Reliability value of questionnaire items.
\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"7345",leadTitle:null,fullTitle:"BODIPY Dyes - A Privilege Molecular Scaffold with Tunable Properties",title:"BODIPY Dyes",subtitle:"A Privilege Molecular Scaffold with Tunable Properties",reviewType:"peer-reviewed",abstract:"Nowadays, dye chemistry is a booming area of research. In particular, BODIPY fluorophore dyes are in the spotlight since their chromophore allows the design of tailor-made molecules for specific (bio)technological purposes. BODIPY Dyes: A Privilege Molecular Scaffold with Tunable Properties aims to highlight such chemical versatility and modulable photophysical and electrochemical properties. The second and the third chapter deal with BODIPYs in chemosensing and as labels for bioimaging. The fourth chapter focuses on their electroluminescence and redox properties, and their role in photocatalysis. The fifth chapter provides deeper insight into the degradation mechanisms in acid and basic media. The book aims to overview the state of the art of BODIPYs and inspire readers involved in dye chemistry.",isbn:"978-1-78985-082-6",printIsbn:"978-1-78985-081-9",pdfIsbn:"978-1-83881-816-6",doi:"10.5772/intechopen.75220",price:100,priceEur:109,priceUsd:129,slug:"bodipy-dyes-a-privilege-molecular-scaffold-with-tunable-properties",numberOfPages:100,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"5fb7c298ddb4308893451f964a28c422",bookSignature:"Jorge Bañuelos-Prieto and Rebeca Sola Llano",publishedDate:"January 30th 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7345.jpg",numberOfDownloads:7097,numberOfWosCitations:13,numberOfCrossrefCitations:5,numberOfCrossrefCitationsByBook:2,numberOfDimensionsCitations:12,numberOfDimensionsCitationsByBook:5,hasAltmetrics:0,numberOfTotalCitations:30,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 26th 2018",dateEndSecondStepPublish:"May 15th 2018",dateEndThirdStepPublish:"July 14th 2018",dateEndFourthStepPublish:"October 2nd 2018",dateEndFifthStepPublish:"December 1st 2018",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"227055",title:"Dr.",name:"Jorge",middleName:null,surname:"Bañuelos-Prieto",slug:"jorge-banuelos-prieto",fullName:"Jorge Bañuelos-Prieto",profilePictureURL:"https://mts.intechopen.com/storage/users/227055/images/system/227055.png",biography:"Dr. Jorge Bañuelos Prieto is an associate professor at the Physical Chemistry Department of the Basque Country University (UPV/EHU). He was born in 1976 and received his PhD (2004) from the same university under the guidance of Profs. Iñigo and Fernando López Arbeloa. From then to 2006 he was assistant lecturer, and after that lecturer until 2011 when he got his actual position in UPV/EHU. In 2006 he did a postdoctoral stay with Prof. Gion Calzaferri at Bern University (Switzerland). He belongs to the Molecular Spectroscopic Group at UPV/EHU and his main research topic is the computationally assisted design and photophysical characterization of organic fluorophores in solution and solid hosts for photonic and biophotonic applications. He has published around a hundred research articles in reputed and indexed scientific journals.",institutionString:"Basque Country University (UPV/EHU)",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of the Basque Country",institutionURL:null,country:{name:"Spain"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:{id:"250191",title:"Dr.",name:"Rebeca",middleName:null,surname:"Sola Llano",slug:"rebeca-sola-llano",fullName:"Rebeca Sola Llano",profilePictureURL:"https://mts.intechopen.com/storage/users/250191/images/7047_n.png",biography:"Dra. Rebeca Sola Llano is a postdoctoral researcher at the Physical Chemistry Department of the Basque Country University (UPV/EHU) and belongs to the Molecular Spectroscopy Group (UPV/EHU). She was born in 1989 and finished the degree in chemistry in 2012 at UPV/EHU. After that, she completed an interuniversitary master´s degree between UPV/EHU and Cantabria University in New Materials in 2013. She finished her PhD in 2017 under the supervision of Prof. Iñigo López Arbeloa and Dra. Virginia Martinez Martinez. Her research topics are focused in the hydrothermal synthesis of zeolitic materials and the photophysical characterization of organic dyes and photoactive materials, using spectroscopic techniques and confocal fluorescence microscopy. Her work has given raise to almost ten publications in Q1 journals, two book chapters, and five oral presentations in international congresses.",institutionString:null,position:"Postdoctoral Researcher",outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"0",institution:null},coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"499",title:"Organometallic Chemistry",slug:"organic-chemistry-organometallic-chemistry"}],chapters:[{id:"64978",title:"Introductory Chapter: BODIPY Dye, an All-in-One Molecular Scaffold for (Bio)Photonics",doi:"10.5772/intechopen.82682",slug:"introductory-chapter-bodipy-dye-an-all-in-one-molecular-scaffold-for-bio-photonics",totalDownloads:1614,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:null,signatures:"Rebeca Sola-Llano and Jorge Bañuelos",downloadPdfUrl:"/chapter/pdf-download/64978",previewPdfUrl:"/chapter/pdf-preview/64978",authors:[{id:"227055",title:"Dr.",name:"Jorge",surname:"Bañuelos-Prieto",slug:"jorge-banuelos-prieto",fullName:"Jorge Bañuelos-Prieto"},{id:"250191",title:"Dr.",name:"Rebeca",surname:"Sola Llano",slug:"rebeca-sola-llano",fullName:"Rebeca Sola Llano"}],corrections:null},{id:"62699",title:"BODIPY Core as Signaling Unit in Chemosensor Design",doi:"10.5772/intechopen.79591",slug:"bodipy-core-as-signaling-unit-in-chemosensor-design",totalDownloads:1225,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"BODIPY derivatives possess unique photophysical properties and for these reasons, they have been used in numerous fields. Among the different applications, they are used in designing chemosensors that has increased in the last years. Here, we report several strategies and examples for detecting analytes of different characteristics: cations, anions, and hazardous and pollutant neutral molecules using BODIPY core as signaling unit.",signatures:"Ana M. Costero, Margarita Parra, Salvador Gil and Pablo Gaviña",downloadPdfUrl:"/chapter/pdf-download/62699",previewPdfUrl:"/chapter/pdf-preview/62699",authors:[{id:"251856",title:"Prof.",name:"Ana M.",surname:"Costero",slug:"ana-m.-costero",fullName:"Ana M. Costero"},{id:"257272",title:"Dr.",name:"Pablo",surname:"Gavina",slug:"pablo-gavina",fullName:"Pablo Gavina"},{id:"257277",title:"Prof.",name:"Margarita",surname:"Parra",slug:"margarita-parra",fullName:"Margarita Parra"},{id:"257278",title:"Prof.",name:"Salvador",surname:"Gil",slug:"salvador-gil",fullName:"Salvador Gil"}],corrections:null},{id:"63377",title:"Blue-Emitting BODIPY Dyes",doi:"10.5772/intechopen.80349",slug:"blue-emitting-bodipy-dyes",totalDownloads:1362,totalCrossrefCites:1,totalDimensionsCites:3,hasAltmetrics:0,abstract:"BODIPY which consists of a dipyrromethene complex with disubstituted boron has emerged as a superior fluorophore in various research fields. BODIPY typically shows high quantum yield with environment-insensitive fluorescence emission, sharp excitation and emission peaks, high water solubility and biocompatibility, and photostability. So far, various kinds of BODIPY derivatives have been developed and applied in not only academia such as chemistry, biochemistry, biomedical engineering, and medicine but also industries. BODIPY shows dramatic photophysical property changes upon substitution of functional groups or pi bond elongation on the main core structure. Among them, the blue-emitting BODIPY dyes with their synthesis and photophysical analysis were recently reported. In this chapter, the key information of the blue-emitting BODIPY dyes and their recent cutting-edge applications are summarized.",signatures:"Na Hee Kim and Dokyoung Kim",downloadPdfUrl:"/chapter/pdf-download/63377",previewPdfUrl:"/chapter/pdf-preview/63377",authors:[null],corrections:null},{id:"62646",title:"Redox Chemistry of BODIPY Dyes",doi:"10.5772/intechopen.79704",slug:"redox-chemistry-of-bodipy-dyes",totalDownloads:1662,totalCrossrefCites:2,totalDimensionsCites:4,hasAltmetrics:0,abstract:"The implementation of BODIPY dyes in electron transfer reactions is an exciting new frontier that expands the toolbox of the dye molecule that has primarily been implemented in biological and chemical sensing applications. BODIPY dyes are capable of reversible reductions at the average reduction potential of −1.53 V vs. ferrocene/ferrocenium, varying about 700 mV from this average value depending on the substitution of the BODIPY core. BODIPY dyes are also capable of reversible oxidations, exhibiting an average oxidation potential of 610 mV with the ability to manipulate the oxidation potential up to 600 mV from the average potential. The respective azaBODIPY dyes are on average about 600 mV easier to reduce (more positive potentials) and are oxidized at almost identical oxidation potentials to the respective BODIPY dyes. The oxidation and reduction potentials of BODIPY dyes are heavily dependent on substitution of the BODIPY core, which allows for a high degree of tunability in the redox potentials. This characteristic makes BODIPY dye molecules good candidates for use as photoredox catalysts, redox flow batteries, redox-active ligands, light harvesting antenna, and many other applications in materials science, biology, and chemical synthesis.",signatures:"Brena L. Thompson and Zachariah Heiden",downloadPdfUrl:"/chapter/pdf-download/62646",previewPdfUrl:"/chapter/pdf-preview/62646",authors:[null],corrections:null},{id:"65034",title:"Decomposition Mechanisms of BODIPY Dyes",doi:"10.5772/intechopen.80498",slug:"decomposition-mechanisms-of-bodipy-dyes",totalDownloads:1234,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:"The stability of metal complexes in both thermodynamic and kinetic aspects always was a matter of interest in the field of coordination chemistry. Practical implementation of a fluorophores in a field of molecular biology also is essentially constrained by their solvolytic and protolytic stability. The aforementioned emphasizes interest in a search for factors of quantitative stability-based discrimination on a row of BODIPY derivatives. This chapter shows that thermodynamic stability of a dipyrrinates varies to a large extent from a mostly undestructable solvolytically BODIPYs to a very volatile in the same aspect rare-earth element complexes.",signatures:"Yuriy S. Marfin, Sergey D. Usoltsev and Evgeniy V. 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The chemical sensor is an analyzer that responds to a particular analyte in a selective and reversible way and transforms input chemical quantity, ranging from the concentration of a specific sample component to a total composition analysis, into an analytically electrical signal [1, 2], as depicted in Figure 1. The chemical information may originate from a chemical reaction by a biomaterial, chemical compound, or a combination of both attached onto the surface of a physical transducer toward the analyte. The chemical sensor subject is an emerging discipline formed by the multidisciplinary study among chemistry, biology, electricity, optics, mechanics, acoustics, thermology, semiconductor technology, microelectronics technology, and membrane technology.
\nSensor principle. Schematic diagram of a sensor that produces an electrical output in response to the presence of an input quantity.
Although the history of chemical sensor dates back not long ago, it has gained increasing attraction for applications in environmental monitoring, industrial process monitoring, gas composition analysis, medicine, national defense and public security, and on-site emergency disposal owing to its many excellent properties such as small size, satisfactory sensitivity, larger dynamic range, low cost, and easy to realize automatic measurement and online or in situ and continuous detection. Hence, the chemical sensor becomes one of the most active and effective directions of modern sensor technology.
\nAccording to the working principle, the chemical sensor can be classified into many types such as optical, electrochemical, mass, magnetic, and thermal. The optical chemical sensor is based on the changes in optical phenomena analysis arising from the interaction between the analyte and the receiver. The electrochemical sensor utilizes electrochemical effect among the analytes and featured electrodes. The working principle of the mass sensor depends on the quality change induced by the mass loading from the adsorption toward the analyte by the special modification of sensor surface. The magnetic device is based on the magnetic properties in analyte adsorption, whereas the thermal sensor utilizes the thermal effect generated by the specific chemical reaction or adsorption process.
\nClassification of chemical sensors based on sensing objects.
Another way to categorize the chemical sensors is based on the object to be detected, that is, the chemical sensors can be classified as gas sensors for trace gas analysis and monitoring, various ion sensors represented by the pH sensor, humidity sensor, and biosensors made by biological characteristics. Figure 2 lists the main categories of chemical sensors toward various objects.
\nIt is well known that the environment monitoring is the major application field of the chemical sensor, therein, the gas sensor plays a pivotal role. The key performance indicators of the gas sensor include sensitivity, selectivity, and stability, which are determined mainly by the characteristics of the sensing material and mechanism. By utilizing the advanced materials and the new response mechanism, the gas sensitive characteristic of the sensor can be improved significantly. Generally speaking, the gas sensor is categorized mainly by its working principle as a semiconductor type, an electrochemical type, a solid electrolyte type, a contact combustion type, a photochemical type, and a polymer type. Each type is introduced in the paragraphs below.
\n\nSemiconductor gas sensor is a sensitive element made by metal oxides or metal semiconductor oxide materials [3]. As regards the electrical conductivity sensors, the resistance of their active sensing layer changes due to contact with the gas to be detected. Since the first semiconductor metal-oxide-ceramic gas sensor was reported in 1962, the semiconductor gas sensors have become the most comprehensive and widely used gas sensors.
\nThe electrochemical gas sensor can be categorized into galvanic cell type, controlled potential electrolysis type, coulometric type, and ion-selective electrode type [4]. The galvanic cell gas sensor evaluates the target gas composition by measuring the shift in current. The controlled potential electrolysis gas sensor senses the target gas by measuring the electrolytic current and is different from the galvanic cell sensor, and a specific voltage should be imposed externally. Furthermore, the oxygen in blood can also be detected in addition to CO, NO, NO2, and SO2. The coulometric gas sensor detects the target species by measuring the current generated by the interaction between the gas and the electrolyte. The ion-selective electrode gas sensor has appeared earlier, and it detects the gas by measuring the ion current with high sensitivity and excellent selectivity.
\nThe contact combustion gas sensor includes direct contact sensor with the combustion and catalysis combustion sensor [5]. Its working principle is that oxidative combustion of the combustible gas occurs directly or by using catalysts in the energized state, accordingly, the burning gas sensitive material (Pt wire) is heated up, resulting in the shift in the resistance value. By evaluating the resistance shift, the gas concentration can be extracted. Sometimes, such a sensor is called a thermal conductivity sensor, which is widely used for sensing combustible gas in petroleum chemical plant, shipyards, mine tunnels, kitchens, and bathrooms.
\nOptical gas sensors include infrared absorption sensors, spectrum absorptive sensors, fluorescence sensors, and fiber sensors [6], in which, the infrared absorption sensor is the most widely used for sensing gas by measuring and analyzing the infrared absorption peak from various gas adsorption. Such a sensor has a lot of outstanding advantages of excellent antivibration and antipollution ability, autocorrection, and possibility of continuous and longer dynamic monitoring.
\nThe polymer gas sensitive materials have grown enormously in the past several years, which plays an important role in sensing trace poisonous gas because of its easy operation, simple process, good selectivity at normal temperature, low price, and easy to combine with the micro structure or surface acoustic wave (SAW) devices [7].
\nEnvironmental protection and monitoring, prevention and treatment of disease and the continuous improvement of people’s quality of life are still the main application areas of the chemical sensors in the foreseeable future. Nowadays, with new challenges as well as new opportunities, the features of the chemical sensors trend are as follows:
A variety of gas sensors used widely in environmental protection and monitoring are highly valued, which are the mainstays of three mainstreams of chemical sensors. High sensitivity, miniaturization, integration, and low cost are still the development tendency of the gas sensors.
Biosensor ranks second in three mainstream of current chemical sensors. The twenty-first century is the century of biology. As an important part of biology, the biosensor provides the important support for the biological technology. It is not only an important aspect of the international competition of high-tech but also a window to evaluate the biological level of a country. Nowadays, the research on biosensor is strengthened in many countries to adapt to rapid development of biology. Among them, the microarray technology dominated by the DNA or cDNA biochip is one of the emphases for biosensor research. Nanobiosensing technology formed by a combination of biosensing technology and nanotechnology would be a new growth point of the biosensors, and a unprecedented new situation will be created based on the new applications of the silicon and nonsilicon-based micro biosensor in biomedical, environmental monitoring and instrumentation industries.
Electrochemical sensor ranks only the third in the mainstream of current chemical sensors, but it is very active. The electromechanical sensor dominated by ion selective electrode (ISE) will continue to trend to high sensitivity, low detection limit, fast response, and long-operating life. The appearance of the new materials such as organometallic compound, organometallic polymer, and macrocyclic compounds and their complexes represented by the metal porphyrin (metalloporphyrins) offers a solid foundation for gradual perfection of all solid-state ion-selective electrode, electrochemiluminescence (ECL), and photoelectrochemical sensor. Some new technologies such as nanoparticle LB films, molecular imprinting technology (MIT), and nanoelectrode arrays, and appearance of scanning electrochemical microscopy (SECM) and electrochemical impedance spectroscopy (EIS) will make the electrochemical sensor vigorous and exuberant and expand some new applications in environmental protection, food industry, biology, and medicine.
A new generation of bionic sensors, such as electronic nose and electronic tongue, will be a new growth point of chemical sensor in the coming century. It is an important aspect of artificial intelligence study to simulate the function of human bodies and facial features (five human senses) to recognize various substances and environments effectively. Since the breakthrough in taste sensor was obtained in the 1990s, the substances with five major tastes of sweetness, sourness, bitterness, spiciness, and saltiness can be detected quantitatively by using the multichannel technology. Further improvement of the taste sensor in selectivity, repeatability, and durability will lead to more applications in the food industry to improve the quality and quality control of beverages, fruits, and vegetables. Electronic nose is a multichannel gas sensor array that provides an effective way to detect toxic gas, explosive gas, as well as the released smell of drugs, explosives, and food.
The emergence of the microchemical sensor and its array is an important sign of the chemical sensor with excellent performance entering the new century. With the development of solid-state and microelectronic technology and the appearance of the MEMS sensors aiming for high precision, low driving, low power consumption, small size and fast response, the chemical sensor will be turned over a new leaf, and enters into an unprecedented “Micro world.”
Coeducation (also known as mixed-gender or mixed-sex education) is a system of education that allows both girls and boys to study together in the same setting under the same conditions and equally share resources, facilities and experiences of a school [1, 2, 3, 4]. In the late 19th and early 20th centuries, many coeducational schools were established in North America, Russia and some European countries such as Germany and Britain [5, 6, 7]. Since then, the concept of coeducation has traveled around the world and the vast majority of schools and universities are mixed-gender [8, 9]. Knight [10] asserts that many educational institutions around the world adopted coeducation because of the public pressure and advocates of equal rights of girls to education. There were oppositions against coeducation in some Latin American and many Islamic countries, but soon they gave way to coeducation. There are still conservative and traditional communities in countries that oppose coeducation, which mainly roots from their traditional beliefs and cultural norms [11, 12]. For instance, coeducation is completely banned in North West of Pakistan where women have no social status and political power [11, 13, 14].
\nImplementation of coeducation in Afghanistan has been heavily dependent on political situation and ruling faction. Coeducation in Afghanistan dates back to the 1920s during which Amanullah Khan was ruling the country, and he is thought to have relentlessly attempted to modernize the country and promote gender equality in the country. During his reign in 1928, the first co-educational classes were introduced at Amaniyya High School for grades one and two [15]. Coeducation was introduced at the university level in the late 1970s during which People’s Democratic Party of Afghanistan (PDPA), a Soviet-backed party rose to power. PDPA implemented rapid social and economic changes and introduced mass literacy for women and men of all ages. They reformed the education system and stressed education for both women and men. Numerous decrees aimed to ensure equal rights for women were issued. A large percentage of women obtained their higher education and worked as doctors, faculty members and MPs [16, 17].
\nHowever, the Soviet invasion of Afghanistan in 1979 and civil wars destroyed the education system. Women’s access to higher education was severely curtailed following the collapse of the communist regime and rise of the Mujahedeen to power in 1992. During their era (1992–1996), women’s movement was restricted and access to higher education became limited particularly for women [18]. The situation became worse under the Taliban Regime (1996–2001). They outlawed coeducation in the country [16]. They barred girls from going to school let alone attending universities and studying along with boys under a roof [19, 20, 21].
\nFollowing the US attack to Afghanistan and the collapse of Taliban Regime in 2001, public universities reopened their doors for girls and boys and new public and private higher education institutions were established. Girls and women were encouraged to matriculate at these universities through konkor exams (national entrance exams) [18]. Since 2001, the country has made significant progress with respect to gender equality particularly women’s education [22]. The classes in public and private higher education institutions are coeducational with the exception of schools of Sharia at the universities in which female and male classes are separated. Furthermore, female and male classes are separated particularly in remote provinces by a few departments of some faculties when there is enough number of girls to offer female-exclusive class. Some public schools particularly primary ones are coeducational in various parts of the country. Moreover, some private schools especially the ones based in big cities (e.g., Kabul) offer coeducational classes at high school level. Teacher training colleges, community colleges and vocational institutes also offer coeducational classes. Many foreign language centers in particular English language centers offer coeducational classes even the ones based in remote cities (e.g., Taliqan City). However, all female and male classes in madrassas (religious schools) are separated.
\nScholars are of various views with respect to coeducation and its effects on students. According to Evans [23], coeducation is more conductive to gender equality; it results in undermining gender stereotypes as girls reveal equal competences in mixed-gender classes. Coeducation is believed to play a vital role in the social development of girls and boys. They gain social maturity through interaction with each other and sharing personal experiences [11]. Mixed-gender education provides girls and boys with the opportunity to see each other as partners in learning. It offers a wide variety of learning experiences and role models, and it promotes equality and diversity. As girls and boys study and work together in the same environment under the same conditions, they improve their social and emotional understanding. In a coed setting, they learn to treat each other with respect and reject the gender stereotypes associated with a particular gender [24]. Schmuck [25] states that mixed-gender education helps boys and girls to develop effective interpersonal skills, which are essential for their social life and success in their workplace.
\nOn the other hand, other scholars have disfavored coeducation. Bosire et al. [26] assert that female students’ academic performance is negatively affected in a coed setting since they may be exposed to subtle discriminatory pedagogical practices, and in some cases they experience verbal and sexual harassment by male students. According to Signorella et al. [27], in coed classes, male students receive more attention than girls because they behave disruptively in the class compared to female students who are considered quieter and well-behaved. In coeducation, female students are likely to worry that their being assertive in the classroom or outside make them feel less attractive [28]. Francis [29] argues that male students dominate interaction in coed classrooms and hands-on activities in the learning process. According to O’Reilly and Mottet [30], cases of indiscipline such as bullying, stealing, absenteeism, sneaking and defiance of authority are more widespread in coeducational environment compared to single-sex education. Some scholars [31, 32, 33] have argued that that coeducation is risky for girls since they are marginalized and belittled in coed classes. Some researchers [34, 35, 36, 37] concluded that girls studying in single-sex schools were more successful than those studying in coeducational schools.
\nA very small number of studies investigated students’ perception of coeducation particularly that of the undergraduate students. Kachero [24] investigated students’ and teachers’ perceptions about effects of coeducation on academic performance in secondary schools in Kenya. The author concluded that students and teachers had negative attitudes towards coeducation. High level of indiscipline, male students’ uncivil behaviors, teachers’ preference of male students to female students’ and encouragement of girl-boy relationship accounted for students’ and teachers’ ones negative attitudes. Payne & Newton [38] investigated teachers’ and students’ perceptions of mixed-gender secondary schooling. The findings showed that both teachers and students perceived coeducation to be most advantageous for students when it came to preparing them for future occupational and interpersonal roles. Rennie and Parker [39] studied students’ and teachers’ perceptions of single sex and mixed-sex mathematics classes. The participants believed that single-sex classes provided a more supportive environment for girls but a less supported environment for boys. Khalil et al. [40] concluded that female students in mixed-sex institutions had higher self-esteem than those in single-sex education. However, some studies [41, 42, 43] comparing the effects of single-sex and mixed-sex education concluded that there were statistically significant differences between them when it came to their effects on students. Alanazy [44] found that Saudi students, who were studying in the USA, had positive attitudes towards learning in coeducational environment while Alsaif [45] concluded that Saudi students, who were studying in the west at the time of the study, preferred single-sex education. Alsiaf also found out that female students were more receptive to coeducation than male students.
\nAfghanistan is one of the poorest countries in the world and traditional and cultural values and norms especially with respect to women are still prevalent in many of its parts. Interaction between women and men is considered a taboo particularly in remote areas. As far as the authors are concerned, no studies have been conducted to investigate the status of coeducation, students’, instructors’ and the general public views about coeducation at school and higher education levels. The current study is an attempt to investigate Afghan undergraduate students’ perceptions of coeducation. It explores students’ attitudes towards coeducation and their views about positive and negative effects of coeducation. Furthermore, it examines the impact of students’ gender and ethnicity on their responses.
\nThe participants of the study were 230 undergraduate students who were majoring in different fields at Takhar University located in Takhar, a northeastern province of Afghanistan. They were between 18 and 26 years old at the time of the study. Around 36% (82) of the participants were female while 64% (148) were male. Most of the participants (67%) of the participants were Tajik followed by Uzbek participants (21%). Pashtuns formed around 10% of the participants while a small percentage (3%) of the participants were Hazara.
\nThe authors used a survey questionnaire to collect data for the study. The questionnaire was developed after conducting focus group discussions and literature review. The researchers conducted focus group discussions with 10 students to identify questionnaire items. They discussed the positive and negative effects of coeducation and made a list of them. The authors developed 15 items of the questionnaire from the focus group discussions. They adapted 9 items from other studies [24, 39, 46, 47]. The questionnaire consisted of three sections. The first part sought the respondents’ demographic information, i.e., gender, age, and ethnicity. The second part consisted of 14 items that aimed to elicit the participants’ response about their attitudes towards coeducation and its positive effects. The third part with 10 items inquired the participants’ views about negative effects of mixed-sex education. They were required to respond to the questionnaire items on a four Point-Likert scale (Strongly disagree = 1, Disagree = 2, Agree = 3, Strongly agree = 4).
\nThe authors conducted a pilot test with 10 purposely selected students with English proficiency from Takhar University to measure the reliability of the questionnaire items and ensure their consistency. They were required to respond to 24 items on a 4-point Likert Scale. The reliability analysis was carried out on SPSS version 26.0. The results demonstrated that the value of Cronbach’s alpha is over 0.85 coefficient for each section (\nTable 1\n), which indicates high internal consistency of the items in each section. Thus, the items were considered appropriate for the study. The questionnaire was translated into Dari (the lingua franca of Afghanistan) since English is a foreign language and many people cannot speak English in Afghanistan [48, 49]. The Dari questionnaire was given to three faculty members in the Dari Department for improvement and the problematic items were identified and revised based on their comments.
\nCategory | \nNumber of Items | \nCronbach’s alpha | \n
---|---|---|
Positive effects | \n14 | \n0.868 | \n
Negative effects | \n10 | \n0.855 | \n
Reliability value of questionnaire items.
The authors collected data from 230 randomly selected students who were majoring in different fields at seven faculties at Takhar University. They wrote the names of classes in each faculty and picked two classes from a bowl. Using each class’s attendance sheet, the authors selected 18 students; they selected every other student. They explained the study and its purposes to the participants in seven sessions in prearranged times and places. They were required to read and sign a consent letter, which aimed to ensure them that their participation was voluntary and their responses were confidential. They were requested to read the instruction for each section and respond to the items accordingly. The authors encouraged them to inquire about any unclear items in the questionnaire.
\nThe authors closely examined the questionnaires to ensure that the participants completed them appropriately. They discarded 20 questionnaires since they were completed inappropriately. They numerically coded the data in an excel spread sheet and imported them to SPSS version 26.0 for analysis. The authors used descriptive statistics to determine the frequency, mean and stand deviation of the data. Furthermore, they used inferential statistics such as Independent Samples
The authors conducted descriptive statistics to determine the overall attitude of students towards coeducation. The overall mean score of students’ attitude is around 3, which means that they have a positive attitude towards coeducation. The authors divided views of students about the effects of coeducation into two categories.
\nThe participants stated that coeducation had positive impact on students. Over 84% believed that coeducation improved female and male students’ academic confidence, communication skills, and motivation for study (\nTable 2\n). Moreover, over 83% agreed and strongly agreed that coeducation would improve students’ confidence to speak in the presence of the opposite sex, help them do away with their shyness and prepare them for real life situations. Around 76% and 77% stated that coeducation exposed students to various viewpoints and facilitated positive competition between female and male students.
\nNo | \nStatement | \nMean | \n% of A & SA | \n
---|---|---|---|
1 | \nIt Improves academic confidence of female and male students. | \n3.11 | \n83.5 | \n
2 | \nIt improves students’ communication skills. | \n3.11 | \n84.8 | \n
3 | \nIt Improves students’ confidence to express their views in the presence of the opposite sex. | \n3.23 | \n86.1 | \n
4 | \nIt helps students get rid of their shyness. | \n3.22 | \n83.9 | \n
5 | \nit increases students’ motivation for more efforts in their study. | \n3.29 | \n86.5 | \n
6 | \nIt prepares students for real world. | \n3.14 | \n83.5 | \n
7 | \nIt facilitates positive competition between female and male students. | \n2.91 | \n77.4 | \n
8 | \nStudents are exposed to different viewpoints. | \n2.91 | \n75.7 | \n
Students’ view of personal effects of coeducation.
A = agree, SA = strongly agree.
The participants believed that coeducation had positive social effects. As \nTable 3\n shows, over 83% agreed and strongly agreed that coeducation promoted girls’ and boys’ socialization and promoted mutual respect between them. Around 74% and 79% stated that coeducation would help reduce gender biases and improve girls’ and boys’ understanding of each other, respectively. Furthermore, most of the participants believed that coeducation promoted gender equality (61%) and reduced education cost (55%).
\nNo | \nStatement | \nMean | \n% of A & SA | \n
---|---|---|---|
9 | \nIt promotes girls’ and boys’ socialization. | \n3.16 | \n86.5 | \n
10 | \nIt promotes a mutual respect between girls and boys. | \n3.14 | \n83.5 | \n
11 | \nIt helps reduce gender biases and stereotypes. | \n2.9 | \n73.5 | \n
12 | \nIt improves girls’ and boys’ understanding of each other. | \n2.96 | \n78.7 | \n
13 | \nIt promotes gender equality. | \n2.62 | \n61.3 | \n
14 | \nIt reduces education cost. | \n2.55 | \n54.8 | \n
Students’ view of social effects of coeducation.
The authors utilized descriptive statistics to determine the participants’ views about negative effects of coeducation. As \nTable 4\n shows, 43% stated that coeducation would result in students’ distraction and they would not feel comfortable sharing their ideas in front of the opposite sex. Similarly, 42% of the participants stated that coeducation would not meet students’ various needs. 40% believed that students would not ask questions openly in front of the opposite sex and boys always dominate the activities in the class. More than a quarter of the respondents (36%) believed that coeducation would lead to illegal relationships between girls and boys. Around 30% and 33% agreed and strongly agreed that students would not be active in the learning process and work well in mixed-sex groups, respectively. A small percentage of the respondents stated that coeducation would result in poor academic performance (24%) and girls’ lack of self-esteem and confidence (20%).
\nNo | \nStatement | \nMean | \n% A & SA | \n
---|---|---|---|
1 | \nIt results in students’ distraction. | \n2.38 | \n43.2 | \n
2 | \nStudents do not feel comfortable with sharing their ideas in the presence of the opposite sex. | \n2.31 | \n43 | \n
3 | \nIt will not meet the various needs of girls and boys since they are different. | \n2.3 | \n42.2 | \n
4 | \nStudents cannot ask their questions openly in presence of the opposite sex. | \n2.3 | \n40.4 | \n
5 | \nBoys dominate the class activities. | \n2.32 | \n39.6 | \n
6 | \nIt leads to illegal relationships between girls and boys. | \n2.2 | \n36.1 | \n
7 | \nStudents do not work well in mixed gender groups. | \n2.12 | \n33 | \n
8 | \nStudents will not be active in the learning process since girls and boys are not willing to interact with each other. | \n2.12 | \n29.6 | \n
9 | \nIt results in poor academic performance of students. | \n1.98 | \n23.9 | \n
10 | \nGirls demonstrate a lack of self-esteem and self-confidence. | \n1.83 | \n20 | \n
Students’ views of negative effects of coeducation.
The authors utilized Independent Samples
Category | \nN | \nMean | \nSD | \nP-value | \n|
---|---|---|---|---|---|
Gender | \nFemale | \n82 | \n3.17 | \n0.4015 | \n0.000 | \n
Male | \n148 | \n2.85 | \n0.59961 | \n||
Ethnicity | \nHazara | \n5 | \n3.13 | \n0.73955 | \n0.423 | \n
Pashtun | \n20 | \n2.94 | \n0.64859 | \n||
Tajik | \n153 | \n2.96 | \n0.53907 | \n||
Uzbek | \n44 | \n2.93 | \n0.56272 | \n
Positive effects of coeducation by gender and ethnicity.
In addition, Independent Sample
Category | \nN | \nMean | \nSD | \nP-value | \n|
---|---|---|---|---|---|
Gender | \nFemale | \n82 | \n1.9 | \n0.46001 | \n0.000 | \n
Male | \n148 | \n2.35 | \n0.65314 | \n||
Ethnicity | \nHazara | \n5 | \n1.78 | \n0.40866 | \n0.338 | \n
Pashtun | \n20 | \n2.245 | \n0.75217 | \n||
Tajik | \n153 | \n2.1837 | \n0.61905 | \n||
Uzbek | \n44 | \n2.2023 | \n0.63922 | \n
Negative effects of coeducation by gender and ethnicity.
The study investigated Afghan undergraduate students’ perceptions of coeducation. The findings showed that students had positive attitudes towards coeducation. it can be accounted for by the fact that coeducational classes are almost the only place where Afghan girls and boys have the opportunity to interact with one another and exchange ideas. The vast majority of students experience their first interaction with their female and male peers in coeducational classes. It corroborates the finding of the studies by Payne & Newton [38] and Alanazy [44] who reported that students held positive attitudes towards coeducation. It also supported the findings of the study by Hong et al. [50] who reported that students in coeducational classes had more positive attitudes and higher interests than those in single-sex classes. However, it contradicts those of the studies by Kachero [24] and Rennie and Parker [39] who found out that both teachers and students had negative attitudes towards coeducation and they preferred single-sex classes.
\nThe vast majority of students believed that coeducation had a variety of personal effects. They stated that coeducation would improve students’ academic confidence, communication skills, confidence to speak in the presence of the opposite sex, and enhance their motivation for further study. They also believed that coeducation would reduce students’ shyness, expose them to different ideas, facilitate positive competition between them and prepare them for real-life. Similarly, they believed that coeducation would bring about social effects such as promoting mutual respect between women and men and gender equality, reducing education cost, facilitating girls’ and boys’ socialization, boosting girls’ and boys’ understanding of each other and reducing gender biases and stereotypes. The fact that Afghan girls and boys meet and talk with one another in coeducational classes and learn to treat one another as unique individuals can be the major reason why they believe that coeducation is of a wide variety of positive effects.
\nHowever, less than half of the participants believed that coeducation had negative effects. They believed that coeducation would distract students, would not meet their various needs, result in students’ poor academic performance and male students’ domination of class activities. This finding corroborates that of the study by McKenzie et al. [51] who reported that male students’ interruption of female students in coeducational classes affected their learning and performance. Furthermore, they stated that coeducation paved the way for illegal relationship between girls and boys. It is on a par with the study by Achoka [52] who concluded that early relationship and marriage increased in coeducational environment. The participants also believed that students did not feel comfortable to share their ideas and ask questions openly in the presence of the opposite sex. This finding is consistent with that of the study by Younger and Warrington [53] and Narwana & Rathee [54]. Students also believed that coeducation would result in inactivity in the learning process and mixed-sex groups and female students’ lack of self-esteem and confidence.
\nA number of reasons can account for these views. Afghanistan is a patriarchal society, which greatly affects interaction in coeducational classes where more attention is paid to male students than female ones. Moreover, the vast majority of lecturers in Afghan universities are male who may prefer male students’ voices than female ones and may give more chances to male students to speak in the class. Teacher-centered approaches and methods are very widespread in Afghan higher education institutions that rarely address students’ various needs [55]. Some lecturers discourage interaction between girls and boys in coeducational classes, and some lecturers form pseudo-cooperative learning groups made up of girls and boys, but rarely encourage cooperation between female and male students.
\nThe results showed that students gender had a significant impact on their responses. That is, female students’ attitude towards coeducation was stronger than that of male students. Compared to male students, female students perceived coeducation to be of more positive effects and fewer negative impacts. This finding is in line with that of the study by Alsaif [45] who reported that female students were more receptive to coeducation than male students. On the other hand, students’ ethnicity did not have a significant impact on their responses. In other words, Tajik, Uzbek, Hazara and Pashtun participants were of similar views about coeducation.
\nThe results showed that the Afghan undergraduate students had a positive attitude towards coeducation. The vast majority of students believed that coeducation had a wide variety of personal and social effects such as improving students’ academic confidence, communication skills, preparing them for real life, promoting gender equality and reducing gender biases and stereotypes. However, less than half of the participants perceived coeducation to be of negative effects, e.g., distracting students and male students’ domination of class activities. The study revealed that students’ gender had a significant impact on their attitudes towards coeducation. The students’ ethnicity did not significantly impact their views of positive and negative effects of coeducation.
\nPositive attitudes towards the learning environment are essential and help students maximize their learning and become lifelong learners [56]. Given the findings of the current study, the authors recommend the Ministry of Higher Education – the managing and policy making body of the Afghan government – to require all higher education institutions to change their single-sex classes to mixed-gender ones after a thorough investigation of other stakeholders’ perspectives, i.e., lecturers, students, administrators and the public. The authors suggest further studies on coeducation in the context of Afghanistan. They should employ a larger sample from various public and private higher education institutions. Besides survey questionnaires, interviews with students and teachers as well as observations in classes should be used to gain more insights about how students and teachers feel about coeducation. Moreover, studies to find ways to minimize negative effects of coeducation and maximize students’ experiences in coed environments are recommended. In order to minimize negative effects of coeducation, authors suggest Afghan university lecturers to create a learning environment that ensures equal engagement of both female and male students in the learning process and encourage them to work together to maximize their learning.
\nThis is a brief overview of the main steps involved in publishing with IntechOpen Compacts, Monographs and Edited Books. Once you submit your proposal you will be appointed a Author Service Manager who will be your single point of contact and lead you through all the described steps below.
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