Barely three months into the new year and we are happy to announce a monumental milestone reached - 150 million downloads.
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This achievement solidifies IntechOpen’s place as a pioneer in Open Access publishing and the home to some of the most relevant scientific research available through Open Access.
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We are so proud to have worked with so many bright minds throughout the years who have helped us spread knowledge through the power of Open Access and we look forward to continuing to support some of the greatest thinkers of our day.
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Thank you for making IntechOpen your place of learning, sharing, and discovery, and here’s to 150 million more!
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\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"6225",leadTitle:null,fullTitle:"Health and Academic Achievement",title:"Health and Academic Achievement",subtitle:null,reviewType:"peer-reviewed",abstract:"Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy.",isbn:"978-1-78923-731-3",printIsbn:"978-1-78923-730-6",pdfIsbn:"978-1-83881-347-5",doi:"10.5772/intechopen.68719",price:119,priceEur:129,priceUsd:155,slug:"health-and-academic-achievement",numberOfPages:266,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"425b40a61d608a8cf110f9089b8d2611",bookSignature:"Blandina Bernal-Morales",publishedDate:"September 19th 2018",coverURL:"https://cdn.intechopen.com/books/images_new/6225.jpg",numberOfDownloads:25101,numberOfWosCitations:24,numberOfCrossrefCitations:34,numberOfCrossrefCitationsByBook:1,numberOfDimensionsCitations:49,numberOfDimensionsCitationsByBook:2,hasAltmetrics:1,numberOfTotalCitations:107,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 10th 2017",dateEndSecondStepPublish:"May 1st 2017",dateEndThirdStepPublish:"December 3rd 2017",dateEndFourthStepPublish:"January 3rd 2018",dateEndFifthStepPublish:"March 3rd 2018",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"45701",title:"Dr.",name:"Blandina",middleName:null,surname:"Bernal-Morales",slug:"blandina-bernal-morales",fullName:"Blandina Bernal-Morales",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:"Universidad Veracruzana",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Universidad Veracruzana",institutionURL:null,country:{name:"Mexico"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"266",title:"Educational Psychology",slug:"educational-psychology"}],chapters:[{id:"63109",title:"Introductory Chapter: Writing about Health and Academic Achievement",doi:"10.5772/intechopen.80421",slug:"introductory-chapter-writing-about-health-and-academic-achievement",totalDownloads:964,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Blandina Bernal-Morales, Cecilia Luz Balderas-Vazquez and Juan\nFrancisco Rodríguez-Landa",downloadPdfUrl:"/chapter/pdf-download/63109",previewPdfUrl:"/chapter/pdf-preview/63109",authors:[{id:"45701",title:"Dr.",name:"Blandina",surname:"Bernal-Morales",slug:"blandina-bernal-morales",fullName:"Blandina Bernal-Morales"}],corrections:null},{id:"59046",title:"Stress and Cognition: Psychological Basis and Support Resources",doi:"10.5772/intechopen.72566",slug:"stress-and-cognition-psychological-basis-and-support-resources",totalDownloads:1675,totalCrossrefCites:4,totalDimensionsCites:6,hasAltmetrics:1,abstract:"Executive functions are processes that help in tasks such as reasoning, planning, troubleshooting, and management of the individual’s own life. A consequence of the specific connections of stress is that executive functions tend to be interrupted when the stimulation load is so big that the individual becomes stressed. The level of cellular stress becomes evident with the increase of cortisol. Cellular processes such as inflammation, proliferation/death, and oxidative stress have been shown in murine models resembling cognitive impairment in humans. This impairment translates into behavioral changes, loss of memory, inability for decision-making, and attention problems. The incorporation of factors, such as drug use and bullying, promotes the impairment of executive functions. Resorting to strategies, such as exercising, environmental enrichment, and changes in the diet, constitutes an excellent aid in the promotion of academic achievement. In this chapter, we discuss the impact of stress on cognitive executive functions associated with academic achievement and also suggest strategies to reduce the impact of stressing factors.",signatures:"Tamara Cibrian-Llanderal, Montserrat Melgarejo-Gutierrez and\nDaniel Hernandez-Baltazar",downloadPdfUrl:"/chapter/pdf-download/59046",previewPdfUrl:"/chapter/pdf-preview/59046",authors:[{id:"209886",title:"Dr.",name:"Tamara",surname:"Cibrian-Llanderal",slug:"tamara-cibrian-llanderal",fullName:"Tamara Cibrian-Llanderal"},{id:"210172",title:"Dr.",name:"Montserrat",surname:"Melgarejo-Gutierrez",slug:"montserrat-melgarejo-gutierrez",fullName:"Montserrat Melgarejo-Gutierrez"},{id:"210173",title:"Dr.",name:"Daniel",surname:"Hernandez-Baltazar",slug:"daniel-hernandez-baltazar",fullName:"Daniel Hernandez-Baltazar"}],corrections:null},{id:"58763",title:"Stress in Nursing University Students and Mental Health",doi:"10.5772/intechopen.72993",slug:"stress-in-nursing-university-students-and-mental-health",totalDownloads:2499,totalCrossrefCites:1,totalDimensionsCites:3,hasAltmetrics:1,abstract:"Stress is a physiological response that impacts the cognitive, emotional, behavioral, and social components. It also involves the adaptation of the organism, the coping resources, and the environment. In young people, stress can be triggered by social interactions or school requirements. This chapter is a narrative review analyzing scientific bibliography from the main databases (NIH, Scielo, Redalyc) that explored the main stressors and their effects on nursing students. These stressors include the care of patients, assignments and workloads, academic evaluations, and negative or hostile social interactions. Data include the deleterious effects of stress in nursing students as anxiety, depression, inhibiting learning, and burnout, which negatively impact their academic development and health. Finally, some interventions to reduce the impact of stress are discussed. Conclusion: Stress responses in nursing students vary in duration and intensity during their academic training; final effects depend on the coping mechanisms, individual resources, and hospital environment. The effects of stress on nursing students impact on academic performance but could also trigger several psychiatric disorders as depression or anxiety, as well as other associated problems such as sleep disorders, alcohol, and psychoactive drug consumption, which in the short and long term may affect the patient care.",signatures:"Frank Pulido-Criollo, Jonathan Cueto-Escobedo and Gabriel Guillén-\nRuiz",downloadPdfUrl:"/chapter/pdf-download/58763",previewPdfUrl:"/chapter/pdf-preview/58763",authors:[{id:"175891",title:"MSc.",name:"Frank",surname:"Pulido-Criollo",slug:"frank-pulido-criollo",fullName:"Frank Pulido-Criollo"},{id:"199455",title:"Dr.",name:"Jonathan",surname:"Cueto-Escobedo",slug:"jonathan-cueto-escobedo",fullName:"Jonathan Cueto-Escobedo"},{id:"218681",title:"Dr.",name:"Gabriel",surname:"Guillén-Ruiz",slug:"gabriel-guillen-ruiz",fullName:"Gabriel Guillén-Ruiz"}],corrections:null},{id:"60102",title:"Bullying in School",doi:"10.5772/intechopen.75729",slug:"bullying-in-school",totalDownloads:3945,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:0,abstract:"Bullying in school is a significant problem worldwide and is one of the most common antisocial behaviors among adolescents and children. Despite implementing anti-bullying prevention programs in almost every school within the United States, Europe, and some initiatives in low-income countries, yet bullying is more pervasive problems in schools than any other problems. This chapter provides a review of research and evidence on school bullying: understanding the definition of bullying in school, and the size of the problem, the consequences of bullying, academic correlations, who is at risk, students’ perceptions of bullying and the evidence school-based programs to reduce and prevent bullying.",signatures:"Nahla Mansour Al-Ali and Khulood K. Shattnawi",downloadPdfUrl:"/chapter/pdf-download/60102",previewPdfUrl:"/chapter/pdf-preview/60102",authors:[{id:"228887",title:"Associate Prof.",name:"Nahla",surname:"Al Ali",slug:"nahla-al-ali",fullName:"Nahla Al Ali"},{id:"238157",title:"Dr.",name:"Khulood",surname:"Shattnawi",slug:"khulood-shattnawi",fullName:"Khulood Shattnawi"}],corrections:null},{id:"58183",title:"Influence of Drugs on Cognitive Functions",doi:"10.5772/intechopen.71842",slug:"influence-of-drugs-on-cognitive-functions",totalDownloads:2235,totalCrossrefCites:6,totalDimensionsCites:7,hasAltmetrics:1,abstract:"Disorders related to the misuse of certain drugs represent not only a worldwide public health problem, but also an economic and social issue. Adolescents and children represent the most vulnerable population for drug consumption and addiction. At this early stage in life, a crucial phase of the neurodevelopmental process, substance abuse can induce brain plasticity mechanisms that may produce long-lasting changes in neural circuitry and ultimately behavior. One of the consequences of these changes is the impairment of cognitive functions, with academic negative impact in the acquisition of new knowledge. In this chapter, we will describe the effects of illicit substances of abuse, both stimulants and depressants as well as prescription drug misuse and its influence of on learning and memory processes. Recent evidence on the new so-called smart drugs is also discussed.",signatures:"Claudia Juárez-Portilla, Tania Molina-Jiménez, Jean-Pascal Morin,\nGabriel Roldán-Roldán and Rossana Citlali Zepeda",downloadPdfUrl:"/chapter/pdf-download/58183",previewPdfUrl:"/chapter/pdf-preview/58183",authors:[{id:"219266",title:"Dr.",name:"Rossana C",surname:"Zepeda",slug:"rossana-c-zepeda",fullName:"Rossana C Zepeda"},{id:"219492",title:"Dr.",name:"Claudia",surname:"Juárez-Portilla",slug:"claudia-juarez-portilla",fullName:"Claudia Juárez-Portilla"},{id:"219493",title:"Dr.",name:"Tania",surname:"Molina-Jiménez",slug:"tania-molina-jimenez",fullName:"Tania Molina-Jiménez"},{id:"219494",title:"Dr.",name:"Gabriel",surname:"Roldán-Roldán",slug:"gabriel-roldan-roldan",fullName:"Gabriel Roldán-Roldán"},{id:"220789",title:"Dr.",name:"Jean-Pascal",surname:"Morin",slug:"jean-pascal-morin",fullName:"Jean-Pascal Morin"}],corrections:null},{id:"60210",title:"Community College Counselors’ Experiences and Challenges with Postsecondary Students with Mental Health Disorders",doi:"10.5772/intechopen.75661",slug:"community-college-counselors-experiences-and-challenges-with-postsecondary-students-with-mental-heal",totalDownloads:1061,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Mental health disorders among students are a growing problem in today’s postsecondary institutions. Counselors in many of these institutions are overwhelmed by the increasing demand for their services. This chapter presents findings from a qualitative study that examined the challenges community college counselors face when working with students experiencing mental health disorders. Ten counselors from seven colleges in the province of Alberta in Canada participated in semi-structured individual and telephone interviews that were analyzed thematically. The counselors dealt with a high proportion of minority and ethnically diverse students who experienced multiple barriers to postsecondary study. Two broad themes with several subthemes emerged from the analysis. The two broad themes were (1) challenges for counselors arising from the mind-set of students about their mental health condition and (2) challenges for counselors arising from lack of resources. Implications of these findings for practice and policy are discussed.",signatures:"Janki Shankar and Conita Ip",downloadPdfUrl:"/chapter/pdf-download/60210",previewPdfUrl:"/chapter/pdf-preview/60210",authors:[{id:"231653",title:"Prof.",name:"Janki",surname:"Shankar",slug:"janki-shankar",fullName:"Janki Shankar"},{id:"231654",title:"Dr.",name:"Conita",surname:"Ip",slug:"conita-ip",fullName:"Conita Ip"}],corrections:null},{id:"59763",title:"Relationships and School Success: From a Social-Emotional Learning Perspective",doi:"10.5772/intechopen.75012",slug:"relationships-and-school-success-from-a-social-emotional-learning-perspective",totalDownloads:1419,totalCrossrefCites:1,totalDimensionsCites:0,hasAltmetrics:1,abstract:"There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools. SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. It is promoted through both direct instruction and the establishment of safe, caring, and supportive learning environments in which all students feel valued, respected, and connected. In support of such arguments are studies linking SEL to a number of positive students’ outcomes, including better academic achievement, social behavior, and emotional well-being. This chapter addresses how SEL, especially relationships as a critical component of SEL, contributes to school success and mental health especially among youth, with research evidence. Further, on the basis that we often do not feel efficacious in fostering SEL due to inadequate training and information, this chapter provides evidence-based practices to support healthy relationships and learning environments.",signatures:"Chiaki Konishi and Tracy K.Y. Wong",downloadPdfUrl:"/chapter/pdf-download/59763",previewPdfUrl:"/chapter/pdf-preview/59763",authors:[{id:"233549",title:"Dr.",name:"Chiaki",surname:"Konishi",slug:"chiaki-konishi",fullName:"Chiaki Konishi"},{id:"240592",title:"Ms.",name:"Tracy",surname:"Wong",slug:"tracy-wong",fullName:"Tracy Wong"}],corrections:null},{id:"60160",title:"Prevention of Internalized Problems of Children and Youth in Academic Setting",doi:"10.5772/intechopen.75590",slug:"prevention-of-internalized-problems-of-children-and-youth-in-academic-setting",totalDownloads:1249,totalCrossrefCites:3,totalDimensionsCites:5,hasAltmetrics:1,abstract:"Research of internalized problems during school years shows their stability and tendency of enhancement during the period of growing up. There are many challenges children and adolescents have to face: greater academic expectations, changes in relationships with parents and peers, physical changes, and transitions. Given the context and their background, students’ feelings such as shy or withdrawn behavior, frequent worrying, sadness, loneliness, and low sense of self-worth are unavoidable part of every classroom. Childhood and adolescence seem to be a critical age for prevention of internalized problems, and schools seem as a natural setting to support the accumulation of positive experiences that outweigh risks. When thinking about general evidence-based approach to internalized problems, findings show that is crucial to educate youth how to develop active coping strategies and to cope with negative thoughts. Schools can be good environments to do that. The aim of this chapter is to offer an overview of critical epidemiological data on internalized disorders of children and youth as well as a summary of evidence-based practices focused on their prevention in schools, going from universal to targeted programs and highlighting mindfulness-based interventions. Finally, Croatian example of investments in socio-emotional learning is presented, examining its effects on students’ internalizing symptoms.",signatures:"Miranda Novak and Josipa Mihić",downloadPdfUrl:"/chapter/pdf-download/60160",previewPdfUrl:"/chapter/pdf-preview/60160",authors:[{id:"230565",title:"Assistant Prof.",name:"Miranda",surname:"Novak",slug:"miranda-novak",fullName:"Miranda Novak"},{id:"244195",title:"Prof.",name:"Josipa",surname:"Mihić",slug:"josipa-mihic",fullName:"Josipa Mihić"}],corrections:null},{id:"62994",title:"Health, Academic Achievement and School-Based Interventions",doi:"10.5772/intechopen.76431",slug:"health-academic-achievement-and-school-based-interventions",totalDownloads:2557,totalCrossrefCites:6,totalDimensionsCites:10,hasAltmetrics:1,abstract:"There is a statistically significant relationship between health and academic achievement. Research evidence shows that children who are healthy are at a low risk for school problems than students who are unhealthy. Students with good health tend to perform better in school than those with poor health. Problems that emanate from poor health include a higher probability of school failure, poor levels of concentration, grade retention and dropout. However, health is a complex and elusive concept and its definition is often shrouded by assumptions and limitations. Therefore, the relationship between health and student achievement is often complex. The concept of health has been evolving over time, cutting across multiple disciplines. Of late, there has been a focus on achieving not only health but total well-being. Schools have been challenged to promote student health by providing favourable environments, policies, support services and information-based interventions. Schools should develop integrated health interventions because of their proven effectiveness in promoting healthy lifestyles among students. This chapter critically examines the concept of health and establishes the connection between health and achievement. The chapter also proposes health interventions that are effective in influencing academic achievement.",signatures:"Thomas Matingwina",downloadPdfUrl:"/chapter/pdf-download/62994",previewPdfUrl:"/chapter/pdf-preview/62994",authors:[{id:"227293",title:"Ph.D.",name:"Thomas",surname:"Matingwina",slug:"thomas-matingwina",fullName:"Thomas Matingwina"}],corrections:null},{id:"62703",title:"The Role of Resilience and Psychological Well-Being in School Engagement and Perceived Academic Performance: An Exploratory Model to Improve Academic Achievement",doi:"10.5772/intechopen.73580",slug:"the-role-of-resilience-and-psychological-well-being-in-school-engagement-and-perceived-academic-perf",totalDownloads:1946,totalCrossrefCites:8,totalDimensionsCites:10,hasAltmetrics:0,abstract:"The aim of the present study is to examine the relationship between resilience, subjective well-being and academic achievement (i.e., school engagement and perceived performance). To achieve this, a battery of instruments was applied to 945 Compulsory Secondary Education students from Basque Country (425 boys and 520 girls) of medium socio-cultural level and aged between 12 and 17 (Mage = 14.50, SD = 1.82). The study tests a structural model for analyzing the effects of resilience and subjective well-being on school engagement and perceived performance. The findings provide evidence in favor of the influence of resilience and subjective well-being as decisive psychological variables in the prediction of school engagement and perceived performance. Finally, the results of this study highlight the need to foster education of resilience and subjective well-being to improve academic achievement among adolescent students.",signatures:"Arantzazu Rodríguez-Fernández, Estibaliz Ramos-Díaz and Inge\nAxpe-Saez",downloadPdfUrl:"/chapter/pdf-download/62703",previewPdfUrl:"/chapter/pdf-preview/62703",authors:[{id:"90485",title:"Dr.",name:"Arantzazu",surname:"Rodriguez-Fernández",slug:"arantzazu-rodriguez-fernandez",fullName:"Arantzazu Rodriguez-Fernández"},{id:"205183",title:"Dr.",name:"Estibaliz",surname:"Ramos-Díaz",slug:"estibaliz-ramos-diaz",fullName:"Estibaliz Ramos-Díaz"},{id:"223442",title:"Prof.",name:"Inge",surname:"Axpe-Saez",slug:"inge-axpe-saez",fullName:"Inge Axpe-Saez"}],corrections:null},{id:"57513",title:"Academic Self-Efficacy, Approach to Learning and Academic Achievement",doi:"10.5772/intechopen.70948",slug:"academic-self-efficacy-approach-to-learning-and-academic-achievement",totalDownloads:2216,totalCrossrefCites:2,totalDimensionsCites:4,hasAltmetrics:0,abstract:"In this chapter, we focused on an analysis of relationship between academic self-efficacy (ASE), approach to learning (deep – DA and surface – SA), heteronomous (HAA) and autonomous evaluation (AAA) of academic achievement of adolescents. The purpose of this study is to examine if ASE and approach to learning (DA, SA) predict AAA and HAA of adolescents and if AAA is effective to the ASE. The sample consisted of 457 adolescents (268 girls and 189 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by grade point average. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement. Approach to learning we measured with The Revised Study Process Questionnaire. Our assumption about the correlation of all variables monitored (only with exception of the surface approach to learning) was confirmed. We have identified that academic self-efficacy, similarly as the preferred approach to learning (deep or surface), constitute an important predictor of heteronomous evaluation of academic achievement, and also that HAA is a significant predictor of AAA, while AAA is an important predictor of ASE in the age cohort of adolescents.",signatures:"Marcela Verešová and Lucia Foglová",downloadPdfUrl:"/chapter/pdf-download/57513",previewPdfUrl:"/chapter/pdf-preview/57513",authors:[{id:"214904",title:"Associate Prof.",name:"Marcela",surname:"Verešová",slug:"marcela-veresova",fullName:"Marcela Verešová"},{id:"215035",title:"Dr.",name:"Lucia",surname:"Foglová",slug:"lucia-foglova",fullName:"Lucia Foglová"}],corrections:null},{id:"60668",title:"From Comfort Zone to Reality: A Community Engagement to Enhance Student’s Academic Performance",doi:"10.5772/intechopen.76010",slug:"from-comfort-zone-to-reality-a-community-engagement-to-enhance-student-s-academic-performance",totalDownloads:868,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The involvement of universities in communities is not a new phenomenon, as they have been known to engage their surrounding communities by expanding knowledge beyond the institutional confinements. This paper reports on the feedback received from the learners detailing their perceptions of the community engagement work done by the UJ Learning Development through academic study skills workshops to improve the learners’ academic performance. A quantitative approach was used to collect data by means of a feedback questionnaire. The feedback questionnaire was divided into two parts, namely, the biographical details of the participants and the participants’ perceptions of the academic study skills workshops they had attended. The questionnaire was administered to a target population of 302 learners at Ikamva Youth (Ivory Park and Ebony Park branches). Sixty participants were randomly selected from both grade 10 and grade 11 strata; in the last stratum, all the thirty grade 12 participants were considered. The main findings are that the majority of participants indicated that they do apply the skills learnt from the workshops while learning material and content from other subjects. They also indicated that their academic performance had improved from the time they started applying the study skills.",signatures:"Welcome Mswazi Kubeka",downloadPdfUrl:"/chapter/pdf-download/60668",previewPdfUrl:"/chapter/pdf-preview/60668",authors:[{id:"224363",title:"Dr.",name:"Welcome",surname:"Kubeka",slug:"welcome-kubeka",fullName:"Welcome Kubeka"}],corrections:null},{id:"57405",title:"Physical Activity Practice, Sleeping Habits and Academic Achievement",doi:"10.5772/intechopen.71282",slug:"physical-activity-practice-sleeping-habits-and-academic-achievement",totalDownloads:1081,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:1,abstract:"There is a wide body of research that has identified the strong links between health behaviors and academic achievement. The media and official agencies strive to convey to schoolchildren and the public the need to show healthy lifestyles. However, it is striking that sleep habits have been considered in few occasions within healthy behaviors to be developed and promoted. Schools should encourage their students to be active because the effect of physical exercise will promote sleep and will positively affect the performance of academic tasks. Then, it is necessary to revitalize and establish the subject of Physical Education and Sport practice properly where the students can meet a minimum of 150 minutes of moderate-to-vigorous exercise per week. This approach will have a direct impact on the school children’s performance and health. Therefore, the key question is to decide whether educational centers must promote active lifestyles where sleep and exercise will be promoting or maintain schools where the body and body intelligence remain an irrelevant matter.",signatures:"Luis M. Ruiz-Pérez, Miguel A. Gómez-Ruano and José A. Navia-\nManzano",downloadPdfUrl:"/chapter/pdf-download/57405",previewPdfUrl:"/chapter/pdf-preview/57405",authors:[{id:"201919",title:"Dr.",name:"Luis Miguel",surname:"Ruiz Pérez",slug:"luis-miguel-ruiz-perez",fullName:"Luis Miguel Ruiz Pérez"},{id:"208978",title:"Dr.",name:"Miguel Angel",surname:"Gómez-Ruano",slug:"miguel-angel-gomez-ruano",fullName:"Miguel Angel Gómez-Ruano"},{id:"209709",title:"Dr.",name:"José Antonio",surname:"Navia-Manzano",slug:"jose-antonio-navia-manzano",fullName:"José Antonio Navia-Manzano"}],corrections:null},{id:"58000",title:"Physical Activity, Aerobic Fitness and Academic Achievement",doi:"10.5772/intechopen.71284",slug:"physical-activity-aerobic-fitness-and-academic-achievement",totalDownloads:1387,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"There is a growing body of literature investigating the relationship between physical activity (PA) and cardiorespiratory fitness (CRF) with academic achievement (AA). This chapter presents new evidence on the relationship between PA, CRF and AA. Studies have shown no association or inconsistent association between objectively measured PA and AA. Nonetheless, despite inconsistent results, it may be concluded that, at a minimum, PA is not detrimental to AA. In comparison, results from studies employing self-reported PA have shown a positive association with AA. The results of these studies are more consistent with reports stemming from many different countries across the world. Similarly, CRF has also evidenced a positive association with AA, suggesting that increasing CRF is important for children and adolescents’ health, and further cognitive development and AA. Thus, promoting PA and improving CRF are important for maximizing children and adolescents’ health and AA. 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\r\n\tThe book will shed the light on the basic principles of infrared (IR) spectrophotometry and its environmental, industrial, and pharmaceutical applications. \r\n\tEnvironmental applications will deal with water, and wastewater treatments, characterization of different sorbents, and waste removers, contaminants detection in water, and waste management. \r\n\tIndustrial applications will focus on the analysis of paint, paper, pharmaceutical, and sugar industries and the applicability of infrared spectroscopy in these fields.
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1. Introduction
Thyroid disorders are known to involve all the organ systems of the body and the skin is no exception. Some dermatological skin findings and diseases may be the first symptoms of thyroid disease [1]. Available data suggest that thyroid hormone plays a pivotal role in embryonic development of mammalian skin as well as in maintenance of normal cutaneous function an adult skin. Thyroid hormone stimulates epidermal oxygen consumption, protein synthesis, mitosis, and determination of epidermal thickness [2]. Thyroid hormone is an important regulator of epidermal homeostasis. In tissue culture studies using surrogates for DNA expression, T 3 has been shown to stimulate growth of both epidermal keratinocytes and dermal fibroblastes [3, 4]. In addition, thyroid hormone appears to be necessary for both the initiation and maintenance of hair growth and normal secretion of sebum.
Both hypothyroidism and hyperthyroidism are known to cause skin change. Hypothyroidism may result from either inadequate circulating levels of thyroid hormone or target cell resistance to hormonal action. Primary hypothyroidism is as a result of glandular failure is the most common cause and most frequently result from autoimmune disease [5]. In hypothyroidism, the skin is cold, xerotic and pale. The coldness is due to reduced core temperature and cutaneous vasoconstriction. The decreased skin perfusion has been documented with nail fold capillaroscopy [6]. It has been suggested that the diminished skin perfusion is reflex vasoconstriction compensatory to diminished core temperature. The diminished core temperature itself may be secondary to reduced thermogenesis [7]. Occasionally, purpura may be noted in hypothyroid patients as a result of diminished levels of clothing factors and the loss of vascular support secondary to the dermal mucin [8]. The dryness of hypothyroid skin results from decreased eccrine gland secretion. The mechanism for decreased sweating is not clear although the hypothyroid glands are atrophic on histologic examination [9]. Hypohidrosis, possibly accompanied by diminished epidermal sterol biosynthesis, may lead to acquired palmoplantar keratoderma. Xerosis is due to a change in skin texture and poor hydratation of the stratum corneum. The skin is rough and covered with fine scales. Palms and soles may be quite dry. The epidermis is thin and hyperkeratotic, and there is follicular plugging. Because the changes are generalized, they can be differentiated from similar alterations in the skin of atopic individuals and keratosis pilaris, where the findings are more prominent on the extremities [10]. Hypothyroidism also may affect the development of the lamellar granules (Odland bodies), which are vital in the establishment of a normal stratum corneum [11]. In hypothyroidism, the skin tends to be pale both because of the dermal mucopolysaccharides and dermal water content which alter the refraction of light. The name myxedema refers to the associated skin condition caused by increased glycosaminoglycan deposition in the skin. Generalized myxedema is still the classic cutaneous sign of hypothyroidism. The mucopolysaccharides that accumulate in the dermis are hyaluronic acid and chondriotin sulfate. They appear first in the papillary dermis and are most prominent around hair follicles and vassels. They separate the collagen bundles and there may be some secondary degeneration of collagen [10]. Generally, myxedema is diffuse, but focal mucinous papules have been describes. Skin may appear swollen, dry, pale, waxy, and firm to the touch. In addition, increased dermal carotene may appear as a prominent yellowish discoloration on the palms, soles and nasolabial folds. Hypothyroid patients may sometimes suffer Candida folliculitis. It has been theorized that because the sebaceous glands of hypothyroid patients secrete decreased sebum relative to those of euthyroid persons, the hair follicles may develop a flora with lipophilic organisms, which are replaced by Candida albicans [12]. The hypothyroid skin heals slowly, and this tendency is proportional to the degree of hormone deficiency. In hypothyroidism, hair can be dry, coarse, brittle and slow growing. There is both patchy and diffuse loss of scalp hair, a very characteristic loss of the outer third of the eyebrow (madarosis), and diminished body hair. Pubic and axillary hair may be sparse. The alopecia connected to hypothyroidism may be mediated by hormone effects on the initiation as well as the duration of hair growth. Massive telogen effluvium may occur when there is abrupt onset of hypothyroidism, and the percentage of scalp hairs in telogen is generally increased in hypothyroid states [10]. Using DNA flow cytometry, Schell et al. observed that cell proliferation indices were reduced in hair bulbs of hypothyroid subjects and increased in hyperthyroidism compared with normal values [13]. Hypothyroid patients, especially children, frequently develop long, lanugo-type hair on the back, shoulders, and extremities [10]. Diminished sebum secretion contributes to the coarse appearance of the hair. Sometimes, hair loss is the only apparent symptom of hypothyroidism and the dermatologist is the first to diagnose and treat the condition. Nails grow slowly and tend to be thickened, striated and brittle. Onycholysis is also associated with hypothyroidism [1].
The specific pathophysiology linking hyperthyroidism to classic cutaneous findings remains to be well explained (5). In hyperthyroidism, the skin is warm, soft, moist and smooth. The epidermis is thin but not atrophic, and the stratum corneum is well hydrated. While the smooth skin is an epidermal finding, the warmth is caused by increased cutaneous blood flow and the moisture is a reflection of the underlying metabolic state [10]. The warmth is often accompanied by a persistent flush of the face, redness of the elbows, and palmar erythema. Hyperhydrosis, especially on palms and soles may be observed. Scalp hair may be fine and soft, and may be accompanied by a diffuse nonscarring alopecia. In vitro studies suggest increased hair growth rate in thyrotoxicosis. L-Triiodothyronine was shown to stimulate proliferation of outer root sheath keratinocytes and dermal papilla cells [14]. Hypertrichosis is can be observed in cases of thyroid dermatopathy and may be related to alterations in the proteoglycans associated with dermal papilla [15]. Sometimes an early symptom of hyperthyroidism is loss of pigment and early gray hair development. Nail changes may also occur, characterized by a concave contour accompanied by distal onycholysis (Plummer\'s nails). Hyperpigmentation has been described in thyrotoxic patients in both localized and generalized distribution. There is speculation that the hyperpigmentation is due to increased release of pituitary adrenocorticotropic hormone compensating for accelerated cortisol degradation [16]. Hyperthyroidism may also induce pruritus with or without urticaria [17]. Patients with autoimmune mediated thyrotoxicosis may also have distinct cutaneous manifestations such as pretibial myxedema and acropachy. Pretibial myxedema is the localized thickening of the pretibial skin due to accumulation of acid mukopolysaccharides. It usually present with firm nodules and plaques varying in colour from pink to purple-brown, and sometimes accompanied by woody induration on extensor surfaces. A diffuse brawny edema may be present without nodules. Localized hyperhydrosis has been reported in cases of pretibial myxedema. Less common is an elephantiasis nostras variant in which the extremity becomes enlarged and covered with verrucous nodules [10]. Thickening of the skin of the extensor surface of the forearm (preradial myxedema) has been reported [18]. Excessive amounts of hyaluronic acid and chondriotin are present in lesions as well as in clinically normal skin [19]. The precise pathogenesis of pretibial myxedema remains to be defined. One leading theory is that pretibial fibroblasts are the target for antithyroid antibodies. After stimulation by thyroid autoantibodies, fibroblasts may produce excess glukosaminglycans [5]. Other theories have implicated T cells as the primary effector of dermopathy. T-cells may interact with an autoantigen that is either identical or cross-reactive with a thyroid autoantigen in the dermis. In turn, this may induce secretion of cytokines such as glycosaminoglycan-stimulatory lymphokine, interleukin1, tumor necrosis factor, and gamma interferon, which activate fibroblasts to secrete hyaluronic acid and chondriotin sulfate [20]. Thyroid acropachy consist of the triad of digital clubbing, soft-tissue swelling of the hands and feet, and characteristic periostal reactions. The vast majority of cases are associated with Graves\' disease, although it has been reported to occur in Hashimoto\'s thyroiditis. Scleromyxedema has been reported in the setting of hyperthyroidism. This rare entity is comprised of numerous firm, white, yellow, or pink papules scattered on the face, trunk, and extremitates. Cutaneous lesions are the result of accumulation of acid mucopolysaccharides, mostly hyaluronic acid, in the dermis, accompanied by large fibrocytes [5].
Skin manifestations of thyroid dysfunction may be divided into two main categories: (I) direct action of thyroid hormone on skin tissues, and (II) autoimmune skin disease associated with thyroid dysfunction of autoimmune etiology. Direct thyroid hormone action on skin is mediated through thyroid hormone receptor (TR). All three widely recognized thyroid hormone binding isoforms of TR have been identified in skin tissues [14, 21]. TRs have been detected in epidermal keratinocytes, skin fibroblasts, hair arrector pili muscle cells, sebaceous gland cells, vascular endothelial cells, and a number of cells types that make up the hair follicle [9]. The demonstration of TR expression in hair follicle cells indicates that thyroid hormone can affect hair growth directly, rather than through an intermediate mechanism such as a general metabolic status [22]. In addition, several thyroid hormone responsive genes have been identified in skin.
When thyroid disease is of autoimmune etiology, additional skin findings may be evident which reflect associated autoimmune disease [9]. Patients with autoimmune thyroid disease are at increased risk for other autoimmune diseases, both tissue-specific and generalized. In autoimmune disease such as Graves\' disease and Hashimoto\'s thyroiditis the skin manifestations may be related to either thyroid hormone levels themselves or to associated T and/or B cell abnormalities [23]. A list of autoimmune conditions apparent when examining the skin includes alopecia areata, vitiligo, chronic urticaria, bullous disorders, connective tissue diseases and palmoplantar pustulosis.
There is convincing evidence of a significant association between thyroid autoimmunity and skin disorders. Most commonly reported cutaneous disorder related with thyroid diseases is alopecia areata, which have especially autoimmune etiology.
2. Thyroid autoimmunity in patients with alopecia areata
2.1. Introduction
Alopecia areata (AA) is a clinical condition characterized by well circumscribed, round, or oval patches of hair loss on the scalp or other parts of the body. Sometimes, alopecia totalis (AT), loss of all scalp hair, or alopacia universalis (AU), loss of all body hair, may develop. This disorder affects both sexes equally and occurs at all ages, although children and young adults are affected most often. The etiopathogenesis of AA is still unclear, but there is evidence that autoimmunity and endocrine dysfunction may be involved [24-26]. The autoimmune etiology has been proposed on the basis of its association with various autoimmune diseases, the presence of autoantibodies and various underlying immune abnormalities in the affected sites of these patients [27, 28]. One of the main associations is with thyroid abnormalities. This association was further supported by an increased incidence of abnormal thyroid structure, function tests and/or presence of thyroid autoantibodies found in many studies [29-32].
The aim of this study was to determine the prevalence of thyroid autoimmunity in patients with AA.
2.2. Patients and methods
The study included 70 patients with AA (40 female and 30 male). A detailed history and examination were taken in all study subjects, including patients age, age at onset, duration of disease, associated diseases, history of thyroid disorders and the extent and severity of disease. The diagnosis of AA was made on clinical grounds. Skin biopsy was performed in selected cases. No patient was diagnosed before this study as having any type of thyroid dysfunction. The control group consisted of 70 volunteers (40 female and 30 male) who had skin diseases other then AA or autoimmune disorders. Blood samples were taken and a physical examination and thyroid sonography was performed. All subjects gave their informed consent in accordance with the requirements of the institutional Ethichs Committee. Thyroid autoantibodies (thyroglobulin antibody, anti-Tg, and thyroid peroxidase antibody, anti-TPO) and thyroid hormones (thyroxine (T4), triiodthyronine (T3) and thyroid stimulating hormone (TSH) were measured in all subjects. Total T4 (normal range: 70-180 nmol/L) and total T3 (normal range: 1.3-3.3 nmol/L) were measured by use of radioimmunoassay (RIA); TSH (normal range: 0.3-4.2 mlU/L) was determined by use of immunoradiometric assay (IRMA) (BRAHMS Aktiengesellshaft, Hennigsdorf, Germany). Serum levels of anti-Tg (threshold value: 115 IU/mL) and anti-TPO (borderline value: 34 IU/mL) were measured by use of electrochemiluminiscence immunoassay (ECLIA) according to standard protocols (COBAS, Roche Diagnostics GmbH, Mannheim, Germany).
Baseline clinical characteristics for the two groups were compared with the use of Student’s t-test for continuous variables, the chi-square test or Fisher’s exact test (two-sided) for categorical variables, as appropriate. Data were considered statistically significant at P <0.05.
Statistical analyses were performed using MedCale for Windows, version 11.4.1.0 (MedCale Software, Mariakerke, Belgium).
2.3. Results
We performed a cross-sectional study in 70 consecutive patients with alopecia areata and 70 age- and sex-matched controls. Demographic data of patients and controls are shown in Table 1. The mean (SD) age of the patient and control groups was 40.39 (±14.39) and 40.71 (±15.30), respectively (P = 0.896). The onset of AA occurred in 14 (20%) of the patients before 16 years of age, 3 (4.28%) patients had AA more than 10 years. The duration of alopecia areata ranged from 1 to 150 months. A family history of the same disease was present in 7 (10%) patients. According to the clinical type of AA, 13 patients had unilocular lesion, 37 patients had multilocular lesions, 12 alopecia totalis and 8 alopecia universalis (Table 2).
Thyroid functional abnormalities were found in 8 (11,43%) patients. In the control group only one patient had abnormalities in hormonal status.
Hypoechogenic thyroid tissue was seen in 7 (10%) patients who all had elevated levels of thyroid autoatibodies. The thyroid gland was enlarged in 5 (7.14%) patients. Goitre was diagnosed in 4 (5.71%) cases. The ultrasound examination of the thyroid gland in control group was interpreted as normal in 64 (91.42%), and 6 (5.45%) volunteers had small simple goiter. Thyroid volume did not differ significantly between the study patients and the controls (p>0.05).
In patients with alopecia areata anti-Tg titers were ranging from 11.10 to 915.30 IU/mL and anti-TPO antibody titers from 5.10 to 714.40 IU/mL. In control group anti-Tg titers were ranging from 10.00 to 153.00 IU/mL, and anti-TPO antibody titers from 4.40 to 129.00 IU/mL. Anti-Tg antibody in 16 (23%) patients, anti-TPO antibody in 21 (30%) and both anti-Tg and anti-TPO antibodies in 13 (19%) were higher than the normal antibody titres. In the control group, one subject (1%) had positive anti-Tg and one volunteer (1%) had positive anti-TPO. The frequency of thyroid autoantibodies was significantly higher in alopecia areata patients than in control group (Table 3).
A Chi-square test for independence (with Yates Continuity Correction) indicated significant association between higher values of anti-Tg (values more than 115 IU/ml) and alopecia areata, χ2 (1, n=140)= 13.123, P=0.0003.
A Chi-square test for independence (with Yates Continuity Correction) indicated significant association between higher values of anti-TPO (values more than 34 IU/ml) and alopecia areata, χ2 (1, n=140)=19.468, P<0.0001.
Alopecia areata group n (%)
Control group n (%)
P
Men, n (%)
30 (43)
30 (43)
Women, n (%)
40 (57)
40 (57)
Age range, years
17-66
16-66
Age, mean years (SD)
40.39 (14.39)
40.71 (15.30)
0.896
Table 1.
Demographic data of patients (Alopecia areata group) and volunteers (Control group)
Mean age of onset (SD) (year)
38.14 (14.61)
Age of onset range (year)
14-65
Mean duration (SD) (month)
21.93 (30.69)
Duration Range (month)
1-150
Type of alopecia areata n, (%)
Unilocularis 13 (19)
Multiloculares 37 (53)
Universalis 8 (11)
Totalis 12 (17)
Table 2.
Clinical characteristics of alopecia areata patients
anti-Tg (threshold value115 IU/ml)
anti-TPO (threshold value 34 IU/ml)
Group
Negative n(%)
Positive n(%)
Negative n(%)
Positive n(%)
Alopecia areata
54 (77)
16 (23)
49 (70)
21(30)
Control
69 (99)
1 (1)
69 (99)
1 (1)
Total
123 (88)
17 (12)
118 (84)
22 (16)
Difference n (%)
15 (22)
20 (29)
χ2, P
χ2=13.123, P=0.0003
χ2=19.468, P<0.0001
Table 3.
The frequencies of positive detectable thyroid autoantibody (anti-Tg and anti-TPO)
Scheme 1.
Differences of frequencies positive/negative values of anti-Tg (threshold value115 IU/ml) between groups
Scheme 2.
Differences of frequencies positive/negative values of anti-TPO (threshold value 34 IU/ml) between groups
anti-Tg (threshold value115 IU/ml)
Types of alopecia areata (P)
Type of alopecia areata
Negative n
Positive n
Total
Multiloculares
Totalis
Universalis
Unilocularis
12
1
13
0.662246
0.160248
0.047472*
Multiloculares
30
7
37
N/A
0.426673
0.085080
Totalis
8
4
12
N/A
N/A
0.647916
Universalis
4
4
8
N/A
N/A
N/A
Total
54
16
70
Table 4.
The frequencies of positive detectable thyroid autoantibody (anti-Tg) and differences between types of alopecia areata
A Fisher’s exact indicated significant association between higher values of anti-Tg (values more than 115 IU/ml) and some types of alopecia areata, Universalis vs Unilocularis (P=0.047472) (Table 4.)
Scheme 3.
Types of alopecia areata and frequencies positive/negative values of anti-Tg (threshold value115 IU/ml)
A Fisher’s exact indicated significant association between higher values of anti-TPO (values more than 34 IU/ml) and some types of alopecia areata: Unilocularis vs Totalis (P=0.005217), Unilocularis vs Universalis (P=0.000069) and Multiloculares vs Universalis (P=0.000925) (Table 5).
anti-TPO (threshold value 34 IU/ml)
Types of alopecia areata (P)
Type of alopecia areata
Negative n
Positive n
Total
Multiloculares
Totalis
Universalis
Unilocularis
13
0
13
0.092788
0.005217*
0.000069*
Multiloculares
29
8
37
N/A
0.075803
0.000925*
Totalis
6
6
12
N/A
N/A
0.157688
Universalis
1
7
8
N/A
N/A
N/A
Total
49
21
70
Table 5.
The frequencies of positive detectable thyroid autoantibody (anti-TPO) and differences between types of alopecia areata
Scheme 4.
Types of alopecia areata and frequencies positive/negative values of anti-TPO (threshold value 34 IU/ml)
2.4. Discusion
Alopecia areata is an ancient disease that was known to Egyptians even in the pre-Christian time [33]. Despite its long history, our knowledge is actually limited. Today, AA is hypothezed to be an autoimmune, organ specific T-cell mediated reaction directed against an unknown autoantigen of the hair follicle. T lymphocytes that have been shown to be oligoclonal and autoreactive are predominantly present in the peribulbous inflammatory infiltrate [34]. Although the skin is the primary location of the clinical phenotype, the determination of disease expression involves a complex interplay between different inflammatory cell subsets in the skin, skin draining lymphonodes, and spleen of the affected individuals [35].
Clinical association with AA has known for many years. AA frequently occurs in association with other autoimmune disorders such as vitiligo, lupus erythematosus, pernicious anemia and others [34, 36-38]. Among endocrine disorders, thyroid diseases are the commonest that has been described as associated with AA, but the issued values were different. In the greatest study reported till now, Muller and Winkelmann have found the evidences of different types of thyroid disease in 8% of 736 patients in compare to less than 2% of the control population in North America [39]. Broniarczyk-Dyla et al. observed abnormalities of thyroid structure and function in even 78% of AA patients [40]. Conversely, Puavilai et al. estimated that the prevalence of thyroid disease is relatively low (7.2%) and was not statistically different from the control group [41].
In accordance to previous studies, current study reported a high frequency of thyroid diseases in AA patients. We detected elevated anti-Tg in 16 (23%) and elevated anti-TPO in 21 (30%) of patients with AA. Compared with the control group, the frequency of the both anti-Tg and anti-TPO antibodies was significantly higher in those with AA. Statistically significant difference was also found in values of anti-Tg and anti-TPO between patients with different clinical type of the disease. The highest anti-Tg concentrations were observed in patients with alopecia universalis. Patients with thyroid diseases were on an average older and reported longer duration, but the results were not statistically significant. These results are consistent with a clinical study performed by Seyrafi et al. [32]. They analyzed serum TgAb level in 123 Iranian patients with AA and found it to be elevated in 29.3% of study patients. Grandolfo et al. observed the presence of thyroid autoantibodies in even 44% of AA patients [42]. Goh et al. also confirmed the frequent coexistence of AA and thyroid abnormalities [43]. They found 19% of probands with thyroid disease including simple goitre, Grave´s disease and Hashomoto´s thyroiditis. Our findings showed that the frequency of anti-TPO was more significant than anti-Tg. This antibody, historically referred to as the antimicrosomal antibody, is established as a sensitive tool for the detection of early subclinical autoimmune thyroid diseases and identification of at-risk cases for autoimmune thyroid diseases [44]. Nordyke et al. reported that anti-TPO antibody tends to have more correlation than does the anti-Tg antibody [45].
Alopecia areata offers many benefits as a model for the study of autoimmunity, in that it can be used to identify the contributing roles of immunogenetics and neuroendocrine factors in the initiation and propagation of autoimmune disease [24].
The study revealed a significant association between AA and thyroid disease and showed the tests used to detected thyroid autoantibodies to be relevant in patients with AA. Further exploration of this relationship in clinical setting and at a molecular level may help in the understanding of the pathogenesis of both diseases.
3. Conclusions
Thyroid autoimmunity is the most prevalent autoimmune condition in the general population, and is also associated with various skin diseases. The evidence is strong for the association with alopecia areata. Although their etiology is still unclear, the autoimmune hypothesis is most commonly accepted.
The nature of the relationship between anti-thyroid autoimmunity and the pathogenesis of autoimmune diseases is presently unknown. Some authors have shown that anti-Tg antibodies can form immune complexes [46], and anti-microsomal antibodies not only bind to thyroid peroxidase but also modulate natural killer cell activity in autoimmune thyroiditis [47]. Possible explanations for the relationship of these autoimmune diseases include: (1) immunomodulatory effects of antithyroid antibodies, (2) molecular mimicry between thyroid and disease-specific epitopes, and (3) genetic link between anti-thyroid autoimmunity and the susceptibility to autoimmune disease [48]. It is a multidisciplinary problem requiring cooperation of specialists in different fields of medicine. Both dermatologists and endocrinologists have to inquire their patients about the family history of autoimmune diseases and to look for associated autoimmune disorders.
This chapter is an attempt to update the current knowledge about the relationship between the thyroid and the skin diseases. Although cutaneous manifestations of autoimmune thyroid diseases are well described and thyroid hormone is known to regulate the development and function of skin, a better understanding of these processes is needed.
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Introduction",level:"1"},{id:"sec_2",title:"2. Thyroid autoimmunity in patients with alopecia areata",level:"1"},{id:"sec_2_2",title:"2.1. Introduction",level:"2"},{id:"sec_3_2",title:"2.2. Patients and methods",level:"2"},{id:"sec_4_2",title:"2.3. Results",level:"2"},{id:"sec_5_2",title:"2.4. Discusion",level:"2"},{id:"sec_7",title:"3. Conclusions",level:"1"}],chapterReferences:[{id:"B1",body:'Mullin GE, Eastern JS1986Cutaneous signs of thyroid disease. Am Fam Physican. 349398'},{id:"B2",body:'Mullin GE, Eastern JS1986Cutaneous consequences of accelerated thyroid function. Cutis. 37109114'},{id:"B3",body:'JDSaferCrawford. T. M.FraserL. M.HoaM.RayS.ChenT. C.atal. (2003Thyroid hormone action on skin: Diverging effects of topical varsus intraperitoneal administration. Thyroid. 13159165'},{id:"B4",body:'Holt PJA1978In vivo responses of the epidermis to triiodthyronine. J Invest Derm. 71202204'},{id:"B5",body:'Leonhardt JM, Heyman WR2002Thyroid disease and the skin. 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J.AASinha2006Profile of 513 patients with alopecia areata: association of disease subtypes with atopy, autoimmune disease and positive family history. J Eur Acad Dermatol Venereol. 20105560'},{id:"B44",body:'Kemp EH2004Autoantibodies as diagnostic and predictive markers of vitiligo. Autoimmunity. 3728790'},{id:"B45",body:'Nordyke RA, Gilbert FI Jr, Miyamoto LA, Fleury KA1993The superiority of antimicrosomal over antithyreoglobulin antibodies for detecting Hashimoto’s thyroiditis. Arch Intern Med. 153786265'},{id:"B46",body:'DaweK.HutchingsP.ChampionB.CookA.RoittI.1993Autoantigens in thyroid diseases. Springer Semin Immunopathol. 14285307'},{id:"B47",body:'Robert DU1991The pathogenesis of autoimmune thyroiditis. N Engl J Med. 324278279'},{id:"B48",body:'Szyper-KravitzM.MaraiI.ShoenfeldY.2005Coexistence of thyroid autoimmunity with other autoimmune diseases: friend or foe? Additional aspects on the mosaic of autoimmunity. Autoimmunity. 38247255'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Emina Kasumagic-Halilovic",address:null,affiliation:'
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1. Introduction
Youth unemployment is considered a global crisis, with numbers estimated to be between 15% and 18% worldwide [1]. In South Africa, however, youth unemployment reached a shocking 74,7% in the first quarter of 2021, based on the expanded definition for unemployment, which includes the unemployed who have given up finding a job, as well as unemployed persons actively looking for employment [1]. The prospects for young people to find gainful employment after school, even if they are actively looking for employment, therefore seem dismal, especially in South Africa.
Adding to this conundrum, are the constant changes that learners face in everyday life, as well as in preparation for the world of work [2]. These changes are often associated with the requirements of the 21st century, including a focus on knowledge-based economies, digitization on many levels, changes in the workplace and labor market, an increasing variety of communication modes, multilingualism, environmental and sustainability issues, as well as changes in societal values [2, 3, 4, 5], to name but a few. These changes all require that learners develop skills and competencies, as well as different ways of thinking, that will allow them to be more adaptable to change, or to even excel or prosper in changing circumstances. At present, schooling does not prepare learners sufficiently to enable them to flexibly deal with or thrive in changing circumstances [4, 6, 7].
These are two of the main reasons why critics are persistently outspoken about the inadequacies of school education to prepare learners not only for employment, but also for a meaningful life after formal schooling. For example, in an International Monetary Fund study which explored the “causes and consequences of the weak outcomes of South Africa’s education system”, ([8], p. 13) the researchers found that “South African learners … exhibit substantial deficits in critical learning skills at early levels of education.” In a broader view, a report by the World Bank Group ([9], p. iv) noted “insufficient skills as the key constraint to reduce poverty” in South Africa. Furthermore, when learners perceive and experience what they learn in school as useful, relevant and meaningful, their motivation to learn, and keep on learning, is fostered. Quality, meaningful and well-designed education can reduce skill deficits and can reduce the prevalence and extent of unemployment [8, 9].
Exploring ways to overcome these deficits in schooling might therefore be a good point of departure to better prepare learners for the word of work – whether they find employment of self-directedly create their own employment – as well as to make such learning more meaningful as part of their journey to become self-motivated, life-long learners. To support such an investigation, competencies and skills which learners will require for a meaningful life and gainful employment in the 21st century needed to be considered, as well as suitable learning environments and conducive elements which will foster such skills and competencies in preparation for life-long learning. In addition, against the background of limited employment opportunities available in many countries across the world, as is evident in South Africa, serious consideration needs to be given to prepare learners for self-directedly creating their own employment opportunities, or to develop a positive entrepreneurial mindset as part of their schooling. These concepts, and how they were viewed and woven together in the current study, are discussed next.
2. Literature study
The elements that must be included, or the type of learning envisioned for an improved school education is discussed first, followed by descriptions of how such learning ought to be constructed to be most effectively implemented in practice.
2.1 Elements to include to make schooling more meaningful
Against the background of the problem stated in the introductory section, the literature study revealed that several key elements can make schooling more meaningful to 21st century learners, especially considering the reported skills gaps and high levels of youth unemployment. These elements include the development of 21st century competencies and skills, developing an entrepreneurial mindset, preparation for self-directed employment, and fostering life-long learning.
2.1.1 Competencies and skills required for a meaningful life in the 21st century
Entrepreneurship education have been evolving since its introduction into educational systems over the world. Most recently, a trend deviating from the teaching of “objective facts, theory and business plans” for entrepreneurship education was noted, progressing toward “more innovative learning” using pedagogies aimed at developing entrepreneurial thinking, behavior and competencies [10]. Furthermore, the Entrepreneurial Learning Initiative ([4], p. 4) describes entrepreneurship as “the self-directed pursuit of opportunities to create value for others.” The focus for entrepreneurship education has therefore expanded to include particular ways of thinking and the application of certain skills and competencies, in order to develop the learner as an individual functioning in a complex and changing world, as opposed to only teaching them about enterprise development [10, 11]. To attain this, Higgins and Refai [12] propose that learning experiences should be designed to enhance or foster entrepreneurial aspirations, competencies and several skills. Competencies are perceived capabilities, personal attributes or a set of skills and knowledge, developed by an individual through education and experiences [13].
The skills referred to here are labeled by various terms in the literature, such as ‘soft skills’, ‘character strengths’, ‘employable skills’, ‘entrepreneurship skills’, ‘deeper learning outcomes’, ‘21st century skills’ or ‘non-cognitive skills’ [2, 3, 6, 10, 13, 14, 15]. For the current investigation, these skills were considered as being vital for meaningful living and working in the 21st century, and therefore the collective term ‘21st century skills’ is used. Some of the frequently cited 21st century skills include critical thinking; creative or innovative thinking; enhanced communication; collaboration; self-regulation or self-responsibility; problem-recognition and problem-solving [2, 6, 9, 13, 14, 15, 16, 17]. All these skills should be fostered to better prepare learners for life after school, however, the skills needed for identifying and solving problems are crucial to make learning meaningful and connect it to learners’ lived experiences [10], as well as to foster learning from mistakes [12, 17], which develops resiliency that learners will need to efficiently adapt to change. Learning should be scaffolded according to processes which will develop learners’ way of thinking, as well as their mindsets and which will encourage self-responsibility for or self-directed learning [17], which supports the overall goal of developing life-long learning.
The skills and competencies mentioned here are vital for education, employment and for entrepreneurship, including entrepreneurial thinking or developing a positive entrepreneurial mindset.
2.1.2 Developing an entrepreneurial mindset
The term ‘entrepreneurial mindset’ is defined and disseminated in various (and sometimes opposing) ways [18]. In the simplest of terms, the Cambridge Dictionary [19] defines a mindset as “a person’s way of thinking and their opinions”. According to Zappe ([18], p. 5) most definitions for ‘entrepreneurial mindset’ however include or refer to “a set of characteristics and skills” useful to both entrepreneurs and aspiring entrepreneurs. It therefore makes sense to define an entrepreneurial mindset as utilizing various characteristics (or competencies) and skills to support and develop a particular way of thinking [20]. As an example of such a combined definition, the Kern Entrepreneurial Engineering Network [21] refers to an entrepreneurial mindset as “a collection of mental habits” or ways of thinking that are purposefully applied to create value and positive change. Being able to develop learners’ entrepreneurial mindset would thus increase the value of their schooling and should be aspired to [22]. The value it contributes to learning is so great that an entrepreneurial mindset is even referred to as “an essential life skill” [20]. The Entrepreneurial Learning Initiative ([4], p. 3) further notes that the rapidly changing world requires “everyone to think like an entrepreneur”, implying that its value benefits learners other than entrepreneurs or aspiring entrepreneurs. In addition, Jha [20] reiterates that an “entrepreneurial mindset can indeed be taught and cultivated, and that it is imperative to do so”. The ultimate aim of entrepreneurship education should be to make learners more engaged in their learning, and to enhance their understanding and involvement in entrepreneurship, which results in changes in perception and intrinsic learning [10]. It should also be noted that an entrepreneurial mindset can be related to entrepreneurial activity but that it is also valuable in many other contexts [21]. One such a context, is the world of work and employment – including self-employment or employment by an employer.
2.1.3 Self-directed employment
Education is intended to prepare learners for the world of work, whether it be for employment by others, or self-employment. Entrepreneurship education has been expanding significantly globally specifically with the purpose to encourage and develop more self-employment opportunities [17]. When suitable educational approaches or processes are utilized and applied in entrepreneurship education, its value can, however, be expanded. For example, creating suitable opportunities for learning or using interactive methods will enable learners “to become ‘empowered to do’, and [contribute to an understanding of] how such behaviors of thinking can be supported and facilitated” ([12], p. 177). An entrepreneurial mindset, which includes ways of thinking and utilizing competencies and skills, is thus essential for preparing learners for a meaningful life but are also vital to prepare learners for the world of work. Since formal employment opportunities are scarce, learners would have to be taught how to utilize the above-mentioned skills and competencies to identify, select and plan opportunities for creating their own employment, as an expression of self-directed learning. Self-directed learning is an essential skill that contributes to and supports the development of life-long learning [23].
2.1.4 Life-long learning
Education and learning should be viewed as a life-long process, rather than a single or intermittent event [4]. Competencies and skills continue to develop throughout a learners’ life, through new and prior life experiences in a variety of contexts [15]. Including continuous and purposeful life-long learning as part of the intended learning in a curriculum will therefore contribute to continued development and construction of knowledge, skills and competencies, which adds value and significance to the lives of learners [15]. Hence, knowing how to learn, and how to continue to learn (life-long learning) is a critical future competence [2]. Entrepreneurship education, and the associated learning and mindset, is stated as key competencies for life-long learning [22], further highlighting the interconnectedness of these learning modes.
In addition to the intended learning and focused skills development discussed above, several other elements – which contribute to the planning of quality education and the implementation of the intended learning – should also be considered. These elements all contribute to the learning environment which can foster or hinder learning effectiveness and include the learner; the teacher; teaching-learning designs; as well as the teaching-learning or pedagogical approach utilized. Suitable consideration and alignment of these aspects will contribute to the development of a learning environment that will be conducive to fostering the type of learning and entrepreneurial mindset envisioned for South African learners.
2.2 Scaffolding or constructing learning environments to foster meaningful learning
Learning is a contextual process in which learners and teachers play the main roles. The strategies, approaches and choices these role players make or implement in the teaching-learning process are further influenced by their beliefs, “pre-assumptions and understandings, shared realities”, as well as the context in which the learning takes place ([12], p. 178). These elements should be carefully considered and scaffolded to foster deep and meaningful learning [22]. In the current study, the type of learner, the changing roles of teachers, real-life learning designed for value creation, and suitable pedagogical approaches to sustain meaningful learning, were the key elements focused on.
2.2.1 The type of learner
In traditional instructional modes of teaching, knowledge was ‘transmitted’ to learners [17, 23, 24], and they played a passive ‘receiving’ role. However, direct instruction does not involve the learner in the teaching-learning process and does not support as much learning and skills development as active, practical learning strategies [25]. More recent studies emphasize the role of learners as co-constructors of the teaching-learning process and highlight the utilization of learners’ personal or ‘real-life’ experiences to make learning more meaningful and practically applicable [6, 9, 12, 16, 23, 26]. Learners must be taught how to learn and to enjoy the process, as a foundation for their development as self-directed and life-long learners [27]. Including learners in the learning process using real-world connections increases learners’ engagement with their learning process and increases their motivation to learn [3].
The real world is, however, not static and continuously changes, impacting learners’ learning in various ways; therefore, changes need to be considered part of the learning environment. Changes are complex and happening rapidly; therefore, learners must be prepared to thrive in a world that demands a different approach to learning [2]. One example of change in the learning environment that has significantly impacted learners is the growth in digital and online resources and connectivity, which resulted in a “dependency culture on a range of electronic media… online communication, social media interaction and information searching” ([17], p. 198). Learners are now much more ‘digitally demanding’ and expect this to be addressed as part of their involvement in their teaching-learning processes [15, 26]. Technology supports skills development and enhances the transferability of skills such as problem-solving, critical thinking and communication to different contexts [27], making the learning more useful and meaningful.
2.2.2 The changing roles of teachers
Changes in the learning environment affecting learners are also affecting teachers, especially in how they approach the teach-learning process. If the development of a particular way of thinking (mindset) or specific 21st century skills is a priority, teachers cannot be mere instructors but must become active role players – not only as part of the teaching process but also in the learning process [22]. Teachers become guides or facilitators, and mentors in the learning process, moving away from the lecturer/teacher role [17] and become catalysts of learning [11]. Learner-centered teaching-learning approaches require learners to become more self-directed and collaborative in the learning process, but this does not diminish the teacher’s critical role in the process. Teachers must carefully plan and scaffold teaching-learning, including feedback as a multi-directional teaching-learning tool, rather than the traditional one-directional teacher-to-learner feedback [3, 10]. Teachers’ own prior learning, beliefs and experiences contribute to the teaching-learning process, resulting in a richer learning experience for both learners and teachers [10, 17]. These adaptations contribute to teachers’ continuous life-long learning, as they become deeply involved in the learning process and development of skills. Life-long learning is vital for teachers to enable them to adapt to constant changes in the learning environment, such as curriculum adaptations, technological advances, novel pedagogies or changes in societal values [2]. Continued interest and participation in professional development is therefore vital to contribute to teachers’ flexibility in adapting to changes [26], which will contribute to improving schooling.
Despite moving toward more skills-based, active and practical learner-centered teaching-learning, teachers still might face challenges regarding which content to teach, especially concerning entrepreneurship education [11]. It is reiterated that a ‘one-size-fits-all’ approach for implementing the curriculum is seldomly effective, and therefore the various aspects – such as learners’ prior knowledge, teachers’ experiences, and the context in which learning takes place – must be carefully considered and intertwined to ensure optimal learning for particular group of learners [10, 24]. Learning should therefore not be removed from lived (‘real-life’) experiences, nor should it be only focused on the individual.
2.2.3 Real-life learning designed for value creation
Learning experiences that are purposely designed to utilize real-life experiences and to create value for others result in “powerful [learning] that develops entrepreneurial self-efficacy, passion, identity and a personal career vision” ([16], p. 943). This type of learning strongly affects learners’ passion for learning, motivates them to continue to learn and increases their enjoyment of the learning process [16]. Exploring and understanding how various issues and factors impact learning will provide insights into how learning contexts could be designed to develop teaching and learning processes to meet the needs of learners to a greater extent [3].
Learning should be designed to reflect learners’ real-life contexts and experiences, to enable them to apply the knowledge and skills they have learned in their own lives, as well as to the benefit of those in their communities, which in turn intensifies their interest and motivation in the learning [27]. Creating value for others increases learners’ engagement in the learning process, as well as the “perceived meaningfulness of schoolwork” ([16], p. 953). To enable holistic education, learners’ family and community contexts, together with teachers and other educational role players, should be utilized to form partnerships to support schools as the core teaching-learning environment in any particular community [3]. In addition, opportunities should be created that will allow learners to apply their skills in different contexts and across different subject domains [17, 26] – in other words, learning should be designed to be transferable across contexts, or to novel situations [3]. Such transferability establishes a bridge between learners’ learning and their real-life experiences [28] to make it more functional. This would be especially valuable against the background of the high unemployment in many countries, to support learners when they have to develop entrepreneurial opportunities for self-employment and to foster a “personal career vision” ([16], p. 943) for themselves.
To enable the fostering of the preferred skills and competencies, together with the effective design and integration of all these elements of the teaching-learning process, the definitive consideration should be how teaching-learning should be approached to implement such learning with optimal benefit for the learners. For this, the selected teaching-learning approach or pedagogy would be decisive.
2.2.4 Pedagogical approaches
Different teaching-learning approaches are needed to enable the mindset and ways of thinking that learners will need in a fast-changing world. What is required is a pedagogical approach that is “dynamic, innovative, collaborative and learner-led” with “creativity at its core” ([17], p. 203). In the same vein, Saavedra and Opfer ([27], p. 8) frankly state that “Learning 21st century skills requires 21st century teaching”. It is further recommended that approaches are selected that will support active, learner-centered learning-by-doing, based on experiential problem-based learning experiences [3, 4, 10, 11, 12, 17, 21, 26].
Experiential learning pedagogies have a notable positive impact on learning [11, 23] through linking learning to the real-world or lived experiences of learners by solving ill-structured problems [12]. Including reflective practice on their experiences contributes to bridging the gap that often exists between theory and practice [16, 24]. Together with self-directed and peer-to-peer learning, this approach engenders learning even in “resource-constrained circumstances where the path is not clear and the rules are not well defined” ([4], p. 23), making learning more “malleable” ([17], p. 202), which contributes to the transferability of learned knowledge and skills [27]. Experiential learning is often used to foster lifelong learning and entrepreneurship education [9, 11, 21].
Problem-based learning is a well-planned and carefully scaffolded process in which skills development is prominent whilst contributing to the personal development of learners [17] as they identify and solve everyday problems [10]. The whole learning process is scaffolded around a central problem that guides and connects the learning and skills development in the process [25]. Project-based learning is also problem-based, utilizing the same scaffolding and processes, and both these approaches are closely aligned to the intended learning associated with entrepreneurship education [14]. Project-based learning shares several principles of problem-based learning. The main difference is that the solution to the problem in project-based learning is in the form of a system, product, or artifact [14]. Using real-world problems from learners’ everyday lives to plan and structure their knowledge and skills development will make such learning more meaningful. The physical product or artifact that is produced at the end of the learning process drives and motivates learners to excel in the learning process, since their solution might make an actual positive difference in their own lives, or create value for members of their community, when they solve or ameliorate the stated problem [16]. Projects can span over longer time intervals and be scaffolded to include developing knowledge, skills and competencies in combination with subject content in various disciplines [3]. Project-based learning can therefore contribute to make learning more meaningful and valuable on various levels.
The many benefits associated with project-based learning necessitates that this pedagogical approach must be implemented from an early age to enable the development of the preferred mindset and skills from the onset of formal schooling. Research increasingly indicates play-based learning as a suitable vehicle to make this happen as part of early education. Adding ‘play’ to ‘learning’ will also increase learners’ enjoyment of the learning process. Especially in early childhood education, play-based learning is described as a context for learning, which helps learners make sense of themselves in relation to their environment, objects around them, and social interactions [25]. Playful project-based learning utilizes active, learner-centered teaching-learning pedagogies using learning-trough-play and project-based learning as scaffolds to link learning to learners’ lived experiences and to “better prepare learners to thrive beyond school by deliberately fostering 21st century competencies” ([29], p. 4). Play-based learning requires learners’ deep involvement in active learning, during which they pretend, plan, collaborate, implement and adjust knowledge and skills for particular purposes [7]. Social, emotional, and cognitive skills can be scaffolded into the playful learning process, all of which contribute to motivation, active engagement, enjoyment and self-efficacy in learning [26, 28]. Skills development is pertinently embedded in such an approach to learning. Including some self-directed learning together with peer collaboration, in a safe environment that allows learning from mistakes, will additionally bolster development of these skills [7, 17].
Combining play-based learning with project-based learning supports the merging of meaningful learning with enjoyment of learning and optimal skills development, alluding to its potential to serve as a suitable pedagogy for entrepreneurship education. The question that remains, however, is: how can playful project-based learning contribute to ‘good’ entrepreneurship education? The next section endeavored to address this question.
3. Theoretical framework
From the introductory section of this chapter, it is clear that in many instances schools are not preparing learners to thrive in life and work after formal schooling. Schools are historically viewed as “a place in between the home and the street, a transition-place, where we are no longer at home but also not yet in the ‘real’ world” ([30], p. 1). In other words, schools are viewed as providers of learning with the intention to bridge the gap between learners’ home life and the real world ‘out there’, such as the world of economic production or employment. Schools provide a safe place where learners can practice applying their knowledge and skills, without it having to be perfect [30] and where they can learn from their mistakes [7, 22].
To attain these expansive objectives, the learning provided as part of schooling needs to be purposefully planned to contribute to meaningful or ‘good education’ (or, in the case of the current discussion, ‘good entrepreneurship education’). As a point of departure, a shared understanding of what ‘good education’ entails is needed, in view of the requirement for sound theoretical underpinning of the proposed education. To this extent, Biesta [30, 31] reiterates that there is a need to reconsider the purpose of education – in other words, schools or educational institutions have to consider what is valued in or as ‘good education’. Consideration should be given to what education – and the learning embedded therein – “is supposed to be about and for” ([32], p. 91). That is to say, it matters what learners learn, as well as what they learn it for – what the purpose of their education is [31]. The point of education is not simply that learners have to learn, but rather that “they learn something, that they learn it for a reason, and that they learn it from someone” ([32], p. 91). A clear purpose for education will therefore contribute to a shared understanding of what is valued as ‘good education’.
Professor Gert Biesta has developed and widely published a systematic manner or framework for addressing ‘good education’ by distinguishing between three functions of education [31], which he refers to as ‘domains of purpose’ for good education [30, 32] in more recent publications. Biesta’s three domains of purpose, namely qualification, socialization and subjectification, each contributes to an understanding of what is valued in education, in other words, how ‘good’ the education is perceived to be as described in the subsequent paragraphs.
3.1 Qualification
In simplest terms, the qualification function of education is making available (through ‘teaching’, transmission, or facilitation) knowledge, skills and understanding as part of learning [32]. The qualification domain of purpose is often (though not exclusively) linked to economic arguments, including the role that education plays in preparing learners for the world of work, which in turn contributes to a country’s economic development or growth [31]. What is prescribed to be taught can be viewed as being representative of what learning is being valued or “considered to be of value” ([32], p. 92). If, for example, the qualification purpose of education is misaligned with the needs of employers, it results in issues such as the skills gap that employers often report between learners’ school education and what they actually need to thrive in the world of work [8, 31].
3.2 Socialization
The socialization function of education supports learners in becoming “members of and part of particular social, cultural and political ‘orders’” ([31], p. 40). The socialization domain of purpose therefore helps learners to find ‘their place in this world’ when particular norms and values – related to cultural or religious traditions – are learned. This type of learning can happen explicitly as part of the intended curriculum, or implicitly as part of the hidden curriculum [32], which may result in both desirable and undesirable learning [31].
3.3 Subjectification
Subjectification – sometimes referred to as ‘individuation’ [31, 32] – serves a purpose opposite to that of socialization [31]. Rather than socializing a learner into a particular group or ‘order’, the subjectification function of education is the process through which a learner becomes an individual subject. It refers to how an individual exists as the subject of his/her own life, and not (only) as the object of what other people want from them [32]. Education always impacts individual learners, and education as subjectification could be “described as encouraging an “appetite” for trying to live one’s life in the world” ([32], p. 97). Subjectification is not the same as ‘identity’ (which answers the question ‘who am I?’), but rather about “how I exist, how I try to lead my life, how I try respond to and engage with what I encounter in my life” ([32], p. 99). It relates to the educational purpose of what a learner will choose to “do” with his/her identity, as well as with the education they have received [32]. Subjectification allows learners to understand their “existence in and with the world, rather than [their] own personal or subjective opinions, thoughts, and beliefs” ([32], p. 99).
According to Biesta, “good education should therefore always specify its views about qualification, socialization and subjectification” ([31], p. 41). This is also true for ‘good’ entrepreneurship education that is theoretically sound.
4. Conceptualization
The theoretical foundations provided by Biesta’s three functions of education were subsequently used as an analytical framework to develop a shared understanding of what ‘good’ entrepreneurship education ought to be, as a starting point. These conceptualizations or considerations are based on the themes that emerged from the literature study for elements to include when implementing entrepreneurship education, as well as bearing in mind that current schooling is often not preparing learners to thrive in the 21st century, resulting in skills gaps and high youth unemployment. It is intended to clarify what ‘good’ entrepreneurship education ought to be. To provide an at-a-glance overview the conceptualization of ‘good’ entrepreneurship education as framed within the descriptions of Biesta’s three domains of purpose [30, 31, 32] is presented in Table 1. In the table, the term ‘others’ refers to individuals or groups of individuals that contribute to learners’ socialization, which includes family, community members, religious groups, political groups, culture and more.
Qualification
Socialization
Subjectification
Competencies and skills required for a meaningful life in the 21st century
develop knowledge, 21st-century skills and competencies for entrepreneurship
understand how others view entrepreneurship, to enable amelioration of undesirable learning/negative impact in hidden curriculum
develop the learner as an individual functioning in a complex and changing world, fostering entrepreneurial aspirations
Developing an entrepreneurial mindset
understand the broader value of entrepreneurship education and develop new ways of thinking
understand how own mindset differs from or aligns with how others view entrepreneurship
learners actively choose to develop a positive entrepreneurial mindset
Self-directed employment
learn how to apply entrepreneurship knowledge, skills and competencies to create employment opportunities
develop and foster connections with others, based on shared values, to recognize and utilize opportunities in communities
become self-active to seek and create own employment opportunities
Life-long learning
develop a love for learning and recognition of the need to keep on learning
share learning experiences with others and learn from others’ experiences
actively choose to implement self-directed learning principles to keep on learning
The type of learner
make learning more meaningful, enjoyable; adaptable to change; digitally supported
understand how learners’ context and socio-cultural background impact their perceptions of entrepreneurship education
become co-constructors of learning, active participants in the process, choose to be more self-directed
Real-life learning for value creation
utilize learners’ ‘real-life’ contexts and experiences to enable application and transfer of learning: to benefit themselves, as well as others
develop partnerships with communities: identify problems to be solved, utilize local knowledge, values and resources
choose to develop self-efficacy, passion, entrepreneurial identity and a personal career vision
Pedagogical approaches
creative, dynamic, innovative, collaborative and learner-centered; experiential problem−/project-based learning
structure learning around exploring and solving ill-structured problems relevant to or in learners’ communities
make connections to make learning more meaningful to the self, choose how this learning will be used in own future
In the broadest terms, the conceptualizations in Table 1 firstly provide insights into the qualification purpose of ‘good’ entrepreneurship education, that is: which content (knowledge, skills and competencies) needs to be included, as well as how it should be facilitated, to be valuable for learners and to address the reported skills gap, as well as to ameliorate unemployment. Secondly, Table 1 provides insights into the socialization purpose of ‘good’ entrepreneurship education, in other words, how learning should be constructed to contribute to learners’ development as members of a particular society or in a particular social context. These conceptualizations mainly point out that an understanding of the entrepreneurial mindset of the community (the ‘others’) contributes to how entrepreneurship education should be approached, they emphasize the need to involve others in the learning process, and that entrepreneurship education should create value for learners as well as for others. Thirdly, Table 1 provides insights into the individuation or subjectification purpose of ‘good’ entrepreneurship education, specifically how learners can actively make choices to become more entrepreneurial during the learning process, or regarding what they want to do with the entrepreneurship education they receive. ‘Good’ entrepreneurship education will contribute to positive changes in learners’ perceptions of entrepreneurship and foster intrinsic learning [10].
The conceptualizations for ‘good’ entrepreneurship education in Table 1 align well with Biesta’s description of ‘good education’ that requires that “they learn something, that they learn it for a reason, and that they learn it from someone” ([32], p. 91).
The ‘someone’ in this description refers to learning from others as part of the socialization function of education (Table 1), but it also includes learning from teachers, which takes place across all three domains of purpose of education. It can therefore be said that the ‘good’ entrepreneurship education described in Table 1 will be complemented by an additional ‘element’ which emerged from the literature study, namely the changing roles of teachers.
The descriptions in Table 1 focus on the construction of entrepreneurship education as a process for learners, therefore the roles of teachers – as facilitators of the learning process – are presented separately. Teacher education is viewed as preparation for teaching, and therefore not always perfectly aligned to what transpires in practice in their classrooms. It is, however, vital that teachers be suitably prepared to enable them to facilitate ‘good’ entrepreneurship education, and therefore their changing roles need to be considered [2, 3, 10, 26]. Analysis of the changing roles of teachers through the same framework Biesta [30, 32, 33], contributed to insights and conceptualization how their roles can contribute to ‘good’ entrepreneurship education. As part of the socialization purpose, teachers must invite and value input and contributions from others, for example successful entrepreneurs, community members, or elders, who have knowledge of and experience in entrepreneurship. This approach will broaden the learning experience to include more real-life learning, adding to the value and meaningfulness of such entrepreneurship education. As part of the subjectification purpose of ‘good’ entrepreneurship education, in which they serve as guides to support learners in to make informed choices, to adapt to change (including learning from mistakes), to choose to become more self-directed and to develop learners’ aspirations for continued (or life-long) learning [3, 7, 11, 26]. Finally, teachers contribute significantly to the qualification purpose, which indicates that they must become active facilitators, catalysts and scaffolders of learning, rather than merely transmitting knowledge [11, 17, 22]. These roles in turn highlight the important pedagogical choices teachers have to make to contribute to the effectiveness of their implementation of entrepreneurship education, to optimally benefit their learners.
The above conceptualizations provide insights and theoretical foundations for constructing ‘good’ entrepreneurship education, which brings us to the final part of the research question that guided this investigation, namely: “how can the pedagogy of playful project-based learning bolster ‘good’ entrepreneurship education?”
5. Playful project-based learning as pedagogy for entrepreneurship education
“Play exemplifies one of the highest forms of experiential learning” [34]. Despite the perceived dichotomy, which often situates play as the “antithesis of work” ([35], p. 53), research on the contributions of play to learning is mounting. Play therefore provides opportunities for a different type of learning than what was traditionally associated with ‘schoolwork’. In broadest terms, play can contribute to experiential learning in three ways: (1) by supporting learners to take charge of their own learning, in line with their own standards of learning; (2) both as part of the process of learning (and the experience thereof) and the outcome of the learning; and (3) through repetitious cycles of learning, which contributes to deepening the learning in each cycle [34]. Play has therefore developed from being viewed as a “reward for completing academic work [to] a context in which academic work unfolds” ([35], p. 69). Although play pedagogy is mostly associated with free play, different types of play are used for learning and involves different role-players. Play-based pedagogies expressly include teacher involvement at varying levels [35]. Depending on the extent of the teacher’s involvement in play-as-learning, it can become a well-planned, structured learning experience, which contributes to academic learning and skills development [35, 36].
The educational benefits of play are frequently categorized as being either developmental (such as self-regulation, social- and emotional skills development), or academic (such as numeracy and literacy) [35]. However, increasingly, the essential relationship between play as teaching-learning strategy and entrepreneurship education, is being reported [36, 37, 38, 39]. Play-based teaching-learning strategies develop entrepreneurial knowledge, as well as several of the skills and entrepreneurial characteristics required of learners to thrive in the 21st century. Some of these include problem-solving strategies, imagination, language- or communication skills, co-operation - or teamwork skills, money- or financial management, taking calculated risks, and being future-orientated [36, 37, 38, 39, 40]. To enable this education, problem- and project-based learning is often utilized to promote or facilitate playful learning [3, 16, 25, 29]. In addition to developing meaningful, active, engaging and socially interactive learning [25], play-based education contributes a ‘fun’ element, making learning more enjoyable [25, 37].
Furthermore, although play-based pedagogies are most frequently utilized in early education (that is, education for younger learners) [29, 36, 37, 38], it is increasingly being used in adult education – for example in teacher education [41], and even for retirees [38]. Still, it is reiterated that exposing learners to entrepreneurship education early can “lead to an enormous change of mind to building a healthy adolescent” ([36], p. 64), underscoring the constructivist and expansive positive potential of such learning.
A few examples of well-developed playful project-based learning as pedagogy for entrepreneurship education have already been reported from diverse countries such as Australia [25], Canada [35], Indonesia [37], Morocco [38] and Pakistan [36]. All five these studies were focused on play-based learning as part of early childhood (pre-school) education. Additionally, a brief overview of the types of play utilized, types of approaches used, and the reported effects of play-based learning on the development of learners in each country is set out in Table 2.
Types of play utilized
Types of approaches used
Reported effects of PPBL on development of learners
Australia
learning through play; integrated pedagogies (child-directed activities with intentional educator facilitation)
active learning, cooperative and collaborative learning, experiential learning, guided discovery learning, inquiry-based learning, project - and problem-based learning, and Montessori education
development of learners’ cognitive skills; creative skills; emotional skills; physical skills; social skills; learning becomes more meaningful and joyful; learners iteratively and actively involved in socially interactive learning; adding learner choice and voice to the learning process [25]
Canada
free play; teacher-guided play
play-based learning
offers a meaningful context for children’s academic learning; promotes children’s exploration and discovery; enabling the development of higher-level thinking skills through inquiry processes [35]
Indonesia
traditional games
playful games to develop entrepreneurship education
the games and the instructions developed and improved learners’ entrepreneurial spirit; enriched personal characteristics relevant to the improvement of learners’ entrepreneurship characteristics; fosters commitment toward entrepreneurship [37]
Morocco
serious games
Montessori approach
allows learner independence while acquiring manual and communication skills; develops imagination, a positive attitude and skills; increases enjoyment of learning; promotes entrepreneurial thoughts [38]
Pakistan
free play activities; role play; playing games
‘play strategies’
improved social behaviors; collaboration, exploration, problem-solving, decision-making, and innovation, positive social habits; development of entrepreneurship skills and –spirit [36]
Table 2.
Comparative analysis of studies reporting playful project-based learning.
Another descriptive example emerged from Mexico, where learners create “new minicompanies through playful activities” and use multiple perspectives (“economic and social factors and the needs and capabilities of their community”) to analyze business projects ([40], p. 295). In addition, the playful project-based learning from Mexico is reported to develop learners’ knowledge about creating and managing small businesses; creating value for others; as well as learning about financial administration [40]. This example reflects education for entrepreneurship, which brings the learning closer to creating an “entrepreneurial experience” ([40], p. 303) and therefore transcends mere education about entrepreneurship. Through this pedagogical approach the transferability of entrepreneurship education is fostered, expanding its value for learners and communities [28]. The example from Mexico also serves the particular purpose to ameliorate unemployment in that country [40].
Other studies exploring playful project-based learning as pedagogy for entrepreneurship education are on-going, for example, in South Africa the Department of Basic Education intends to implement playful project-based learning across all subjects and into all different school phases of the current school curriculum [29, 42]. This plan (like many others across the globe) is still being developed and is in its early stages of implementation, underscoring the need to continue investigations into the suitability of playful project-based learning as pedagogy for entrepreneurship education, and how this can be bolstered.
To contribute to this growing body of knowledge, the conceptualizations developed for constructing ‘good’ entrepreneurship education earlier in this chapter, theoretically underpinned by Biesta’s three functions of education (qualification, socialization and subjectification), were used to contribute insights into how the pedagogy of playful project-based learning can bolster ‘good’ entrepreneurship education (Table 3).
Qualification
Socialization
Subjectification
‘Good’ entrepreneurship education
develops entrepreneurship knowledge, 21st-century skills and - competencies, using active teaching-learning strategies, to create value and meaningful learning for life and work
teach learners to contribute value as members of a particular society, consider others’ entrepreneurial mindset, as well as their potential to contribute to entrepreneurial learning
guide learners to make informed choices regarding becoming more entrepreneurial, foster positive perceptions of entrepreneurship and life-long learning, including self-directed employment
Playful project-based learning
develops knowledge, 21st-century skills and - competencies, using active, engaging, experiential teaching-learning strategies
social interaction is encouraged, especially with peers and teachers; values developed, especially as part of early childhood learning
amplifies motivation, enjoyment, self-efficacy and self-regulation in learning;
Table 3.
Contrasting playful project-based education and ‘good’ entrepreneurship education.
The comparison in Table 3 indicates that the pedagogy of playful project-based learning holds considerable potential to positively contribute to ‘good’ entrepreneurship education. As part of the qualification function of education, playful project-based learning can (and does) contribute to the development of knowledge, skills and competencies for the 21st century, and these can be modified to explicitly relate to entrepreneurship education [36, 37, 38, 39, 40]. Both share the requirement for active, real-life teaching-learning approaches to enhance its implementation in practice [36, 37, 38, 39]. What is not yet apparent in the pedagogy of playful project-based learning, is the purpose of value creation (for learners themselves, as well as for others). ‘Good’ entrepreneurship education additionally includes a strong purpose of preparing learners for the world of work, which is not generally emphasized in playful project-based learning [36]. As playful project-based learning pedagogies are primarily used for the education of young(er) learners, the world of work might seem a long way off, reducing the need to make this a key purpose in play-based teaching-learning.
The socialization function for ‘good’ entrepreneurship education and playful project-based learning are divergent. In entrepreneurship education, the socialization function emphasizes consideration and the impact of others’ values and norms on the learners’ development [3], whereas in playful project-based learning the focus is on socialization with others to develop the learners’ own values [25, 35]. Again, this might be attributed to the fact that playful project-based learning is more frequently utilized for younger learners, who are still developing these qualities.
With reference to the subjectification (or individuation) purpose of ‘good’ entrepreneurship education, there are some consistencies and some inconsistencies. Both contribute to a positive learning experience and both contribute to developing the learner’s ‘self’ [6, 9, 25, 34, 36, 43]. Entrepreneurship education is, however, more focused on development of the learner for the (more distant) future, that is, life after school and the world of work, including self-directedness and making informed choices [7, 11]. Playful project-based learning pedagogy, on the other hand, has a more immediate purpose, for the (present) development of learners’ identity, enjoyment of learning, self-efficacy and self-regulation [25, 34, 35]. Yet again, this might be attributed to the fact that playful project-based learning is more frequently utilized for younger learners, who need to develop qualities such as self-efficacy and self-regulation, before they can advance to more complex cognitive and affective decision-making processes, such as making informed choices for their futures, or choosing to become more self-directed.
Notwithstanding these few minor differences, when playful project-based learning is selected as pedagogy for entrepreneurship education, with a few minor adaptations, it can align exceedingly well with the requirements that frame ‘good’ entrepreneurship education. This pedagogical approach will bolster the effectiveness of the implementation of entrepreneurship education, which in turn will contribute to more meaningful, enjoyable and valuable learning for learners. When more learners actively choose to self-directedly develop their own employment, the high unemployment levels will be ameliorated. Even if learners do not ‘become entrepreneurs’, the skills and competencies which they develop as a result of ‘good’ entrepreneurship education will contribute to reducing the reported skills gap which currently exist between schooling and employers, making these learners more employable and bringing them closer to a better life in the 21st century.
6. Conclusions
The three ‘domains of purpose of education’ developed by Biesta provided a relevant framework for exploring the theoretical underpinnings of ‘good’ entrepreneurship education. More detailed insights with regard to the qualification, socialization and subjectification purposes of what ‘good’ entrepreneurship education ought to entail, could be conceptualized. Playful project-based learning pedagogy can align exceedingly well with the requirements that frame ‘good’ entrepreneurship education and can be adapted through small adjustments to increase this alignment and its suitability to bolster this valuable education.
This study’s comparative overview highlights that there is a need to continue to explore and investigate playful project-based pedagogy for ‘good’ entrepreneurship education. Playful project-based learning holds much potential to contribute positively to the development and expansion of ‘good’ entrepreneurship education, especially for young(er) learners. However, particularly when play-based learning is intended for older (more developed or ‘mature’ learners), careful consideration should be given to better align the socialization and subjectification functions of this pedagogy to the requirements of ‘good’ entrepreneurship education.
\n',keywords:"21st century skills, competencies, entrepreneurial mindset, life-long learning, meaningful learning, playful problem-based learning",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/78980.pdf",chapterXML:"https://mts.intechopen.com/source/xml/78980.xml",downloadPdfUrl:"/chapter/pdf-download/78980",previewPdfUrl:"/chapter/pdf-preview/78980",totalDownloads:103,totalViews:0,totalCrossrefCites:0,dateSubmitted:"August 19th 2021",dateReviewed:"September 17th 2021",datePrePublished:"October 15th 2021",datePublished:null,dateFinished:"October 15th 2021",readingETA:"0",abstract:"The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/78980",risUrl:"/chapter/ris/78980",signatures:"Adri Du Toit",book:{id:"10662",type:"book",title:"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications",subtitle:null,fullTitle:"Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications",slug:null,publishedDate:null,bookSignature:"Dr. Hülya Şenol",coverURL:"https://cdn.intechopen.com/books/images_new/10662.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-80355-088-6",printIsbn:"978-1-80355-087-9",pdfIsbn:"978-1-80355-089-3",isAvailableForWebshopOrdering:!0,editors:[{id:"240203",title:"Dr.",name:"Hülya",middleName:null,surname:"Şenol",slug:"hulya-senol",fullName:"Hülya Şenol"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Literature study",level:"1"},{id:"sec_2_2",title:"2.1 Elements to include to make schooling more meaningful",level:"2"},{id:"sec_2_3",title:"2.1.1 Competencies and skills required for a meaningful life in the 21st century",level:"3"},{id:"sec_3_3",title:"2.1.2 Developing an entrepreneurial mindset",level:"3"},{id:"sec_4_3",title:"2.1.3 Self-directed employment",level:"3"},{id:"sec_5_3",title:"2.1.4 Life-long learning",level:"3"},{id:"sec_7_2",title:"2.2 Scaffolding or constructing learning environments to foster meaningful learning",level:"2"},{id:"sec_7_3",title:"2.2.1 The type of learner",level:"3"},{id:"sec_8_3",title:"2.2.2 The changing roles of teachers",level:"3"},{id:"sec_9_3",title:"2.2.3 Real-life learning designed for value creation",level:"3"},{id:"sec_10_3",title:"2.2.4 Pedagogical approaches",level:"3"},{id:"sec_13",title:"3. Theoretical framework",level:"1"},{id:"sec_13_2",title:"3.1 Qualification",level:"2"},{id:"sec_14_2",title:"3.2 Socialization",level:"2"},{id:"sec_15_2",title:"3.3 Subjectification",level:"2"},{id:"sec_17",title:"4. Conceptualization",level:"1"},{id:"sec_18",title:"5. Playful project-based learning as pedagogy for entrepreneurship education",level:"1"},{id:"sec_19",title:"6. Conclusions",level:"1"}],chapterReferences:[{id:"B1",body:'Solidariteit, “Youth unemployment: government looks on as disaster unfolds.” 2021, [Online]. Available: https://solidariteit.co.za/en/youth-unemployment-government-looks-on-as-disaster- unfolds/%0ADate.'},{id:"B2",body:'M. Marope, P. Griffin, and C. Gallagher, “Future Competences and the Future of Curriculum A Global Reference for Curricula Transformation.”'},{id:"B3",body:'L. Darling-Hammond, L. Flook, C. Cook-Harvey, B. Barron, and D. Osher, “Implications for educational practice of the science of learning and development,” Appl. Dev. 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Zappe, “Advances in Engineering Education Avoiding Construct Confusion: An Attribute-Focused Approach to Assessing Entrepreneurial Mindset,” 2018.'},{id:"B19",body:'Cambridge Dictionary Online, “Mindset,” 2021. https://dictionary.cambridge.org/dictionary/english/mindset (accessed Jun. 05, 2021).'},{id:"B20",body:'S. K. Jha, “Entrepreneurial Mindset: An Essential Life Skill,” Entrepreneur India, 2021.'},{id:"B21",body:'Kern Entrepreneurial Engineering Network [KEEN], “What is the Entrepreneurial Mindset? Engineering Unleashed,” 2021. https://engineeringunleashed.com/mindset (accessed Jun. 06, 2021).'},{id:"B22",body:'A. Kakouris, “Entrepreneurship pedagogies in lifelong learning: Emergence of criticality?,” Learn. Cult. Soc. Interact., vol. 6, pp. 87-97, Sep. 2015, doi: 10.1016/j.lcsi.2015.04.004.'},{id:"B23",body:'S. Y. Foo and R. M. R. Hussain, “Self-directed learning in a socioconstructivist learning environment,” Procedia - Soc. Behav. Sci., vol. 9, pp. 1913-1917, 2010, doi: 10.1016/j.sbspro.2010.12.423.'},{id:"B24",body:'A. Kakouris, “Constructivist entrepreneurial teaching: The TeleCC online approach in Greece,” in Entrepreneurship Education: New Perspectives on Entrepreneurship Education. Contemporary Issues in Entrepreneurship Research, P. Jones, G. Maas, and L. Pittaway, Eds. 2017, pp. 235-258.'},{id:"B25",body:'R. Parker, B. Stjerne Thomsen, and LEGO Fonden, Learning through play at school : a study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. LEGO Fonden, 2019.'},{id:"B26",body:'M. Moore, M. P. Cuzzolino, R. Moussavi, and Y. J. Kim, “Integrating the Science of Learning and Development into Teacher Education,” 2020. [Online]. Available: https://doi.org/10.35542/osf.io/g623d.'},{id:"B27",body:'A. R. Saavedra and V. Darleen Opfer, “Learning 21st-century skills requires 21st-century teaching,” Phi Delta Kappan, vol. 94, no. 2, pp. 8-13, 2012, doi: 10.1177/003172171209400203.'},{id:"B28",body:'U. Lilleväli and M. Täks, “Competence Models as a Tool for Conceptualizing the Systematic Process of Entrepreneurship Competence Development,” Educ. Res. Int., vol. 2017, pp. 1-16, 2017, doi: 10.1155/2017/5160863.'},{id:"B29",body:'B. S. Eadie, K. Webb, O. Matome, and C. Troy, “Assessment Practices to Support the Development of Learner Competencies for a Changing World,” Centurion, 2021. [Online]. Available: https://nect.org.za/publications/technical-reports/nect-edhub-policy-brief_c21st-assessment-approaches.pdf.'},{id:"B30",body:'G. Biesta, “What is education for? On Good education, teacher judgement, and educational professionalism,” Eur. J. Educ., vol. 50, no. 1, pp. 75-87, 2015, doi: 10.1111/ejed.12109.'},{id:"B31",body:'G. Biesta, “Good education in an age of measurement: On the need to reconnect with the question of purpose in education,” Educ. Assessment, Eval. Account., vol. 21, no. 1, pp. 33-46, 2009, doi: 10.1007/s11092-008-9064-9.'},{id:"B32",body:'G. Biesta, “Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited,” Educ. Theory, vol. 70, no. 1, pp. 89-104, 2020, doi: 10.1111/edth.12411.'},{id:"B33",body:'G. Biesta, R. Lawy, and N. Kelly, “Understanding young people’s citizenship learning in everyday life: The role of contexts, relationships and dispositions,” Educ. Citizsh. Soc. Justice, vol. 4, no. 1, pp. 5-24, 2009, doi: 10.1177/1746197908099374.'},{id:"B34",body:'A. Y. Kolb and D. A. Kolb, “Learning to play, playing to learn: A case study of a ludic learning space,” J. Organ. Chang. Manag., vol. 23, no. 1, pp. 26-50, 2010, doi: 10.1108/09534811011017199.'},{id:"B35",body:'A. Pyle, M. A. Pyle, J. Prioletta, and B. Alaca, “Portrayals of Play-Based Learning Misalignments among Public Discourse , Classroom Realities , and Research,” Am. J. Play, vol. 13, no. 1, pp. 53-86, 2020, [Online]. Available: https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/13-1-Article-4-Portrayals-of-Play-Based-Learning.pdf.'},{id:"B36",body:'N. Khan, L. Oad, and R. Aslam, “Entrepreneurship Skills Among Young Learner Through Play Strategy: a Qualitative Study,” Humanit. Soc. Sci. Rev., vol. 9, no. 2, pp. 64-74, 2021, doi: 10.18510/hssr.2021.927.'},{id:"B37",body:'M. Jufri and H. Wirawan, “Internalizing the spirit of entrepreneurship in early childhood education through traditional games,” Educ. Train., vol. 60, no. 7-8, pp. 767-780, 2018, doi: 10.1108/ET-11-2016-0176.'},{id:"B38",body:'R. Lamrani, E. H. Abdelwahed, S. Chraibi, S. Qassimi, and M. Hafidi, “Early Childhood Education: How Play Can Be Used to Meet Children’s Individual Needs,” in Advanced Intelligent Systems for Sustainable Development (AI2SD’2018), vol. 914, I. Worighi, A. Maach, and J. Van Mierlo, Eds. Springer Nature Switzerland AG, 2019, pp. 232-245.'},{id:"B39",body:'N. Keyhani and M. S. Kim, “A Systematic Literature Review of Teacher Entrepreneurship,” Entrep. Educ. Pedagog., vol. 4, no. 3, pp. 376-395, 2021, doi: 10.1177/2515127420917355.'},{id:"B40",body:'M. de L. Cárcamo-Solís, M. del P. Arroyo-López, L. del C. Alvarez-Castañón, and E. García-López, “Developing entrepreneurship in primary schools. The Mexican experience of ‘My first enterprise: Entrepreneurship by playing,’” Teach. Teach. Educ., vol. 64, pp. 291-304, 2017, doi: 10.1016/j.tate.2017.02.013.'},{id:"B41",body:'A. Diaz-varela and L. H. V Wright, “Play for Adults: Play-Based Approaches in Teacher Training,” Scott. Edu. Rev., vol. 51, no. 51(2), pp. 132-136, 2019, doi: 10.51166/ser/512diazvarela.'},{id:"B42",body:'Department of Basic Education, “Entrepreneurship in Schools 2030: The Vision,” Pretoria, 2016. [Online]. Available: www.education.gov.za.'},{id:"B43",body:'M. Lackéus, “Developing entrepreneurial competencies An action-based approach and classification in entrepreneurial education,” Chalmers University of Technology, Gothenburg, Sweden, 2013.'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Adri Du Toit",address:"dutoit.adri@nwu.ac.za",affiliation:'
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IntechOpen’s Academic Editors and Authors have received funding for their work through many well-known funders, including: the European Commission, Bill and Melinda Gates Foundation, Wellcome Trust, Chinese Academy of Sciences, Natural Science Foundation of China (NSFC), CGIAR Consortium of International Agricultural Research Centers, National Institute of Health (NIH), National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), National Institute of Standards and Technology (NIST), German Research Foundation (DFG), Research Councils United Kingdom (RCUK), Oswaldo Cruz Foundation, Austrian Science Fund (FWF), Foundation for Science and Technology (FCT), Australian Research Council (ARC).
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Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
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In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
\n\n
\n\t
Does your institution already have a budget for covering Open Access publication costs?
\n\t
Does your grant list Open Access publication fees as legitimate direct/indirect costs?
\n
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If you are associated with any of the institutions in our list below, you can apply to receive OA publication funds by following the instructions provided in the links. Please consult the Open Access policies or grant Terms and Conditions of any institution with which you are linked to explore ways to cover your publication costs (also accessible by clicking on the link in their title).
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His studies in robotics lead him not only to a PhD degree but also inspired him to co-found and build the International Journal of Advanced Robotic Systems - world's first Open Access journal in the field of robotics.",institutionString:null,institution:{name:"TU Wien",country:{name:"Austria"}}},{id:"441",title:"Ph.D.",name:"Jaekyu",middleName:null,surname:"Park",slug:"jaekyu-park",fullName:"Jaekyu Park",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/441/images/1881_n.jpg",biography:null,institutionString:null,institution:{name:"LG Corporation (South Korea)",country:{name:"Korea, South"}}},{id:"465",title:"Dr.",name:"Christian",middleName:null,surname:"Martens",slug:"christian-martens",fullName:"Christian Martens",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Rheinmetall (Germany)",country:{name:"Germany"}}},{id:"479",title:"Dr.",name:"Valentina",middleName:null,surname:"Colla",slug:"valentina-colla",fullName:"Valentina Colla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/479/images/358_n.jpg",biography:null,institutionString:null,institution:{name:"Sant'Anna School of Advanced Studies",country:{name:"Italy"}}},{id:"494",title:"PhD",name:"Loris",middleName:null,surname:"Nanni",slug:"loris-nanni",fullName:"Loris Nanni",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/494/images/system/494.jpg",biography:"Loris Nanni received his Master Degree cum laude on June-2002 from the University of Bologna, and the April 26th 2006 he received his Ph.D. in Computer Engineering at DEIS, University of Bologna. On September, 29th 2006 he has won a post PhD fellowship from the university of Bologna (from October 2006 to October 2008), at the competitive examination he was ranked first in the industrial engineering area. He extensively served as referee for several international journals. He is author/coauthor of more than 100 research papers. He has been involved in some projects supported by MURST and European Community. 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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. From 1985 to 1986, he was a Research Fellow in the Research Institute for Electronic Equipment, ZZU AD, Plovdiv, Bulgaria. In 1986, he joined the Department of Control Systems, Technical University of Sofia at the Plovdiv campus, where he is presently a Full Professor. He has held long-term visiting Professor/Scholar positions at various institutions in South Korea, Turkey, Mexico, Greece, Belgium, UK, and Germany. And he has coauthored one book and authored or coauthored more than 80 research papers in conference proceedings and journals. His current research interests are in the fields of intelligent control and robotics.",institutionString:null,institution:{name:"Technical University of Sofia",country:{name:"Bulgaria"}}},{id:"585",title:"Prof.",name:"Munir",middleName:null,surname:"Merdan",slug:"munir-merdan",fullName:"Munir Merdan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/585/images/system/585.jpg",biography:"Munir Merdan received the M.Sc. degree in mechanical engineering from the Technical University of Sarajevo, Bosnia and Herzegovina, in 2001, and the Ph.D. degree in electrical engineering from the Vienna University of Technology, Vienna, Austria, in 2009.Since 2005, he has been at the Automation and Control Institute, Vienna University of Technology, where he is currently a Senior Researcher. His research interests include the application of agent technology for achieving agile control in the manufacturing environment.",institutionString:null,institution:null},{id:"605",title:"Prof",name:"Dil",middleName:null,surname:"Hussain",slug:"dil-hussain",fullName:"Dil Hussain",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/605/images/system/605.jpg",biography:"Dr. Dil Muhammad Akbar Hussain is a professor of Electronics Engineering & Computer Science at the Department of Energy Technology, Aalborg University Denmark. Professor Akbar has a Master degree in Digital Electronics from Govt. College University, Lahore Pakistan and a P-hD degree in Control Engineering from the School of Engineering and Applied Sciences, University of Sussex United Kingdom. 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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At present, China ranks first in bamboo research worldwide, because of numerous research units and strong technical force. This chapter focuses on the utilization of bamboo resources such as food, roofs and walls of houses, fences, and domestic and agricultural implements such as water containers, food and drink container hats, arrows, quiver, etc. A total of 861 species and infraspecific taxa belonging to 43 genera have been reported and include 707 species, 52 varieties, 98 forma, and 4 hybrids, which are naturally distributed in 21 provinces. The national bamboo forest covers 6.01 million ha, including 4.43 million ha of Moso bamboo and 1.58 million ha of other bamboo species. As the country develops and new economic activities emerge, bamboo production has shifted from harsh processing, such as bamboo basket, to finished machining, such as bamboo flooring. The bamboo industry has attracted new opportunities as a new energy source, particularly renewable energy, and may be considered a lignocellulose substrate for bioethanol production because of its environmental benefits and high annual biomass yield.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Weiyi Liu, Chaomao Hui, Fang Wang, Meng Wang and Guanglu Liu",authors:[{id:"218573",title:"Dr.",name:"Liu",middleName:null,surname:"Weiyi",slug:"liu-weiyi",fullName:"Liu Weiyi"},{id:"218577",title:"Prof.",name:"Hui",middleName:null,surname:"Chaomao",slug:"hui-chaomao",fullName:"Hui Chaomao"},{id:"221875",title:"Dr.",name:"Fang",middleName:null,surname:"Wang",slug:"fang-wang",fullName:"Fang Wang"}]},{id:"61253",doi:"10.5772/intechopen.76359",title:"Bamboo, Its Chemical Modification and Products",slug:"bamboo-its-chemical-modification-and-products",totalDownloads:2698,totalCrossrefCites:6,totalDimensionsCites:20,abstract:"Bamboo, a perennial woody grass belonging to Gramineae family and Bambuseae subfamily, is ubiquitous in many parts of the world. This biomass possesses high potential as a substitute for many lignocellulosic and non-lignocellulosic materials in various capacities of applications owing to its chemical composition as well as its physical properties. Its abundance, chemical composition and numerous applications are reviewed in this work. This chapter also examined some investigated chemical modifications through alkali hydrolysis, acid hydrolysis, coupling to enhance properties of bamboo fibre for specialised applications.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Mayowa Akeem Azeez and Joshua Iseoluwa Orege",authors:[{id:"197473",title:"Dr.",name:"Mayowa Akeem",middleName:null,surname:"Azeez",slug:"mayowa-akeem-azeez",fullName:"Mayowa Akeem Azeez"},{id:"249430",title:"Mr.",name:"Joshua Iseoluwa",middleName:null,surname:"Orege",slug:"joshua-iseoluwa-orege",fullName:"Joshua Iseoluwa Orege"}]},{id:"60430",doi:"10.5772/intechopen.75626",title:"The Use of Bamboo for Erosion Control and Slope Stabilization: Soil Bioengineering Works",slug:"the-use-of-bamboo-for-erosion-control-and-slope-stabilization-soil-bioengineering-works",totalDownloads:2991,totalCrossrefCites:8,totalDimensionsCites:11,abstract:"The potential of bamboo in erosion control and slope stabilization has been proven worldwide. Bamboos are being used as living plants as well as construction material in different soil bioengineering techniques in many countries. The soil and water bioengineering approach is combined with bamboo traits and mechanical properties. The existing accumulated experiences of using bamboo in soil and water bioengineering works, along with the existing standards and design guidelines, make bamboo species an essential and cost-effective material for erosion control and slope stabilization works. In this chapter, all the necessary aspects to be taken into account for an appropriate use of bamboo in soil bioengineering works are addressed, and the design approaches for soil bioengineering works using bamboos are presented.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Guillermo Tardio, Slobodan B. Mickovski, Hans Peter Rauch, Joao\nPaulo Fernandes and Madhu Sudan Acharya",authors:[{id:"221706",title:"Dr.",name:"Guillermo",middleName:null,surname:"Tardio",slug:"guillermo-tardio",fullName:"Guillermo Tardio"},{id:"225058",title:"Dr.",name:"Slobodan B.",middleName:null,surname:"Mickovski",slug:"slobodan-b.-mickovski",fullName:"Slobodan B. Mickovski"},{id:"225059",title:"Dr.",name:"Joao Paulo",middleName:null,surname:"Fenandes",slug:"joao-paulo-fenandes",fullName:"Joao Paulo Fenandes"},{id:"225061",title:"Dr.",name:"Johann Peter",middleName:null,surname:"Rauch",slug:"johann-peter-rauch",fullName:"Johann Peter Rauch"}]},{id:"60797",doi:"10.5772/intechopen.76463",title:"A Review of Bambusicolous Ascomycetes",slug:"a-review-of-bambusicolous-ascomycetes",totalDownloads:1564,totalCrossrefCites:9,totalDimensionsCites:10,abstract:"Bamboo with more than 1500 species is a giant grass and was distributed worldwide. Their culms and leaves are inhabited by abundant microfungi. A documentary investigation points out that more than 1300 fungi including 150 basidiomycetes and 800 ascomycetous species with 240 hyphomycetous taxa and 110 coelomycetous taxa are associated with bamboo. Ascomycetes are the largest group with totally 1150 species. Families Xylariaceae and Hypocreaceae, which are most represented, have 74 species and 63 species in 18 and 14 genera, respectively, known from bamboo. The genus Phyllachora with a maximum number of species (22) occurs on bamboo, followed by Nectria (21) and Hypoxylon (20). The most represented host genera Bambusa, Phyllostachys, and Sasa are associated by 268, 186, and 105 fungal species, respectively. The brief review of major morphology and phylogeny of bambusicolous ascomycetes is provided, as well as research prospects.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Dong-Qin Dai, Li-Zhou Tang and Hai-Bo Wang",authors:[{id:"219411",title:"Dr.",name:"Dong-Qin",middleName:null,surname:"Dai",slug:"dong-qin-dai",fullName:"Dong-Qin Dai"},{id:"228691",title:"Prof.",name:"Li-Zhou",middleName:null,surname:"Tang",slug:"li-zhou-tang",fullName:"Li-Zhou Tang"},{id:"228708",title:"Prof.",name:"Hai-Bo",middleName:null,surname:"Wang",slug:"hai-bo-wang",fullName:"Hai-Bo Wang"}]},{id:"70724",doi:"10.5772/intechopen.90747",title:"Effects of Fire on Grassland Soils and Water: A Review",slug:"effects-of-fire-on-grassland-soils-and-water-a-review",totalDownloads:1095,totalCrossrefCites:2,totalDimensionsCites:7,abstract:"Grasslands occur on all of the continents. They collectively constitute the largest ecosystem in the world, making up 40.5% of the terrestrial land area, excluding Greenland and Antarctica. Grasslands are not entirely natural because they have formed and developed under natural and anthropogenic pressures. Their importance now is to the variety of ecosystem services that they provide: livestock grazing areas, water catchments, biodiversity reserves, tourism sites, recreation areas, religious sites, wild food sources, and natural medicine sources. An important function of grasslands is their sequestration and storage of carbon (C). Mollisol soils of grasslands have deep organic matter horizons that make this vegetation type almost as important as forests for C fixation and storage. Fire has been and continues to be an important disturbance in grassland evolution and management. Natural wildfires have been a component of grasslands for over 300 million years and were important in creating and maintaining most of these ecosystems. Humans ignited fires over many millennia to improve habitat for animals and livestock. Prescribed fire practiced by humans is a component of modern grassland management. The incidence of wildfires in grasslands continues to grow as an issue as droughts persist in semi-arid regions. Knowledge of fire effects on grasslands has risen in importance to land managers because fire, as a disturbance process, is an integral part of the concept of ecosystem management and restoration ecology. Fire is an intrusive disturbance in both managed and wildland forests and grasslands. It initiates changes in ecosystems that affect the composition, structure, and patterns of vegetation on the landscape. It also affects the soil and water resources of ecosystems that are critical to overall ecosystem functions and processes.",book:{id:"8088",slug:"grasses-and-grassland-aspects",title:"Grasses and Grassland Aspects",fullTitle:"Grasses and Grassland Aspects"},signatures:"Daniel George Neary and Jackson McMichael Leonard",authors:[{id:"40845",title:"Dr.",name:"Daniel G.",middleName:"George",surname:"Neary",slug:"daniel-g.-neary",fullName:"Daniel G. Neary"},{id:"276254",title:"Dr.",name:"Jackson",middleName:null,surname:"Leonard",slug:"jackson-leonard",fullName:"Jackson Leonard"}]}],mostDownloadedChaptersLast30Days:[{id:"61253",title:"Bamboo, Its Chemical Modification and Products",slug:"bamboo-its-chemical-modification-and-products",totalDownloads:2698,totalCrossrefCites:6,totalDimensionsCites:20,abstract:"Bamboo, a perennial woody grass belonging to Gramineae family and Bambuseae subfamily, is ubiquitous in many parts of the world. This biomass possesses high potential as a substitute for many lignocellulosic and non-lignocellulosic materials in various capacities of applications owing to its chemical composition as well as its physical properties. Its abundance, chemical composition and numerous applications are reviewed in this work. This chapter also examined some investigated chemical modifications through alkali hydrolysis, acid hydrolysis, coupling to enhance properties of bamboo fibre for specialised applications.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Mayowa Akeem Azeez and Joshua Iseoluwa Orege",authors:[{id:"197473",title:"Dr.",name:"Mayowa Akeem",middleName:null,surname:"Azeez",slug:"mayowa-akeem-azeez",fullName:"Mayowa Akeem Azeez"},{id:"249430",title:"Mr.",name:"Joshua Iseoluwa",middleName:null,surname:"Orege",slug:"joshua-iseoluwa-orege",fullName:"Joshua Iseoluwa Orege"}]},{id:"55730",title:"Vetiver Grass: A Tool for Sustainable Agriculture",slug:"vetiver-grass-a-tool-for-sustainable-agriculture",totalDownloads:3096,totalCrossrefCites:3,totalDimensionsCites:7,abstract:"Vetiver grass is a densely tufted bunch grass which can be easily established in both tropics and temperate regions of the world. It plays a vital role in watershed protection by slowing down and spreading runoff harmlessly on the farmland, recharging ground water, reducing siltation of drainage systems and water bodies, reducing agro-chemicals loading into water bodies and for rehabilitation of degraded soils. Vetiver grass could tolerate extremely high levels of heavy metals. It could be used as biological pest control. The use of vetiver grass has been regarded as a low-cost technology for soil and water conservation; on- and off-farm land and water sources stabilization and remediation of polluted soils; and enhancement of water quality for irrigation purposes when compared with other soil conservation technologies. It could be a dynamic tool for mitigating environmental and agricultural problems, thereby enhancing crop yield and supporting all-year round agricultural cultivation. Recently, vetiver grass has been used to raise animals of different kinds. Thus, this chapter in the book explores several applications of vetiver grass, its impacts and resultant benefits as a technology that could enhance sustainable agricultural development.",book:{id:"5889",slug:"grasses-benefits-diversities-and-functional-roles",title:"Grasses",fullTitle:"Grasses - Benefits, Diversities and Functional Roles"},signatures:"Suarau O. Oshunsanya and OrevaOghene Aliku",authors:[{id:"175778",title:"Dr.",name:"Suarau",middleName:null,surname:"Oshunsanya",slug:"suarau-oshunsanya",fullName:"Suarau Oshunsanya"},{id:"176082",title:"Mr.",name:"OrevaOghene",middleName:null,surname:"Aliku",slug:"orevaoghene-aliku",fullName:"OrevaOghene Aliku"}]},{id:"60430",title:"The Use of Bamboo for Erosion Control and Slope Stabilization: Soil Bioengineering Works",slug:"the-use-of-bamboo-for-erosion-control-and-slope-stabilization-soil-bioengineering-works",totalDownloads:2991,totalCrossrefCites:8,totalDimensionsCites:11,abstract:"The potential of bamboo in erosion control and slope stabilization has been proven worldwide. Bamboos are being used as living plants as well as construction material in different soil bioengineering techniques in many countries. The soil and water bioengineering approach is combined with bamboo traits and mechanical properties. The existing accumulated experiences of using bamboo in soil and water bioengineering works, along with the existing standards and design guidelines, make bamboo species an essential and cost-effective material for erosion control and slope stabilization works. In this chapter, all the necessary aspects to be taken into account for an appropriate use of bamboo in soil bioengineering works are addressed, and the design approaches for soil bioengineering works using bamboos are presented.",book:{id:"5812",slug:"bamboo-current-and-future-prospects",title:"Bamboo",fullTitle:"Bamboo - Current and Future Prospects"},signatures:"Guillermo Tardio, Slobodan B. Mickovski, Hans Peter Rauch, Joao\nPaulo Fernandes and Madhu Sudan Acharya",authors:[{id:"221706",title:"Dr.",name:"Guillermo",middleName:null,surname:"Tardio",slug:"guillermo-tardio",fullName:"Guillermo Tardio"},{id:"225058",title:"Dr.",name:"Slobodan B.",middleName:null,surname:"Mickovski",slug:"slobodan-b.-mickovski",fullName:"Slobodan B. Mickovski"},{id:"225059",title:"Dr.",name:"Joao Paulo",middleName:null,surname:"Fenandes",slug:"joao-paulo-fenandes",fullName:"Joao Paulo Fenandes"},{id:"225061",title:"Dr.",name:"Johann Peter",middleName:null,surname:"Rauch",slug:"johann-peter-rauch",fullName:"Johann Peter Rauch"}]},{id:"70724",title:"Effects of Fire on Grassland Soils and Water: A Review",slug:"effects-of-fire-on-grassland-soils-and-water-a-review",totalDownloads:1095,totalCrossrefCites:2,totalDimensionsCites:7,abstract:"Grasslands occur on all of the continents. They collectively constitute the largest ecosystem in the world, making up 40.5% of the terrestrial land area, excluding Greenland and Antarctica. Grasslands are not entirely natural because they have formed and developed under natural and anthropogenic pressures. Their importance now is to the variety of ecosystem services that they provide: livestock grazing areas, water catchments, biodiversity reserves, tourism sites, recreation areas, religious sites, wild food sources, and natural medicine sources. An important function of grasslands is their sequestration and storage of carbon (C). Mollisol soils of grasslands have deep organic matter horizons that make this vegetation type almost as important as forests for C fixation and storage. Fire has been and continues to be an important disturbance in grassland evolution and management. Natural wildfires have been a component of grasslands for over 300 million years and were important in creating and maintaining most of these ecosystems. Humans ignited fires over many millennia to improve habitat for animals and livestock. Prescribed fire practiced by humans is a component of modern grassland management. The incidence of wildfires in grasslands continues to grow as an issue as droughts persist in semi-arid regions. Knowledge of fire effects on grasslands has risen in importance to land managers because fire, as a disturbance process, is an integral part of the concept of ecosystem management and restoration ecology. Fire is an intrusive disturbance in both managed and wildland forests and grasslands. It initiates changes in ecosystems that affect the composition, structure, and patterns of vegetation on the landscape. It also affects the soil and water resources of ecosystems that are critical to overall ecosystem functions and processes.",book:{id:"8088",slug:"grasses-and-grassland-aspects",title:"Grasses and Grassland Aspects",fullTitle:"Grasses and Grassland Aspects"},signatures:"Daniel George Neary and Jackson McMichael Leonard",authors:[{id:"40845",title:"Dr.",name:"Daniel G.",middleName:"George",surname:"Neary",slug:"daniel-g.-neary",fullName:"Daniel G. Neary"},{id:"276254",title:"Dr.",name:"Jackson",middleName:null,surname:"Leonard",slug:"jackson-leonard",fullName:"Jackson Leonard"}]},{id:"55524",title:"Importance of Grass Carp (Ctenopharyngodon idella) for Controlling of Aquatic Vegetation",slug:"importance-of-grass-carp-ctenopharyngodon-idella-for-controlling-of-aquatic-vegetation",totalDownloads:1844,totalCrossrefCites:3,totalDimensionsCites:4,abstract:"Aquatic plants are beneficial and a necessary part of lakes and reservoirs. Also, some kind of plants are the main food source for aquatic animals. Plants are able to stabilize sediments, improve water clarity and add diversity to the shallow areas of lakes. On the other hand, overgrown plants can become a nuisance by hindering human uses of water and threaten the structure and function of diverse native aquatic ecosystems. This chapter aims to make analysis of using of grass carp to control aquatic vegetation. In this concept, origin and distribution, biological features, reproduction, feeding behaviour and effects of grass carp on aquatic plants, water body and sediments are also discussed.",book:{id:"5889",slug:"grasses-benefits-diversities-and-functional-roles",title:"Grasses",fullTitle:"Grasses - Benefits, Diversities and Functional Roles"},signatures:"Yusuf Bozkurt, İlker Yavas, Aziz Gül, Beytullah Ahmet Balcı and\nNurdan Coskun Çetin",authors:[{id:"90846",title:"Prof.",name:"Yusuf",middleName:null,surname:"Bozkurt",slug:"yusuf-bozkurt",fullName:"Yusuf Bozkurt"},{id:"119796",title:"Associate Prof.",name:"İlker",middleName:null,surname:"Yavaş",slug:"ilker-yavas",fullName:"İlker Yavaş"},{id:"207165",title:"Dr.",name:"Aziz",middleName:null,surname:"Gül",slug:"aziz-gul",fullName:"Aziz Gül"},{id:"207166",title:"Dr.",name:"Beytullah Ahmet",middleName:null,surname:"Balcı",slug:"beytullah-ahmet-balci",fullName:"Beytullah Ahmet Balcı"},{id:"207167",title:"MSc.",name:"Nurdan",middleName:null,surname:"Coşkun Çetin",slug:"nurdan-coskun-cetin",fullName:"Nurdan Coşkun Çetin"}]}],onlineFirstChaptersFilter:{topicId:"352",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82027",title:"Underutilized Grasses Production: New Evolving Perspectives",slug:"underutilized-grasses-production-new-evolving-perspectives",totalDownloads:20,totalDimensionsCites:0,doi:"10.5772/intechopen.105375",abstract:"Globally, over-reliance on major food crops (wheat, rice and maize) has led to food basket’s shrinking, while climate change, environmental pollution and deteriorating soil fertility demand the cultivation of less exhaustive but nutritious grasses. Unlike neglected grasses (grass species restricted to their centres of origin and only grown at the subsistence level), many underutilized grasses (grass species whose yield or usability potential remains unrealized) are resistant and resilient to abiotic stresses and have multiple uses including food (Coix lacryma-jobi), feed (Eragrostis amabilis and Cynodon dactylon), esthetic value (Miscanthus sinensis and Imperata cylindrica), renewable energy production (Spartina pectinata and Andropogon gerardii Vitman) and contribution to ecosystem services (Saccharum spontaneum). Lack of agricultural market globalization, urbanization and prevalence of large commercial enterprises that favor major grasses trade, improved communication means that promoted specialization in favor of established crops, scant planting material of underutilized grasses and fewer research on their production technology and products development are the prime challenges posed to underutilized grasses promotion. Integration of agronomic research with novel plant protection measures and plant breeding and molecular genetics approaches for developing biotic and abiotic stresses tolerant cultivars along with the development of commercially attractive food products hold the future key for promoting underutilized grasses for supplanting food security and sustainably multiplying economic outcomes.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"Muhammad Aamir Iqbal, Sadaf Khalid, Raees Ahmed, Muhammad Zubair Khan, Nagina Rafique, Raina Ijaz, Saira Ishaq, Muhammad Jamil, Aqeel Ahmad, Amjad Shahzad Gondal, Muhammad Imran, Junaid Rahim and Umar Ayaz Aslam Sheikh"},{id:"81038",title:"Earth’s Energy Budget Impact on Grassland Diseases",slug:"earth-s-energy-budget-impact-on-grassland-diseases",totalDownloads:18,totalDimensionsCites:0,doi:"10.5772/intechopen.99971",abstract:"The change in climate have caused different biotic and abiotic factors to be more prominent when management plan is executed. The increase in temperature have then cause frequent drought that may attract alien species of vectors to spread novel diseases among the native plants. However, the change in climate varies in different countries. Thus, common diseases that threatens food security such as Xanthomonas spp., Pseudomonas spp are in limelight of research. Vectors lifecycle may cause plant diseases to by cyclative. Therefore, to find the break in the vector’s lifecycle will be a method to eradicate harmful population in grassland. Modern days will then call for innovative method and limitations should be considered. Climate change have also impacted pathogens migration and mating pattern. The need for innovative management is constantly on the rise.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"Ang Jia Wei Germaine"},{id:"79504",title:"Interaction of Grassland Ecosystem with Livelihood and Wildlife Sustainability: Tanzanian Perspectives",slug:"interaction-of-grassland-ecosystem-with-livelihood-and-wildlife-sustainability-tanzanian-perspective",totalDownloads:149,totalDimensionsCites:0,doi:"10.5772/intechopen.101343",abstract:"In Tanzania, pure grasslands cover is estimated to be 60,381 km2, about 6.8% of the total land area, and is distributed in different parts. These grasslands are diverse in dominant grass species depending on rainfall, soil type, altitude, and management or grazing system. They support livestock and wildlife distributed in different eco-tomes and habitats of the country. The potential of grasslands for the livelihood of rural people is explicit from the fact that local people depend solely on natural production to satisfy their needs for animal products. Analysis of grazing lands indicated that livestock population, production of meat, and milk from grasslands increased. But the wildlife population, when considered in terms of livestock equivalent units (Large Herbivore Units) showed a declining trend. The contribution of grasslands to the total volume of meat produced in the country showed a declining state, while milk production showed a slight increase. This situation entails a need to evaluate the grasslands of Tanzania to ascertain their potential for supporting people’s livestock, wildlife, and livelihood. This study concluded that more research is needed to establish the possibility of grasslands to keep large numbers of grazing herbivores for sustainable livestock and wildlife production.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"Pius Yoram Kavana, John Kija Bukombe, Hamza Kija, Stephen Nindi, Ally Nkwabi, Iddi Lipende, Simula Maijo, Baraka Naftali, Victor M. Kakengi, Janemary Ntalwila, Sood Ndimuligo and Robert Fyumagwa"},{id:"79291",title:"Spinless Forage Cactus: The Queen of Forage Crops in Semi Arid Regions",slug:"spinless-forage-cactus-the-queen-of-forage-crops-in-semi-arid-regions",totalDownloads:116,totalDimensionsCites:0,doi:"10.5772/intechopen.100104",abstract:"Forage cactus is a perennial crop, which has been widely exploited for feeding ruminants in the semiarid region of different countries around the world. The main objective of this chapter is to describe the use and importance of spineless cactus as forage, desertification mitigation, source of water for animals and a source of income for producers in semiarid regions. The main species explored in Brazil are Opuntia spp. and Nopalea spp., due to characteristics such as resistance to pests, productivity, water-use efficiency and demand for soil fertility. The productivity of the species in a region will depend on its morphological characteristics, plant spacing, planting systems and its capacity to adapt to climatic and soil conditions. In other parts of the world, cactus species are the most cosmopolitan and destructive among invasive plants. However, the use of spineless forage cactus in areas where it can develop normally and may become the basis for ruminants’ feed would increase the support capacity production systems. Thus, specifically for Brazil’s semiarid region these species can make the difference as forage for animal feeding, cultivated as monoculture or intercropped, for soil conservation and desertification mitigation, source of water for animals, preservation of the Caatinga biome and be a potential source of income for producers if cultivated as vegetable for nutritional properties and medicinal derivative of fruits and cladodes for exports.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"Marcelo de Andrade Ferreira, Luciano Patto Novaes, Ana María Herrera Ângulo and Michelle Christina Bernardo de Siqueira"},{id:"78933",title:"Implement and Analysis on Current Ecosystem Classification in Western Utah of the United States & Yukon Territory of Canada",slug:"implement-and-analysis-on-current-ecosystem-classification-in-western-utah-of-the-united-states-yuko",totalDownloads:128,totalDimensionsCites:0,doi:"10.5772/intechopen.100557",abstract:"The study cases in western Utah of the United States and Yukon Territory of Canada have more natural land and conservative ecosystems in North America. The ecosystem classification of land (ECL) in these two ecoregions had been analyzed and validated through implementation. A full ECL case study was accomplished and examined with eight upper levels of ECOMAP plus ecological site and vegetation stand in Western Utah, the US. Theoretically, applying Köppen climate system classification, Bailey’s Domain and Division were applied to the United States, North America, and world continents. However, Canada’s continental upper level ecoregion framework defined the ecological Mozaic on a sub-continental scale, representing an area of the hierarchical ecological units characterized by interactive and adjusting abiotic and biotic factors. Using Bailey’s Domain as the top level of Canada’s territorial ecoregion was recommended. Eight levels of ELCs were established for Yukon Territory, Canada. Thus, the second study case recommends integrating the ecosystem approaches with Bailey’s upper level ECL, broad ecosystem classification, and objectively defined ecological site in different countries, or ecoregions. Our study cases had exemplified the implementations with a full ELCs in Bailey’s 300 Dry Domain and 100 Polar Domain.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"YanQing Zhang and Neil E. West"},{id:"78440",title:"Miscanthus Grass as a Nutritional Fiber Source for Monogastric Animals",slug:"miscanthus-grass-as-a-nutritional-fiber-source-for-monogastric-animals",totalDownloads:146,totalDimensionsCites:1,doi:"10.5772/intechopen.99951",abstract:"While fiber is not an indispensable nutrient for monogastric animals, it has benefits such as promoting gastrointestinal motility and production of short chain fatty acids through fermentation. Miscanthus x giganteus is a hybrid grass used as an ornamental plant, biomass for energy production, construction material, and as a cellulose source for paper production. More recently Miscanthus grass (dried ground Miscanthus x giganteus) was evaluated for its fiber composition and as a fiber source for poultry (broiler chicks) and pets (dogs and cats). As a fiber source, this ingredient is mostly composed of insoluble fiber (78.6%) with an appreciable amount of lignin (13.0%). When added at moderate levels to broiler chick feed (3% inclusion) Miscanthus grass improved dietary energy utilization. However, when fed to dogs at a 10% inclusion Miscanthus grass decreased dry matter, organic matter, and gross energy digestibility, and increased dietary protein digestibility compared to dogs fed diets containing similar concentrations of beet pulp. Comparable results were reported for cats. In addition, when Miscanthus grass was fed to cats to aid in hairball management, it decreased the total hair weight per dry fecal weight. When considering the effects Miscanthus grass has on extruded pet foods, it behaves in a similar manner to cellulose, decreasing radial expansion, and increasing energy to compress the kibbles, likely because of changes in kibble structure. To date, Miscanthus grass has not been evaluated in human foods and supplements though it may have applications similar to those identified for pets.",book:{id:"10895",title:"Grasses and Grassland - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/10895.jpg"},signatures:"Renan Donadelli and Greg Aldrich"}],onlineFirstChaptersTotal:8},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:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,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:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{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"}}}},{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}}]},series:{item:{id:"7",title:"Biomedical Engineering",doi:"10.5772/intechopen.71985",issn:"2631-5343",scope:"Biomedical Engineering is one of the fastest-growing interdisciplinary branches of science and industry. The combination of electronics and computer science with biology and medicine has improved patient diagnosis, reduced rehabilitation time, and helped to facilitate a better quality of life. Nowadays, all medical imaging devices, medical instruments, or new laboratory techniques result from the cooperation of specialists in various fields. The series of Biomedical Engineering books covers such areas of knowledge as chemistry, physics, electronics, medicine, and biology. This series is intended for doctors, engineers, and scientists involved in biomedical engineering or those wanting to start working in this field.",coverUrl:"https://cdn.intechopen.com/series/covers/7.jpg",latestPublicationDate:"August 3rd, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:12,editor:{id:"50150",title:"Prof.",name:"Robert",middleName:null,surname:"Koprowski",slug:"robert-koprowski",fullName:"Robert Koprowski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTYNQA4/Profile_Picture_1630478535317",biography:"Robert Koprowski, MD (1997), PhD (2003), Habilitation (2015), is an employee of the University of Silesia, Poland, Institute of Computer Science, Department of Biomedical Computer Systems. For 20 years, he has studied the analysis and processing of biomedical images, emphasizing the full automation of measurement for a large inter-individual variability of patients. Dr. Koprowski has authored more than a hundred research papers with dozens in impact factor (IF) journals and has authored or co-authored six books. Additionally, he is the author of several national and international patents in the field of biomedical devices and imaging. Since 2011, he has been a reviewer of grants and projects (including EU projects) in biomedical engineering.",institutionString:null,institution:{name:"University of Silesia",institutionURL:null,country:{name:"Poland"}}},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:!0,editor:{id:"205604",title:"Dr.",name:"Tomas",middleName:null,surname:"Jarzembowski",slug:"tomas-jarzembowski",fullName:"Tomas Jarzembowski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKriQAG/Profile_Picture_2022-06-16T11:01:31.jpg",biography:"Tomasz Jarzembowski was born in 1968 in Gdansk, Poland. He obtained his Ph.D. degree in 2000 from the Medical University of Gdańsk (UG). After specialization in clinical microbiology in 2003, he started studying biofilm formation and antibiotic resistance at the single-cell level. In 2015, he obtained his D.Sc. degree. His later study in cooperation with experts in nephrology and immunology resulted in the designation of the new diagnostic method of UTI, patented in 2017. He is currently working at the Department of Microbiology, Medical University of Gdańsk (GUMed), Poland. Since many years, he is a member of steering committee of Gdańsk branch of Polish Society of Microbiologists, a member of ESCMID. He is also a reviewer and a member of editorial boards of a number of international journals.",institutionString:"Medical University of Gdańsk, Poland",institution:null},editorTwo:{id:"484980",title:"Dr.",name:"Katarzyna",middleName:null,surname:"Garbacz",slug:"katarzyna-garbacz",fullName:"Katarzyna Garbacz",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003St8TAQAZ/Profile_Picture_2022-07-07T09:45:16.jpg",biography:"Katarzyna Maria Garbacz, MD, is an Associate Professor at the Medical University of Gdańsk, Poland and she is head of the Department of Oral Microbiology of the Medical University of Gdańsk. She has published more than 50 scientific publications in peer-reviewed journals. She has been a project leader funded by the National Science Centre of Poland. Prof. Garbacz is a microbiologist working on applied and fundamental questions in microbial epidemiology and pathogenesis. Her research interest is in antibiotic resistance, host-pathogen interaction, and therapeutics development for staphylococcal pathogens, mainly Staphylococcus aureus, which causes hospital-acquired infections. Currently, her research is mostly focused on the study of oral pathogens, particularly Staphylococcus spp.",institutionString:"Medical University of Gdańsk, Poland",institution: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. Vice-chief of the editorial board of Chinses Journal of Mycology, China. Board Member and Chair of Mycology Group of Chinese Society of Dermatology.",institutionString:null,institution:{name:"Sichuan University",institutionURL:null,country:{name:"China"}}},editorTwo:null,editorThree:null},{id:"5",title:"Parasitic Infectious Diseases",coverUrl:"https://cdn.intechopen.com/series_topics/covers/5.jpg",isOpenForSubmission:!0,editor:{id:"67907",title:"Dr.",name:"Amidou",middleName:null,surname:"Samie",slug:"amidou-samie",fullName:"Amidou Samie",profilePictureURL:"https://mts.intechopen.com/storage/users/67907/images/system/67907.jpg",biography:"Dr. Amidou Samie is an Associate Professor of Microbiology at the University of Venda, in South Africa, where he graduated for his PhD in May 2008. He joined the Department of Microbiology the same year and has been giving lectures on topics covering parasitology, immunology, molecular biology and industrial microbiology. He is currently a rated researcher by the National Research Foundation of South Africa at category C2. He has published widely in the field of infectious diseases and has overseen several MSc’s and PhDs. His research activities mostly cover topics on infectious diseases from epidemiology to control. His particular interest lies in the study of intestinal protozoan parasites and opportunistic infections among HIV patients as well as the potential impact of childhood diarrhoea on growth and child development. He also conducts research on water-borne diseases and water quality and is involved in the evaluation of point-of-use water treatment technologies using silver and copper nanoparticles in collaboration with the University of Virginia, USA. 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Kasenga",hash:"91cde4582ead884cb0f355a19b67cd56",volumeInSeries:4,fullTitle:"Malaria",editors:[{id:"86725",title:"Dr.",name:"Fyson",middleName:"Hanania",surname:"Kasenga",slug:"fyson-kasenga",fullName:"Fyson Kasenga",profilePictureURL:"https://mts.intechopen.com/storage/users/86725/images/system/86725.jpg",institutionString:"Malawi Adventist University",institution:{name:"Malawi Adventist University",institutionURL:null,country:{name:"Malawi"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{type:"book",id:"7123",title:"Current Topics in Neglected Tropical Diseases",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7123.jpg",slug:"current-topics-in-neglected-tropical-diseases",publishedDate:"December 4th 2019",editedByType:"Edited by",bookSignature:"Alfonso J. 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Saxena",hash:"d92a4085627bab25ddc7942fbf44cf05",volumeInSeries:2,fullTitle:"Current Perspectives in Human Papillomavirus",editors:[{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",institutionURL:null,country:{name:"India"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},subseriesFiltersForPublishedBooks:[{group:"subseries",caption:"Bacterial Infectious Diseases",value:3,count:2},{group:"subseries",caption:"Parasitic Infectious Diseases",value:5,count:4},{group:"subseries",caption:"Viral Infectious Diseases",value:6,count:7}],publicationYearFilters:[{group:"publicationYear",caption:"2022",value:2022,count:2},{group:"publicationYear",caption:"2021",value:2021,count:4},{group:"publicationYear",caption:"2020",value:2020,count:3},{group:"publicationYear",caption:"2019",value:2019,count:3},{group:"publicationYear",caption:"2018",value:2018,count:1}],authors:{paginationCount:250,paginationItems:[{id:"274452",title:"Dr.",name:"Yousif",middleName:"Mohamed",surname:"Abdallah",slug:"yousif-abdallah",fullName:"Yousif Abdallah",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274452/images/8324_n.jpg",biography:"I certainly enjoyed my experience in Radiotherapy and Nuclear Medicine, particularly it has been in different institutions and hospitals with different Medical Cultures and allocated resources. Radiotherapy and Nuclear Medicine Technology has always been my aspiration and my life. As years passed I accumulated a tremendous amount of skills and knowledge in Radiotherapy and Nuclear Medicine, Conventional Radiology, Radiation Protection, Bioinformatics Technology, PACS, Image processing, clinically and lecturing that will enable me to provide a valuable service to the community as a Researcher and Consultant in this field. My method of translating this into day to day in clinical practice is non-exhaustible and my habit of exchanging knowledge and expertise with others in those fields is the code and secret of success.",institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"313277",title:"Dr.",name:"Bartłomiej",middleName:null,surname:"Płaczek",slug:"bartlomiej-placzek",fullName:"Bartłomiej Płaczek",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/313277/images/system/313277.jpg",biography:"Bartłomiej Płaczek, MSc (2002), Ph.D. (2005), Habilitation (2016), is a professor at the University of Silesia, Institute of Computer Science, Poland, and an expert from the National Centre for Research and Development. His research interests include sensor networks, smart sensors, intelligent systems, and image processing with applications in healthcare and medicine. He is the author or co-author of more than seventy papers in peer-reviewed journals and conferences as well as the co-author of several books. He serves as a reviewer for many scientific journals, international conferences, and research foundations. Since 2010, Dr. Placzek has been a reviewer of grants and projects (including EU projects) in the field of information technologies.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"35000",title:"Prof.",name:"Ulrich H.P",middleName:"H.P.",surname:"Fischer",slug:"ulrich-h.p-fischer",fullName:"Ulrich H.P Fischer",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/35000/images/3052_n.jpg",biography:"Academic and Professional Background\nUlrich H. P. has Diploma and PhD degrees in Physics from the Free University Berlin, Germany. He has been working on research positions in the Heinrich-Hertz-Institute in Germany. Several international research projects has been performed with European partners from France, Netherlands, Norway and the UK. He is currently Professor of Communications Systems at the Harz University of Applied Sciences, Germany.\n\nPublications and Publishing\nHe has edited one book, a special interest book about ‘Optoelectronic Packaging’ (VDE, Berlin, Germany), and has published over 100 papers and is owner of several international patents for WDM over POF key elements.\n\nKey Research and Consulting Interests\nUlrich’s research activity has always been related to Spectroscopy and Optical Communications Technology. Specific current interests include the validation of complex instruments, and the application of VR technology to the development and testing of measurement systems. He has been reviewer for several publications of the Optical Society of America\\'s including Photonics Technology Letters and Applied Optics.\n\nPersonal Interests\nThese include motor cycling in a very relaxed manner and performing martial arts.",institutionString:null,institution:{name:"Charité",country:{name:"Germany"}}},{id:"341622",title:"Ph.D.",name:"Eduardo",middleName:null,surname:"Rojas Alvarez",slug:"eduardo-rojas-alvarez",fullName:"Eduardo Rojas Alvarez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341622/images/15892_n.jpg",biography:null,institutionString:null,institution:{name:"University of Cuenca",country:{name:"Ecuador"}}},{id:"215610",title:"Prof.",name:"Muhammad",middleName:null,surname:"Sarfraz",slug:"muhammad-sarfraz",fullName:"Muhammad Sarfraz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/215610/images/system/215610.jpeg",biography:"Muhammad Sarfraz is a professor in the Department of Information Science, Kuwait University. His research interests include computer graphics, computer vision, image processing, machine learning, pattern recognition, soft computing, data science, intelligent systems, information technology, and information systems. Prof. Sarfraz has been a keynote/invited speaker on various platforms around the globe. He has advised various students for their MSc and Ph.D. theses. He has published more than 400 publications as books, journal articles, and conference papers. He is a member of various professional societies and a chair and member of the International Advisory Committees and Organizing Committees of various international conferences. Prof. Sarfraz is also an editor-in-chief and editor of various international journals.",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"32650",title:"Prof.",name:"Lukas",middleName:"Willem",surname:"Snyman",slug:"lukas-snyman",fullName:"Lukas Snyman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/32650/images/4136_n.jpg",biography:"Lukas Willem Snyman received his basic education at primary and high schools in South Africa, Eastern Cape. He enrolled at today's Nelson Metropolitan University and graduated from this university with a BSc in Physics and Mathematics, B.Sc Honors in Physics, MSc in Semiconductor Physics, and a Ph.D. in Semiconductor Physics in 1987. After his studies, he chose an academic career and devoted his energy to the teaching of physics to first, second, and third-year students. After positions as a lecturer at the University of Port Elizabeth, he accepted a position as Associate Professor at the University of Pretoria, South Africa.\r\n\r\nIn 1992, he motivates the concept of 'television and computer-based education” as means to reach large student numbers with only the best of teaching expertise and publishes an article on the concept in the SA Journal of Higher Education of 1993 (and later in 2003). The University of Pretoria subsequently approved a series of test projects on the concept with outreach to Mamelodi and Eerste Rust in 1993. In 1994, the University established a 'Unit for Telematic Education ' as a support section for multiple faculties at the University of Pretoria. In subsequent years, the concept of 'telematic education” subsequently becomes well established in academic circles in South Africa, grew in popularity, and is adopted by many universities and colleges throughout South Africa as a medium of enhancing education and training, as a method to reaching out to far out communities, and as a means to enhance study from the home environment.\r\n\r\nProfessor Snyman in subsequent years pursued research in semiconductor physics, semiconductor devices, microelectronics, and optoelectronics.\r\n\r\nIn 2000 he joined the TUT as a full professor. Here served for a period as head of the Department of Electronic Engineering. Here he makes contributions to solar energy development, microwave and optoelectronic device development, silicon photonics, as well as contributions to new mobile telecommunication systems and network planning in SA.\r\n\r\nCurrently, he teaches electronics and telecommunications at the TUT to audiences ranging from first-year students to Ph.D. level.\r\n\r\nFor his research in the field of 'Silicon Photonics” since 1990, he has published (as author and co-author) about thirty internationally reviewed articles in scientific journals, contributed to more than forty international conferences, about 25 South African provisional patents (as inventor and co-inventor), 8 PCT international patent applications until now. Of these, two USA patents applications, two European Patents, two Korean patents, and ten SA patents have been granted. A further 4 USA patents, 5 European patents, 3 Korean patents, 3 Chinese patents, and 3 Japanese patents are currently under consideration.\r\n\r\nRecently he has also published an extensive scholarly chapter in an internet open access book on 'Integrating Microphotonic Systems and MOEMS into standard Silicon CMOS Integrated circuitry”.\r\n\r\nFurthermore, Professor Snyman recently steered a new initiative at the TUT by introducing a 'Laboratory for Innovative Electronic Systems ' at the Department of Electrical Engineering. The model of this laboratory or center is to primarily combine outputs as achieved by high-level research with lower-level system development and entrepreneurship in a technical university environment. Students are allocated to projects at different levels with PhDs and Master students allocated to the generation of new knowledge and new technologies, while students at the diploma and Baccalaureus level are allocated to electronic systems development with a direct and a near application for application in industry or the commercial and public sectors in South Africa.\r\n\r\nProfessor Snyman received the WIRSAM Award of 1983 and the WIRSAM Award in 1985 in South Africa for best research papers by a young scientist at two international conferences on electron microscopy in South Africa. He subsequently received the SA Microelectronics Award for the best dissertation emanating from studies executed at a South African university in the field of Physics and Microelectronics in South Africa in 1987. In October of 2011, Professor Snyman received the prestigious Institutional Award for 'Innovator of the Year” for 2010 at the Tshwane University of Technology, South Africa. This award was based on the number of patents recognized and granted by local and international institutions as well as for his contributions concerning innovation at the TUT.",institutionString:null,institution:{name:"University of South Africa",country:{name:"South Africa"}}},{id:"317279",title:"Mr.",name:"Ali",middleName:"Usama",surname:"Syed",slug:"ali-syed",fullName:"Ali Syed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/317279/images/16024_n.png",biography:"A creative, talented, and innovative young professional who is dedicated, well organized, and capable research fellow with two years of experience in graduate-level research, published in engineering journals and book, with related expertise in Bio-robotics, equally passionate about the aesthetics of the mechanical and electronic system, obtained expertise in the use of MS Office, MATLAB, SolidWorks, LabVIEW, Proteus, Fusion 360, having a grasp on python, C++ and assembly language, possess proven ability in acquiring research grants, previous appointments with social and educational societies with experience in administration, current affiliations with IEEE and Web of Science, a confident presenter at conferences and teacher in classrooms, able to explain complex information to audiences of all levels.",institutionString:null,institution:{name:"Air University",country:{name:"Pakistan"}}},{id:"75526",title:"Ph.D.",name:"Zihni Onur",middleName:null,surname:"Uygun",slug:"zihni-onur-uygun",fullName:"Zihni Onur Uygun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/75526/images/12_n.jpg",biography:"My undergraduate education and my Master of Science educations at Ege University and at Çanakkale Onsekiz Mart University have given me a firm foundation in Biochemistry, Analytical Chemistry, Biosensors, Bioelectronics, Physical Chemistry and Medicine. After obtaining my degree as a MSc in analytical chemistry, I started working as a research assistant in Ege University Medical Faculty in 2014. In parallel, I enrolled to the MSc program at the Department of Medical Biochemistry at Ege University to gain deeper knowledge on medical and biochemical sciences as well as clinical chemistry in 2014. In my PhD I deeply researched on biosensors and bioelectronics and finished in 2020. Now I have eleven SCI-Expanded Index published papers, 6 international book chapters, referee assignments for different SCIE journals, one international patent pending, several international awards, projects and bursaries. In parallel to my research assistant position at Ege University Medical Faculty, Department of Medical Biochemistry, in April 2016, I also founded a Start-Up Company (Denosens Biotechnology LTD) by the support of The Scientific and Technological Research Council of Turkey. Currently, I am also working as a CEO in Denosens Biotechnology. The main purposes of the company, which carries out R&D as a research center, are to develop new generation biosensors and sensors for both point-of-care diagnostics; such as glucose, lactate, cholesterol and cancer biomarker detections. My specific experimental and instrumental skills are Biochemistry, Biosensor, Analytical Chemistry, Electrochemistry, Mobile phone based point-of-care diagnostic device, POCTs and Patient interface designs, HPLC, Tandem Mass Spectrometry, Spectrophotometry, ELISA.",institutionString:null,institution:{name:"Ege University",country:{name:"Turkey"}}},{id:"267434",title:"Dr.",name:"Rohit",middleName:null,surname:"Raja",slug:"rohit-raja",fullName:"Rohit Raja",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/267434/images/system/267434.jpg",biography:"Dr. Rohit Raja received Ph.D. in Computer Science and Engineering from Dr. CVRAMAN University in 2016. His main research interest includes Face recognition and Identification, Digital Image Processing, Signal Processing, and Networking. Presently he is working as Associate Professor in IT Department, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (CG), India. He has authored several Journal and Conference Papers. He has good Academics & Research experience in various areas of CSE and IT. He has filed and successfully published 27 Patents. He has received many time invitations to be a Guest at IEEE Conferences. He has published 100 research papers in various International/National Journals (including IEEE, Springer, etc.) and Proceedings of the reputed International/ National Conferences (including Springer and IEEE). He has been nominated to the board of editors/reviewers of many peer-reviewed and refereed Journals (including IEEE, Springer).",institutionString:"Guru Ghasidas Vishwavidyalaya",institution:{name:"Guru Ghasidas Vishwavidyalaya",country:{name:"India"}}},{id:"246502",title:"Dr.",name:"Jaya T.",middleName:"T",surname:"Varkey",slug:"jaya-t.-varkey",fullName:"Jaya T. Varkey",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246502/images/11160_n.jpg",biography:"Jaya T. Varkey, PhD, graduated with a degree in Chemistry from Cochin University of Science and Technology, Kerala, India. She obtained a PhD in Chemistry from the School of Chemical Sciences, Mahatma Gandhi University, Kerala, India, and completed a post-doctoral fellowship at the University of Minnesota, USA. She is a research guide at Mahatma Gandhi University and Associate Professor in Chemistry, St. Teresa’s College, Kochi, Kerala, India.\nDr. Varkey received a National Young Scientist award from the Indian Science Congress (1995), a UGC Research award (2016–2018), an Indian National Science Academy (INSA) Visiting Scientist award (2018–2019), and a Best Innovative Faculty award from the All India Association for Christian Higher Education (AIACHE) (2019). She Hashas received the Sr. Mary Cecil prize for best research paper three times. She was also awarded a start-up to develop a tea bag water filter. \nDr. Varkey has published two international books and twenty-seven international journal publications. She is an editorial board member for five international journals.",institutionString:"St. Teresa’s College",institution:null},{id:"250668",title:"Dr.",name:"Ali",middleName:null,surname:"Nabipour Chakoli",slug:"ali-nabipour-chakoli",fullName:"Ali Nabipour Chakoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/250668/images/system/250668.jpg",biography:"Academic Qualification:\r\n•\tPhD in Materials Physics and Chemistry, From: Sep. 2006, to: Sep. 2010, School of Materials Science and Engineering, Harbin Institute of Technology, Thesis: Structure and Shape Memory Effect of Functionalized MWCNTs/poly (L-lactide-co-ε-caprolactone) Nanocomposites. Supervisor: Prof. Wei Cai,\r\n•\tM.Sc in Applied Physics, From: 1996, to: 1998, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Determination of Boron in Micro alloy Steels with solid state nuclear track detectors by neutron induced auto radiography, Supervisors: Dr. M. Hosseini Ashrafi and Dr. A. Hosseini.\r\n•\tB.Sc. in Applied Physics, From: 1991, to: 1996, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Design of shielding for Am-Be neutron sources for In Vivo neutron activation analysis, Supervisor: Dr. M. Hosseini Ashrafi.\r\n\r\nResearch Experiences:\r\n1.\tNanomaterials, Carbon Nanotubes, Graphene: Synthesis, Functionalization and Characterization,\r\n2.\tMWCNTs/Polymer Composites: Fabrication and Characterization, \r\n3.\tShape Memory Polymers, Biodegradable Polymers, ORC, Collagen,\r\n4.\tMaterials Analysis and Characterizations: TEM, SEM, XPS, FT-IR, Raman, DSC, DMA, TGA, XRD, GPC, Fluoroscopy, \r\n5.\tInteraction of Radiation with Mater, Nuclear Safety and Security, NDT(RT),\r\n6.\tRadiation Detectors, Calibration (SSDL),\r\n7.\tCompleted IAEA e-learning Courses:\r\nNuclear Security (15 Modules),\r\nNuclear Safety:\r\nTSA 2: Regulatory Protection in Occupational Exposure,\r\nTips & Tricks: Radiation Protection in Radiography,\r\nSafety and Quality in Radiotherapy,\r\nCourse on Sealed Radioactive Sources,\r\nCourse on Fundamentals of Environmental Remediation,\r\nCourse on Planning for Environmental Remediation,\r\nKnowledge Management Orientation Course,\r\nFood Irradiation - Technology, Applications and Good Practices,\r\nEmployment:\r\nFrom 2010 to now: Academic staff, Nuclear Science and Technology Research Institute, Kargar Shomali, Tehran, Iran, P.O. Box: 14395-836.\r\nFrom 1997 to 2006: Expert of Materials Analysis and Characterization. Research Center of Agriculture and Medicine. Rajaeeshahr, Karaj, Iran, P. O. Box: 31585-498.",institutionString:"Atomic Energy Organization of Iran",institution:{name:"Atomic Energy Organization of Iran",country:{name:"Iran"}}},{id:"248279",title:"Dr.",name:"Monika",middleName:"Elzbieta",surname:"Machoy",slug:"monika-machoy",fullName:"Monika Machoy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248279/images/system/248279.jpeg",biography:"Monika Elżbieta Machoy, MD, graduated with distinction from the Faculty of Medicine and Dentistry at the Pomeranian Medical University in 2009, defended her PhD thesis with summa cum laude in 2016 and is currently employed as a researcher at the Department of Orthodontics of the Pomeranian Medical University. She expanded her professional knowledge during a one-year scholarship program at the Ernst Moritz Arndt University in Greifswald, Germany and during a three-year internship at the Technical University in Dresden, Germany. She has been a speaker at numerous orthodontic conferences, among others, American Association of Orthodontics, European Orthodontic Symposium and numerous conferences of the Polish Orthodontic Society. She conducts research focusing on the effect of orthodontic treatment on dental and periodontal tissues and the causes of pain in orthodontic patients.",institutionString:"Pomeranian Medical University",institution:{name:"Pomeranian Medical University",country:{name:"Poland"}}},{id:"252743",title:"Prof.",name:"Aswini",middleName:"Kumar",surname:"Kar",slug:"aswini-kar",fullName:"Aswini Kar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252743/images/10381_n.jpg",biography:"uploaded in cv",institutionString:null,institution:{name:"KIIT University",country:{name:"India"}}},{id:"204256",title:"Dr.",name:"Anil",middleName:"Kumar",surname:"Kumar Sahu",slug:"anil-kumar-sahu",fullName:"Anil Kumar Sahu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204256/images/14201_n.jpg",biography:"I have nearly 11 years of research and teaching experience. I have done my master degree from University Institute of Pharmacy, Pt. Ravi Shankar Shukla University, Raipur, Chhattisgarh India. I have published 16 review and research articles in international and national journals and published 4 chapters in IntechOpen, the world’s leading publisher of Open access books. I have presented many papers at national and international conferences. I have received research award from Indian Drug Manufacturers Association in year 2015. My research interest extends from novel lymphatic drug delivery systems, oral delivery system for herbal bioactive to formulation optimization.",institutionString:null,institution:{name:"Chhattisgarh Swami Vivekanand Technical University",country:{name:"India"}}},{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",country:{name:"Canada"}}},{id:"254463",title:"Prof.",name:"Haisheng",middleName:null,surname:"Yang",slug:"haisheng-yang",fullName:"Haisheng Yang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/254463/images/system/254463.jpeg",biography:"Haisheng Yang, Ph.D., Professor and Director of the Department of Biomedical Engineering, College of Life Science and Bioengineering, Beijing University of Technology. He received his Ph.D. degree in Mechanics/Biomechanics from Harbin Institute of Technology (jointly with University of California, Berkeley). Afterwards, he worked as a Postdoctoral Research Associate in the Purdue Musculoskeletal Biology and Mechanics Lab at the Department of Basic Medical Sciences, Purdue University, USA. He also conducted research in the Research Centre of Shriners Hospitals for Children-Canada at McGill University, Canada. Dr. Yang has over 10 years research experience in orthopaedic biomechanics and mechanobiology of bone adaptation and regeneration. He earned an award from Beijing Overseas Talents Aggregation program in 2017 and serves as Beijing Distinguished Professor.",institutionString:null,institution:{name:"Beijing University of Technology",country:{name:"China"}}},{id:"89721",title:"Dr.",name:"Mehmet",middleName:"Cuneyt",surname:"Ozmen",slug:"mehmet-ozmen",fullName:"Mehmet Ozmen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/89721/images/7289_n.jpg",biography:null,institutionString:null,institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"265335",title:"Mr.",name:"Stefan",middleName:"Radnev",surname:"Stefanov",slug:"stefan-stefanov",fullName:"Stefan Stefanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/265335/images/7562_n.jpg",biography:null,institutionString:null,institution:{name:"Medical University Plovdiv",country:{name:"Bulgaria"}}},{id:"242893",title:"Ph.D. Student",name:"Joaquim",middleName:null,surname:"De Moura",slug:"joaquim-de-moura",fullName:"Joaquim De Moura",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/242893/images/7133_n.jpg",biography:"Joaquim de Moura received his degree in Computer Engineering in 2014 from the University of A Coruña (Spain). In 2016, he received his M.Sc degree in Computer Engineering from the same university. He is currently pursuing his Ph.D degree in Computer Science in a collaborative project between ophthalmology centers in Galicia and the University of A Coruña. His research interests include computer vision, machine learning algorithms and analysis and medical imaging processing of various kinds.",institutionString:null,institution:{name:"University of A Coruña",country:{name:"Spain"}}},{id:"294334",title:"B.Sc.",name:"Marc",middleName:null,surname:"Bruggeman",slug:"marc-bruggeman",fullName:"Marc Bruggeman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/294334/images/8242_n.jpg",biography:"Chemical engineer graduate, with a passion for material science and specific interest in polymers - their near infinite applications intrigue me. \n\nI plan to continue my scientific career in the field of polymeric biomaterials as I am fascinated by intelligent, bioactive and biomimetic materials for use in both consumer and medical applications.",institutionString:null,institution:null},{id:"255757",title:"Dr.",name:"Igor",middleName:"Victorovich",surname:"Lakhno",slug:"igor-lakhno",fullName:"Igor Lakhno",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255757/images/system/255757.jpg",biography:"Igor Victorovich Lakhno was born in 1971 in Kharkiv (Ukraine). \nMD – 1994, Kharkiv National Medical Univesity.\nOb&Gyn; – 1997, master courses in Kharkiv Medical Academy of Postgraduate Education.\nPh.D. – 1999, Kharkiv National Medical Univesity.\nDSC – 2019, PL Shupik National Academy of Postgraduate Education \nProfessor – 2021, Department of Obstetrics and Gynecology of VN Karazin Kharkiv National University\nHead of Department – 2021, Department of Perinatology, Obstetrics and gynecology of Kharkiv Medical Academy of Postgraduate Education\nIgor Lakhno has been graduated from international training courses on reproductive medicine and family planning held at Debrecen University (Hungary) in 1997. Since 1998 Lakhno Igor has worked as an associate professor in the department of obstetrics and gynecology of VN Karazin National University and an associate professor of the perinatology, obstetrics, and gynecology department of Kharkiv Medical Academy of Postgraduate Education. Since June 2019 he’s been a professor in the department of obstetrics and gynecology of VN Karazin National University and a professor of the perinatology, obstetrics, and gynecology department. He’s affiliated with Kharkiv Medical Academy of Postgraduate Education as a Head of Department from November 2021. Igor Lakhno has participated in several international projects on fetal non-invasive electrocardiography (with Dr. J. A. Behar (Technion), Prof. D. Hoyer (Jena University), and José Alejandro Díaz Méndez (National Institute of Astrophysics, Optics, and Electronics, Mexico). He’s an author of about 200 printed works and there are 31 of them in Scopus or Web of Science databases. Igor Lakhno is a member of the Editorial Board of Reproductive Health of Woman, Emergency Medicine, and Technology Transfer Innovative Solutions in Medicine (Estonia). He is a medical Editor of “Z turbotoyu pro zhinku”. Igor Lakhno is a reviewer of the Journal of Obstetrics and Gynaecology (Taylor and Francis), British Journal of Obstetrics and Gynecology (Wiley), Informatics in Medicine Unlocked (Elsevier), The Journal of Obstetrics and Gynecology Research (Wiley), Endocrine, Metabolic & Immune Disorders-Drug Targets (Bentham Open), The Open Biomedical Engineering Journal (Bentham Open), etc. He’s defended a dissertation for a DSc degree “Pre-eclampsia: prediction, prevention, and treatment”. Three years ago Igor Lakhno has participated in a training course on innovative technologies in medical education at Lublin Medical University (Poland). Lakhno Igor has participated as a speaker in several international conferences and congresses (International Conference on Biological Oscillations April 10th-14th 2016, Lancaster, UK, The 9th conference of the European Study Group on Cardiovascular Oscillations). His main scientific interests: are obstetrics, women’s health, fetal medicine, and cardiovascular medicine. \nIgor Lakhno is a consultant at Kharkiv municipal perinatal center. He’s graduated from training courses on endoscopy in gynecology. He has 28 years of practical experience in the field.",institutionString:null,institution:null},{id:"244950",title:"Dr.",name:"Salvatore",middleName:null,surname:"Di Lauro",slug:"salvatore-di-lauro",fullName:"Salvatore Di Lauro",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0030O00002bSF1HQAW/ProfilePicture%202021-12-20%2014%3A54%3A14.482",biography:"Name:\n\tSALVATORE DI LAURO\nAddress:\n\tHospital Clínico Universitario Valladolid\nAvda Ramón y Cajal 3\n47005, Valladolid\nSpain\nPhone number: \nFax\nE-mail:\n\t+34 983420000 ext 292\n+34 983420084\nsadilauro@live.it\nDate and place of Birth:\nID Number\nMedical Licence \nLanguages\t09-05-1985. Villaricca (Italy)\n\nY1281863H\n474707061\nItalian (native language)\nSpanish (read, written, spoken)\nEnglish (read, written, spoken)\nPortuguese (read, spoken)\nFrench (read)\n\t\t\nCurrent position (title and company)\tDate (Year)\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. Private practise.\t2017-today\n\n2019-today\n\t\n\t\nEducation (High school, university and postgraduate training > 3 months)\tDate (Year)\nDegree in Medicine and Surgery. University of Neaples 'Federico II”\nResident in Opthalmology. Hospital Clinico Universitario Valladolid\nMaster in Vitreo-Retina. IOBA. University of Valladolid\nFellow of the European Board of Ophthalmology. Paris\nMaster in Research in Ophthalmology. University of Valladolid\t2003-2009\n2012-2016\n2016-2017\n2016\n2012-2013\n\t\nEmployments (company and positions)\tDate (Year)\nResident in Ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl.\nFellow in Vitreo-Retina. IOBA. University of Valladolid\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. \n\t2012-2016\n2016-2017\n2017-today\n\n2019-Today\n\n\n\t\nClinical Research Experience (tasks and role)\tDate (Year)\nAssociated investigator\n\n' FIS PI20/00740: DESARROLLO DE UNA CALCULADORA DE RIESGO DE\nAPARICION DE RETINOPATIA DIABETICA BASADA EN TECNICAS DE IMAGEN MULTIMODAL EN PACIENTES DIABETICOS TIPO 1. Grant by: Ministerio de Ciencia e Innovacion \n\n' (BIO/VA23/14) Estudio clínico multicéntrico y prospectivo para validar dos\nbiomarcadores ubicados en los genes p53 y MDM2 en la predicción de los resultados funcionales de la cirugía del desprendimiento de retina regmatógeno. Grant by: Gerencia Regional de Salud de la Junta de Castilla y León.\n' Estudio multicéntrico, aleatorizado, con enmascaramiento doble, en 2 grupos\nparalelos y de 52 semanas de duración para comparar la eficacia, seguridad e inmunogenicidad de SOK583A1 respecto a Eylea® en pacientes con degeneración macular neovascular asociada a la edad' (CSOK583A12301; N.EUDRA: 2019-004838-41; FASE III). Grant by Hexal AG\n\n' Estudio de fase III, aleatorizado, doble ciego, con grupos paralelos, multicéntrico para comparar la eficacia y la seguridad de QL1205 frente a Lucentis® en pacientes con degeneración macular neovascular asociada a la edad. (EUDRACT: 2018-004486-13). Grant by Qilu Pharmaceutical Co\n\n' Estudio NEUTON: Ensayo clinico en fase IV para evaluar la eficacia de aflibercept en pacientes Naive con Edema MacUlar secundario a Oclusion de Vena CenTral de la Retina (OVCR) en regimen de tratamientO iNdividualizado Treat and Extend (TAE)”, (2014-000975-21). Grant by Fundacion Retinaplus\n\n' Evaluación de la seguridad y bioactividad de anillos de tensión capsular en conejo. Proyecto Procusens. Grant by AJL, S.A.\n\n'Estudio epidemiológico, prospectivo, multicéntrico y abierto\\npara valorar la frecuencia de la conjuntivitis adenovírica diagnosticada mediante el test AdenoPlus®\\nTest en pacientes enfermos de conjuntivitis aguda”\\n. National, multicenter study. Grant by: NICOX.\n\nEuropean multicentric trial: 'Evaluation of clinical outcomes following the use of Systane Hydration in patients with dry eye”. Study Phase 4. Grant by: Alcon Labs'\n\nVLPs Injection and Activation in a Rabbit Model of Uveal Melanoma. Grant by Aura Bioscience\n\nUpdating and characterization of a rabbit model of uveal melanoma. Grant by Aura Bioscience\n\nEnsayo clínico en fase IV para evaluar las variantes genéticas de la vía del VEGF como biomarcadores de eficacia del tratamiento con aflibercept en pacientes con degeneración macular asociada a la edad (DMAE) neovascular. Estudio BIOIMAGE. IMO-AFLI-2013-01\n\nEstudio In-Eye:Ensayo clínico en fase IV, abierto, aleatorizado, de 2 brazos,\nmulticçentrico y de 12 meses de duración, para evaluar la eficacia y seguridad de un régimen de PRN flexible individualizado de 'esperar y extender' versus un régimen PRN según criterios de estabilización mediante evaluaciones mensuales de inyecciones intravítreas de ranibizumab 0,5 mg en pacientes naive con neovascularización coriodea secunaria a la degeneración macular relacionada con la edad. CP: CRFB002AES03T\n\nTREND: Estudio Fase IIIb multicéntrico, randomizado, de 12 meses de\nseguimiento con evaluador de la agudeza visual enmascarado, para evaluar la eficacia y la seguridad de ranibizumab 0.5mg en un régimen de tratar y extender comparado con un régimen mensual, en pacientes con degeneración macular neovascular asociada a la edad. CP: CRFB002A2411 Código Eudra CT:\n2013-002626-23\n\n\n\nPublications\t\n\n2021\n\n\n\n\n2015\n\n\n\n\n2021\n\n\n\n\n\n2021\n\n\n\n\n2015\n\n\n\n\n2015\n\n\n2014\n\n\n\n\n2015-16\n\n\n\n2015\n\n\n2014\n\n\n2014\n\n\n\n\n2014\n\n\n\n\n\n\n\n2014\n\nJose Carlos Pastor; Jimena Rojas; Salvador Pastor-Idoate; Salvatore Di Lauro; Lucia Gonzalez-Buendia; Santiago Delgado-Tirado. Proliferative vitreoretinopathy: A new concept of disease pathogenesis and practical\nconsequences. Progress in Retinal and Eye Research. 51, pp. 125 - 155. 03/2016. DOI: 10.1016/j.preteyeres.2015.07.005\n\n\nLabrador-Velandia S; Alonso-Alonso ML; Di Lauro S; García-Gutierrez MT; Srivastava GK; Pastor JC; Fernandez-Bueno I. Mesenchymal stem cells provide paracrine neuroprotective resources that delay degeneration of co-cultured organotypic neuroretinal cultures.Experimental Eye Research. 185, 17/05/2019. DOI: 10.1016/j.exer.2019.05.011\n\nSalvatore Di Lauro; Maria Teresa Garcia Gutierrez; Ivan Fernandez Bueno. Quantification of pigment epithelium-derived factor (PEDF) in an ex vivo coculture of retinal pigment epithelium cells and neuroretina.\nJournal of Allbiosolution. 2019. ISSN 2605-3535\n\nSonia Labrador Velandia; Salvatore Di Lauro; Alonso-Alonso ML; Tabera Bartolomé S; Srivastava GK; Pastor JC; Fernandez-Bueno I. Biocompatibility of intravitreal injection of human mesenchymal stem cells in immunocompetent rabbits. Graefe's archive for clinical and experimental ophthalmology. 256 - 1, pp. 125 - 134. 01/2018. DOI: 10.1007/s00417-017-3842-3\n\n\nSalvatore Di Lauro, David Rodriguez-Crespo, Manuel J Gayoso, Maria T Garcia-Gutierrez, J Carlos Pastor, Girish K Srivastava, Ivan Fernandez-Bueno. A novel coculture model of porcine central neuroretina explants and retinal pigment epithelium cells. Molecular Vision. 2016 - 22, pp. 243 - 253. 01/2016.\n\nSalvatore Di Lauro. Classifications for Proliferative Vitreoretinopathy ({PVR}): An Analysis of Their Use in Publications over the Last 15 Years. Journal of Ophthalmology. 2016, pp. 1 - 6. 01/2016. DOI: 10.1155/2016/7807596\n\nSalvatore Di Lauro; Rosa Maria Coco; Rosa Maria Sanabria; Enrique Rodriguez de la Rua; Jose Carlos Pastor. Loss of Visual Acuity after Successful Surgery for Macula-On Rhegmatogenous Retinal Detachment in a Prospective Multicentre Study. Journal of Ophthalmology. 2015:821864, 2015. DOI: 10.1155/2015/821864\n\nIvan Fernandez-Bueno; Salvatore Di Lauro; Ivan Alvarez; Jose Carlos Lopez; Maria Teresa Garcia-Gutierrez; Itziar Fernandez; Eva Larra; Jose Carlos Pastor. Safety and Biocompatibility of a New High-Density Polyethylene-Based\nSpherical Integrated Porous Orbital Implant: An Experimental Study in Rabbits. Journal of Ophthalmology. 2015:904096, 2015. DOI: 10.1155/2015/904096\n\nPastor JC; Pastor-Idoate S; Rodríguez-Hernandez I; Rojas J; Fernandez I; Gonzalez-Buendia L; Di Lauro S; Gonzalez-Sarmiento R. Genetics of PVR and RD. Ophthalmologica. 232 - Suppl 1, pp. 28 - 29. 2014\n\nRodriguez-Crespo D; Di Lauro S; Singh AK; Garcia-Gutierrez MT; Garrosa M; Pastor JC; Fernandez-Bueno I; Srivastava GK. Triple-layered mixed co-culture model of RPE cells with neuroretina for evaluating the neuroprotective effects of adipose-MSCs. Cell Tissue Res. 358 - 3, pp. 705 - 716. 2014.\nDOI: 10.1007/s00441-014-1987-5\n\nCarlo De Werra; Salvatore Condurro; Salvatore Tramontano; Mario Perone; Ivana Donzelli; Salvatore Di Lauro; Massimo Di Giuseppe; Rosa Di Micco; Annalisa Pascariello; Antonio Pastore; Giorgio Diamantis; Giuseppe Galloro. Hydatid disease of the liver: thirty years of surgical experience.Chirurgia italiana. 59 - 5, pp. 611 - 636.\n(Italia): 2007. ISSN 0009-4773\n\nChapters in books\n\t\n' Salvador Pastor Idoate; Salvatore Di Lauro; Jose Carlos Pastor Jimeno. PVR: Pathogenesis, Histopathology and Classification. Proliferative Vitreoretinopathy with Small Gauge Vitrectomy. Springer, 2018. ISBN 978-3-319-78445-8\nDOI: 10.1007/978-3-319-78446-5_2. \n\n' Salvatore Di Lauro; Maria Isabel Lopez Galvez. Quistes vítreos en una mujer joven. Problemas diagnósticos en patología retinocoroidea. Sociedad Española de Retina-Vitreo. 2018.\n\n' Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor Jimeno. iOCT in PVR management. OCT Applications in Opthalmology. pp. 1 - 8. INTECH, 2018. DOI: 10.5772/intechopen.78774.\n\n' Rosa Coco Martin; Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor. amponadores, manipuladores y tinciones en la cirugía del traumatismo ocular.Trauma Ocular. Ponencia de la SEO 2018..\n\n' LOPEZ GALVEZ; DI LAURO; CRESPO. OCT angiografia y complicaciones retinianas de la diabetes. PONENCIA SEO 2021, CAPITULO 20. (España): 2021.\n\n' Múltiples desprendimientos neurosensoriales bilaterales en paciente joven. Enfermedades Degenerativas De Retina Y Coroides. SERV 04/2016. \n' González-Buendía L; Di Lauro S; Pastor-Idoate S; Pastor Jimeno JC. Vitreorretinopatía proliferante (VRP) e inflamación: LA INFLAMACIÓN in «INMUNOMODULADORES Y ANTIINFLAMATORIOS: MÁS ALLÁ DE LOS CORTICOIDES. RELACION DE PONENCIAS DE LA SOCIEDAD ESPAÑOLA DE OFTALMOLOGIA. 10/2014.",institutionString:null,institution:null},{id:"243698",title:"Dr.",name:"Xiaogang",middleName:null,surname:"Wang",slug:"xiaogang-wang",fullName:"Xiaogang Wang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243698/images/system/243698.png",biography:"Dr. Xiaogang Wang, a faculty member of Shanxi Eye Hospital specializing in the treatment of cataract and retinal disease and a tutor for postgraduate students of Shanxi Medical University, worked in the COOL Lab as an international visiting scholar under the supervision of Dr. David Huang and Yali Jia from October 2012 through November 2013. Dr. Wang earned an MD from Shanxi Medical University and a Ph.D. from Shanghai Jiao Tong University. Dr. Wang was awarded two research project grants focused on multimodal optical coherence tomography imaging and deep learning in cataract and retinal disease, from the National Natural Science Foundation of China. He has published around 30 peer-reviewed journal papers and four book chapters and co-edited one book.",institutionString:null,institution:null},{id:"7227",title:"Dr.",name:"Hiroaki",middleName:null,surname:"Matsui",slug:"hiroaki-matsui",fullName:"Hiroaki Matsui",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Tokyo",country:{name:"Japan"}}},{id:"312999",title:"Dr.",name:"Bernard O.",middleName:null,surname:"Asimeng",slug:"bernard-o.-asimeng",fullName:"Bernard O. Asimeng",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Ghana",country:{name:"Ghana"}}},{id:"318905",title:"Prof.",name:"Elvis",middleName:"Kwason",surname:"Tiburu",slug:"elvis-tiburu",fullName:"Elvis Tiburu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Ghana",country:{name:"Ghana"}}},{id:"336193",title:"Dr.",name:"Abdullah",middleName:null,surname:"Alamoudi",slug:"abdullah-alamoudi",fullName:"Abdullah Alamoudi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"318657",title:"MSc.",name:"Isabell",middleName:null,surname:"Steuding",slug:"isabell-steuding",fullName:"Isabell Steuding",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}},{id:"318656",title:"BSc.",name:"Peter",middleName:null,surname:"Kußmann",slug:"peter-kussmann",fullName:"Peter Kußmann",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}}]}},subseries:{item:{id:"9",type:"subseries",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11405,editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",slug:"luis-villarreal-gomez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",biography:"Dr. Luis Villarreal is a research professor from the Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Tijuana, Baja California, México. Dr. Villarreal is the editor in chief and founder of the Revista de Ciencias Tecnológicas (RECIT) (https://recit.uabc.mx/) and is a member of several editorial and reviewer boards for numerous international journals. He has published more than thirty international papers and reviewed more than ninety-two manuscripts. His research interests include biomaterials, nanomaterials, bioengineering, biosensors, drug delivery systems, and tissue engineering.",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,series:{id:"7",title:"Biomedical Engineering",doi:"10.5772/intechopen.71985",issn:"2631-5343"},editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",slug:"cecilia-cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",slug:"gil-goncalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",slug:"johann-f.-osma",fullName:"Johann F. 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Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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