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Multicultural backgrounds and identities are not restricted to ethnic, religious and linguistic traits. Culture includes “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” ([3], p. 173]). It is a challenge for educators to address cultural diversity [4].
Cultural diversity is one of Europe’s most valuable assets, and European educational and cultural systems need to embrace diversity and enable all citizens to build the skills and competences needed for effective inter-cultural dialogue and mutual understanding. The challenge is in understanding how young people make sense of Europe and its different cultures. The influences on young people are wide ranging, including formal education, family and cultural background and media. [5] and “ongoing relationships of negotiation, compromise, and mutuality” ([6], p. 351). It is important to develop cultural literacy, intercultural dialogue and mutual understanding [7].
This study investigates heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. According to [8], there are culturalist and structuralist approaches to the integration of second-generation immigrants into mainstream society: these approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions [9, 10, 11]. Individual identity is related to the sense of belonging, integration, engagement in the current space [12]. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life of a migrant and is connected to citizenship and solidarity [13]. We addressed the needs of young adults and second-generation immigrants in Cyprus and their linguistic and cultural identities, knowledge, skills and competencies required for intercultural dialogue and mutual understanding for promotion of tolerance, empathy and inclusion in Cypriot society [7, 14].
Alternative views and cultures should be accepted with “an absence of prejudice, racism or ethnocentrism” ([15], p. 1033), and tolerance is needed for genuine dialogue. “If there is no gap then there is no dialogue and if there is no dialogue then there is no meaning.” [16]. In a multilingual, pluralistic society, with social responsibility and sustainable development, it is important to position ideas carefully, to engage meaningfully in a dialogue and to discuss and respect interlocutors. Educational programs (for immigrants and members of the local community) should include issues of social responsibility, diversity, multiculturalism, intercultural dialogue, citizenship and cultural literacy, collaborative co-construction, adaptive education, communities of practice, globalization and inclusion. The effect of the pandemic and resultant societal actions should also be considered.
Acculturation presupposes a multidimensional and interactive perspective on attitudes, behavioural repertoires, life domains, changes and cross-cultural transitions [17, 18, 19]. The four behavioural acculturation orientations are distinguished by [17]: (1) integration, maintenance of cultural heritage and adoption of new cultural traits; (2) assimilation, relinquishing of cultural heritage and replacement with new cultural traits; (3) separation, maintenance of cultural heritage and refusal to adopt new cultural traits; and (4) marginalisation, refusal of both heritage and new cultural traits ([20], p. 2). According to the Acculturation Model (IAM) [18], there can be a (mis)match between ideologies and orientations of immigrants and the receiving community members (RCM) that can lead to both negative and positive consequences such as negative psychological self-esteem in immigrants [18, 21] and the perpetuation of perceived threats in both groups, [20, 21, 22, 23, 24, 25].
In many societies, there is a tension between immigrants and RCMs, as the former tend to prefer integration, whereas the latter advocate assimilation of migrants, undermining the potential of a pluralistic community and threatening cultural maintenance of new speakers [22, 23, 24, 25, 26, 27]. There could be also differences regarding public (e.g., work, school, other shared spaces) and private domains (e.g., within families, values/belief systems) and acculturation strategies and expectancies, adaptive requirements or acculturative pressures [19, 28, 29, 30, 31, 32]. The age of migrants and their date of arrival in the host country (child vs. adult, length of residence in the country, first, second, third generation of immigrants) are important factors that affect acculturation strategies associated with established identities and/or fewer educational and socialization opportunities [33, 34]. Previous research shows that RCMs are more tolerant of first-generation immigrants maintaining their heritage language and culture than they are of second- or third-generation migrants doing the same [35, 36, 37].
The issue of hybrid identities should also be considered (adult vs. child immigrant, first, second, third generation) [38] related to the attitudes of the receiving society, social networks, bilingualism, multilingualism, transnationalism, assimilation and integration [39, 40]. The analysis of intergroup relations and their impact on acculturation, eradication of prejudice, anxiety and discrimination, and increase of contextualisation, empathy, inclusion and mediation is essential [41]. Acculturation is considered a complex, situated, and dynamic process associated with uncertainty and unfamiliarity of accommodation that usually immigrants or new speakers in society usually face [20]. Complex dynamics of multicultural contact between immigrants and RCMs usually take place at the local level (local communities) [42, 43, 44, 45]. These contacts are affected by various factors such as attitudes, behaviours, practices, expectations, intercultural dialogue [18] and shared space related to social status and power, values, norms, mutuality, cooperation and identification [46, 47, 48]. Inter-ethnic relations are based on power hierarchies and distinction between ‘dominant and ‘nondominant’ cultural groups [49] and mostly a one-way acculturation that has to be initiated by immigrants rather than the result of reciprocal acculturation strategies and expectancies of both immigrant and receiving communities [20, 50, 51]. This could be related to community members’ fears of losing power (cultural, sociopolitical or economic) associated with realistic and symbolic threats. Such fears can often be reflected in the mainstream media [52].
Language, culture and personal and social identities are closely related. This relationship can become quite complex in multilingual and multicultural settings [53, 54, 55]. According to [56], our ethnocultural identity is indexed, shaped and redefined by the languages we speak. Immigrating to another country creates the need for an immigrant to integrate into a new culture but also keep links with their ethnic identity and heritage culture [57, 58, 59]. In the case of second-generation immigrants, the situation is even more complicated; quite often they have bi−/multilingual, bi−/multicultural, hybrid identity [60] as they belong to two or more cultures and have competencies in the majority and minority languages [61, 62, 63].
Previous research on second-generation immigrants showed that the sense of belonging to heritage language and culture depends on the level of heritage language proficiency [64], although there are variations among different ethnic groups. Heritage language literacy is also an important factor that affects linguistic and cultural identity of heritage speakers [65, 66, 67, 68, 69] and their access to historical and cultural heritage [70] via the home literacy environment [67, 71], school language programs [54, 65] or community-based language schools [68, 72].
In this study we aimed to answer the following research questions:
What are the linguistic and cultural identities of second-generation immigrants in Cyprus?
Is there any difference in the composition of their Dominant Language Constellations?
What are the factors that affect heritage language use, maintenance and transmission and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds?
This study investigated the language and cultural identity of second-generation immigrants in Cyprus with various L1 backgrounds: Russian, Georgian, Ukrainian, Bulgarian, Romanian, Arabic, Polish, Albanian and English. Thirty participants took part in the research, their ages ranging from 18 to 27 years old (mean = 22.6; SD = 2.82), with eight males and 22 females. Thirteen of the respondents were born in Cyprus, while the rest were exposed to Greek when they were from two to 16 years old (AoO: Mean = 3.73; SD = 4.33). Overall, their length of residence in Cyprus ranges from 9 to 26 years (Mean = 18.93, SD = 4.98), see Table 1.
N | L1 | G | Age | CoB | LoR | AoO | LI | CI | SOC | LR | DMC |
---|---|---|---|---|---|---|---|---|---|---|---|
1 | R | F | 20 | R | 14 | 6 | R + G | R + G | FM | R + G + E | R + G + E |
2 | B | F | 20 | B | 10 | 10 | B | B + CG | H | B + G + E + S + Rus | B + G + E |
3 | L | F | 26 | C | 26 | 0 | L + G | L + CG | H | L + G + E + F | L + G + E |
4 | A | F | 23 | C | 23 | 0 | G | CG | FM | G + E + A | G + E |
5 | Rus | F | 20 | C | 20 | 0 | G + Rus | G + CG + Rus | FM | G + Rus + E + S | G + R + E |
6 | Ukr | F | 21 | Ukr | 9 | 12 | Rus + Ukr + G + E | Rus + CG | H | Rus + Ukr + G + E | Rus + G + E |
7 | Ge | M | 20 | G | 18 | 2 | G + Rus + E | Ge + CG + Rus | H | G + Rus + E | G + Rus + E |
8 | Arm | F | 23 | F | 23 | 0 | Ar + CG | Ar + CG | FM | Ar + E + G + F + Ger | Ar + E + G |
9 | Rus | F | 19 | C | 19 | 0 | G | G + Rus + CG | H | G + Rus + E | G + Rus + E |
10 | A | F | 22 | C | 22 | 0 | G + A | G + A | FM | G + A + F + E | G + A + E |
11 | R | M | 25 | G | 20 | 5 | G + Rus | Rus | FM | Rus + G + E | Rus + G + E |
12 | A | F | 27 | 1 | 11 | 16 | A | A | FM | A + E + G | A + E + G |
13 | P | M | 25 | C | 25 | 0 | P + CG | P + CG | H | P + CG + E | P + CG + E |
14 | Ukr | F | 26 | Ukr | 16 | 10 | Ukr + Rus + CG | Ukr + Rus + CG | H | Ukr + Rus + CG + E | Ukr + Rus + CG + E |
15 | Alb | F | 18 | G | 19 | 0 | G + Alb | G + Alb | H | Alb + G + E + It | Alb + G + E |
16 | E | M | 25 | Eng | 20 | 5 | E + G + F + It | G + CG + It | H | E + G + F + It | E + G + F + It |
17 | E | F | 23 | C | 23 | 0 | E + G + A | E + CG + A + T + Rus | H | E + G + A + Rus | E + G + A + Rus |
18 | G | F | 19 | G | 10 | 9 | G + T + Rus + E | G | H | G + T + Rus + E + It | G + E + Rus |
19 | R | F | 18 | R | 10 | 8 | R + E + G | R | H | R + E + G + S | R + E + G |
20 | G | F | 25 | G | 21 | 4 | G + E | G + E | H | G + E + S + It | G + E |
21 | G | F | 22 | G | 19 | 3 | G + E | G | FM | G + E + It | G + E |
22 | G | F | 22 | G | 18 | 4 | G | G | H | G + E + Ger + F | G + E |
23 | E | F | 18 | C | 18 | 0 | CG + E | CG + E | H | CG + E + T | CG + G + E |
24 | R | M | 25 | G | 19 | 6 | G | G + Rus | FM | G + Rus + E | G + Rus + E |
25 | A | F | 25 | C | 25 | 0 | Ar + G | Ar + CG | FM | Ar + G + E + F | Ar + G + E |
26 | R | F | 22 | G | 19 | 3 | G + Rus + E | G | FM | Rus + G + E + S + It | G + Rus + E |
27 | G | F | 27 | G | 23 | 4 | G + E | G + CG | H | G + E + Ger | G + E |
28 | R | M | 24 | C | 24 | 0 | G + Rus + E | G + Rus + E | H | G + Rus + E + F | G + Rus + E |
29 | Ge | M | 23 | G | 18 | 5 | Ge + Rus | Ge + Rus + G | H | Ge + Rus + G + E | Ge + Rus + G + E |
30 | Ge | M | 26 | C | 26 | 0 | G + Rus | Rus | H | G + Rus + E + Ge + F | G + Rus + E |
Participants.
N = number; L1 = native language; G = Gender; CoB = Country of birth; LoR = Length of residence in Cyprus; AoO = Age of onset to Greek; LI = Language identity; CI = Cultural identity; SOC = society; LR = linguistic repertoire; DLC = Dominant Language Constellation; F = female, M = male; FM = full member. I’m a full member of the society with equal rights; H = Hybrid: I belong to both this society and my home country society; R = Romania; I = Iraq; P = Polish; B = Bulgaria; C = Cyprus; Eng = England; Ukr = the Ukraine; G = Greece; Ge = Georgian; Ar = Armenian; E = English; G = Greek; CG = Cypriot Greek; Ukr = Ukranian; Ger = German; T = Turkish; It = Italian; Alb = Albanian; B = Bulgarian; S = Spanish; Rus = Russian; A = Arabic; L = Lebanese; F = French.
We implemented a mixed-method study [73] by combining methods that complement one another and shed light on important questions in our research [74, 75, 76, 77, 78, 79]. We had a multimodal perspective for the analysis of our data (questionnaires, interviews, observations and field notes) [80, 81, 82, 83].
For data collection, we used questionnaires, both paper-based and online versions [84]. According to [85], questionnaires are employed “as research instruments for measurement purposes to collect valid and reliable data” (p. 3). The researcher worked on the preparation of the questionnaires, taking research design into consideration as well as the criteria for participation, the formulation of the questions and items, length of the questionnaire and the balance between conciseness and completeness [84, 85].
Online questionnaires have the advantage of anonymity, as there is no face-to-face contact with the researcher. This means there is less pressure to participate and thus more honest responses can be elicited. In addition, web questionnaires can reach more participants and more diverse populations worldwide, with different language backgrounds, thus boosting the ecological validity of the data [74, 84]. However, it should be noted that online questionnaires have one major limitation: the self-selection bias [74], which is why we implemented both web- and paper-based questionnaires. We used probability sampling in order to have a representative sample of the general population and vulnerable or closed niche groups, so that our results are generalisable [86]. We carefully interpreted the results in order to avoid self-selection bias [87, 88, 89]. The researcher tried to balance the data/participants in terms of age, L1 background, education and gender [90, 91]. Our questionnaires were multilingual (Greek, English and Russian).
We also used oral interviews as not all of our participants had enough self-confidence, metalinguistic and metapragmatic awareness of language practices and a genuine interest in the topic as well as literacy skills in one or more languages [84, 90]. The interviews allowed us to have a person-centred, experiential focus on the participants’ experiences regarding cultural heritage and to obtain in-depth information unavailable to direct observation. The participants expressed themselves regarding the culture-related matters, immigration experiences, multilingualism, multiculturalism, integration and social cohesion; they also explained their motivations and related their personal stories [92]. The researcher acted as responsible and active interviewer and tried to find responsive and willing interviewees [92, 93, 94, 95].
We had face-to-face and online interviews (via Skype, Microsoft Teams). Our interviewees represented a cross-sectional sample of a specific target population (immigrant second-generation population in Cyprus) [96]. It is important to use standardised procedures (the same question items or prompts in the same order and manner) supplemented by extended or open-ended responses, which is a more flexible, conversational style of survey interviewing [97, 98]. The ecological validity of the survey was enhanced by piloting our research tools and materials, assessing the quality of the questions, protocols and potential responses [99, 100, 101]. (Auto)Biographical interviews helped us to elicit the personal histories, life trajectories, key events and first-person narratives of our participants [102, 103, 104, 105, 106, 107].
Interviews are research instruments for “data collection” knowledge collection” or “data mining” ([95], p. 57), “excavation” ([108], p. 141) and “harvesting psychologically and linguistically interesting responses” ([92], p. 229, [109], p. 206). Both semi-structured interviews and focus group discussions were implemented [74, 100, 110, 111, 112, 113]. The interviewer needs to be a flexible, patient and active listener with a good memory and strong inter-personal communication skills in order to collect the data and manage the unpredictability of the interview situation [95, 101, 114]. The interview goals and objectives were determined, and the interview schedule was prepared. The meeting place and time of interview were taken into consideration as were the recording equipment and participant informed consent forms [92].
The role of an interviewer in focus group discussion was to moderate discussion focused on the topic at hand in order to record the varied viewpoints and experiences of the participants [95, 115]. The moderator was active throughout the discussion in order to keep it flowing in a non-directive way by checking and clarifying (using prompts around a topic, issue, open-ended question) and making sure that all members of the group participated. The size of the group varied from six to 12 participants [74, 114, 116, 117, 118, 119]. It is essential for the researcher to have interviewing skills (flexibility, self-control, cross-cultural and pragmatic competence, empathy, time management, the ability to maintain discussion and enable all members to participate) [118, 120, 121, 122].
Interviews and focus group discussions were suitable for our exploratory study. The participants were able to express their views, attitudes, priorities and values regarding multilingualism, immigration experience, heritage language use, maintenance and transmission, linguistic and cultural identities, acculturation and integration; multiple focus groups were implemented [95, 115, 118]. Focus groups are equalisers: they are non-discriminatory and do not pressure reluctant or shy participants to speak [115, 122]. We used audio recordings, so it is important to establish rapport with the participants and to be an open, sympathetic and interested listener so that interviewees can talk freely and honestly [94, 95, 101, 123]. Language and interculturality were taken into consideration. Our participants have different L1s and cultural backgrounds; thus, we use a lingua franca or shared language to communicate (e.g., English or Greek) or the L1 language of the participants [124, 125, 126].
In addition, for our data collection we implemented observations and fieldnotes [127, 128, 129, 130] as part of our ethnographical study focused on immigration, acculturation, integration, linguistic and cultural heritage, heritage language use, maintenance and transmission and language and cultural identities [131, 132, 133, 134, 135].
Observations allowed the researcher to observe particular features of immigrant communities in their own contexts in Cyprus, audio record interactions and apply an analytic framework of post-observation [136]. An ethnographic approach and an emic perspective in our research revealed the context and the world of immigrant communities in Cyprus, their cultural heritage, interaction with the local population, their integration into Cypriot society and their needs, opportunities and challenges. The researcher talked to the participants, took part in local (cultural) practices (home, schools, neighbourhoods, institutions), observed and took fieldnotes [137, 138, 139]. The researcher gained access to the research site and managed to develop relationships with research participants [130, 139, 140]. These fieldnotes are defined as “productions and recordings of the researcher’s noticing with the intent of describing the research participants’ actions” ([141], p. 44).
A corpus was built from the fieldnotes used for further interpretative analysis, with coding and emergent themes and categories in line with the grounded theory [142, 143, 144, 145]. We aimed to have valid and reliable results; thus, we used a mixed-methods approach to data collection and analysis, complementing questionnaires by interviews, observations and fieldnotes [15, 143, 146, 147]. The researcher was also able to produce vignettes based on the observation and fieldnotes. A vignette is “a focused description of a series of events taken to be representative, typical or emblematic” ([130], p. 260, [148], p. 81).
The analysis of the data showed that only 6 of the participants stated that they identify themselves with only one language (language identity), mostly with Greek (4) or L1, in particular Arabic (1) and Bulgarian (1). Most of the participants (15) have a hybrid language identity and identify themselves with 2 languages: including Greek (13) or Cypriot Greek (2) and their L1/Ln, in particular, Romanian (1), Lebanese (1), Russian (4), Armenian (2), Arabic (1), Polish (1), Albanian (1), Georgian (1) and English (4). The other participants (7) identify themselves with 3 languages: Greek (6), Cypriot Greek (1), Russian (4), English (3), Ukrainian (1), French (1), Italian (1), Arabic (1), Romanian (1). And only 2 participants have a hybrid linguistic identity associated with 4 languages: Greek (2), English (2), Russian (2), Ukrainian (1), Turkish (1), see Table 1 and Figure 1.
Linguistic and cultural identity, linguistic repertoire and DLC of the participants.
As for the cultural identity, 9 participants identify themselves only with one culture: Greek (4) and Cypriot Greek (1) and their L1: Russian (2), Arabic (1), Romanian (1). It should be noted that only in 3 cases (Participants 4, 12 and 22) is there an overlap between cultural and linguistic identity. The other respondents (13) stated that they have a hybrid cultural identity, a combination of two cultures: Greek (6), Cypriot Greek (8), Bulgarian (1), Lebanese (1), Russian (2), Armenian (2), Arabic (1), Polish (1), Albanian (1), English (2), see Table 1. In total, there was an overlap between cultural and linguistic identity in 10 cases. The rest of the respondents (7) stated that their hybrid cultural identity is associated with 3 languages: Greek (4), Cypriot Greek (5), Russian (6), Georgian (2), Ukrainian (1), Italian (1), English (1). Only in 2 cases are there is an overlap between cultural and linguistic identity. Only one participant (Participant 17) has a hybrid cultural identity that is associated with 5 languages and countries: English, Cypriot Greek, Arabic, Turkish and Russian (see Table 1 and Figure 1). One third of the participants (11) believe that they are full members of Cypriot society, while the rest (19) consider themselves part of both the majority and the minority (home country) society.
As for the linguistic repertoire of our participants, its constitution ranges from 3 languages (11 participants: Greek (9), Cypriot Greek (2), English (10), Romanian (1), Arabic (2), Russian (4), Polish (1), Italian (1), Turkish (1), German (1)), to 4 languages (14 participants: Greek (13), Cypriot Greek (1), English (14), Lebanese (1), French (6), Russian (6), Ukrainian (2), Arabic (2), Albanian (1), Italian (3), Spanish (2), German (1), Georgian (1)) and 5 languages (5 participants: Greek (5), English (5), Russian (4), Bulgarian (1), Spanish (2), Armenian (1), French (2), German (1), Turkish (1), Italian (2), Georgian (1)) (see Table 1 and Figure 2).
Language: Linguistic and cultural identity, linguistic repertoire and DLC of the participants.
Concerning Dominant Language Constellations (DLC), the vehicle languages of our participants, the data analysis has revealed that 5 participants have only two languages, in particular Greek and English. Most of the participants (21) have 3 languages in their DLCs (Greek (20), Cypriot Greek (2), English (19) and their L1: Romanian (2), Bulgarian (1), Lebanese (1), Russian (10), Armenian (2), Arabic (2), Polish (1), Albanian (1)) and 4 languages (4 participants: Greek (3), Cypriot Greek (1), Ukrainian (1), Russian (3), English (4), French (1), Italian (1), Arabic (1), Georgian (1)) (see Table 1 and Figure 1). It should be noted that there is an overlap between linguistic repertoires and DLCs (7 cases for 3 languages and 4 cases for 4 languages). Overall, the major pattern of the DLC for our participants is Greek, English and their L1s (see Figure 3).
DLC of the participants.
Hybrid language and cultural identity depend on the amount of time spent in a particular country and the language proficiency in the target language as well as on the type of the family (whether it is a culturally mixed marriage, bilingual, multilingual or not). See the following examples:
Both cultures, because I am Romanian and Greek because I moved to Cyprus and I learned their customs and slowly I started doing the same things that they do. (Participant 1).
Cypriot culture because my mother is Cypriot and also because I have been here long enough to identify as Cypriot. (Participant 7).
Georgian, Pontic Greek, Russian, Greek-Cypriot because I was raised among all of these cultures (Participant 29).
Armenian culture because I grew up in the Armenian community of Cyprus and Cypriot culture and was born and live in Cyprus. (Participant 8).
I identify myself with Albanian culture because my parents are both Albanian. Also, I identify myself with Greek culture because I was born and raised in Greece and I am still living in Greece. (Participant 15).
Strong links with the L1 country and culture, history and traditions, cuisine, TV programs, heritage language use, maintenance and transmission: these are some of the factors that contribute to the L1 cultural identity:
I identify myself with both Lebanese and Cypriot culture. As immigrants, my parents always encouraged me and my brother to stay in touch with our Lebanese culture by following most of its traditions and values. For example, we celebrate Mother’s day on the 21st of March instead of the 8th of March, the day it is celebrated in Cyprus. In addition, we were always in contact with the Lebanese culture through television. In the house we only have cable TV with Arabic channels and not Cypriot or Greek ones. Also, most dishes that we cook at home are Lebanese. At the same time, I also identify myself with the Cypriot culture, because I was raised there and most of my friends that I grew up with are Cypriots. And many traditions and values that I follow now as an adult belong to Cypriot culture. (Participant 3).
Pontic Greek because my father is Pontian and the relatives that are living here are from my father’s side. So, I grew up on Pontic traditions. Russian because my mother is Russian and Pontic celebrations and some traditions were mixed with Russian after the Asia Minor Catastrophe because they had to migrate to Georgia and other USSR countries. Greek because at the end of the day Pontic Greeks are Greeks. Cyprus, because I was born here and after all these years their culture grew on me as well. (Participant 9).
Linguistic behaviour of both mother and father is of great importance as well as of the extended family and relatives. Linguistic and cultural identities are affected by customs, material culture, stereotypical rules and the L1 background of the participants:
Cypriot, Greek and Russian: I identify myself with the particular cultures due to the matters of origin; my mother is Russian, and my father is half Cypriot and half Greek. I grew up with relatives from all three countries, being heavily influenced, and having consistent associations with the countries’ cuisines, customs, prejudices as well as manners and/or ethics. (Participant 9).
The cultures I identify with myself are Cypriot and English since my father was born in England and came to Cyprus when he was four. Also, my father has a stepsister from the UK. His stepsister and her family used to come to Cyprus every summer and we used to spend a lot of time together. So, I kept learning from them and practiced as well. (Participant 23).
The participants also commented that the majority speakers, Greek Cypriots, also have a favourable view of multilingualism in Cyprus, although they admit that there is a difference between the younger and older generations of CG populations regarding the acceptance/discrimination of “foreign” influence in Cyprus: the former tend to be “more open-minded”. Their attitudes depend on immigrant/minority language(s) status, socio-economic factors, level of the majority language proficiency.
My answer is yes and no. Some people are but some are not. When I moved to Cyprus in 2007 there was more racial discrimination, but now they are more open minded. (Participant 19).
Personally, I did not experience discrimination, but some people from other countries did, and I have seen it. The main reason for discrimination was that they do not speak the language correctly. (Participant 1).
Most of the residents accept people who speak other languages than their own; they often ask you something about your culture or even try to learn your language. (Participant 2).
Greek Cypriots can have a negative attitude towards foreigners if they speak their own L1s and cannot be understood. Some of them make stereotypical judgements:
At primary school because people could not understand my language, some of them were annoyed because they thought that I was talking about them in a negative way. (Participant 2).
I think as a community in Cyprus we are open towards people who speak other languages; not every one of us, but I think most of us (Participant 10).
Sometimes in Cyprus stereotypes come up such as the word ‘Αράπης’ [Arab] which I find offensive. (Participant 12).
Some of the students admitted that they can still observe some bullying, discrimination or negative attitudes, which depend on socio-economic factors and L1 origin:
No, because still there are people from my country of residence who bully and discriminate against people from other countries. (Participant 29).
They tell people that speak other languages to go back to their own countries. (Participant 30).
Cypriot society is open and tolerant to an extent. The conservative side of Cypriot society tends to be racist towards immigrants, especially towards people with different skin colour than white. On the other hand, Cypriots are rather respectful towards tourists. (Participant 8).
In the case of Cyprus, I think it is better to be familiar with the Cypriot Greek way of life because you integrate with society and get better treatment from various public services. Last week I made a phone call to a public service, and when the employee figured out that I was Greek she started talking in an arrogant way. Clearly the fact that this can happen to one person doesn’t mean that it is happening all the time with the Greek people or people of other nationalities in Cyprus. (Participant 21).
English as an international language and lingua franca has an important role in the linguistic repertoires of both majority and minority/immigrant students. English-CG code-switching/mixing is a common phenomenon, especially in the online and offline communication of younger generations of local and minority/majority students.
This study investigated heritage language use, its maintenance and transmission, as well as language identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have hybrid language and cultural identity and certain strong perceptions regarding citizenship, inclusion and belonging. They try to assimilate to the target society, but at the same time they have strong ties to their community of residence, with their L1 country, their heritage or home language. The participants also have hybrid language practice as they use mixed/multiple languages at home and elsewhere.
The second-generation immigrants in Cyprus have some similarities and differences regarding their DLC, linguistic behaviour, language attitudes and identities. They differ in terms of their age of onset to Greek, length of residence in Cyprus, language dominance, domains of language use, language proficiency and literacy skills. But they resemble each other in terms of their hybrid linguistic and cultural identity, presence of SMG/CG and English in their DLCs, code-switching, code-mixing and translanguaging.
The second-generation immigrants in Cyprus are exposed to national/majority language(s), but they also speak their immigrant or minority language(s). Greek is the national language in Cyprus. Our participants are second-generation immigrants in Cyprus or minority speakers, and for them Greek is either their second language or an additional language. So, they have certain challenges to overcome in their everyday lives and the mainstream education system. Their access to various languages in their multilingual repertoire is not equal. Not all of them have schooling or can develop literacy skills in their home languages. Thus, there is a question about inclusive and equitable education in multilingual settings as more institutional and policy support is required in the age of globalisation and superdiversity. In the case of Cyprus, students have their home language(s). Living in a bilectal setting, they are exposed to the national language, SMG, and to CG through speech, and then at university they need to use Greek and/or English in their studies. They use their vehicle languages in order to function in the society, for their education, and personal lives. They have different language proficiencies than their L1, L2, L3, Lns and different functions and domains of use.
There are various factors that affect heritage language use, maintenance and transmission as well as language and cultural identity, linguistic repertoires, DLCs and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. Minority and immigrant speakers need to adapt to their new society and to adjust culturally and linguistically [9, 10, 11]. Their linguistic and cultural identities are not static and depend on their life trajectories, communication experiences, citizenship and solidarity with members of the minority and the majority communities [8, 12, 13].
The second-generation immigrants and minority speakers undergo the same process of acculturation as their first-generation parents. But it is more difficult for second-generation immigrants to maintain their heritage language and culture without proper L1 input, schooling and literacy skills development and to have a balance between integration, maintenance of cultural heritage and adoption of new cultural traits [17, 18, 19]. Home literacy environment, family language policy, social networks and attitudes could be the factors that affect the development of home language and culture or lead to assimilation, relinquishing of cultural heritage and replacement with new cultural traits (and in some cases separation or marginalisation) [20].
Not all of our participants have the same level of L1/heritage language knowledge. However, all of them have the majority language, Greek, and the lingua franca, English, in their linguistic repertoires and DLCs, which help them to function, communicate, study and work in Cypriot society. Overall, they have a positive attitude towards multilingualism and multiculturalism, their heritage language and culture, but their self-esteem can be negatively affected by discrimination against immigrants from the receiving community members [22, 23, 25].
There are individual differences in terms of their linguistic and cultural identities, DLCs linguistic repertoires, acculturation strategies and expectancies, adaptive requirements or acculturative pressures [19, 28, 29, 30, 31, 32]. Their language use depends on the domain (private vs. public), age, AoO, LoR in Cyprus, educational and socialization opportunities [33, 34] as well as tolerance towards and acceptance/support of multilingualism and multiculturalism in Cypriot society [35, 36, 37].
Linguistic, cultural and social identities are interrelated in the multilingual setting of Cyprus. Most of our participants have hybrid identities, which is reflected in their language use and attitudes [61, 62, 63]. Preserving linguistic and cultural diversity of immigrant and minority speakers in Cyprus can enhance cultural diversity, multilingualism and social inclusion in Cyprus and in Europe as a whole, as well as trigger the development of cultural literacy, intercultural dialogue and mutual understanding [7].
This study is the first attempt to investigate the needs, challenges and opportunities regarding heritage language use, maintenance and transmission, cultural and linguistic identities of second-generation immigrants and minority speakers in Cyprus. Further research with more participants of different ages, genders and L1 groups is required for deeper insight into the issues under investigation.
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Integrity - We are consistent and dependable, always striving for precision and accuracy in the true spirit of science.
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\n\nDisruptiveness - We are eager for discovery, for new ideas and for progression. We approach our work with creativity and determination, with a clear vision that drives us forward. We look beyond today and strive for a better tomorrow.
\n\nIntechOpen is a dynamic, vibrant company, where exceptional people are achieving great things. We offer a creative, dedicated, committed, and passionate environment but never lose sight of the fact that science and discovery is exciting and rewarding. We constantly strive to ensure that members of our community can work, travel, meet world-renowned researchers and grow their own career and develop their own experiences.
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Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. 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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”.",book:{id:"6543",slug:"state-of-the-art-virtual-reality-and-augmented-reality-knowhow",title:"State of the Art Virtual Reality and Augmented Reality Knowhow",fullTitle:"State of the Art Virtual Reality and Augmented Reality Knowhow"},signatures:"Rabia M. 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Emdad Haque"},{id:"168399",title:"Mr.",name:"Mohammed S",middleName:null,surname:"Uddin",slug:"mohammed-s-uddin",fullName:"Mohammed S Uddin"}]},{id:"45760",doi:"10.5772/56967",title:"Parenting and Culture – Evidence from Some African Communities",slug:"parenting-and-culture-evidence-from-some-african-communities",totalDownloads:9581,totalCrossrefCites:10,totalDimensionsCites:25,abstract:null,book:{id:"3440",slug:"parenting-in-south-american-and-african-contexts",title:"Parenting in South American and African Contexts",fullTitle:"Parenting in South American and African Contexts"},signatures:"Patricia Mawusi Amos",authors:[{id:"162496",title:"Mrs.",name:"Patricia",middleName:"Mawusi",surname:"Amos",slug:"patricia-amos",fullName:"Patricia Amos"}]},{id:"63707",doi:"10.5772/intechopen.80780",title:"Drinking Water Treatment and Challenges in Developing Countries",slug:"drinking-water-treatment-and-challenges-in-developing-countries",totalDownloads:7977,totalCrossrefCites:13,totalDimensionsCites:24,abstract:"Safe drinking water remains inaccessible to many humans in the developing countries. Research continuously innovates to develop efficient and cheap methods to sustain clean water for developing countries. Developing nations are a broad term that includes countries that are less industrialised and have lower per capita income levels than developed countries. This chapter will discuss clean water for drinking water purposes. Pollution concerns of water in developing countries will be categorised in terms of physical, chemical and biological pollutants such as turbidity, organic matter and bacteria. Natural and anthropogenic pollution concerns linking with seasonal factors will be outlined. The multi-barrier approach to drinking water treatment will be discussed. Abstraction points used will be researched. Water treatment systems, medium- to small-scale approaches, will be discussed. The processes involved in removing the contaminants including physical processes such as sedimentation, filtration such as slow-sand filtration, coagulation and flocculation, and disinfectant processes such as chlorination will be reviewed. Other important methods including solar disinfection, hybrid filtration methods and arsenic removal technologies using innovative solid phase materials will be included in this chapter. Rainwater harvesting technologies are reviewed. Safe storage options for treated water are outlined. Challenges of water treatment in rural and urban areas will be outlined.",book:{id:"6682",slug:"the-relevance-of-hygiene-to-health-in-developing-countries",title:"The Relevance of Hygiene to Health in Developing Countries",fullTitle:"The Relevance of Hygiene to Health in Developing Countries"},signatures:"Josephine Treacy",authors:[{id:"238173",title:"Dr.",name:"Josephine",middleName:null,surname:"Treacy",slug:"josephine-treacy",fullName:"Josephine Treacy"}]}],mostDownloadedChaptersLast30Days:[{id:"58890",title:"Philosophy and Paradigm of Scientific Research",slug:"philosophy-and-paradigm-of-scientific-research",totalDownloads:13759,totalCrossrefCites:9,totalDimensionsCites:17,abstract:"Before carrying out the empirical analysis of the role of management culture in corporate social responsibility, identification of the philosophical approach and the paradigm on which the research carried out is based is necessary. Therefore, this chapter deals with the philosophical systems and paradigms of scientific research, the epistemology, evaluating understanding and application of various theories and practices used in the scientific research. The key components of the scientific research paradigm are highlighted. Theories on the basis of which this research was focused on identification of the level of development of the management culture in order to implement corporate social responsibility are identified, and the stages of its implementation are described.",book:{id:"5791",slug:"management-culture-and-corporate-social-responsibility",title:"Management Culture and Corporate Social Responsibility",fullTitle:"Management Culture and Corporate Social Responsibility"},signatures:"Pranas Žukauskas, Jolita Vveinhardt and Regina Andriukaitienė",authors:[{id:"179629",title:"Prof.",name:"Jolita",middleName:null,surname:"Vveinhardt",slug:"jolita-vveinhardt",fullName:"Jolita Vveinhardt"}]},{id:"74550",title:"School Conflicts: Causes and Management Strategies in Classroom Relationships",slug:"school-conflicts-causes-and-management-strategies-in-classroom-relationships",totalDownloads:2204,totalCrossrefCites:1,totalDimensionsCites:10,abstract:"Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.",book:{id:"7827",slug:null,title:"Interpersonal Relationships",fullTitle:"Interpersonal Relationships"},signatures:"Sabina Valente, Abílio Afonso Lourenço and Zsolt Németh",authors:null},{id:"52475",title:"Teenage Pregnancies: A Worldwide Social and Medical Problem",slug:"teenage-pregnancies-a-worldwide-social-and-medical-problem",totalDownloads:8225,totalCrossrefCites:6,totalDimensionsCites:8,abstract:"Teenage pregnancies and teenage motherhood are a cause for concern worldwide. From a historical point of view, teenage pregnancies are nothing new. For much of human history, it was absolutely common that girls married during their late adolescence and experienced first birth during their second decade of life. This kind of reproductive behavior was socially desired and considered as normal. Nowadays, however, the prevention of teenage pregnancies and teenage motherhood is a priority for public health in nearly all developed and increasingly in developing countries. For a long time, teenage pregnancies were associated with severe medical problems; however, most of data supporting this viewpoint have been collected some decades ago and reflect mainly the situation of per se socially disadvantaged teenage mothers. According to more recent studies, teenage pregnancies are not per se risky ones. A clear risk group are extremely young teenage mothers (younger than 15 years) who are confronted with various medical risks, such as preeclampsia, preterm labor, and small for gestational age newborns but also marked social disadvantage, such as poverty, unemployment, low educational level, and single parenting. In the present study, the prevalence and outcome of teenage pregnancies in Austria are focused on.",book:{id:"5392",slug:"an-analysis-of-contemporary-social-welfare-issues",title:"An Analysis of Contemporary Social Welfare Issues",fullTitle:"An Analysis of Contemporary Social Welfare Issues"},signatures:"Sylvia Kirchengast",authors:[{id:"188289",title:"Prof.",name:"Sylvia",middleName:null,surname:"Kirchengast",slug:"sylvia-kirchengast",fullName:"Sylvia Kirchengast"}]},{id:"58060",title:"Pedagogy of the Twenty-First Century: Innovative Teaching Methods",slug:"pedagogy-of-the-twenty-first-century-innovative-teaching-methods",totalDownloads:8743,totalCrossrefCites:15,totalDimensionsCites:21,abstract:"In the twenty-first century, significant changes are occurring related to new scientific discoveries, informatization, globalization, the development of astronautics, robotics, and artificial intelligence. This century is called the age of digital technologies and knowledge. How is the school changing in the new century? How does learning theory change? Currently, you can hear a lot of criticism that the classroom has not changed significantly compared to the last century or even like two centuries ago. Do the teachers succeed in modern changes? The purpose of the chapter is to summarize the current changes in didactics for the use of innovative teaching methods and study the understanding of changes by teachers. In this chapter, we consider four areas: the expansion of the subject of pedagogy, environmental approach to teaching, the digital generation and the changes taking place, and innovation in teaching. The theory of education, figuratively speaking, has two levels. At the macro-level, in the “education-society” relationship, decentralization and diversification, internationalization of education, and the introduction of digital technologies occur. At the micro-level in the “teacher-learner” relationship, there is an active mix of traditional and innovative methods, combination of an activity approach with an energy-informational environment approach, cognition with constructivism and connectivism.",book:{id:"5980",slug:"new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education",title:"New Pedagogical Challenges in the 21st Century",fullTitle:"New Pedagogical Challenges in the 21st Century - Contributions of Research in Education"},signatures:"Aigerim Mynbayeva, Zukhra Sadvakassova and Bakhytkul\nAkshalova",authors:[{id:"201997",title:"Dr.",name:"Aigerim",middleName:null,surname:"Mynbayeva",slug:"aigerim-mynbayeva",fullName:"Aigerim Mynbayeva"},{id:"209208",title:"Dr.",name:"Zukhra",middleName:null,surname:"Sadvakassova",slug:"zukhra-sadvakassova",fullName:"Zukhra Sadvakassova"},{id:"209210",title:"Dr.",name:"Bakhytkul",middleName:null,surname:"Akshalova",slug:"bakhytkul-akshalova",fullName:"Bakhytkul Akshalova"}]},{id:"58894",title:"Research Ethics",slug:"research-ethics",totalDownloads:3341,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"Research ethics is closely related to the ethical principles of social responsibility. This research covers a wide context of working with people, so the researchers raised a task not only to gain confidence in the respondents’ eyes, to receive reliable data, but also to ensure the transparency of the science. This chapter discusses the theoretical and practical topics of research, after evaluation of which ethical principles of organization and conducting the research are presented. There is a detailed description of how and what ethical principles were followed on the different stages of the research.",book:{id:"5791",slug:"management-culture-and-corporate-social-responsibility",title:"Management Culture and Corporate Social Responsibility",fullTitle:"Management Culture and Corporate Social Responsibility"},signatures:"Pranas Žukauskas, Jolita Vveinhardt and Regina Andriukaitienė",authors:[{id:"179629",title:"Prof.",name:"Jolita",middleName:null,surname:"Vveinhardt",slug:"jolita-vveinhardt",fullName:"Jolita Vveinhardt"}]}],onlineFirstChaptersFilter:{topicId:"23",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82394",title:"Learning by Doing Active Social Learning",slug:"learning-by-doing-active-social-learning",totalDownloads:1,totalDimensionsCites:0,doi:"10.5772/intechopen.105523",abstract:"Project-based learning and future-based pedagogy are important and effective tools for teaching and learning in the twenty-first century. They are especially suited to instilling social activism among students, which is extremely valuable in today’s multicultural society. This study examined the impact of such learning among Arab and Jewish students and teachers in Israel. Following a collaborative program on social activism, in which students from different sectors worked together via digital platforms and face-to-face encounters, the impact of the program and its pedagogical tools were examined. The program, called Living in a Multicultural Society, reflects the mosaic of different people and communities, living side by side yet separated by religion, culture, and language. Through this program, students who may not have otherwise met worked together to learn, research, and create. This study was conducted using the mixed-method approach, whereby the qualitative data were gathered via interviews, and the quantitative data were collected through questionnaires. The findings show that this project-based learning program led to significant encounters, understandings, and co-operations between different sectors, and to meaningful end-products relating to social activism. This study enhances the concept that significant pedagogical processes increase students’ motivation, in-depth learning, and outcomes.",book:{id:"11481",title:"Active Learning - Research and Practice",coverURL:"https://cdn.intechopen.com/books/images_new/11481.jpg"},signatures:"Anat Raviv"},{id:"81785",title:"Social Distancing Disbanding Learner Groupings: A Case on Language Development",slug:"social-distancing-disbanding-learner-groupings-a-case-on-language-development",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.104893",abstract:"Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.",book:{id:"10912",title:"Psychosocial, Educational, and Economic Impacts of COVID-19",coverURL:"https://cdn.intechopen.com/books/images_new/10912.jpg"},signatures:"Bulelwa Makena and Thandiswa Mpiti"},{id:"82173",title:"Integral Ecology and Spiritual Dialogues",slug:"integral-ecology-and-spiritual-dialogues",totalDownloads:7,totalDimensionsCites:0,doi:"10.5772/intechopen.105126",abstract:"The essay has as its starting point, a brief awareness of the accelerated degradation and depletion of Planet Earth and the incompetent or insensitive economies toward the scandalous increase of social inequalities and situations of human waste in the world. Next, come some core points of the Church’s Social Teaching under Pope Francis, highlighting integral ecology and dialogue, as well as some relevant aspects in the debate of global ethical standards and new perceptions of the paths of spirituality. With this broad framework, the central focus of the text synthesizes a proposal for a concept of promoting justice considered coherent and operative within this context, emphasizing the relevance of spiritual dialogues as a transforming practice within the complexity that questions and challenges us. Even without directly addressing the concept of sustainability, by focusing on integral ecology and spiritual dialogues, the essay’s main horizon is to suggest paths to sustainable societies.",book:{id:"11429",title:"Sustainability, Ecology, and Religions of the World",coverURL:"https://cdn.intechopen.com/books/images_new/11429.jpg"},signatures:"José Ivo Follmann"},{id:"82295",title:"Religious Self and Sustainability Ideation: Islamic Perspective and Indonesian Context",slug:"religious-self-and-sustainability-ideation-islamic-perspective-and-indonesian-context",totalDownloads:2,totalDimensionsCites:0,doi:"10.5772/intechopen.105127",abstract:"This chapter describes the role of the religious self in relation to sustainability ideation. The religious self that can foster sustainability ideation is the genuine religious self. The process is to realize the duty of humans as a caliphate and learn the science of God’s creation as part of human obedience to God. The traditional perspective of religiosity that separates the science of religion from the general science, and considers the general science has nothing to do with religiosity, needs to be retheorized. Retheorization is necessary. Thinking about religiosity provides the opportunity to a Muslim who studies the natural sciences and other sciences to carry out the human duties as caliph, namely guarding the earth.",book:{id:"11429",title:"Sustainability, Ecology, and Religions of the World",coverURL:"https://cdn.intechopen.com/books/images_new/11429.jpg"},signatures:"Retno Hanggarani Ninin and Noer Fauzi Rachman"},{id:"82310",title:"Knowledge of Intergenerational Contact to Combat Ageism towards Older People",slug:"knowledge-of-intergenerational-contact-to-combat-ageism-towards-older-people",totalDownloads:8,totalDimensionsCites:0,doi:"10.5772/intechopen.105592",abstract:"Among the multi-dimensional social aspects of aging, intergenerational contacts and relationships between older and younger people will be the focus of this chapter. Underpinned by a study that sought to address and reduce ageism, this chapter discusses the respective roles of direct and indirect intergenerational contacts and their associations with the attitude and prosocial behavior of younger people towards older people. This chapter aims to provide initial evidence about the related processes, mechanisms and relationships involving the older individuals and young people in our society. Valuable insights and synergistic efforts will be provided in how the governments, schools, private and community groups, and the media will all have an integral part to play in applying the knowledge of intergenerational contact to combat ageism towards older people. Future research is needed to better integrate the processes, mechanisms and changing relationships between generations to serve the aging population of Hong Kong.",book:{id:"11479",title:"Social Aspects of Ageing - Selected Challenges, Analyses, and Solutions",coverURL:"https://cdn.intechopen.com/books/images_new/11479.jpg"},signatures:"Alice Nga Lai Kwong"},{id:"82239",title:"Impact of Dialogic Argumentation Pedagogy on Grade 8 students’ Epistemic Knowledge of Science",slug:"impact-of-dialogic-argumentation-pedagogy-on-grade-8-students-epistemic-knowledge-of-science",totalDownloads:23,totalDimensionsCites:0,doi:"10.5772/intechopen.104536",abstract:"This study explores the effect of dialogic argumentation on grade 8 students’ epistemic knowledge of science in physics. A quasi-experimental design was employed to compare experimental (239) and control (240) groups’ epistemic knowledge of science. A pre-intervention and post-intervention physics reasoning test was administered, and small group classroom discussions were also video recorded. Physics teachers in the intervention group had trained for three days about dialogic argumentation and Talking Physics Students Activities manual was also distributed and used in this yearlong intervention. Mann-Whitney U test results indicated that the post-test scores of grade 8 students in the argumentation lessons significantly increased in their level of epistemic knowledge compared to the non-argumentation groups, z =−4.509, p = .000, and r = .21, but not in the pre-test scores, z =−1.038 and p = .299. However, both pre- and post-test scores of both groups were relatively low. The intervention groups showed significant improvements in the quality of their argumentation on the ASAC scale, z = 2.111, p = .035, and r = .56, but not the control groups, z = 1.068 and p = .285. The study found evidence that argumentation-based lessons improved both the epistemic knowledge and the quality of dialogic argumentations of grade 8 students and that students’ level of epistemic knowledge and the quality of their dialogic argumentations were strongly correlated.",book:{id:"11279",title:"Advances in Research in STEM Education",coverURL:"https://cdn.intechopen.com/books/images_new/11279.jpg"},signatures:"Getachew Tarekegn, Jonathan Osborne and Mesfin Tadesse"}],onlineFirstChaptersTotal:144},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:31,numberOfPublishedChapters:314,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:11,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:105,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:18,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:14,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"6",title:"Infectious Diseases",doi:"10.5772/intechopen.71852",issn:"2631-6188",scope:"This series will provide a comprehensive overview of recent research trends in various Infectious Diseases (as per the most recent Baltimore classification). Topics will include general overviews of infections, immunopathology, diagnosis, treatment, epidemiology, etiology, and current clinical recommendations for managing infectious diseases. Ongoing issues, recent advances, and future diagnostic approaches and therapeutic strategies will also be discussed. This book series will focus on various aspects and properties of infectious diseases whose deep understanding is essential for safeguarding the human race from losing resources and economies due to pathogens.",coverUrl:"https://cdn.intechopen.com/series/covers/6.jpg",latestPublicationDate:"June 25th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:13,editor:{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},editorTwo:null,editorThree:null},subseries:{paginationCount:4,paginationItems:[{id:"3",title:"Bacterial Infectious Diseases",coverUrl:"https://cdn.intechopen.com/series_topics/covers/3.jpg",isOpenForSubmission:!1,editor:null,editorTwo:null,editorThree:null},{id:"4",title:"Fungal Infectious Diseases",coverUrl:"https://cdn.intechopen.com/series_topics/covers/4.jpg",isOpenForSubmission:!0,editor:{id:"174134",title:"Dr.",name:"Yuping",middleName:null,surname:"Ran",slug:"yuping-ran",fullName:"Yuping Ran",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bS9d6QAC/Profile_Picture_1630330675373",biography:"Dr. Yuping Ran, Professor, Department of Dermatology, West China Hospital, Sichuan University, Chengdu, China. Completed the Course Medical Mycology, the Centraalbureau voor Schimmelcultures (CBS), Fungal Biodiversity Centre, Netherlands (2006). International Union of Microbiological Societies (IUMS) Fellow, and International Emerging Infectious Diseases (IEID) Fellow, Centers for Diseases Control and Prevention (CDC), Atlanta, USA. Diploma of Dermatological Scientist, Japanese Society for Investigative Dermatology. Ph.D. of Juntendo University, Japan. Bachelor’s and Master’s degree, Medicine, West China University of Medical Sciences. Chair of Sichuan Medical Association Dermatology Committee. General Secretary of The 19th Annual Meeting of Chinese Society of Dermatology and the Asia Pacific Society for Medical Mycology (2013). In charge of the Annual Medical Mycology Course over 20-years authorized by National Continue Medical Education Committee of China. Member of the board of directors of the Asia-Pacific Society for Medical Mycology (APSMM). Associate editor of Mycopathologia. 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She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"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. 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Fungal infectious illness prevalence and prognosis are determined by the exposure between fungi and host, host immunological state, fungal virulence, and early and accurate diagnosis and treatment. \r\nPatients with both congenital and acquired immunodeficiency are more likely to be infected with opportunistic mycosis. Fungal infectious disease outbreaks are common during the post- disaster rebuilding era, which is characterised by high population density, migration, and poor health and medical conditions.\r\nSystemic or local fungal infection is mainly associated with the fungi directly inhaled or inoculated in the environment during the disaster. The most common fungal infection pathways are human to human (anthropophilic), animal to human (zoophilic), and environment to human (soilophile). Diseases are common as a result of widespread exposure to pathogenic fungus dispersed into the environment. \r\nFungi that are both common and emerging are intertwined. In Southeast Asia, for example, Talaromyces marneffei is an important pathogenic thermally dimorphic fungus that causes systemic mycosis. Widespread fungal infections with complicated and variable clinical manifestations, such as Candida auris infection resistant to several antifungal medicines, Covid-19 associated with Trichoderma, and terbinafine resistant dermatophytosis in India, are among the most serious disorders. \r\nInappropriate local or systemic use of glucocorticoids, as well as their immunosuppressive effects, may lead to changes in fungal infection spectrum and clinical characteristics. Hematogenous candidiasis is a worrisome issue that affects people all over the world, particularly ICU patients. CARD9 deficiency and fungal infection have been major issues in recent years. Invasive aspergillosis is associated with a significant death rate. Special attention should be given to endemic fungal infections, identification of important clinical fungal infections advanced in yeasts, filamentous fungal infections, skin mycobiome and fungal genomes, and immunity to fungal infections.\r\nIn addition, endemic fungal diseases or uncommon fungal infections caused by Mucor irregularis, dermatophytosis, Malassezia, cryptococcosis, chromoblastomycosis, coccidiosis, blastomycosis, histoplasmosis, sporotrichosis, and other fungi, should be monitored. \r\nThis topic includes the research progress on the etiology and pathogenesis of fungal infections, new methods of isolation and identification, rapid detection, drug sensitivity testing, new antifungal drugs, schemes and case series reports. 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International Union of Microbiological Societies (IUMS) Fellow, and International Emerging Infectious Diseases (IEID) Fellow, Centers for Diseases Control and Prevention (CDC), Atlanta, USA. Diploma of Dermatological Scientist, Japanese Society for Investigative Dermatology. Ph.D. of Juntendo University, Japan. Bachelor’s and Master’s degree, Medicine, West China University of Medical Sciences. Chair of Sichuan Medical Association Dermatology Committee. General Secretary of The 19th Annual Meeting of Chinese Society of Dermatology and the Asia Pacific Society for Medical Mycology (2013). In charge of the Annual Medical Mycology Course over 20-years authorized by National Continue Medical Education Committee of China. Member of the board of directors of the Asia-Pacific Society for Medical Mycology (APSMM). Associate editor of Mycopathologia. Vice-chief of the editorial board of Chinses Journal of Mycology, China. 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Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. 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