\r\n\tEqually important are the consequences deriving from the extraordinary nature of the present times. The COVID-19 pandemic and the restrictive measures to contain the infection (lockdown and "physical distancing" in primis) have revolutionized the lives, and a distortion/modification of habits, rhythms, arrangements will continue to be necessary. \r\n\tGovernments have implemented a series of actions to mitigate the spread of infections and alleviate the consequent pressure on the hospital system. On the other hand, the Covid-19 pandemic has caused a series of other cascading effects that will probably be much more difficult to mitigate and which expose to complex consequences. The past two years have brought many challenges, particularly for healthcare professionals, students, family members of COVID-19 patients, people with mental disorders, the frail, the elderly, and more generally those in disadvantaged socio-economic conditions, and workers whose livelihoods have been threatened. Indeed, the substantial economic impact of the pandemic may hinder progress towards economic growth as well as progress towards social inclusion and mental well-being.
\r\n
\r\n\t \r\n\tAlthough in all countries the knowledge on the impact of the pandemic on mental health is still limited and mostly derived from experiences only partially comparable to the current epidemic, such as those referring to the SARS or Ebola epidemics, it is likely that the demand for intervention it will increase significantly in the coming months and years. The extraordinary growth of scientific research in the field of neuroscience now offers the possibility of a new perspective on the relationship between mind and brain and generates new scenarios in understanding the long wave of the pandemic and in the prospects for treatment. Moreover, the pandemic also has led to opportunities to implement remote monitoring and management interventions.
\r\n
\r\n\t \r\n\tOverall this volume will address the complex relationship existing between COVID-19, mental health, acquired knowledge, and possible interventions taking a highly multidisciplinary approach; from physiological and psychobiological mechanisms, and neuromodulation through medical treatment, psychosocial interventions, and self-management.
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Devoted researcher of the European Innovation Partnership on Active and Healthy Aging, appointed Assistant Specialty Chief Editor of Frontiers in Psychology -Neuropsychology and Scientific Director of the Italian National Institute of Philanthropy.",coeditorOneBiosketch:"An academic and industrial investigator involved in basal research, drug discovery, and development of potential psychiatric drugs, covering depression, anxiety, OCD, schizophrenia, and sexual dysfunctions.",coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"233998",title:"Ph.D.",name:"Sara",middleName:null,surname:"Palermo",slug:"sara-palermo",fullName:"Sara Palermo",profilePictureURL:"https://mts.intechopen.com/storage/users/233998/images/system/233998.png",biography:"Sara Palermo has an MSc in clinical psychology and a PhD in experimental neuroscience. She is specialty chief editor of Frontiers in Psychology, Neuropsychology, and scientific director of the Italian National Institute of Philanthropy, Filantropolis. She is a member of the Italian Society of Neuropsychology, the Italian Association of Psychogeriatrics, the Italian Society of Neurology for Dementia, and the Society for Interdisciplinary Placebo Studies. She was a member of the European Innovation Partnership on Active and Healthy Ageing (EIP AHA), for which she was involved in Action Group A3: Action for Prevention of Functional Decline and Frailty. 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\n
1. Introduction
\n
Today’s concerns regarding growth in the demand for air transport and the environmental impact of aviation has resulted in active efforts by airframe manufacturers to design more efficient aircraft. They have adopted a strategy that sees an incremental introduction of novel technologies, where at each stage the components that constitute the aircraft become more integrated with each other. This effectively provides the opportunity to build the multi-disciplinary design tools and experience needed to develop radical configurations. As a result, the technical disciplines in aircraft design which have traditionally been relatively independent, such as aeroelasticity and flight dynamics, must now integrate. This chapter aims to present the methods used for developing modelling and simulation tools that are needed to facilitate such an integrated approach, especially focusing on large flexible aircraft.
\n
The traditional approach to modelling and simulation of aircraft flight dynamics has framed the problem in the form of the equations of motion (EoM) that couple nonlinear inertial components with quasi-linear aerodynamic models [1, 2]. This has been found to be satisfactory when modelling the flight dynamics of rigid aircraft, but the assumptions of linearity in the method used to formulate the aerodynamic model remains the primary limitation of this approach. Typically, this limitation is the cause of significant uncertainty early in the aircraft design process where engineers can only resort to either empirical methods or panel based methods. For conventional tube and wing configurations, the civil aviation industry has developed and modified these methods based on extensive testing and operational data. On the other hand, the radical configurations seen in the military domain rely on significant effort put towards the identification of aerodynamic characteristics and validation of models during the expensive flight test phase. The latter may often span the entire service life of the aircraft [3, 4].
\n
Accurate modelling and simulation of novel concepts aimed to address today’s societal concerns is needed to enable the multidisciplinary approach necessary for design. However, it cannot resort to the knowledge gained either from significant operational data or extensive flight test data. As a result it can only rely on a physics based approach and moreover, this approach needs to be modular if it is to assist in the necessary multidisciplinary design process. Within this chapter, a brief review of past methods for modelling and simulation of flexible aircraft is presented before the physics based modular approach is discussed. This is followed by details of the methods needed to integrate aerodynamics, structural dynamics and flight dynamics within a single simulation framework. Finally, the reader is presented with two test cases that demonstrate the use of such a framework in aircraft design. The Cranfield Accelerated Aeroplane Loads Model (CA2LM) [5, 6] forms the basis of the discussion presented in this chapter.
\n
\n
\n
2. Review of past methods
\n
An extended version of the Collar’s triangle shown in \nFigure 1\n highlights the physical phenomena that need to be integrated for accurate modelling and simulation of flexible aircraft. Traditionally the flight dynamics community has focused on the link between inertial dynamics and aerodynamics and it assumes structural dynamics to occur at far higher frequencies than those of rigid-body dynamics. The vice versa is true for the structural dynamics community who have mainly focused on specific loads cases for sizing airframe components. The development of aircraft such as the Boeing 747 [7], which was exceptionally large, and the Rockwell B-1 [8] with its flexible fuselage made it necessary for flight dynamics and structural dynamics to be integrated. The work done by Schmidt and Waszak [9] is an early example of such an integrated modelling approach carried out from a flight dynamicist’s perspective. The approach retains the inertial components of the classical nonlinear six degree of freedom (6-DoF) equations [1, 2]. However, the aeroelastic effects are introduced by the addition of states related to each aeroelastic mode. Assuming that the free vibration modes are available, these make a set of orthogonal functions. The modal representation of the airframe is often obtained through the use of beam element models of the structure and the use of structural analysis software such as NASTRAN. Thus the airframe deformation e(x,y,z,t) can be described in terms of the mode shape φi\n(x, y, z) and the general displacement coordinate ηi\n(t), as follow:
The sum of the mode shapes is theoretically infinite but in practice, a finite number of mode shapes are selected in order to investigate the coupling of aeroelastic modes with rigid-body dynamics. The coupling between the rigid-body motion and elastic motion takes place through the forces and moments. The generic force and moment term can be described as function of the inputs (as in the general rigid equations of motion) and the generalised displacement η and its first derivative \n\n\nη\ṅ\n\n\n, as follow:
\n
\n\nF\n=\nf\n\nu\nα\nδ\n…\nη\n\nη\ṅ\n\n\n\nE2
\n
A new equation is then introduced to account for the elastic dynamics as:
where Qηi\n and Mi\n are the generalised force and mass terms, respectively. This formulation allows the application of stability analysis and flight control methods that have been developed based on traditional aircraft models.
\n
Since the work done by Waszak and Schmidt, modelling frameworks of varying complexity have been developed both in industry and academia. Industrial frameworks are highly complex and aimed at supporting certification activities. These often couple Computational Fluid Dynamics (CFD) with Computational Structural Modelling (CSM) and result in processes that provide the desired insight, but at a very high computational cost [10, 11, 12]. Much research has been carried out to reduce the computational cost and the effort needed to integrate CFD solvers with CSM packages. However, more often the approach has depended on the specific technical challenge faced by the designer. For example, a few CFD-CSM simulations may be carried out to provide a means of validation for Reduced Order Models (ROMs). The various methods for aerodynamic and structural analysis are summarised in \nFigure 2\n.
\n
Figure 2.
A non-exhaustive list of modelling methods ranked by complexity and fidelity.
\n
Academic research has shown the capability to link aeroelasticity with flight control and develop novel approaches to aeroservoelastic analysis of highly flexible configurations [13, 14, 15]. Structural flexibility effects have been modelled through the implementation of a nonlinear structural dynamics formulation and aerodynamic contributions have been captured by means of an Unsteady Vortex Lattice Method (UVLM) code. Solving the geometrically-nonlinear beam equations in three different ways, Palacios et al. concluded that the intrinsic beam element model is more efficient regarding the computational time than the classical displacements and rotations based model. It has been shown that for certain geometries the intrinsic model required two times less operations per iteration due to simpler algorithms.
\n
With regards to aerodynamic modelling Palacios et al. [14] showed that an indicial response based on the usual Pade approximation to Wagner’s step response performs better at low reduced frequencies than the model based on a Glauert’s expansion of the inflow velocity field. Three models—strip theory, strip theory with wingtip effects correction and UVLM—have been compared for different reduced frequencies and wingtip deflections. It has been shown that at low reduced frequency wingtip effects is of high importance both for low and high aspect ratio wings. However, for the case of increased reduced frequencies there has been no agreement of results for low aspect ratio wing. On the other hand, for high aspect ratio wing the agreement between the UVLM and the strip theory without wingtip correction has been shown. Such an agreement has been expected as increasing wing aspect ratio tends to reduce the 3D effect over the wing. The dynamic stall effects have not been modelled in the examples, nevertheless they may be of a great importance for a highly flexible wing. It is important to notice at this point that, if such a dynamic stall model is required by the user, empirical methods are much easier to implement within 2D strip theory than within the UVLM. Palacios and Cesnik [13] included aerofoil deformations in both the structural and the aerodynamic models: A Ritz (finite-section) expansion includes cross-sectional structural deformations, while a Glauert’s expansion accounts for deformations of the aerofoil camber line. Integration of both expansions into a single methodology provides a simple alternative to more complex two-dimensional and three-dimensional models for preliminary active aeroelastic analysis of High Aspect Ratio Wings (HARW).
\n
Although the approach adopted by Palacios is computationally cheaper than coupled CFD-CSM, real time simulation is still not possible. The need for real time simulation of flexible aircraft arises from the concern that low frequency aeroelastic modes can potentially couple with rigid-body modes such as the aircraft’s short period pitch oscillation and result in poor handling qualities due to unwanted aircraft-pilot coupling [16]. Furthermore, novel concepts for future aircraft, such as those based on blended-wing-body configurations, need detailed stability and control analysis early in the design stage. A real time pilot-in-the-loop simulation environment is therefore needed to identify and solve stability and control problems. The development of such a simulation model requires a trade-off between model fidelity and computational cost.
\n
\n
\n
3. Physics based modular approach
\n
\n
3.1. Aspects of physics based modelling
\n
The case for developing physics based simulation models and the motivation to move away from the classical formulations that rely on stability and control derivatives stems from the need for flight dynamic insight at the early conceptual design of highly integrated concepts. For such concepts, a database of stability and control derivatives such as Heffley and Jewell [17] does not exist. Moreover, these concepts integrate numerous technologies, such as active folding wingtips for flight and loads control [18] for which empirical methods also do not exist. The modelling and simulation of airframe aerodynamics alone can be complex, but a further layer of complexity is added when considering flexible aircraft for which, the inertial, aerodynamic and structural models need to be coupled. Multiple calculation points, known as structural nodes and aerodynamic panels, must be defined around the airframe and used to capture local flow physics. The structural model must be coupled with the aerodynamics model so that aerodynamic forces and moments acting on the structure modify the effective shape of the aircraft. To complete such an aeroelastic coupling, the updated shape is used to compute the aerodynamic loading for the next iteration.
\n
This additional layer of complexity and iteration process requires a clear definition of methods used when investigating aircraft flight dynamics. These can be broadly divided into two categories:
Low fidelity models used in particular for flight simulation and preliminary design studies. These allow for a rapid flight dynamic analysis and may allow parameters to be modified for identifying and quantifying possible optimised solutions.
High fidelity computationally expensive models which are used to consolidate the results obtained via low fidelity simulations and help in the investigation of specific problems where low fidelity simulation is not accurate.
\n\n
For a given problem, multiple approaches can be adopted depending on the needs of the user or the key characteristics of the simulation framework. For example, the structural dynamics of the aircraft can be captured through the integration of a full Finite Element (FE) model with high fidelity, or with a simple beam, or ‘stick’ model. Within the latter method, multiple sub-layers of complexity can be added depending on the mathematical formulation being used. A direct solving method, which is the most intuitive as it is based on discrete structural loads and nodes, will also be the most laborious and computationally heavy for a high number of structural elements. Alternatively, the modal approach restricted to frequency ranges of interest will be more efficient for linear deformations. In High Altitude Long Endurance (HALE) aircraft or HAR Wing concepts, structural nonlinearities can also become a physical phenomenon that must be captured by the model. Nonlinearities may be relevant only for specific modes and parts of the structure so that optimal solving methods can be identified as well.
\n
Similarly, centre of gravity (CG) position and inertial terms will vary with structural flexibility and displacement. Therefore, acceptable or desired fidelity must be identified. For example, assuming a fixed CG and inertia can lead to significant simplifications in the EoM. However, this may be incorrect for HALE configurations where most of the mass lies in the flexible wing that undergoes large deformations.
\n
Multiple methods to capture the aerodynamic loads acting on the aircraft have also been developed for different levels of fidelity; from simple lifting line theory, use of Engineering Science Data Unit (ESDU) to more complex UVLM and further to more expensive CFD based processes. The desired accuracy and performance can be optimised depending on the purpose of the framework. Dynamic stall models can also be added for a more accurate simulation of high angle of attack or flow detachment scenarios [19]. CFD simulations are at the higher fidelity end of the spectrum and can be used for construction of the aerodynamic databases [20].
\n
\n
\n
3.2. Modular simulation
\n
The objectives and scope of the problem being considered will undoubtedly dictate which mathematical formulation is selected. For instance, the aerodynamic forces can be calculated using either a Modified Strip Theory (MST) or a UVLM method [21] depending on the fidelity requirements and the available computational power. The structural deflection of the wing can be assumed either linear through an Euler-Bernoulli model or nonlinear with a Timoshenko model [22]. Various atmospheric disturbance models [23] are also implemented so that flight simulations with or without gusts and turbulence are possible for specific gust loads and flight control research. Flight control laws and actuation models of a variety of control surfaces can be used if the user wishes to investigate and develop optimal control or loads alleviation laws. The gravity and navigation model allows for trajectory and autopilot if required. Specialised hardware can be used to accelerate the model and reach real time performances suitable for pilot in the loop simulations at 50 Hz, paving the way for handling quality analysis of flexible aircraft concepts. So far a number of different modelling approaches towards flight dynamics modelling of flexible aircraft have been introduced. This section focuses on the possible problems and issues that emerge when integrating the various elements of such a framework and discusses the need for modularisation.
\n
The basic components required for building a simulation framework are as follows:
A structural dynamics model that outputs airframe deformation. This should require forces and moments acting on the structure as inputs, and provide the corresponding displacements, velocities and accelerations as outputs.
An aerodynamic model that provides aerodynamic forces and moments as a function of the flight conditions, rigid-body attitudes and structural deformations.
An EoM block which uses the total forces and moments acting on the aircraft to compute the vehicle acceleration, velocity, attitude and position in the various reference frames. This will require a clear definition of aircraft mass properties.
Atmosphere model that outputs parameters such as Reynolds number required to calculate aerodynamic forces and moments.
A gravity model to compute the gravitational forces acting on the aircraft.
External atmospheric disturbances based on external velocity fields through which the aircraft is flying. This can be used for carrying out gust/turbulence simulations.
Control surface and flight control systems to simulate controlled flight.
\n\n
\n\nFigure 3\n illustrates the links between each of the modules and their relative dependencies.
\n
Figure 3.
Links between each modules of the simulation framework.
Adopting a modular approach allows for a more versatile framework that can be used to study different configurations and scenarios. Moreover, it allows the adoption of multiple approaches to solve particular mathematical or physical problems. The overhead effort required to develop a modular framework, which primarily takes the form of software engineering, is justified by the end result. If carefully managed a versatile framework that allows solvers and models to be treated in a plug-and-play fashion is achievable. An example of a modular framework is given in \nFigure 4\n. The CA2LM framework offers the user multiple options in most of the different mathematical models. The modular approach was considered at the early stages of framework development, and has allowed continuous development aiming for a versatile academic research tool.
\n
Figure 4.
CA2LM framework overall modular architecture.
\n
\n
\n
\n
4. Framework setup for CA2LM
\n
\n
4.1. Wing aerodynamic modelling
\n
There are numerous ways in which wing aerodynamics can be modelled for flexible wings, such as directly via CFD using RANS simulations or steady or unsteady VLM. However, given that there can be thousands of cases that need to be considered for flight loads, computationally cheap alternatives are needed. Within the CA2LM framework, the aerodynamics module contains the implementation of the MST based steady aerodynamics coupled with unsteady aerodynamic models [24].
\n
To model the unsteady build-up of lift due to changes in angle of attack and airspeed, a state-space representation of the unsteady aerodynamics of the aerofoil has been implemented following the work done by Leishman and Nguyen [25]. This assumes an arbitrary motion of the aerofoil as combination of the indicial lift response and the superposition principle applying the well-known Duhamel’s integral [26]. The following general two-pole approximation of the Wagner function has been adopted in CA2LM:
where λ = 2Vt\n/c is the relative distance travelled by the aerofoil in terms of semi chords whilst A and b are the indicial response parameters that depend on the boundary conditions. Using the two-pole representation, Leishman and Nguyen developed the lift response to a change in angle of attack α(t) as follow:
Coefficients Ai\n and bi\n have been derived by Leishman in order to obtain the indicial response approximation for a two-dimensional subsonic flow [27]. However, since the Wagner indicial response cannot be applied to compressible flows, a correction introduced by Leishman and Beddoes [28], has been used including the Prandtl-Glauert coefficient \n\nβ\n=\n\n\n1\n−\n\nM\n2\n\n\n\n\n. The full equation of unsteady aerodynamics is then described as:
Increasing the number of poles of the Wagner function allows a closer approximation to be obtained, but at the cost of an increased number of states.
\n
In the CA2LM framework the two-pole representation is used to find lift and pitching moment response with respect to a change in angle of attack α and pitch rate q for each section. The generic total normal force coefficient is given by [29, 30]:
where the superscripts c and nc represent the circulatory and non-circulatory terms respectively. Once aerodynamic characteristics are obtained at each aerodynamic node, the results are extended along the wingspan applying the method defined by DeYoung and Harper [31]. This approach considers the lift line and its trailing vortex as continuous. The circulation strength, however, can be discretized in as many control points as desired. In the CA2LM framework the control points are assumed to be at the aerodynamic nodes. DeYoung and Harper stated that a number of seven control points is enough to correctly represent the span loading without any sharp discontinuities. As the lifting line is discretized in m nodes, the method allows the calculation of the aerodynamic coefficients as follows [29]:
where Avn\n is the influence matrix which defines the effect of the circulation in the node v to the downwash at node n. The load coefficient G is dimensionless circulation and describes the strength of the circulation at any node n. When the aerodynamic forces and moments at each node are obtained, the loads are transposed from nodal-axis to body-axis and summed to give the overall lift, drag and moment acting on the aircraft structure.
\n
Following the same methodology used for the calculation of the drag, the pitching moment is comprised of circulatory and non-circulatory term, described as follow:
The drag is instead modelled as the sum of the zero-lift drag coefficient, C\n\nD\n0\n, and the pressure drag coefficient, CDP\n\n. The unsteady drag force has been defined by Leishman as:
As a real flow is unable to be fully attached in any real flow, the coefficient ηc\n is used to account for the properties of the real flow.
\n
\n
\n
4.2. Structural modelling
\n
Now all aerodynamic forces have to be applied to the structures of the aircraft. This is done in the structural dynamics modelling block.
\n
Aerodynamic forces and moments, along with forces and moments due to gravity, are converted to modal forces F through modal transformation matrix \n\n\nΘ\nm\nT\n\n\n:
\n
\n\n\nF\ni\n\n=\n\nΘ\nm\nT\n\n\nF\naero\n\n\nE14
\n
The next step is to solve the following structural equation of motion:
where Fi\n represents the modal forces, mi\n the modal masses, ω\n\nn, i\n the modal natural frequencies, ζ the modal damping ratios, i is the modes number, \n\n\nx\ni\n\n,\n\n\nx\ṅ\n\ni\n\n,\n\n\nx\n¨\n\ni\n\n\n are the modal displacements, velocities and accelerations. To obtain the structural dynamics in modal form, the Normal Modes analysis solver SOL 103 from the NASTRAN finite element analysis program is used. Its output (modal masses, natural frequencies and modal transformation matrix) are used in the CA2LM framework to calculate structural deflections. The displacements, velocities and accelerations of each structural node can then be obtained using the transformation matrix.
\n
As these deflections, velocities and accelerations are applied to aerodynamic frame, the interpolation between structural and aerodynamic nodes is executed.
\n
The first 12 structural modes are considered in the CA2LM framework because the tool is designed to investigate interactions between aeroelasticity effects and flight dynamics phenomena that are typically at low frequencies. An illustration of an aircraft first four modes is given in \nFigure 5\n.
\n
Figure 5.
First four modes of the AX-1 aircraft implemented in CA2LM.
\n
It is important to note that only small wingtip deflections (less than 10% of a wing semi-span) are modelled within CA2LM framework as linearly varying beam properties are assumed. However, recent developments in highly flexible aircraft [32] have introduced wingtip deflections of more than 25% of a wing semi-span. To investigate the effects of such high structural deformations on flight dynamics, a structural dynamics model capable of capturing the nonlinear phenomena due to large deformations is needed.
\n
\n
\n
4.3. Equations of motion
\n
For large flexible aircraft, the centre of gravity (CG) position may vary significantly as a function of structural deformation. This is typically ignored in the classical EoM formulation for rigid aircraft [1, 2]. This issue together with continuously deforming aerodynamic and structural stations requires the careful definition of the axes systems for each module of the simulation framework. The selection of an appropriate axes system has been extensively discussed for many years [8, 33, 34]. Effectively there are two approaches that may be adopted: (1) use an arbitrary point on the aircraft also called the body axes centre (BAC) or, (2) adopt the mean axes system which has a floating point as the reference centre [35]. The latter has seen widespread application in research [9, 36] because its formulation minimises the coupling between rigid-body dynamics and aeroelastic modes. On the other hand, the axes system centre is often collocated with the CG which moves in phase with the flexible airframe, making the application of traditional flight dynamics analysis techniques more difficult. The idea of the mean axes system’s inertial decoupling and complexity of its formulation has been questioned [34].
\n
The CA2LM framework uses a fixed BAC as a reference centre for its flight dynamic axis system. This allows the framework to be used in both flexible and rigid modes and more importantly, it allows the integration of classical flight dynamics post-processing tools.
\n
The derivation of the EoM begins by considering a fixed node which is located away from the BAC, as shown in \nFigure 6\n. The velocities of this point can be expressed as:
The velocities U, V and W express the motion of the BAC, while x, y and z express the position of the node. The angular rates p, q and r represent the angular velocities of the overall aircraft. Merging both equations gives following accelerations expressions:
Now applying Newton’s second law with a nodal mass of δm the EoM can be obtained as follows:
\n
\n\n\n\n\n\nX\n\n\n\n\nY\n\n\n\n\nZ\n\n\n\n\n=\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\n\n\n\n\na\nx\n\n\n\n\n\n\na\ny\n\n\n\n\n\n\na\nz\n\n\n\n\n\n=\n\n\n\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\n\nv\ṅ\n\n0\n\n+\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\nω\n×\n\nv\n0\n\n\n︷\n\nRigid body dynamics force\n\n+\n\n\n\n\n\n\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\nω\n×\n\n\nω\n×\n\nr\ni\n\n\n\n\n︷\n\nCentrifugal force\n\n+\n\n\n\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\nω\ṅ\n\n×\n\nr\ni\n\n\n︷\n\nEuler force\n\n\n︷\n\nAxes reference point offset\n\n+\n\n\n\n\n\n\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\na\n\nrel\n,\ni\n\n\n\n︸\n\nInertial force\n\n+\n\n\n\n2\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\nω\n×\n\nv\n\nrel\n,\ni\n\n\n\n︸\n\nCoriolis force\n\n\n︸\n\nFlexibility effects\n\n\nE21
\n
\n\n\n\n\n\nL\n\n\n\n\nM\n\n\n\n\nN\n\n\n\n\n=\n\n\n\nI\n\nω\ṅ\n\n+\nω\n×\n\nIω\n\n\n︷\n\nRigid body dynamics\n\n+\n\n\n\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\nr\ni\n\n×\n\n\nv\ṅ\n\n0\n\n+\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\nr\ni\n\n×\n\n\nω\n×\n\nv\n0\n\n\n\n\n︷\n\nAxes reference point offset\n\n+\n\n\n\n\nI\ṅ\n\nω\n+\nω\n×\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\n\n\nr\ni\n\n×\n\nv\n\nrel\n,\ni\n\n\n\n\n+\n\n∑\n\ni\n=\n1\n\nN\n\nδ\n\nm\ni\n\n\nr\ni\n\n×\n\na\n\nrel\n,\ni\n\n\n\n⏟\n\n\nFlexibility effec\nts\n\n\n\nE22
\n
The forces and moments on the left hand side of the above equations are the sum of the forces and moments obtained from the structural dynamics, aerodynamics and gravitational modules.
\n
\n
\n
4.4. Aeroelastic coupling and equations of motion integration
\n
The previous sections have shown that each module within the simulation framework requires the definition of its own axis system and a separate means of modelling the aircraft, whether it is through a set of structural nodes or aerodynamic panels. This presents two issues that must be addressed before scenarios can be simulated: (1) node and panel distributions and densities need to be optimised based on the scope of the research and, (2) the structural nodes must be linked to aerodynamic nodes.
\n
As seen in the previous section, the structural loads calculations rely on a set of structural nodes. Displacements, velocities and accelerations of each node are calculated in all 6 degrees of freedom.1\n
\n
Appropriate balance between accuracy and computational cost must be obtained using a convergence study to identify the optimal number of structural nodes and aerodynamic panels or strips. This number can vary with aircraft configuration and the type of flight dynamics being considered. However, the number of structural nodes may be different from the optimal number of aerodynamic stations. A modular simulation environment such as CA2LM allows the definition of different numbers of aerodynamic strips and structural nodes. The aerodynamic forces and moments calculated at the aerodynamic stations must then be transferred to the structural set of nodes using various interpolation methods. Similarly the structural displacements, velocities and accelerations calculated from the structural model must be transferred to the aerodynamic stations in order to calculate the local forces and moments with structural flexibility. An example of this coupling can be found in \nFigure 7\n where both the structural node and aerodynamic station layout is illustrated for an example aircraft.
\n
Figure 7.
Illustration of the different mass, structural node and aerodynamic station positions for the AX-1 aircraft.
\n
The EoM rely on the aircraft total forces and moments, acting around the centre of gravity of the vehicle. Therefore, the updated CG position due to structural deformation must be used to calculate the new global set of moments acting on the aircraft. Aerodynamic loading calculated at each aerodynamic station is merged and calculated at the temporary CG position. Only then can the coupling between the aerodynamic and structural block be made with the EoM.
\n
The output of the EoM such as aircraft position, attitude and velocity can then be used by conventional atmospheric models to compute the dynamic pressure and other aerodynamic parameters used by the aerodynamic model, closing the main calculation loop. Similarly, the adequate gravity contribution can be computed with position (or altitude) and applied to the structural model.
\n
Appropriate inputs, usually on aircraft control surface and thrust, should be linked to the model in the correct format. Control surface dynamics can be implemented for higher fidelity.
\n
As each module is included in the simulation framework, correct integration testing must be conducted to verify that each modules are behaving as expected. Therefore, as the complexity of the framework increases, thorough testing also requires more effort. It can also be really helpful to have visual aids and illustrations of the simulation. For example, an illustration of aerodynamic station and structural node positions updated with structural flexibility at each time step can be found in \nFigure 8\n and is very useful to visualise the modelled aircraft.
\n
Figure 8.
Aircraft flexible structure overlaid with aerodynamic profiles and control surfaces for pilot input visualisation.
The aim of this test case is to demonstrate the use of simulation frameworks such as CA2LM for assessing the impact of multidimensional discrete gust modelling on conventional gust loads practices seen in industry. The prediction and control of aircraft gust loads is a key step in aircraft design development and certification. The methodology to model realistic discrete and continuous atmospheric disturbances has been derived based on many years of flight testing and operational data [37]. Hoblit [23] covers a concise but thorough overview of the historical development of gust and turbulence modelling in whereas a detailed discussion of current industry practices can be found in [35]. However, the methods to date simplify the process of calculating gust loads by neglecting spanwise variations in the gust/turbulence fields. This case study demonstrates the application of the CA2LM framework for studying gust profiles that have spanwise variations. Atmospheric disturbances are usually added through the use of velocity fields. For each aerodynamic station, the wind or gust velocities can be added to the rigid-body translation, rotation and elastic structural dynamics in a local nodal axis system to compute local changes to angle of attack and flow velocities. If gusts are defined as a velocity field, the gust model should also use the aerodynamic station layout and aircraft attitude to apply a penetration effect.
\n
With the development of HALE UAV aircraft, the lack of spanwise non-uniform velocity distributions was identified as critical both for realistic and theoretical modelling purposes. The gust profiles specified in certification requirements [37, 38] implicitly assume that a uniform velocity distribution causes the highest internal loads and therefore, are the only cases that need to be investigated. Therefore, Defense Advanced Research Projects Agency (DARPA) focused on the derivation of a modified discrete gust model to account for the extra dimensional term and led to the expression of the discrete gust velocity Vdg\n to be defined by:
and fy\n is the corresponding sinusoidal function. Vdo\n is the gust intensity, Hx\n and Hy\n are the longitudinal and lateral gust gradients respectively and xd\n and yd\n are the longitudinal and lateral positions of the interest point in the discrete gust reference frame. Specifications to the range of both gust gradients can be made using similar hypothesis as before, ranging from 9 to 107 m.2 An illustration of the multidimensional discrete gust velocity field is given in \nFigures 9\n and \n10\n.
\n
Figure 9.
From a 1D to 2D discrete gust definition using coupled sinusoidal variation functions.
\n
Figure 10.
Visual display of the discrete gust velocity field for a given set of gust gradients used in the loads prediction loop.
\n
This type of model was implemented as a feature within the CA2LM framework and applied to a conventional long range flexible aircraft configuration known as the AX-1. A study investigating the impact of such an approach to gust loads prediction for conventional aircraft was then carried out [39] using a sinusoidal lateral distribution as follows:
A sufficiently large number of realistic flight points compatible with the framework and implemented aircraft were used for this study. A number of gust gradients were used to allow a comparison between the conventional spanwise uniform velocity field and the multidimensional model of interest with enough fidelity. All simulations were made in an open loop system, where no correction to aircraft attitude is made. Two different approaches were used to scale the maximum gust intensity, keeping the core hypothesis of the certification requirements. This is justified by the very nature of the derivation of the original model, based on flight testing and loads data and not actual mapping of the gust velocity fields.
\n
In both cases, the use of a multidimensional model led to lower gust structural wing root loads and vertical loads for an equivalent longitudinal gust gradient, as illustrated in \nFigure 11\n. In one case of velocity tuning methodology, some local loads extrema were higher than with the conventional model, possibly leading to higher occurrence numbers of specific load values. This also came to a cost in computation time, increasing by an order varying with Hy\n discretisation size the number of simulations required for a complete gust loads loop process.
\n
Figure 11.
Time histories of wing root bending offset relative to trim for a given H\n\n\nx\n\n and various H\n\n\ny\n\n gradients.
\n
Overall, these results were to be expected with the chosen spanwise distribution. Maximal gust intensity was centred on the fuselage in this study. But these results can vary quite dramatically with the selected fy\n distribution. If focused on matching the vertical load factor whilst keeping wingtip loads to the highest, this could lead to:
A ‘realistic’ model of the gust velocity field compliant with the historical development of the methodology based on vertical load and angle of attack data recordings.
Higher wing root structural loads due to increased wingtip loading.
\n\n
\n
\n
5.2. Aileron failure simulations
\n
A control surface failure scenario is one of many failure cases that need to be considered for flight loads evaluation. Here the CA2LM framework is used for simulating a soft aileron failure where the port aileron undergoes an actuation failure and is forced to undergo a 15° amplitude limit cycle oscillation (LCO) whilst starboard aileron remains in the original trim setting. The dynamics of the aileron actuators are modelled through the transfer function:
The main results obtained from the simulation of the AX-1 model are shown in \nFigure 12\n. The port aileron moves under a limit cycle oscillation at a constant frequency of 1.16 Hz, which corresponds to the first wing structural bending mode. The amplitude of this oscillation is set to ±15°.
\n
Figure 12.
Example of AX-1 aileron cycle oscillation failure simulation results.
\n
The frequency content of the roll rate p and yaw rate r signals show that the failure has excited a low frequency lateral-directional mode corresponding to periods of Tp\n = 10.24 s and Tr\n = 10.92 s in roll and yaw respectively. These correspond to the usual frequencies of the aircraft’s Dutch roll mode. The highest peaks, just above 1 Hz, are the direct result of the simulated aileron forcing function. The load factor (n) only exhibits large transients when the aileron failure is initiated.
\n
\n\nFigure 13\n shows the frequency content of the wing root bending moment Mroot\n at different aileron excitation frequencies. At a frequency of 1.245 Hz, slightly higher than the frequency of the first structural mode of the wing (1.1634 Hz), the first aeroelastic mode appears and a resulting resonance is observed. Upon magnification (bottom right subfigure) another two peaks can be observed at 2.5 and 3 Hz. These correspond to aeroelastic modes associated with the 5th and 11th aircraft structural modes. At the frequency of 0.9 Hz, Mroot\n is higher than at the frequency of 1.1 Hz, which can be explained by the fact that the forcing function frequency is getting closer to rigid-body frequencies.
\n
Figure 13.
Wing root bending moment frequency spectrum for different aileron excitation.
\n
Simulations like this provide the insight loads engineers and flight control engineers need for exploring scenarios where a novel solution could be tested and design improvements can be made. Simulation frameworks such as CA2LM provide a rapid simulation capability needed especially at low technology readiness levels, where engineers and designers are interested in the impact of novel technologies such as folding wingtips, possible aircraft-pilot coupling scenarios [40] and flight loads during collision avoidance [6].
\n
\n
\n
\n
6. Conclusions
\n
Technologically innovative and highly integrated concepts are being considered in response to increasing aircraft efficiency and reducing the environmental impact of aviation. The development of these concepts has highlighted the need for modular low fidelity aircraft simulation frameworks at the conceptual design stage that are capable of predicting the flight dynamics, flight loads and aeroservoelastic characteristics. This chapter has presented the key aspects of developing such a framework and the need for a modular physics based approach. This approach requires a careful integration of aerodynamic models with models for structural dynamics and then both need to be coupled with the flight dynamic equations of motion. It has been shown that the aerodynamic representation must include a combination of unsteady and steady aerodynamic models implemented through aerodynamic panels. These panels need to then be linked to the aircraft structure which is typically implemented as a series of nodes and beams. The coupled aero-structural model then needs to provide forces and moments to the equations of motion. The details of developing such a simulation framework has been presented in this chapter and the utility of such a tool is illustrated through two test cases. The first case focuses on aircraft response to a gust that has a spanwise varying profile. The second investigates aircraft dynamics during control surface failure scenarios. The Cranfield Accelerated Aeroplane Loads Model (CA2LM) forms the basis of the presented discussion.
\n
\n\n',keywords:"modelling, simulation, flight dynamics, flexible aircraft, aeroelastic coupling",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/57517.pdf",chapterXML:"https://mts.intechopen.com/source/xml/57517.xml",downloadPdfUrl:"/chapter/pdf-download/57517",previewPdfUrl:"/chapter/pdf-preview/57517",totalDownloads:2684,totalViews:1379,totalCrossrefCites:4,totalDimensionsCites:10,totalAltmetricsMentions:0,impactScore:3,impactScorePercentile:87,impactScoreQuartile:4,hasAltmetrics:0,dateSubmitted:"March 14th 2017",dateReviewed:"September 19th 2017",datePrePublished:"January 26th 2018",datePublished:"February 14th 2018",dateFinished:"November 8th 2017",readingETA:"0",abstract:"The drive for aircraft efficiency and minimum environmental impact is requiring the aerospace industry to generate technologically innovative and highly integrated aircraft concepts. This has changed the approach towards conceptual design and highlighted the need for modular low fidelity aircraft simulation models that not only capture conventional flight dynamics but also provide insight into aeroservoelasticity and flight loads. The key aspects that drive the need for modularity are discussed alongside integration aspects related to coupling aerodynamic models, flight dynamic equations of motion and structural dynamic models. The details of developing such a simulation framework are presented and the utility of such a tool is illustrated through two test cases. The first case focuses on aircraft response to a gust that has a spanwise varying profile. The second investigates aircraft dynamics during control surface failure scenarios. The Cranfield Accelerated Aeroplane Loads Model (CA2LM) forms the basis of the presented discussion.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/57517",risUrl:"/chapter/ris/57517",book:{id:"6150",slug:"flight-physics-models-techniques-and-technologies"},signatures:"Gaétan Dussart, Vilius Portapas, Alessandro Pontillo and Mudassir\nLone",authors:[{id:"206753",title:"Dr.",name:"Mudassir",middleName:null,surname:"Lone",fullName:"Mudassir Lone",slug:"mudassir-lone",email:"m.m.lone@cranfield.ac.uk",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Cranfield University",institutionURL:null,country:{name:"United Kingdom"}}},{id:"206955",title:"Mr.",name:"Vilius",middleName:null,surname:"Portapas",fullName:"Vilius Portapas",slug:"vilius-portapas",email:"v.portapas@cranfield.ac.uk",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Cranfield University",institutionURL:null,country:{name:"United Kingdom"}}},{id:"220349",title:"Mr.",name:"Gaetan",middleName:null,surname:"Dussart",fullName:"Gaetan Dussart",slug:"gaetan-dussart",email:"g.x.dussart@cranfield.ac.uk",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"220350",title:"Mr.",name:"Alessandro",middleName:null,surname:"Pontillo",fullName:"Alessandro Pontillo",slug:"alessandro-pontillo",email:"a.pontillo@cranfield.ac.uk",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Review of past methods",level:"1"},{id:"sec_3",title:"3. Physics based modular approach",level:"1"},{id:"sec_3_2",title:"3.1. Aspects of physics based modelling",level:"2"},{id:"sec_4_2",title:"3.2. Modular simulation",level:"2"},{id:"sec_6",title:"4. Framework setup for CA2LM",level:"1"},{id:"sec_6_2",title:"4.1. Wing aerodynamic modelling",level:"2"},{id:"sec_7_2",title:"4.2. Structural modelling",level:"2"},{id:"sec_8_2",title:"4.3. Equations of motion",level:"2"},{id:"sec_9_2",title:"4.4. Aeroelastic coupling and equations of motion integration",level:"2"},{id:"sec_11",title:"5. Framework test cases",level:"1"},{id:"sec_11_2",title:"5.1. Multidimensional discrete gust loads simulation",level:"2"},{id:"sec_12_2",title:"5.2. Aileron failure simulations",level:"2"},{id:"sec_14",title:"6. Conclusions",level:"1"}],chapterReferences:[{id:"B1",body:'\nCook MV. 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Mathematical and Computer Modelling of Dynamical Systems. 2015 Jan 2;21(1):58-76\n'},{id:"B13",body:'\nPalacios R, Cesnik CES. Low-speed aeroelastic modeling of very flexible slender wings with deformable airfoils. In: 49th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference. Schaumburg, Illinois; 2008. pp. 1-19\n'},{id:"B14",body:'\nPalacios R, Murua J, Cook R. Structural and aerodynamic models in nonlinear flight dynamics of very flexible aircraft. AIAA Journal. 2010;48(11):2648-59\n'},{id:"B15",body:'\nSimpson RJ, Palacios R, Goulart PJ. Integrated flight dynamics and aeroelasticity of flexible aircraft with application to swept flying wings. In: 56th AIAA/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference. Kissimmee, Florida: AIAA; 2015. pp. 1-17\n'},{id:"B16",body:'\nMcRuer T, Droste C, Hess R, LeMaster D, Mathhews S, McDonnel J, et al. Aviation safety and pilot control: Understanding and preventing unfavorable pilot-vehicle interactions. Washington, D.C., United States: National Academies Press; 1997. 220 p\n'},{id:"B17",body:'\nHeffley RK, Jewell WF. Aircraft Handling Qualities Data. Washington, DC, United States: NASA CR-2144; 1972 Dec\n'},{id:"B18",body:'\nCastrichini A, Hodigere Siddaramaiah V, Calderon DE, Cooper JE, Wilson T, Lemmens Y. Nonlinear folding wing tips for gust loads alleviation. Journal of Aircraft. 2016 Sep 17;53(5):1391-9\n'},{id:"B19",body:'\nGoman M., Khrabrov A. State-space representation of aerodynamic characteristics of an aircraft at high angles of attack. Journal of Aircraft. 1994 Sep 22;31(5):1109-15\n'},{id:"B20",body:'\nDa Ronch A, Vallespin D, Ghoreyshi M, Badcock K. Evaluation of dynamic derivatives using computational fluid dynamics. AIAA Journal. 2012;50(2):470-84\n'},{id:"B21",body:'\nKatz J, Plotkin A. Low-Speed Aerodynamics. 2nd ed. Cambridge, United Kingdom: Cambridge University Press; 2001. 613 p\n'},{id:"B22",body:'\nTimoshenko S. History of Strength of Materials: With a Brief Account of the History of Theory of Elasticity and Theory of Structures. North Chelmsford, MA: Courier Corporation; 1953. 452 p\n'},{id:"B23",body:'\nHoblit F. Gust Loads on Aircraft: Concepts and Applications. Washington, DC: AIAA; 1988\n'},{id:"B24",body:'\nAndrews SP. Modelling and simulation of flexible aircraft: Handling qualities and active load control [Thesis]. Cranfield University, United Kingdom; 2011\n'},{id:"B25",body:'\nLeishman JG, Nguyen KQ. State-space representation of unsteady airfoil behavior. AIAA Journal. 1990;28(5):836-44\n'},{id:"B26",body:'\nBisplinghoff R, Ashley H, Halfman R. Aeroelasticity. North Chelmsford, Massachusetts: Courier Corporation; 2013. 880 p\n'},{id:"B27",body:'\nLeishman JG. Unsteady lift of a flapped airfoil by indicial concepts. Journal of Aircraft. 1994;31(2):288-97\n'},{id:"B28",body:'\nLeishman J, Beddoes T. A generalised model for airfoil unsteady aerodynamic behaviour and dynamic stall using the indicial method. In: 42nd Annual Forum of the American Helicopter Society. Washington, DC; 1986. pp. 243-65\n'},{id:"B29",body:'\nAndrews S, Cooke A. An aeroelastic flexible wing model for aircraft simulation. In: 48th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition. Orlando, Florida; 2010\n'},{id:"B30",body:'\nLeishman JG. Validation of approximate indicial aerodynamic functions for two-dimensional subsonic flow. Journal of Aircraft. 1988;25(10):914-22\n'},{id:"B31",body:'\nDeYoung J, Harper CW. Theoretical symmetric span loading at subsonic speeds for wings having arbitrary plan form. NACA Report No. 921. Langley, Virginia: NACA; 1948\n'},{id:"B32",body:'\nMayuresh JP, Dewey HH. Flight dynamics of highly flexible flying wings. Journal of Aircraft. 2006;43(6):1790-9\n'},{id:"B33",body:'\nGuimarães Neto AB, Silva RGA, Paglione P, Silvestre FJ. Formulation of the flight dynamics of flexible aircraft using general body axes. AIAA Journal. 2016 Nov;54(11):3516-34\n'},{id:"B34",body:'\nMeirovitch L, Tuzcu I. The lure of the mean axes. Journal of Applied Mechanics. 2007 May 1;74(3):497\n'},{id:"B35",body:'\nWright JR, Cooper JE. Introduction to Aircraft Aeroelasticity and Loads. Hoboken, New Jersey: John Wiley & Sons; 2008. 488 p\n'},{id:"B36",body:'\nMilne R. Dynamics of the deformable aeroplane. Aeronautical Research Council, Reports and Memoranda. London, United Kingdom; 1964\n'},{id:"B37",body:'\nAirworthiness Standards: Transport Category Planes. Washington, DC, United States: Federal Aviation Regulations; 2013\n'},{id:"B38",body:'\nCertification Specifications and Acceptable Means of Compliance for Large Aeroplanes CS-25. Cologne, Germany: European Aviation Safety Agency; 2012. p. 885\n'},{id:"B39",body:'\nDussart G, Lone M, Guo S. Multidimensional discrete gust loads of a large civil flexible aircraft. In: AIAA Atmospheric Flight Mechanics Conference, AIAA SciTech Forum. Grapevine, Texas; 2017. pp. 2017-0016\n'},{id:"B40",body:'\nLone M. Pilot modelling for airframe loads analysis [Thesis]. Cranfield University, United Kingdom; 2013\n'}],footnotes:[{id:"fn1",explanation:"It is possible to constrain specific degrees of freedom to reduce model complexity after a comparison study with the 6 DoF model. For stiff wings, structural rotation around the vertical axis can be neglected for example."},{id:"fn2",explanation:"In fact, it is necessary to push the higher end of the gradient spectrum so as to reach a minimum of 12.5 times the maximum aerodynamic chord of the vehicle and/or reach the peak maximum of the evaluated quantity with respect to the various conditions."}],contributors:[{corresp:null,contributorFullName:"Gaétan Dussart",address:null,affiliation:'
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1. Introduction
Technological improvement has boosted the economic growth in India. Science and technology have an important role in the economic development of India. Compared to other developed countries, India has more youth manpower. Proper education will play a significant role in making youth future-ready and increasing economic growth by providing skilled persons which will also boost industrial development. In the modern era of education, every institution or university is adapting new teaching methods using their teaching methodologies. Indian education is the biggest and well-known education systems in the world. During ancient education, there were 5 big well-known universities like Takshashila, Nalanda, Vallabhi, etc., which focus on the all-round development of students and those in the medieval period there exists 2 institutions madrasah and maqtabs which mostly focus on building student religious and leaders of the future. In modern education, there are well known autonomous institutes like IITs and IIMs which are famous all around the world.
During ancient education, students live away from their parents, their education comprises of subjects like physical education, mental education, politics, economics, etc. They were shaped in a way that they can live in any condition considering how difficult the situation will be? Medieval education also followed the same protocol as ancient education in spite that their education mostly focuses on religion. In today’s modern era of big institutes like the Indian Institute of Technology (IITs) and Indian Institute of Management (IIMs), everything is changed like the living standard of students, curriculum, all-round development. The principle objective of the student has been to just achieve its goal and be successful. Only the big institutes like IITs, IIMs, and some other private and aided universities have adopted modern methods of learning. There is a difference in curriculum, teaching methods, and living standards of students in every institute. The syllabus of the current education system is not industry-oriented and also not according to new upcoming trends. The main objective of education is mostly theoretical and not practically implemented [1].
The main purpose of this paper is to convey what all the things need to adopt in our current education system from ancient and medieval times and also some new trends associated with it. The paper is mainly categorized into three sections Ancient, Medieval and Modern education system, including sub-sections such as curriculum, method of learning, the aim of education, characteristics of education, educational institutes, higher educational institutes, advantages, and disadvantages of the particular education system.
2. Ancient education
During the ancient period, two systems of education were developed, Vedic, and Buddhist. The medium of language during the Vedic system was Sanskrit, while those in the Buddhist system were pali. During those times the education was of Vedas, Brahmanas, Upnishads, and Dharmasutras. From the Rigveda onwards, our ancient education started with the objective of developing the students not only in the outer body but also on the inner body. The ancient education focused on imparting ethics like humility, truthfulness, discipline, self-reliance, and respecting all creations to the students. The education was mostly imparted in ashrams, gurukuls, temples, houses. Sometimes pujaris of the temples used to teach students. The education system of ancient India has some special features and uniqueness which was not found in any other ancient education system of the other countries. The education was mostly given in forests under the blue sky, which keeps the student’s mind fresh and alive. During ancient times people used to live a simple life and doing their work with devotion and hard work [2].
2.1 Aim of education
The main objective of education was to equip the students with a good quality of education. The education mostly focused on the enrichment of culture, character, and personality, development, and cultivation of noble ideals. The objective was gaining the mental, physical, and intellectual personality of students, to make the students future-ready and survive in any situation [3].
2.2 Characteristics of education
During the ancient period, the state government and the people did not interfere in designing curriculum, payments of fees, regulation of teaching hours. There was a strong bonding between teacher and student. Every student was allotted with one teacher and more emphasis was given to the student-teacher relationship, each student used to meet teachers personally to learn and gain instructions from them. During ancient times, royal families, as well as kings of states, used to donate their wealth to improve the education system and quality. The syllabus was designed in accordance with the demands of that era. At that time students used to leave their houses and went to live with their gurus until their education was completed. During the early Vedic period, women’s education was also given more emphasis. The education focuses on the physical and mental development of students. The course duration was about 10–12 years, as there were no books so students used to memorize all things, memory played a crucial role during learning. The education was imparted in forests away from cities and peoples to give students a pleasant and silent environment of study.
2.3 Curriculum
Curriculum plays an essential role in the education system. It was dynamic and not static; it was made up of different stages. The fundamental goal of building a good curriculum was to develop students physically and mentally. The curriculum consists of four Vedas, six vedangas, Upnishads, darshanas, Puranas, Tarka Shastra. The six vedangas were Shiksha, Chhandas, Vyakarana, Nirukta, Jyotisha, and Kalpawhile the darshanas were Nyaya, Baiseshika, Yoga, Vedanta, Sankhya, Mimasa. Algebra, Geometry, and grammar were also given more importance at that time. Panini was famous in the domain of grammar at that time. The curriculum of the Buddhist system consists of pitakas, Abhidharma, and sutras. Besides this medicine, Vedas were also given importance. Hindu learning was a part of Buddhist learning, although more emphasis was given to Buddhist learning. Both the systems were going hand in hand at that time. The education was totally through orals and debates, and the exams were conducted every year. The education system of the ancient period focused on subjects like warfare, military, politics, religion.
2.4 Methods of learning
The teachers at that time paid special focus to their students and teach them according to their knowledge and skill level. Teaching was basically via orals and debates, and the different methods were as follows:
At that time books were not there, so students had the habit to learn and memorize all the things taught in the class, and teachers also helped them in memorizing.
The students used to deep dive into the concepts taught by their teachers and explore new methods to learn it.
Listening, Contemplation, and concentrated contemplation were some new methods of exploring the way of learning.
The teachers used the storytelling methods to teach the students.
Students used to ask questions about the topics taught by the teachers and these topics were discussed and then answered to the students.
The education of that time mainly focused on practical knowledge of the topics taught in the class.
The students got plenty of knowledge through seminars and debates conducted at frequent intervals.
2.5 Educational institutions
Gurukul was the hometown of teachers where students come after completing their initiation ceremony and learn until the completion of their study. The parishads or academies were the places of higher learning and education where students learn through discussions and debates. Goshti or conferences were the places where the kings of the states used to invite scholars from every institute to meet and exchange their views. Ashramas or hermitages were the other learning centers where students from various parts of the country used to come and learn from saints and sages. Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc. Agraharas was an institution of Brahmins in villages where they used to teach. Viharas were the educational institutions founded by Buddhists where the students were taught the subjects related to Buddhism and philosophy.
2.6 Higher educational institutions
Takshashila or Taxila: Takshashila was the famous center of learning, including religion and teaching of Buddhism in ancient times. It was famous for his higher education learning comprising of subjects like ancient scriptures, law, medicine, sociology, astronomy, military science, and 18 silpas, etc. The well-known scholars from the university were great grammarian Panini, he was an expert in his subject of grammar and published his work on Ashtadhyayi, Chanakya who is skilled in statecraft both studied here. Students from Kashi, Kosala, Magadha, and also from different countries flocked into the university despite a long and arduous journey. Takshashila was an ancient Indian city currently situated in north-western Pakistan was the well-known center of learning and has been declared as an archeological site and world heritage by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1980.
Nalanda: When Xuan Zang came to Nalanda it was called Nala, which was the center of learning in many subjects. The students used to come here from different parts of the country and the world to study here. Different subjects were taught, including the Vedas, fine arts, medicine, mathematics, and astronomy. Xuan Zang itself became the student of Yogashastra. Nalanda which is currently situated in Rajgir, Bihar, India was also declared as a world heritage site by UNESCO. The other famous institutes around ancient times were Vallabhi, Vikramshila, Ujjain, and Benaras.
2.7 Advantages
The system focuses on the all-round development of students.
More emphasis was given to practical knowledge rather than theoretical knowledge.
The students were not just involved in bringing the ranks, but their main focus was on knowledge.
Classrooms were built-in forests which provide a pleasant study environment to the students.
There was no pressure laid on students related to studies so that they can learn effectively.
The government did not interfere with the formation of curriculum, kings at that time helped in the development of education.
2.8 Disadvantages
Women were not admitted to the Gurukuls.
There was caste discrimination as only Kshatriya was allowed, Eklavya was not given admission to the Gurukul.
3. Medieval education
During the eighth century Anno Domini (A.D) a huge number of Mohammadian invaded India. Mahmud Ghaznavi captured India and set up a large number of schools and libraries in the country by the looted wealth. Later Muslim leaders established their permanent empire in India, they brought a new system of education. The ancient education system was drastically changed. The Arabs and the Turks bought some new cultures, traditions, and institutions in India, in that the most remarkable change was the Islamic pattern of education which was different from the Buddhist and Brahmanic education system. The medieval age, education system primarily focused on the Islamic and Mughal System.
3.1 Aim of education
The main objective of education during the medieval period was the spread of knowledge and the propagation of Islam. The objective behind this era of education was to spread Islamic education its principles, and social conventions. The purpose of the education system was to make people religious minded [4].
3.2 Characteristics of education
The rulers helped in the spread and development of education. They helped in the establishment of different educational institutes and funded it, big landlords also gave them some wealth in the development of institutes. There was no control of rulers over the educational institutes and also to their management. The student-teacher relation was also good like the Buddhist and Brahmanic period, although students did not live with their teachers at that time. Teachers took interest in learning, at that time teachers were used to teaching students individually.
3.3 Curriculum
During that time books were not there, therefore the students were used to write on taktis. The stress was laid on teaching the student from the beginning that is teaching them first alphabets and then words. Calligraphy and grammar were the most important subjects taught during those days. Students also learned “paharas”(multiple of numbers), and also they memorized it while learning. Arabic and Persian were the main languages of communication and these languages were important for the students who wanted to get higher posts. The recitation of the Quran was made compulsory, the students used to learn the Quran by heart as this was an important part of their curriculum. The students at their early ages were taught to recite the first 13 chapters of the Quran as a poem. Ibn Sina, an Islamic Persian scholar, and a teacher write that students during the age of 14 should be given the choice of selecting their favorite subjects for masters, for example, reading, manual skills, literature, medicine, geometry, trade, and commerce. There were two types of education during medieval times like secular and religious education. Religious education consists study of the Quran, Mohammad, and his invasions Islamic laws and Islamic history. The secular education consists of the study of Arabic literature, grammar, history, philosophy, mathematics, geography, politics, economics, Greek language, and agriculture.
3.4 Methods of learning
Orals, discussions, and recitations of the lesson taught were the main methods of learning at that age.
Emperor Akbar encouraged the students to focus more on reading and writing and to reform the scripts. He wanted the education system to be systematic and advised teachers to first teach students about the knowledge of alphabets, then words-knowledge, and then sentence formation.
More emphasis was given on practical education.
There was no half-yearly or annual examination fixed for students, but the students were evaluated based on practical situations of life.
3.5 Educational institutions
Maktabs:-Maktabs were the center of the primary education for the children of general people. Along with religious education, students were also taught subjects like reading, writing, and arithmetic. They were also taught some romantic literature of Persian example, Laila-Majnu, Yusuf-Julekha, etc. Along with practical education, letter writing applications, and accountancy were also taught in Maktabs.
Madrasas:- After completing the primary education in Maktabs, the students were sent to the Madarsas for higher education. Madarsas were the centers of higher learning and Emperor Akbar did remarkable development in the education of the medieval era. Along with religious and practical education, Akbar stopped the tradition of the Islamic religion and instructed to teach Hinduism and philosophy in many Madrasas. The subjects such as medicine, history, geography, economics, political science, astrology, philosophy, and mathematics were taught in Madarsas. Akbar made subjects like Vedanta, Jurisprudence, and Patanjali compulsory for Sanskrit students.
3.6 Important educational centers
Delhi: Nasiruddin established Madarsa -i-Nasiria under the reign of the Shiraz Allauddin Khilji and established many Madarsas with renowned teachers in them. Mughal emperor Humayun established many big institutions of astronomy and geography in Delhi. He also introduced institutions where subjects like Arabic, Persian, Grammar, Philosophy, and Astronomy was taught.
Agra: Sikandar Lodi established many Madarsas and Maktabs in Agra and attracted many students from other countries to come and study. Akbar made Agra the center of culture, fine arts, and crafts.
Jaunpur: Sher Shah Suri completed his education in one of the educational institutes of Jaunpur city. The main subjects of teaching were political science, warfare, history, and philosophy, Ibrahim Sharki set up many Madarsas in Jaunpur.
Bidar: Mohammad Gawan had established many Madarsas and Maktabs in this city and it became the famous center of learning. The city consists of a library that contains 3000 books on subjects like Islamic theology, culture, philosophy, medical science, astronomy, history, and agriculture.
3.7 Advantages
Practical education was given more importance, students and teacher’s relations were good. Students were taught from the basics and rulers also supported the development of education.
3.8 Disadvantages
Religious and Islamic education was given more importance.
The student aimed to focus on leadership for ruling the country.
4. Modern education
In the middle of the medieval age, the British invaded India and started to capture it. The modern education was introduced during the British empire. In the 1830s Lord Thomas Babington Macaulay introduced the English language. The subjects and the syllabus were limited to some extent, the main aim of modern education of the British was to spread Christianity. As time passed education started to develop and entered into the modern era that is in the twenty-first century, the era of science, technology, and innovations. And the demand and the need for education stills remain the same as it was in ancient and medieval times. In the modern era of science and technology, the industrial sector is increasing day by day. As demand increases our education sector also needs to change and adapt to that environment [5, 6].
4.1 Aim of education
The objective of modern education was to inculcate values in students such as equality, secularism, education for all, and environmental protection, etc. To understand the culture as well as people of our country, every student must be provided at least a minimum level of education and also to provide education to the people who cannot afford it, to prepare the students with the ever-increasing demands.
4.2 Characteristics of education
The student-teacher relations remained the same as it was in ancient and medieval, but students did not live in the teacher’s house. As technology is increasing day by day, the education sector is also following the trend of technology by teaching the students through online lectures and Massive Open Online Course (MOOC). In Aviation and the medical sector, more emphasis is on practical knowledge as compared to other sectors. Women’s education is giving more importance, and the Government has launched many programs to encourage women’s education. In the modern era electronics gadgets like projectors, Light Emitting Diode (LED), and computers are used to teach the students. The Government has established many programs and there are many organizations that promote education in India.
4.3 Curriculum
The whole curriculum of a student is divided into three sections primary, secondary, and graduation. Primary education is from 1st to 10th standard, Secondary education is 11th and 12th, and in Graduation, students were given the choice to choose a field for further studies example computer, electrical, civil, etc. But after secondary education students also have choices to choose their career path. In primary education, students are taught subjects like history, geography, mathematics, science, Hindi, and Marathi. The languages may differ from state to state. At the early stages, students were taught alphabets, poem recitation, word formation, etc. Different prayers, the National Anthem is also in the schools. Along with studies different sports and extracurricular activities are also conducted in schools to keep the students fit and for their all-round development. The pupils are assessed based on the term exams conducted at frequent intervals. In secondary education, students are given choices to choose from science and commerce. According to the student’s choice, they were given an education. Secondary education is an advanced version of primary education. Pupils were assessed based on term examination. After secondary education, students were given entry to the universities through some entrance examination, according to their marks scored in entrance examination they are admitted to the universities. Pupils were assessed based on semester exams or in-sem exams.
In modern education along with studies, the emphasis is given on extracurricular activities and sports for all-round development of students.
4.4 Methods of learning
Students mostly learn concepts through online platforms like YouTube, Coursera, and Udemy.
Students refer to the notes given by the teacher’s side by side while learning online.
During class hours doubts are solved through discussions, debates, etc.
Pupils were assessed based on mid-sem written exams and practical exams to check their practical knowledge.
4.5 Educational institutions
Schools: Schools are the educational institutes where children are sent for their primary education. There are many private and government schools situated in India, primary education means education from Nursery to 10th standard. Children at their early ages are sent to schools to learn poems, grammar, prayers, alphabets, etc. besides this, the other subjects taught in the schools are English, mathematics, science, history, geography, and other regional languages. Schools are situated inside the city, also there are many cultural programs and sports events conducted in schools for the students to develop their interpersonal and physical skills. Private schools are run by organizations and the principal manages the academics and cultural activities in schools.
Colleges: After completing primary education from schools, students are sent to colleges for secondary education. After primary education, students are required to give entrance exams to take entry into colleges and according to the marks scored in entrance exams students are allotted colleges. In some states, during college, they are advised to choose a stream from science and commerce and then further carry on their secondary education. College education consists of 11th and 12th standard. Different subjects taught in secondary education according to their streams are physics, chemistry, geometry, algebra, accounts, and many other regional languages.
University: After the secondary education, students are required to give the entrance exams like Joint Engineering Entrance (JEE) and other state-level exams to take admissions in universities. Students are given choices to choose a stream like a computer, electronics, civil, and Mechanical and then start their career in it. The University provides undergraduate and postgraduate course comprising of course duration of 4 and 3 years, different universities in India are Savitribai Phule Pune University, Mumbai University, and many other aided non-aided and private universities. There are many cultural and sports events conducted in universities for giving students some time to joy and relax from studies.
4.6 Higher educational institutions
Indian Institute of Technology: It is one of the greatest universities in India for higher education like undergraduate, postgraduation, and many more streams. There is a total of 23 IIT colleges in India, every year lakhs of students compete to take admissions in these IIT’s. JEE-Mains and JEE-Advance are the two entrance examinations to take admission in these IIT’s, according to the All India Rank (AIR) and marks students are allotted IIT’s. Due to its high level of educational teaching and curriculum, IIT is famous all around the world.
The other top universities are Birla Institute of Technology and Science (BITS), National Institute of Technology (NIT), Indian Institute of Science (IISC).
4.7 Advantages
Use of technology in learning, students is learning free-lancing and many other new technologies.
Many programs and missions have started to increase the employment of India.
Top class universities and colleges with good infrastructure and environment.
4.8 Disadvantages
Interference of government in education, management, and syllabus.
Lack of quality teaching as well as the environment in government schools and colleges.
Increase in fees of schools and colleges of private institutes.
Lack of practical knowledge orientation.
Due to the increase in fees, the family, which is below the poverty line cannot afford education and hence there is an increase in the number of laborers in India.
Lack of connectivity of the students who lived in rural areas.
5. Conclusion
In the modern era, industries and technology are increasing day by day. Every industry sector is looking for a person who best suits their industry. With the ever-increasing demand for industrial sectors, our current education system also needs to be upgraded. In universities, students are learning just for competing with each other to come first, no practical knowledge is gained. There is a lot of pressure and burden of work and studies on them, due to this student are committing suicide. Our education system needs to learn from ancient and medieval education system regarding the implementation of practical knowledge, student-teacher relations, ways of life student lived in that age, the contribution of kings towards the education, there was no stress laid on students and much more. The future of industries and commercial sectors will be very tough and ever demanding, so our government has to provide such an education system which will bring all-round development in students and make them future-ready and also teach them to live in any critical situation.
Conflict of interest
The authors declare that there is no ‘conflict of interest’.
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During the ancient and medieval periods of education, students were trained by teachers in such a manner that they can survive and live in that era. After independence, there is a tremendous growth in the Indian education system providing teaching and training in all aspects, but it does not satisfy the global demands of the market. This chapter focuses on teaching methodology, curriculum, characteristics, methods of learning, aims of the Indian education system during the ancient and medieval period and how it differed in today’s modern education and what are the things that our today’s modern education need to learn and implement from ancient and medieval education. The mentioned points are used to differentiate ancient, medieval, and modern education with advantages and disadvantages. Through this chapter, students, teachers will get to know the difference in the education system and what else to be adapted in the future to overcome all the problems.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/73290",risUrl:"/chapter/ris/73290",signatures:"Mangesh M. Ghonge, Rohit Bag and Aniket Singh",book:{id:"9536",type:"book",title:"Education at the Intersection of Globalization and Technology",subtitle:null,fullTitle:"Education at the Intersection of Globalization and Technology",slug:"education-at-the-intersection-of-globalization-and-technology",publishedDate:"April 7th 2021",bookSignature:"Sharon Waller, Lee Waller, Vongai Mpofu and Mercy Kurebwa",coverURL:"https://cdn.intechopen.com/books/images_new/9536.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-83962-470-4",printIsbn:"978-1-83962-469-8",pdfIsbn:"978-1-83962-471-1",isAvailableForWebshopOrdering:!0,editors:[{id:"263302",title:"Dr.",name:"Sharon",middleName:null,surname:"Waller",slug:"sharon-waller",fullName:"Sharon Waller"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"326283",title:"Dr.",name:"Mangesh",middleName:null,surname:"Ghonge",fullName:"Mangesh Ghonge",slug:"mangesh-ghonge",email:"mangesh.ghonge@sitrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"326411",title:"Mr.",name:"Rohit",middleName:null,surname:"Bag",fullName:"Rohit Bag",slug:"rohit-bag",email:"rohit.bag@sitrc.org",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"326412",title:"Mr.",name:"Aniket",middleName:null,surname:"Singh",fullName:"Aniket Singh",slug:"aniket-singh",email:"thor98571@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Sandip Foundation",institutionURL:null,country:{name:"India"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Ancient education",level:"1"},{id:"sec_2_2",title:"2.1 Aim of education",level:"2"},{id:"sec_3_2",title:"2.2 Characteristics of education",level:"2"},{id:"sec_4_2",title:"2.3 Curriculum",level:"2"},{id:"sec_5_2",title:"2.4 Methods of learning",level:"2"},{id:"sec_6_2",title:"2.5 Educational institutions",level:"2"},{id:"sec_7_2",title:"2.6 Higher educational institutions",level:"2"},{id:"sec_8_2",title:"2.7 Advantages",level:"2"},{id:"sec_9_2",title:"2.8 Disadvantages",level:"2"},{id:"sec_11",title:"3. 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In: 2018 3rd International Conference on Emerging Trends in Engineering, Sciences and Technology (ICEEST). 2018'},{id:"B3",body:'Available from: http://www.vkmaheshwari.com/WP/?p=512'},{id:"B4",body:'Available from: https://www.sociologygroup.com/indian-education-system-features-pros-cons/'},{id:"B5",body:'Jayapalan N. History of Education in India; 1996'},{id:"B6",body:'Available from: http://digitaltk.com/indian-education-system-advantages-disadvantages/'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Mangesh M. Ghonge",address:"mangesh.ghonge@sitrc.org",affiliation:'
Department of Computer Engineering, Sandip Institute of Technology and Research Centre, Nashik, Maharashtra, India
Department of Computer Engineering, Sandip Institute of Technology and Research Centre, Nashik, Maharashtra, India
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IntechOpen’s Academic Editors and Authors have received funding for their work through many well-known funders, including: the European Commission, Bill and Melinda Gates Foundation, Wellcome Trust, Chinese Academy of Sciences, Natural Science Foundation of China (NSFC), CGIAR Consortium of International Agricultural Research Centers, National Institute of Health (NIH), National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), National Institute of Standards and Technology (NIST), German Research Foundation (DFG), Research Councils United Kingdom (RCUK), Oswaldo Cruz Foundation, Austrian Science Fund (FWF), Foundation for Science and Technology (FCT), Australian Research Council (ARC).
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
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In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
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Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
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Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
Open Access publication costs can often be designated directly in the grants or in specific budgets allocated for that purpose. Many of the most important funding organisations encourage, and even request, that the projects they fund are made available at no cost to the wider public. IntechOpen strives to maintain excellent relationships with these funders and ensures compliance with mandates.
\n\n
In order to help Authors identify appropriate funding agencies and institutions, we have created a list, based on extensive research on various OA resources (including ROARMAP and SHERPA/JULIET) of organizations that have funds available. Before consulting our list we encourage you to petition your own institution or organization for Open Access funds or check the specifications of your grant with your funder to ascertain if publication costs are included. Where you are in receipt of a grant you should clarify:
\n\n
\n\t
Does your institution already have a budget for covering Open Access publication costs?
\n\t
Does your grant list Open Access publication fees as legitimate direct/indirect costs?
\n
\n\n
If you are associated with any of the institutions in our list below, you can apply to receive OA publication funds by following the instructions provided in the links. Please consult the Open Access policies or grant Terms and Conditions of any institution with which you are linked to explore ways to cover your publication costs (also accessible by clicking on the link in their title).
\n\n
Please note that this list is not a definitive one and is updated regularly. To suggest possible modifications or the inclusion of your institution/funder, please contact us at funders@intechopen.com
\n\n
Please be aware that you must be a member, or grantee, of the institutions/funders listed in order to apply for their Open Access publication funds.
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He is also a faculty member in the Molecular Oncology Program. He obtained his MSc and Ph.D. at Oregon State University and Texas Tech University, respectively. He pursued his postdoctoral studies at Rutgers University Medical School and the National Institutes of Health (NIH/NIDDK), USA. His research focuses on biochemistry, biophysics, genetics, molecular biology, and molecular medicine with specialization in the fields of drug design, protein structure-function, protein folding, prions, microRNA, pseudogenes, molecular cancer, epigenetics, metabolites, proteomics, genomics, protein expression, and characterization by spectroscopic and calorimetric methods.",institutionString:"University of Health Sciences",institution:null},{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",biography:"Hiroyuki Kagechika received his bachelor’s degree and Ph.D. in Pharmaceutical Sciences from the University of Tokyo, Japan, where he served as an associate professor until 2004. He is currently a professor at the Institute of Biomaterials and Bioengineering (IBB), Tokyo Medical and Dental University (TMDU). From 2010 to 2012, he was the dean of the Graduate School of Biomedical Science. Since 2012, he has served as the vice dean of the Graduate School of Medical and Dental Sciences. He has been the director of the IBB since 2020. Dr. Kagechika’s major research interests are the medicinal chemistry of retinoids, vitamins D/K, and nuclear receptors. He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNVJQA4/Profile_Picture_2022-03-07T13:23:04.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. His research interests include biochemistry, oxidative stress, reactive species, antioxidants, lipid peroxidation, inflammation, reproductive hormones, phenolic compounds, female infertility.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Associate Prof.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/15648_n.jpg",biography:"Dr. Mohd Aftab Siddiqui is currently working as Assistant Professor in the Faculty of Pharmacy, Integral University, Lucknow for the last 6 years. He has completed his Doctor in Philosophy (Pharmacology) in 2020 from Integral University, Lucknow. He completed his Bachelor in Pharmacy in 2013 and Master in Pharmacy (Pharmacology) in 2015 from Integral University, Lucknow. He is the gold medalist in Bachelor and Master degree. He qualified GPAT -2013, GPAT -2014, and GPAT 2015. His area of research is Pharmacological screening of herbal drugs/ natural products in liver and cardiac diseases. He has guided many M. Pharm. research projects. He has many national and international publications.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. degree from Integral University. Currently, he’s working as an Assistant Professor of Pharmaceutics in the Faculty of Pharmacy, Integral University. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than 32 original articles published in reputed journals, 3 edited books, 5 book chapters, and a number of scientific articles published in ‘Ingredients South Asia Magazine’ and ‘QualPharma Magazine’. He is a member of the American Association for Cancer Research, International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs that aim to provide practical solutions to current healthcare problems.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}},{id:"297507",title:"Dr.",name:"Charles",middleName:"Elias",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/297507/images/system/297507.jpg",biography:"Charles Elias Assmann is a biologist from Federal University of Santa Maria (UFSM, Brazil), who spent some time abroad at the Ludwig-Maximilians-Universität München (LMU, Germany). He has Masters Degree in Biochemistry (UFSM), and is currently a PhD student at Biochemistry at the Department of Biochemistry and Molecular Biology of the UFSM. His areas of expertise include: Biochemistry, Molecular Biology, Enzymology, Genetics and Toxicology. He is currently working on the following subjects: Aluminium toxicity, Neuroinflammation, Oxidative stress and Purinergic system. Since 2011 he has presented more than 80 abstracts in scientific proceedings of national and international meetings. Since 2014, he has published more than 20 peer reviewed papers (including 4 reviews, 3 in Portuguese) and 2 book chapters. He has also been a reviewer of international journals and ad hoc reviewer of scientific committees from Brazilian Universities.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",country:{name:"Brazil"}}},{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",institution:{name:"Universidade Federal da Fronteira Sul",country:{name:"Brazil"}}},{id:"226275",title:"Ph.D.",name:"Metin",middleName:null,surname:"Budak",slug:"metin-budak",fullName:"Metin Budak",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226275/images/system/226275.jfif",biography:"Metin Budak, MSc, PhD is an Assistant Professor at Trakya University, Faculty of Medicine. He has been Head of the Molecular Research Lab at Prof. Mirko Tos Ear and Hearing Research Center since 2018. His specializations are biophysics, epigenetics, genetics, and methylation mechanisms. He has published around 25 peer-reviewed papers, 2 book chapters, and 28 abstracts. He is a member of the Clinical Research Ethics Committee and Quantification and Consideration Committee of Medicine Faculty. His research area is the role of methylation during gene transcription, chromatin packages DNA within the cell and DNA repair, replication, recombination, and gene transcription. His research focuses on how the cell overcomes chromatin structure and methylation to allow access to the underlying DNA and enable normal cellular function.",institutionString:"Trakya University",institution:{name:"Trakya University",country:{name:"Turkey"}}},{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",biography:"Anca Pantea Stoian is a specialist in diabetes, nutrition, and metabolic diseases as well as health food hygiene. She also has competency in general ultrasonography.\n\nShe is an associate professor in the Diabetes, Nutrition and Metabolic Diseases Department, Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. She has been chief of the Hygiene Department, Faculty of Dentistry, at the same university since 2019. Her interests include micro and macrovascular complications in diabetes and new therapies. Her research activities focus on nutritional intervention in chronic pathology, as well as cardio-renal-metabolic risk assessment, and diabetes in cancer. She is currently engaged in developing new therapies and technological tools for screening, prevention, and patient education in diabetes. \n\nShe is a member of the European Association for the Study of Diabetes, Cardiometabolic Academy, CEDA, Romanian Society of Diabetes, Nutrition and Metabolic Diseases, Romanian Diabetes Federation, and Association for Renal Metabolic and Nutrition studies. She has authored or co-authored 160 papers in national and international peer-reviewed journals.",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",country:{name:"Romania"}}},{id:"279792",title:"Dr.",name:"João",middleName:null,surname:"Cotas",slug:"joao-cotas",fullName:"João Cotas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279792/images/system/279792.jpg",biography:"Graduate and master in Biology from the University of Coimbra.\n\nI am a research fellow at the Macroalgae Laboratory Unit, in the MARE-UC – Marine and Environmental Sciences Centre of the University of Coimbra. My principal function is the collection, extraction and purification of macroalgae compounds, chemical and bioactive characterization of the compounds and algae extracts and development of new methodologies in marine biotechnology area. \nI am associated in two projects: one consists on discovery of natural compounds for oncobiology. The other project is the about the natural compounds/products for agricultural area.\n\nPublications:\nCotas, J.; Figueirinha, A.; Pereira, L.; Batista, T. 2018. An analysis of the effects of salinity on Fucus ceranoides (Ochrophyta, Phaeophyceae), in the Mondego River (Portugal). Journal of Oceanology and Limnology. in press. DOI: 10.1007/s00343-019-8111-3",institutionString:"Faculty of Sciences and Technology of University of Coimbra",institution:null},{id:"279788",title:"Dr.",name:"Leonel",middleName:null,surname:"Pereira",slug:"leonel-pereira",fullName:"Leonel Pereira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279788/images/system/279788.jpg",biography:"Leonel Pereira has an undergraduate degree in Biology, a Ph.D. in Biology (specialty in Cell Biology), and a Habilitation degree in Biosciences (specialization in Biotechnology) from the Faculty of Science and Technology, University of Coimbra, Portugal, where he is currently a professor. In addition to teaching at this university, he is an integrated researcher at the Marine and Environmental Sciences Center (MARE), Portugal. His interests include marine biodiversity (algae), marine biotechnology (algae bioactive compounds), and marine ecology (environmental assessment). Since 2008, he has been the author and editor of the electronic publication MACOI – Portuguese Seaweeds Website (www.seaweeds.uc.pt). He is also a member of the editorial boards of several scientific journals. Dr. Pereira has edited or authored more than 20 books, 100 journal articles, and 45 book chapters. He has given more than 100 lectures and oral communications at various national and international scientific events. He is the coordinator of several national and international research projects. In 1998, he received the Francisco de Holanda Award (Honorable Mention) and, more recently, the Mar Rei D. Carlos award (18th edition). He is also a winner of the 2016 CHOICE Award for an outstanding academic title for his book Edible Seaweeds of the World. In 2020, Dr. Pereira received an Honorable Mention for the Impact of International Publications from the Web of Science",institutionString:"University of Coimbra",institution:{name:"University of Coimbra",country:{name:"Portugal"}}},{id:"61946",title:"Dr.",name:"Carol",middleName:null,surname:"Bernstein",slug:"carol-bernstein",fullName:"Carol Bernstein",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61946/images/system/61946.jpg",biography:"Carol Bernstein received her PhD in Genetics from the University of California (Davis). She was a faculty member at the University of Arizona College of Medicine for 43 years, retiring in 2011. Her research interests focus on DNA damage and its underlying role in sex, aging and in the early steps of initiation and progression to cancer. In her research, she had used organisms including bacteriophage T4, Neurospora crassa, Schizosaccharomyces pombe and mice, as well as human cells and tissues. She authored or co-authored more than 140 scientific publications, including articles in major peer reviewed journals, book chapters, invited reviews and one book.",institutionString:"University of Arizona",institution:{name:"University of Arizona",country:{name:"United States of America"}}},{id:"182258",title:"Dr.",name:"Ademar",middleName:"Pereira",surname:"Serra",slug:"ademar-serra",fullName:"Ademar Serra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/182258/images/system/182258.jpeg",biography:"Dr. Serra studied Agronomy on Universidade Federal de Mato Grosso do Sul (UFMS) (2005). He received master degree in Agronomy, Crop Science (Soil fertility and plant nutrition) (2007) by Universidade Federal da Grande Dourados (UFGD), and PhD in agronomy (Soil fertility and plant nutrition) (2011) from Universidade Federal da Grande Dourados / Escola Superior de Agricultura Luiz de Queiroz (UFGD/ESALQ-USP). Dr. Serra is currently working at Brazilian Agricultural Research Corporation (EMBRAPA). His research focus is on mineral nutrition of plants, crop science and soil science. Dr. Serra\\'s current projects are soil organic matter, soil phosphorus fractions, compositional nutrient diagnosis (CND) and isometric log ratio (ilr) transformation in compositional data analysis.",institutionString:"Brazilian Agricultural Research Corporation",institution:{name:"Brazilian Agricultural Research Corporation",country:{name:"Brazil"}}}]}},subseries:{item:{id:"91",type:"subseries",title:"Sustainable Economy and Fair Society",keywords:"Sustainable, Society, Economy, Digitalization, KPIs, Decision Making, Business, Digital Footprint",scope:"
\r\n\tGlobally, the ecological footprint is growing at a faster rate than GDP. This phenomenon has been studied by scientists for many years. However, clear strategies and actions are needed now more than ever. Every day, humanity, from individuals to businesses (public and private) and governments, are called to change their mindset in order to pursue a virtuous combination for sustainable development. Reasoning in a sustainable way entails, first and foremost, managing the available resources efficiently and strategically, whether they are natural, financial, human or relational. In this way, value is generated by contributing to the growth, improvement and socio-economic development of the communities and of all the players that make up its value chain. In the coming decades, we will need to be able to transition from a society in which economic well-being and health are measured by the growth of production and material consumption, to a society in which we live better while consuming less. In this context, digitization has the potential to disrupt processes, with significant implications for the environment and sustainable development. There are numerous challenges associated with sustainability and digitization, the need to consider new business models capable of extracting value, data ownership and sharing and integration, as well as collaboration across the entire supply chain of a product. In order to generate value, effectively developing a complex system based on sustainability principles is a challenge that requires a deep commitment to both technological factors, such as data and platforms, and human dimensions, such as trust and collaboration. Regular study, research and implementation must be part of the road to sustainable solutions. Consequently, this topic will analyze growth models and techniques aimed at achieving intergenerational equity in terms of economic, social and environmental well-being. It will also cover various subjects, including risk assessment in the context of sustainable economy and a just society.
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She has over 160 Scientific Publications in International Journals and Conferences and she is the author of 5 books on Innovation and Decision Making in Industrial Applications and Engineering.",institutionString:null,institution:{name:"Parthenope University of Naples",institutionURL:null,country:{name:"Italy"}}},editorTwo:null,editorThree:null,series:{id:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:null},editorialBoard:[{id:"179628",title:"Prof.",name:"Dima",middleName:null,surname:"Jamali",slug:"dima-jamali",fullName:"Dima Jamali",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSAIlQAO/Profile_Picture_2022-03-07T08:52:23.jpg",institutionString:null,institution:{name:"University of Sharjah",institutionURL:null,country:{name:"United Arab Emirates"}}},{id:"170206",title:"Prof.",name:"Dr. Orhan",middleName:null,surname:"Özçatalbaş",slug:"dr.-orhan-ozcatalbas",fullName:"Dr. Orhan Özçatalbaş",profilePictureURL:"https://mts.intechopen.com/storage/users/170206/images/system/170206.png",institutionString:null,institution:{name:"Akdeniz University",institutionURL:null,country:{name:"Turkey"}}},{id:"250347",title:"Associate Prof.",name:"Isaac",middleName:null,surname:"Oluwatayo",slug:"isaac-oluwatayo",fullName:"Isaac Oluwatayo",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRVIVQA4/Profile_Picture_2022-03-17T13:25:32.jpg",institutionString:null,institution:{name:"University of Venda",institutionURL:null,country:{name:"South Africa"}}},{id:"141386",title:"Prof.",name:"Jesús",middleName:null,surname:"López-Rodríguez",slug:"jesus-lopez-rodriguez",fullName:"Jesús López-Rodríguez",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRBNIQA4/Profile_Picture_2022-03-21T08:24:16.jpg",institutionString:null,institution:{name:"University of A Coruña",institutionURL:null,country:{name:"Spain"}}},{id:"208657",title:"Dr.",name:"Mara",middleName:null,surname:"Del Baldo",slug:"mara-del-baldo",fullName:"Mara Del Baldo",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRLMUQA4/Profile_Picture_2022-05-18T08:19:24.png",institutionString:"University of Urbino Carlo Bo",institution:null}]},onlineFirstChapters:{paginationCount:17,paginationItems:[{id:"81647",title:"Diabetes and Epigenetics",doi:"10.5772/intechopen.104653",signatures:"Rasha A. 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