",name:"Zinnat Ara",middleName:null,surname:"Begum",slug:"zinnat-ara-begum",fullName:"Zinnat Ara Begum",profilePictureURL:"https://mts.intechopen.com/storage/users/201020/images/system/201020.jpeg",biography:"Zinnat A. Begum received her Ph.D. in Environmental Analytical Chemistry from Kanazawa University in 2012. She achieved her Master of Science (M.Sc.) degree with a major in Applied Chemistry and a Bachelor of Science (B.Sc.) in Chemistry, all from the University of Chittagong, Bangladesh. Her work affiliations include Fukushima University, Japan (Visiting Research Fellow, Institute of Environmental Radioactivity: Mar 2016 to present), Southern University Bangladesh (Assistant Professor, Department of Civil Engineering: Jan 2015 to present), and Kanazawa University, Japan (Postdoctoral Fellow, Institute of Science and Engineering: Oct 2012 to Mar 2014; Research fellow, Venture Business Laboratory, Advanced Science and Social Co-Creation Promotion Organization: Apr 2018 to Mar 2021). The research focus of Dr. Zinnat includes the effect of the relative stability of metal-chelator complexes in the environmental remediation process designs and the development of eco-friendly soil washing techniques using biodegradable chelators.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorThree:null,series:{id:"25",title:"Environmental Sciences",doi:"10.5772/intechopen.100362",issn:"2754-6713"},editorialBoard:[{id:"252368",title:"Dr.",name:"Meng-Chuan",middleName:null,surname:"Ong",slug:"meng-chuan-ong",fullName:"Meng-Chuan Ong",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRVotQAG/Profile_Picture_2022-05-20T12:04:28.jpg",institutionString:null,institution:{name:"Universiti Malaysia Terengganu",institutionURL:null,country:{name:"Malaysia"}}},{id:"63465",title:"Prof.",name:"Mohamed Nageeb",middleName:null,surname:"Rashed",slug:"mohamed-nageeb-rashed",fullName:"Mohamed Nageeb Rashed",profilePictureURL:"https://mts.intechopen.com/storage/users/63465/images/system/63465.gif",institutionString:null,institution:{name:"Aswan University",institutionURL:null,country:{name:"Egypt"}}},{id:"187907",title:"Dr.",name:"Olga",middleName:null,surname:"Anne",slug:"olga-anne",fullName:"Olga Anne",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBE5QAO/Profile_Picture_2022-04-07T09:42:13.png",institutionString:null,institution:{name:"Klaipeda State University of Applied Sciences",institutionURL:null,country:{name:"Lithuania"}}}]},onlineFirstChapters:{paginationCount:20,paginationItems:[{id:"80964",title:"Upper Airway Expansion in Disabled Children",doi:"10.5772/intechopen.102830",signatures:"David Andrade, Joana Andrade, Maria-João Palha, Cristina Areias, Paula Macedo, Ana Norton, Miguel Palha, Lurdes Morais, Dóris Rocha Ruiz and Sônia Groisman",slug:"upper-airway-expansion-in-disabled-children",totalDownloads:35,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Oral Health Care - An Important Issue of the Modern Society",coverURL:"https://cdn.intechopen.com/books/images_new/10827.jpg",subseries:{id:"1",title:"Oral Health"}}},{id:"80839",title:"Herbs and Oral Health",doi:"10.5772/intechopen.103715",signatures:"Zuhair S. 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