These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\\n\\n
This collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\\n\\n
To celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
IntechOpen and Knowledge Unlatched formed a partnership to support researchers working in engineering sciences by enabling an easier approach to publishing Open Access content. Using the Knowledge Unlatched crowdfunding model to raise the publishing costs through libraries around the world, Open Access Publishing Fee (OAPF) was not required from the authors.
\n\n
Initially, the partnership supported engineering research, but it soon grew to include physical and life sciences, attracting more researchers to the advantages of Open Access publishing.
\n\n\n\n
These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\n\n
This collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\n\n
To celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
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\r\n\tGlobalization and openness of the market for goods and services have contributed to the ever-increasing mobility of human talents across the globe. The historical background and evolution of societies have also created the co-existence of multiple cultures and modes of life. There are multiple cultures even within the border of the same country and there are multiple types of cultural differences among the habitants of a given country. Culture develops slowly its own norms, values, and beliefs regardless of the numerical size of its followers. Economic transactions and social cohesion cannot be conceived today without the consideration of cultural varieties and challenges. This is where we need to develop an in-depth understanding of culture and how we can function effectively within a multicultural society and economy. We invite book chapters from scholars exploring the cross-cultural, multi-cultural, and intercultural phenomena in our society and economy. We need to know how managers can effectively communicate, negotiate and lead the team within the cross-cultural business eco-system. Papers on Global Mindset and effective managerial approaches in the cross-cultural eco-system will be highly appreciated.
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Jayashree is an associate professor at Multimedia University, Malaysia. She is pioneering research in Technology and the cross-cultural area and has demonstrated how to function effectively within a multi-cultural environment. Her research has been published in leading peer-reviewed journals and books.",coeditorThreeBiosketch:"Dr. S. Jayashree is an associate professor at Multimedia University, Malaysia. She is pioneering research in Technology and the cross-cultural area and has demonstrated how to function effectively within a multi-cultural environment. Her research has been published in leading peer-reviewed journals and books.",coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"418514",title:"Dr.",name:"Muhammad",middleName:null,surname:"Mohiuddin",slug:"muhammad-mohiuddin",fullName:"Muhammad Mohiuddin",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038UqSfQAK/Profile_Picture_2022-05-13T10:39:03.jpg",biography:"Dr. Muhammad Mohiuddin is an Associate Professor of International Business at Laval University, Canada. He has taught at Thompson Rivers University, Canada; University of Paris-Est, France; Osnabruck University of Applied Science, Germany; and Shanghai Institute of Technology and Tianjin University of Technology, China. He has published research in Research Policy, Applied Economics, Review of Economic Philosophy, Strategic Change, International Journal of Logistics, Sustainability, Journal of Environmental Management, Journal of Global Information Management, Journal of Cleaner Production, M@N@GEMENT, and more. He is a member of CEDIMES Institut (France), Academy of International Business (AIB), Strategic Management Society (SMS), Academy of Management (AOM), Administrative Science Association of Canada (ASAC), and Canadian council of small business and entrepreneurship (CCSBE). He is currently the director of the Research Group on Contemporary Asia (GERAC) at Laval University. 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Officially the patent applicant and copyright owner of Bangladesh\'s "Service Quality Index (SQI)" certification. BRAC University and the University Grants Commission have named him a "Certified Academic Quality Expert." In addition, he is an honorary Senior Fellow at India\'s Centre for Advanced Studies in Policy Research (CASPR). 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\n
1. Introduction
\n
Ever since the discovery of X-rays by Wilhelm Conrad Roentgen in 1895, the diagnostic capabilities of medical and dental professions has been revolutionized and forever changed the practice of medicine and dentistry. Substantial advances in X-ray generator and X-ray detector technology have resulted in significant dose reductions and improved image quality. These advances in oral radiography have transformed into meaningful clinical applications improving the way we prevent, diagnose and treat periodontal disease [1, 2, 3].
\n
In periodontics, the main purpose of radiography is to detect the level of the alveolar bone including the pattern and extent of bone loss. Measurements which are of linear from the cement enamel junction to the crest of alveolar bone and from the cement enamel junction to the osseous defect base are commonly used to measure crestal bone levels and osseous defects [4, 5, 6, 7]. In radiographs, the periodontal ligament space, lamina dura and periapical region are evident and also useful in identifying risk factors, such as calculus and defective restorations [8].
\n
Radiographs are valuable for diagnosis of periodontal disease, estimation of severity, determination of prognosis, and evaluation of treatment outcome. However, radiographs are an adjunct to the clinical examination, not a substitute for it. Radiographs demonstrate changes in calcified tissue; they do not reveal current cellular activity but rather reflect the effects of past cellular experience on the bone and roots.
\n
Radiographs can provide critical information for diagnosis and treatment planning, which can also serve as baseline information for the assessment of treatment outcomes [9, 10, 11].
\n
Periodontist need to understand the strength and weakness of diagnostic imaging and way the cost and benefits of the test before prescribing it. Prescribing the appropriate type and the number of radiographs is critical for optimizing the impact of radiographs on treatment out comes.
\n
The adaption of imaging which is digital as a modality of radiographic assessment of the feature, according to scientific evidence, has the potential to change the way to see the periodontal tissues. There is a little doubt that future periodontist will be using as advanced imaging modalities, either directly or indirectly [12].
\n
\n
\n
2. Normal interdental bone
\n
Evaluation of bone changes in periodontal disease is based mainly on the appearance of the interdental bone because the relatively dense root structure obscures the facial and lingual bony plates. The bone which is present interdentally normally is seen as a radiopaque line beside the periodontal ligament (PDL) and at the bone margin, called as the lamina dura. Because this thin line represents the cortical bone which lining the socket, and change in the angulation of the beam produce changes in its appearance [13, 14].
\n
Crest of the interdental bone normally vary according to the convexity of the proximal tooth surfaces and the level of the cementoenamel junction (CEJ) of the approximating teeth. The faciolingual diameter of the bone is related to the width of the proximal root surface. The angulation of the crest of the interdental septum is generally parallel to a line between the CEJs of the approximating teeth. When there is a difference in the level of the CEJs, the crest of the interdental bone appears angulated rather than horizontal [15] (Figure 1).
\n
Figure 1.
Crest of interdental bone normally parallel to a line drawn between the cementoenamel junction of adjacent teeth (arrow). Note also the radiopaque lamina dura around the roots and interdental bone.
\n
\n
\n
3. Radiographic techniques
\n
In conventional radiographs, periapical and bite-wing projections offer the most diagnostic information and are most commonly used in the evaluation of periodontal disease. To properly and accurately depict periodontal bone status, proper techniques of exposure and processing are required. The bone level, pattern of bone destruction, PDL space width, as well as the radiodensity, trabecular pattern, and marginal contour of the interdental bone, vary by modifying exposure and development time, type of film, and X-ray angulation. Standardized, reproducible techniques are required to obtain reliable radiographs for pretreatment and posttreatment comparisons. Prichard put forward the following four criteria for the determination of adequate angulation of periapical radiographs [16, 17, 18]:
The periapical radiograph should have the ability to show the cusps of molars with occlusal surface.
Enamel and pulp chambers should be seen and distinct.
Open interproximal spaces.
Contacts between the adjacent teeth should not overlap unless teeth are out of line. For periapical radiographs, the long-cone paralleling technique most accurately projects the alveolar bone level.
\n
The bisection-of-the-angle technique elongates the projected image, making the bone margin appear closer to the crown; the level of the facial bone is distorted more than that of the lingual. Inappropriate horizontal angulation results in tooth overlap, changes the shape of the interdental bone image, alters the radiographic width of the PDL space and the appearance of the lamina dura, and may distort the extent of furcation involvement [19].
\n
Periapical radiographs frequently do not reveal the correct relationship between the alveolar bone and the CEJ. This is particularly true in cases in which a shallow palate or floor of the mouth does not allow ideal placement of the periapical film. Bite-wing projections offer an alternative that better images periodontal bone levels. For bite-wing radiographs, the film is placed behind the crowns of the upper and lower teeth parallel to the long axis of the teeth. The X-ray beam is directed through the contact areas of the teeth and perpendicular to the film. Thus the projection geometry of the bite-wing films allows the evaluation of the relationship between the interproximal alveolar crest and the CEJ without distortion. If the periodontal bone loss is severe and the bone level cannot be visualized on regular bite-wing radiographs, films can be placed vertically to cover a larger area of the jaws. More than two vertical bite-wing films might be necessary to cover all the interproximal spaces of the area of interest [20] (Figure 2).
\n
Figure 2.
Comparison of long-cone paralleling and bisection-of-the-angle techniques. (A) Long-cone paralleling technique, radiograph of dried specimen. (B) Long-cone paralleling technique, same specimen as A. Smooth wire is on margin of the facial plate and knotted wire is on the lingual plate to show their relative positions. (C) Bisection-of-the angle technique, same specimen as A and B. (D) Bisection of the-angle technique, same specimen. Both bone margins are shifted toward the crown, the facial margin (smooth wire) more than the lingual margin (knotted wire), creating the illusion that the lingual bone margin has shifted apically.
\n
\n
\n
4. Bone destruction in periodontal disease
\n
Early destructive changes of bone that do not remove sufficient mineralized tissue cannot be captured on radiographs. Therefore slight radiographic changes of the periodontal tissues suggest that the disease has progressed beyond its earliest stages. The earliest signs of periodontal disease must be detected clinically [16].
\n
\n
4.1 Bone loss
\n
The radiographic image tends to underestimate the severity of bone loss. The difference between the alveolar crest height and the radiographic appearance ranges from 0 to 1.6 mm, mostly accounted for by X-ray angulation [21].
\n
\n
4.1.1 Amount
\n
Radiographs are an indirect method for determining the amount of bone loss in periodontal disease; they image the amount of remaining bone rather than the amount lost. The amount of bone lost is estimated to be the difference between the physiologic bone level and the height of the remaining bone. The distance from the CEJ to the alveolar crest has been analyzed by several investigators. Most studies, conducted in adolescents, suggest a distance of 2 mm to reflect normal periodontium; this distance may be greater in older patients [22].
\n
\n
\n
4.1.2 Distribution
\n
The distribution of bone loss is an important diagnostic sign. It points to the location of destructive local factors in different areas of the mouth and in relation to different surfaces of the same tooth [23].
\n
\n
\n
\n
\n
5. Pattern of bone destruction
\n
In periodontal disease the interdental bone undergoes changes that affect the lamina dura, crestal radiodensity, size and shape of the medullary spaces, and height and contour of the bone. Height of interdental bone may be reduced, with the crest perpendicular to the long axis of the adjacent teeth horizontal bone loss; or angular or arcuate defects angular, or vertical, bone loss; could form [24, 25, 26].
\n
Radiographs do not indicate the internal morphology or depth of craterlike defects. Also, radiographs do not reveal the extent of involvement on the facial and lingual surfaces. Bone destruction of facial and lingual surfaces is masked by the dense root structure, and bone destruction on the mesial and distal root surfaces may be partially hidden by superimposed anatomy, such as a dense mylohyoid ridge. In most cases, it can be assumed that bone losses seen interdentally continue in either the facial or the lingual aspect, creating a troughlike lesion [27].
\n
Dense cortical facial and lingual plates of interdental bone obscure destruction of the intervening cancellous bone. Thus a deep craterlike defect between the facial and lingual plates might not be depicted on conventional radiographs. To record the destruction of the cancellous bone which is present interproximally and radiographically, the cortical bone must be involved. A decrease of only 0.5–1.0 mm in the thickness of the cortical plate is sufficient to permit radiographic visualization of the destruction of the inner cancellous trabeculae. Interdental bone loss may continue facially and/or lingually to form a troughlike defect that could be difficult to appreciate radiographically. These lesions may terminate on the radicular surface or may communicate with the adjacent interdental area to form one continuous lesion [28].
\n
\n
\n
6. Radiographic appearance of periodontal disease
\n
\n
6.1 Periodontitis
\n
Radiographic changes in periodontitis follow the pathophysiology of periodontal tissue destruction and include the following [29]:
Fuzziness and disruption of lamina dura crestal cortication continuity is the earliest radiographic change in periodontitis and results from bone resorption activated by extension of gingival inflammation into the periodontal bone. Depicting these early changes depends greatly on the radiographic technique, as well as on morphological changes. No correlation was found between lamina dura in radiographs and the presence or absence of clinical inflammation, bleeding on probing, periodontal pockets, or clinical attachment loss. Therefore it can be concluded that the presence of an intact crestal lamina dura may be an indicator of periodontal health (Figure 3).
Continued periodontal bone loss and widening of the periodontal space results in a wedge-shaped radiolucency at the mesial or distal aspect of the crest. The apex of the area is pointed in the direction of the root.
Subsequently, the destructive process extends across the alveolar crest, thus reducing the height of the interdental bone. As increased osteoclastic activity results in increased bone resorption along the endosteal margins of the medullary spaces, the remaining interdental bone can appear partially eroded.
The height of the interdental septum is progressively reduced by the extension of inflammation and the resorption of bone.
Frequently a radiopaque horizontal line can be observed across the roots of a tooth. This opaque line demarcates the portion of the root where the labial or lingual bony plate has been partially or completely destroyed from the remaining bone-supported portion [30, 31, 32].
\n
Figure 3.
Radiographic changes in periodontitis. (A) Normal appearance of interdental bone. (B) Fuzziness and a break in the continuity of the lamina dura at the crest of the bone distal to the central incisor (left). There are wedge-shaped radiolucent areas at the crest of the other interdental bone. (C) Radiolucent projections from the crest into the interdental bone indicate extension of destructive processes. (D) Severe bone loss.
\n
\n
\n
\n
7. Furcation involvement
\n
Definitive diagnosis of furcation involvement is made by clinical examination, which includes careful probing with a specially designed probe (e.g., Nabers). Radiographs are helpful, but root superimposition, caused by anatomic variations and/or improper technique, can obscure radiographic representation of furcation involvement. As a general rule, bone loss is greater than it appears in the radiograph. A tooth may present marked bifurcation involvement in one film but appear to be uninvolved in another. Radiographs should be taken at different angles to reduce the risk of missing furcation involvement [31].
\n
The recognition of a large, clearly defined radiolucency in the furcation area is easy to identify but less clearly defined radiographic changes are often overlooked. To assist in the radiographic detection of furcation involvement, the following diagnostic criteria are suggested [32]:
The radiographic change in the furcation area can be determined clinically, especially if there is bone loss on adjacent roots.
Reduced radiodensity in the furcation area in which bony trabeculae outlines are visible suggests furcation involvement of the teeth.
Whenever there is marked bone resorption in relation to a single molar root, it can be assumed that the furcation of it is also involved (Figure 4).
\n
Figure 4.
Early furcation involvement suggested by fuzziness in the bifurcation of the mandibular first molar, particularly when associated with bone loss on the roots.
\n
\n
\n
8. Trauma from occlusion
\n
Trauma from occlusion can produce visible changes radiographically in the thickness of the lamina dura, morphology of the alveolar bone crest, width of the PDL space, and density of the surrounding cancellous bone [31].
\n
Traumatic lesions manifest more clearly in faciolingual aspects because mesiodistally, the tooth has the added stability provided by the contact areas with adjacent teeth. Therefore slight variations in the proximal surfaces may indicate greater changes in the facial and lingual aspects. The radiographic changes listed next are not pathognomonic of trauma from occlusion and must be interpreted in combination with clinical findings, particularly tooth mobility, presence of wear facets, pocket depth, and analysis of occlusal contacts and habits [32].
\n
The injury phase of trauma from occlusion produces a loss of the lamina dura that may be noted in apices, furcations, and marginal areas. This loss of lamina dura results in widening of the PDL space. The repair phase of trauma from occlusion results in an attempt to strengthen the periodontal structures to better support the increased loads. Radiographically, this is manifested by a widening of the PDL space, which may be generalized or localized [33].
\n
\n
\n
9. Advanced procedures
\n
\n
9.1 Tomography
\n
Tomography is a generic term formed by the Greek words “Tomo” (slice) and “Graph” (picture). So tomography refers to imaging by sections or sectioning, through the use of any kind of penetrating wave. A device used in tomography is called a tomography, while the image produced is a tomogram. Conventional film-based tomography, also called body section radiography is, a radiographic technique designed to image more clearly objects lying within a plane of interest. This is accomplished by blurring the images of structures lying outside the plane of interest through the process of motion “unsharpness.”
\n
In conventional medical X-ray tomography, sectional image is taken through a body by moving an X-ray source and the film in opposite directions during the exposure.
\n
\n
9.1.1 Main indications
\n
The main clinical indicated to examine various facial structures:
When a pathology is strongly suspected clinically, but plain films are negative.
Preoperative assessment of jaw height, thickness and texture before inserting implants.
Postoperative evaluation of implants.
Tomography of sinuses.
Tomography of facial bones, to study facial fractures.
Evaluation of grossly comminuted facial fractures to determine all the fracture sites.
Assessment of the extent of orbital blow-out fractures.
The most commonly used radiographic modality for demonstrating maxillo-facial.
Fractures are conventional radiography and it is still believed to be the most reliable.
Diagnostic tool.
As an additional investigation of the TMJ and condylar head particularly useful if.
Patients are unable to open their mouths.
\n
\n
\n
9.1.2 Advantages
\n
\n
It gives a more precise evaluation of sinus pathologies, which are poorly visualized on.
Routine radiography.
Assessment of the size, position and extent of antral tumors.
Sphenoid and ethmoidal sinuses are more clearly visualized.
Similar optimum definition is obtainable on each slice.
\n
\n
\n
9.1.3 Disadvantages
\n
\n
The radiation dose to the patient may be high.
The technique is time-consuming.
A high level of cooperation is required as the patient has to remain in the same position throughout the investigation.
Images appeared to be blurred.
\n
\n
\n
\n
\n
10. Computed tomography (CT)
\n
\n
10.1 Introduction
\n
In April of 1972 Godfrey Hounsfield a senior research scientist at EMI limited in Middlesex, England announced the invention of a revolutionary imaging technique. He referred this technique as computerized axial transverse scanning for which he received a Nobel prize in 1979. With this technique he was able to produce an axial cross sectional image of the head using a narrowly collimated, moving beam of X-rays [33, 34].
\n
\n
\n
10.2 Cone beam computed tomography
\n
In the last decade, cone-beam computed tomography (CBCT) has revolutionized the field of oral and maxillofacial imaging. However, CBCT finds application in almost every diagnostic task of clinical dentistry, including evaluation of periodontal and periapical structures. CBCT offers many advantages over conventional radiography, including the accurate three-dimensional imaging of teeth and supporting structures. Although not recommended for every dental patient, CBCT avoids the problems of geometric superimposition and unpredictable magnification and can provide valuable diagnostic information in periodontal evaluation [35].
\n
Periapical and bite-wing radiographs provide information mostly for the interdental bone. However, a three-wall defect that preserves the buccal and/or lingual cortices can be difficult to diagnose, and the buccal, lingual, and furcational periodontal bone levels are hard to evaluate in conventional radiographs. When clinical examination raises concerns for such areas, CBCT imaging can add diagnostic value [36, 37, 38, 39] (Figure 5).
\n
Figure 5.
Periapical radiograph (A) and sagittal (B), cross-sectional (C), and axial (D) cone-beam computed tomography (CBCT) sections of the mandibular right second molar. No pathology is detected on the periapical radiograph. However, CBCT images clearly illustrate a deep, vertical, three-wall defect on the distal surface of the mandibular right second molar (red arrow).
\n
\n
\n
\n
11. Advantages of CBCT in dentistry
\n
Being considerably smaller, CBCT equipment has a greatly reduced physical footprint and is ~20–25% of the cost of conventional CT. CBCT provides images of high contrasting structures and is therefore particularly well-suited towards the imaging of osseous structures of the craniofacial area. The use of CBCT technology in clinical dental practice provides a number of advantages for maxillofacial imaging [40]. These include:
\n
\n
11.1 Rapid scan time
\n
Because CBCT acquires all projection images in a single rotation, scan time is comparable to panoramic radiography. This is desirable because artifact due to subject movement is reduced. Computer time for dataset reconstruction however is substantially longer and varies depending on FOV, the number of basis images acquired, resolution and reconstruction algorithm and may range from ~1 to 20 minutes [41, 43].
\n
\n
\n
11.2 Beam limitation
\n
Collimation of the CBCT primary X-ray beam enables limitation of the X-radiation to the area of interest. Therefore an optimum FOV can be selected for each patient based on suspected disease presentation and region of interest. While not available on all CBCT systems, this functionality is highly desirable as it provides dose savings by limiting the irradiated field to fit the FOV.
\n
\n
\n
11.3 Image accuracy
\n
CBCT imaging produces images with sub-millimeter isotropic voxel resolution ranging from 0.4 mm to as low as 0.09 mm. Because of this characteristic, subsequent secondary (axial, coronal and sagittal) and MPR images achieve a level of spatial resolution that is accurate enough for measurement in maxillofacial applications where precision in all dimensions is important such as implant site assessment and orthodontic analysis [42].
\n
\n
\n
11.4 Reduced patient radiation dose compared to conventional CT
\n
Published reports indicate that the effective dose (E) varies for various full field of view CBCT devices from 29 to 477 μSv depending on the type and model of CBCT equipment and FOV selected patient positioning modifications (tilting the chin) and use of additional personal protection (thyroid collar) can substantially reduce dose by up to 40%. These doses can be compared more meaningfully to dose from a single digital panoramic exposure, equivalent CT dose, or the average natural background radiation exposure for Australia (1500 μSv) in terms of background equivalent radiation time (BERT). CBCT provides an equivalent patient radiation dose of 5–80 times that of a single film-based panoramic radiograph, 1.3–22.7% of a comparable conventional CT exposure or 7–116 days of background radiation.
\n
\n
\n
11.5 Limitations of CBCT imaging
\n
While there has been enormous interest, current CBCT technology has some limitations related to the “cone beam” projection geometry, detector sensitivity and resolution which is contrast. These parameters create an inherent image “noise” that reduces image clarity such that current systems are unable to record soft tissue contrast at the relatively low dosages applied for maxillofacial imaging.
\n
Another factor that impairs CBCT image quality is image artifact three types of cone-beam-related artifacts:
\n
Partial volume averaging: it occurs when the selected voxel resolution of the scan is greater than the spatial or contrast resolution of the object to be imaged.
\n
Under sampling: under sampling can occur when too few basis projections are provided for the reconstruction. A reduced data sample leads to misregistration and sharp edges and noisier images because of aliasing, where fine striations appear in the image.
\n
Cone-beam effect: the cone-beam effect is the major source of error, especially in the parts which are outside of the scan volume. Because of the divergence of as it rotates around the patient in a horizontal plane. The amount of data corresponds to the total amount of attenuation along a specific beam projection angle as the scanner completes an arc. Because the outer row pixels record less attenuation, whereas more information is recorded for objects projected onto the more central detector pixels, which results in image distortion, streaking artifacts.
\n
\n
\n
11.6 Advantages of CBCT
\n
\n
CBCT has a scanning time which rapid as in comparison with panoramic radiography.
It allows reconstruction with proper three dimensional and display from an angle.
Its beam collimation makes limitation of X radiation to the area of interest.
Images clarity produces images ranging from 0.4 mm to as low as 0.076 mm.
Radiation dosage of patient is reduced (29–477 μSv) in comparison with conventional CT (~2000 μSv). Patient radiation dose is six times lesser than normal CT, as the exposure time is ~18 seconds.
The units of CBCT reconstruct the projection data to provide inter relational images in three orthogonal planes (axial, sagittal, and coronal).
Reformation which is multiplanar is possible by sectioning volumetric datasets nonorthogonally.
Multiplanar image can be “thickened” by increasing the number of voxels.
Volume rendering which is 3D is processed by direct or indirect technique.
The three positioning beams make patient positioning easy.
Reduced image artifacts: CBCT projection geometry, together with fast acquisition time, results in a low level of metal artifact in primary and secondary reconstructions.
\n
\n
\n
11.7 Disadvantages
\n
The only disadvantage is its cost. But considering the enormous benefits, this cost effect can be overlooked.
\n
Indications of cone-beam computed tomography:
Assessment of the jaw which includes:
Pathological lesions which are bone and soft tissue;
Periodontal assessment;
Endodontic assessment;
Alveolar ridge loss;
Recognition of fractures and structural maxillofacial deformities;
Assessment of the inferior alveolar nerve before extraction of mandibular third molar impactions.
\n
\n
\n
\n
12. Ultrasonography
\n
Ultrasound imaging is easy to use for the detection of noninvasive and soft tissue related diseases. Ultrasonography utilizes sound waves for image production. The first major attempt at a practical application was made in search for the sunken Titanic in the North Atlantic in 1912. A few early attempts at applying US in medical diagnosis. Successful medical application began shortly after the war in the late 1940s and early 1950s. The vital ingredients are transducer, ultrasonic beam, a cathode ray tube or television monitor. The evolution of sonic imaging began slowly from a static one dimensional base (A-mode or amplitude mode), improved somewhat when a component of motion was added (TM-mode), made a giant leap forward with two dimensional imaging (B mode or brightness mode) and reached its current zenith with gray scale imaging. The phenomenon sound which are perceived is the result of changes which are periodic in the pressure of air against the eardrum. The periodicity of these changes ranging from 1500 to 20,000 cycles per second (hertz [Hz]). By definition, ultrasound has a periodicity >20 kHz. Thus it is distinguished from other waveforms which are mechanical simply by having a vibratory frequency more than the human audible range. Diagnostic ultrasonography (sonography), uses vibratory frequencies in the range of 1–20 MHz. Scanners which are used for sonography generate impulses which is electrical that are converted into sound waves which is of high frequency help of a transducer.
\n
Transducer is a device that transform one form of energy into another-in this case, electrical energy can be converted into sonic energy. The most important part of the transducer is a thin piezoelectric crystal or material which is made up of a great number of dipoles arranged in a pattern of geometric. A dipole may be thought of as a distorted molecule which has two ends that appears to have a positive charge on one end and a negative charge on the other.
\n
Applications of ultrasound in periodontics:
As diagnostic aid: ultrasonography probe gives a system of mapping for noninvasive procedure and calculate as well as record various measurements of subject’s periodontal ligaments relative to a fixed point such as cementoenamel junction. This probe uses ultrasound to detect periodontal ligament and cement-enamel junction. This ultrasound probe records a series of measurements which is painless.
Assessment of periodontium: an ultrasonic scanner that functions at a frequency of 29 MHz has been used to detect the dimensional relationship between hard and soft structures of periodontium. This device also used to assess the gingival thickness before and after mucogingival surgery for gingival recession and to calculate the thickness of masticatory mucosa.
Detection of subgingival calculus: there are large number of subgingival calculus detection systems available found that dental surfaces may be determined separately by the tip oscillations analysis of an ultrasonic instrument, which has features of subgingival calculus detection.
Complete removal of dental plaque or the biofilm: removal of the bacterial plaque by means of the acoustic micro-streaming and cavitation effects of ultrasound. Many studies have shown that there is no statistically significant difference in the effectiveness of plaque removal using hand or motor driven instruments. It can also used for scaling in cases of necrotizing ulcerative lesions as this possess an action of lavage.
Removal of supra and subgingival calculus: cavitation effect liberates energy that can be able to remove the deposits. It is effective on the both supra and subgingival calculus, a direct contact between the vibrating tip and the calculus is needed.
Clearance of endotoxin and detoxification: the endotoxins are known to be fragments of bacterial cells and toxic products of bacteria and can be found in the root cementum or dentine, saliva and gingival crevicular fluid. Endotoxins are cytotoxic substances and can affect the immune system of the host. It is suggested that, for the successful treatment outcome, the infected dentine and altered cementum have to be removed. Recent studies have shown that endotoxin is superficially associated with the cementum and calculus. They can be easily removed by rinsing, brushing, lightly scaling, or polishing the root surface. Heat generated from magnetostrictive units may helpful in endotoxin removal or detoxification.
Curettage: ultrasound is effective for the debridement of the epithelial lining of periodontal pockets. A Morse scaler-shaped or rod-shaped ultrasonic instrument can be used. Ultrasonic instruments are found to be as effective as curettage done by hand instruments.
Osseous surgery: ultrasonic bone cutting surgery has been recently introduced as an alternative to the conventional techniques. Piezosurgery® is a new and innovative method that uses piezoelectric ultrasonic vibrations to do precise and safe osteotomies. Piezoelectric surgery uses a specifically engineered surgical instrument characterized by a surgical power that is three-times higher than normal ultrasonic instruments. The unique feature of this technique is that the cutting action occurs when tool is employed on the mineralized tissue, but stops when soft tissue is encountered. This technique can be used for preprosthetic surgery, sinus elevation procedure, implant placement as well as alveolar crest expansion.
\n
\n
\n
13. Conclusions
\n
Periapical radiographic examination should be part of each patient’s periodontal evaluation and should be coupled with a detailed recording of pocket depths, gingival margin location, and bleeding on probing. Radiographic evaluation should be updated every 2 years. Periapical radiographs often underestimate the amount of periodontal bone loss, and early changes are usually not detected. Significant interdental bone loss can occur and may not be detectable on periapical radiographs because the density of the intact buccal and lingual or palatal bone plates obscure changes that occur as the result of periodontitis. Comparison of periapical radiographs of the same area taken at different times will only be reliable in documenting dramatic changes in bone levels since variations in angulation of the beam, placement of the film, and development of the image make accurate measurements taken over time very difficult and unreliable.
\n
Recent use of three-dimensional radiographic techniques with CBCT gives a much more accurate picture of periodontal bone loss than do two-dimensional radiographs and will be more widely used as this technology becomes available in more clinics.
\n
\n
Conflict of interest
None.
\n
Appendices and nomenclature
\n\n\nCEJ\n\n
cemento- enamel junction
\n\n\n\nPDL\n\n
periodontal ligament
\n\n\n\nTMJ\n\n
temperomandibular joint
\n\n\n\nCT\n\n
computed tomography
\n\n\n\nCBCT\n\n
cone beam computed tomography
\n\n\n\nFOV\n\n
field of view
\n\n\n\nMPR\n\n
multiplanar reformation
\n\n\n\nARPANSA\n\n
australian radiation protection and nuclear safety agency
\n\n\n\nBERT\n\n
background equivalent radiation time
\n\n\n\nA MODE\n\n
amplitude mode
\n\n\n\nB MODE\n\n
brightness mode
\n\n\n\n
\n',keywords:"computed tomography, cone beam computed tomography, tuned aperture computed tomography, magnetic resonance imaging, ultrasonography",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/69713.pdf",chapterXML:"https://mts.intechopen.com/source/xml/69713.xml",downloadPdfUrl:"/chapter/pdf-download/69713",previewPdfUrl:"/chapter/pdf-preview/69713",totalDownloads:1319,totalViews:0,totalCrossrefCites:0,totalDimensionsCites:1,totalAltmetricsMentions:0,impactScore:1,impactScorePercentile:68,impactScoreQuartile:3,hasAltmetrics:0,dateSubmitted:"November 14th 2018",dateReviewed:"June 13th 2019",datePrePublished:"October 24th 2019",datePublished:"February 5th 2020",dateFinished:"October 24th 2019",readingETA:"0",abstract:"In periodontics, the main purpose of radiography is to detect the level of the alveolar bone including the pattern and extent of loss of the bone. Measurements which are of linear from the cement-enamel junction to the crest of the alveolar bone and from the cement enamel junction to the bone defect base are commonly used to measure the bone height and bone defects. In radiographs, the periodontal ligament space, lamina dura and periapical region are seen and also helpful in identifying risk, such as calculus and dislodged restorations. Radiographs can provide information for proper diagnosis and treatment planning, which can provide information for the assessment of accurate treatment outcomes.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/69713",risUrl:"/chapter/ris/69713",book:{id:"8202",slug:"periodontal-disease-diagnostic-and-adjunctive-non-surgical-considerations"},signatures:"Krishna Kripal and Aiswarya Dileep",authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Normal interdental bone",level:"1"},{id:"sec_3",title:"3. Radiographic techniques",level:"1"},{id:"sec_4",title:"4. Bone destruction in periodontal disease",level:"1"},{id:"sec_4_2",title:"4.1 Bone loss",level:"2"},{id:"sec_4_3",title:"4.1.1 Amount",level:"3"},{id:"sec_5_3",title:"4.1.2 Distribution",level:"3"},{id:"sec_8",title:"5. Pattern of bone destruction",level:"1"},{id:"sec_9",title:"6. Radiographic appearance of periodontal disease",level:"1"},{id:"sec_9_2",title:"6.1 Periodontitis",level:"2"},{id:"sec_11",title:"7. Furcation involvement",level:"1"},{id:"sec_12",title:"8. Trauma from occlusion",level:"1"},{id:"sec_13",title:"9. Advanced procedures",level:"1"},{id:"sec_13_2",title:"9.1 Tomography",level:"2"},{id:"sec_13_3",title:"9.1.1 Main indications",level:"3"},{id:"sec_14_3",title:"9.1.2 Advantages",level:"3"},{id:"sec_15_3",title:"9.1.3 Disadvantages",level:"3"},{id:"sec_18",title:"10. Computed tomography (CT)",level:"1"},{id:"sec_18_2",title:"10.1 Introduction",level:"2"},{id:"sec_19_2",title:"10.2 Cone beam computed tomography",level:"2"},{id:"sec_21",title:"11. Advantages of CBCT in dentistry",level:"1"},{id:"sec_21_2",title:"11.1 Rapid scan time",level:"2"},{id:"sec_22_2",title:"11.2 Beam limitation",level:"2"},{id:"sec_23_2",title:"11.3 Image accuracy",level:"2"},{id:"sec_24_2",title:"11.4 Reduced patient radiation dose compared to conventional CT",level:"2"},{id:"sec_25_2",title:"11.5 Limitations of CBCT imaging",level:"2"},{id:"sec_26_2",title:"11.6 Advantages of CBCT",level:"2"},{id:"sec_27_2",title:"11.7 Disadvantages",level:"2"},{id:"sec_29",title:"12. Ultrasonography",level:"1"},{id:"sec_30",title:"13. Conclusions",level:"1"},{id:"sec_34",title:"Conflict of interest",level:"1"},{id:"sec_31",title:"Appendices and nomenclature",level:"1"}],chapterReferences:[{id:"B1",body:'Tomography at the US national library of medicine medical subject headings (MeSH) white and pharoh. p. 247\n'},{id:"B2",body:'Fuji N, Yamashiro M. Computed tomography for the diagnosis of facial fractures. Journal of Oral Surgery. 1981;39:735\n'},{id:"B3",body:'Kassel EE, Noyek AM, Cooper PW. CT in facial trauma. The Journal of Otolaryngology. 1983;12:2-5\n'},{id:"B4",body:'Abrahams JJ, Caceres C. Mandibular erosion from silastic implants: Evaluation with a dental CT software program. AJNR. American Journal of Neuroradiology. 1998;19:519-522\n'},{id:"B5",body:'Roithmann R, Kassell EE, Kirsch JC, Wortzman G, Abrahams JJ, Noyek AM. New radiographic techniques for detection of mandibular invasion by cancer. 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Assessment of metastatic cervical adenopathy using dynamic contrast-enhanced MR imaging. American Journal of Neuroradiology. 2003;24:301-311\n'},{id:"B34",body:'Noworolski SM, Fischbein NJ, Kaplan MJ, et al. Challenges in dynamic contrast-enhanced MRI imaging of cervical lymph nodes to detect metastatic disease. Journal of Magnetic Resonance Imaging. 2003;17:455-462\n'},{id:"B35",body:'Asaumi J, Yanagi Y, Hisatomi M, Matsuzaki H, Konouchi H, Kishi K. The value of dynamic contrast enhanced MRI in diagnosis of malignant lymphoma of the head and neck. European Journal of Radiology. 2003;48:183-187\n'},{id:"B36",body:'Kaplan PA, Tu HK, Williams SM, Lydiatt DD. The normal temporomandibular joint: MR and arthrographic correlation. Radiology. 1987;165:177-178\n'},{id:"B37",body:'Drace JE, Enzmann DR. Defining the normal temporomandibular joint: Closed-, partially open-, and open mouth MR imaging of asymptomatic subjects. Radiology. 1990;177:67-71\n'},{id:"B38",body:'Westesson PL, Eriksson L, Kurita K. Reliability of a negative clinical temporomandibular joint examination: Prevalence of disk displacement in asymptomatic temporomandibular joints. Oral Surgery, Oral Medicine, and Oral Pathology. 1989;68:551-554\n'},{id:"B39",body:'Tallents RH, Katzberg RW, Murphy W, Proskin H. Magnetic resonance imaging findings in asymptomatic volunteers and symptomatic patients with temporomandibular disorders. The Journal of Prosthetic Dentistry. 1996;75:529-533\n'},{id:"B40",body:'Katzberg RW, Westesson PL, Tallents RH, Drake CM. Anatomic disorders of the temporomandibular joint disc in asymptomatic subjects. Journal of Oral and Maxillofacial Surgery. 1996;54:147-153\n'},{id:"B41",body:'Algra PR, Bloem JL, Tissing H, et al. Detection of vertebral metastases: Comparison between MR imaging and bone scintigraphy. Radiographics. 1991;11:219-232\n'},{id:"B42",body:'Avrahami E, Tadmor R, Dally O, Hadar H. Early MR demonstration of spinal metastases in patients with normal radiographs and CT and radionuclide bone scans. Journal of Computer Assisted Tomography. 1989;13:598-602\n'},{id:"B43",body:'Jarvik JG, Deyo RA. Diagnostic evaluation of low back pain with emphasis on imaging. Annals of Internal Medicine. 2002;137:586-597\n'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Krishna Kripal",address:"kripalkrishna@yahoo.com",affiliation:'
RajaRajeswari Dental College and Hospital, Bangalore, India
Teaching metacognitively, which involves teaching with metacognition and teaching for metacognition, is critical for learners of any age. Teaching with metacognition enables teachers to gain awareness about and control over how they think and teach by planning, monitoring, evaluating, and adjusting their instructional goals and teaching strategies in accordance with their students’ needs and the sociocultural context. Teaching for metacognition enables teachers to design instruction that will develop and activate their students’ metacognition, enabling students to be aware of what they know and do not know by engaging in reflective processes, and to take action to address flaws or gaps in what they know by employing self-regulation strategies.
Given the essential role that teaching metacognitively plays in the professional growth of teachers and the academic development of students, a need exists for a tool to support teaching with and for metacognition. Our research findings, based on empirical studies conducted in a variety of educational settings [1, 2, 3, 4], have identified such a tool: The SOAR Teaching Frames for Literacy. This chapter focuses on the SOAR Teaching Frame for Disciplinary Discussions and instructional practices that support the metacognition of learners engaged in academic conversations, e.g., face-to-face interactions, online dialogues, and written conversations. This emphasis addresses a significant void in the research literature which more commonly targets metacognition in learning generally or applied specifically to reading and writing.
2. What is SOAR?
SOAR, which stands for strategic observation and reflection, is not a curriculum or a set of instructional strategies. SOAR is the lens teachers look through as they plan, teach, reflect upon, and elevate their teaching practice by engaging in cycles of strategic observation and reflection. SOAR has emerged from more than a decade of systematic research and development designed to identify the essential practices that teachers can use to drive learning across disciplines. More specifically, we identified research-based essential practices for disciplinary discussions through analyses of data from Delphi panel studies of expert consensus on disciplinary literacy instruction across content areas [4, 5, 6, 7], video observations of classroom instruction [1], existing instructional practice protocols with established reliability and predictive validity [2, 8, 9, 10], and an extensive review of the research literature on effective language and literacy instruction [11, 12, 13, 14, 15]. One High-Impact Practice emerged as having significant potential to enhance students’ ability to engage in student-to-student academic discourse. We call this practice disciplinary discussions.
Our research also suggests that this essential High-Impact Practice does not operate in isolation. Instead, effective teachers enact a set of dynamic instructional moves during instruction in support of the High-Impact Practice. We labeled this set of three instructional moves Cross-Cutting Practices.
Facilitating acquisition of academic language: this practice focuses on structuring, strengthening, and supporting the acquisition and use of the academic language needed to participate in disciplinary discussions [13, 16, 17, 18].
Fostering metacognition for disciplinary learning: this practice focuses on the degree to which a teacher visibly enacts and deconstructs metacognitive processes and strategies that foster students’ metacognitive knowledge and their ability to engage in academic discourse [19, 20].
Monitoring and guiding disciplinary learning: this practice focuses on how effectively a teacher monitors and guides disciplinary learning as well as adjusts and supports disciplinary discussions to meet the current needs of all students in the classroom [21, 22].
Finally, in preparation for enactment of High-Impact and Cross-Cutting Practices, teachers employ a Foundational Practice.
Designing instruction for disciplinary thinking and understanding: this practice focuses on the design of lessons and learning tasks to promote disciplinary discussions and support the High-Impact Practice. This practice also focuses on how the teacher establishes high expectations and fosters in all students the willingness to participate in intellectually rigorous tasks that require academic discourse [21, 23, 24, 25, 26].
To illustrate the interconnectedness of the practices, we organized them into a Teaching Frame consisting of the High-Impact Practice supported by the Cross-Cutting and Foundational Practices (see Figure 1). The frame is designed to help instructors understand and implement the High-Impact Practice that drives student learning, while simultaneously enacting a set of dynamic instructional moves in support of the High-Impact Practice and taking the foundational planning steps needed to do this well. This Teaching Frame provides a common language around instruction at a grain size that allows instructors from kindergarten to higher education to meaningfully plan and reflect individually or collaboratively.
Figure 1.
SOAR teaching frame.
3. Using SOAR to teach with metacognition
By using a SOAR Teaching Frame —in this case, the SOAR Teaching Frame for Disciplinary Discussions—as a lens to plan, teach, and reflect upon their instructional practice, teachers are by definition teaching with metacognition. That is, they are gaining awareness about and control over how they think and teach by using the High-Impact, Cross-Cutting, and Foundational Practices to plan, monitor, evaluate, and adjust their instructional goals and teaching strategies. To support teachers through this process we have developed an implementation rubric that is aligned with each practice in the disciplinary discussions teaching frame. Table 1 contains the section of the rubric that is aligned with the High-Impact Practice.
No implementation
Full implementation
ELEMENT 1: Build disciplinary conversation skills
Teacher does not introduce or refer to disciplinary conversation skills.
Teacher introduces and/or refers to disciplinary conversation skills, but does not provide support for students to use them during tasks and activities.
Teacher introduces and/or refers to disciplinary conversation skills and provides support to enable most students to use them during tasks and activities.
Teacher introduces and/or refers to disciplinary conversation skills and provides support to enable all students to use them during tasks and activities with diverse partners.
ELEMENT 2: Provide extended and supported opportunities for students to engage in disciplinary discussions
Teacher does not provide opportunities for disciplinary discussions.
Teacher provides limited and/or unsupported opportunities for students to engage in disciplinary discussions. Routines for disciplinary discussions are not evident, or students are not required to use them during tasks and activities.
Teacher provides supported opportunities for students to participate in disciplinary discussions. Routines for disciplinary discussions are evident, and teacher provides support to enable most students to use them during tasks and activities.
Teacher provides extended and supported opportunities for students to participate in disciplinary discussions. Routines for disciplinary discussions are evident, and teacher provides support to enable all students to use them during tasks and activities.
Table 1.
Implementation rubric: disciplinary discussions.
Moving along the rubric from “no implementation” to “full implementation” enables a teacher in the planning stage to focus specifically on what she needs to include in her lesson. For instance, if her students are still developing the conversation skills necessary to engage in disciplinary discussions (Element 1), the implementation rubric will help the teacher recognize the need to introduce and refer to those skills as well as provide support for students to use them in tasks and activities. Then, when the lesson is over and the teacher is reflecting on how successful it was, the rubric can help her recognize what worked and what did not work. For instance, she may realize that the supports she used enabled some students to use the conversation skills to engage in a discussion, but other students clearly needed something more. This insight will help the teacher adjust her instruction during the next lesson.
We are currently using the SOAR Teaching Frames in professional learning programs for teachers, coaches, and instructional leaders in partner schools and school districts across the United States. We have also brought the SOAR model and materials to Teacher Preparation Programs and New Teacher Induction Programs. Based on these experiences we have identified stages of awareness and action that instructors typically go through when using SOAR to teach with metacognition (see Figure 2).
Figure 2.
Metacognitive continuum—teachers.
The first stage represents someone who is not familiar with SOAR and therefore is unable to use it as a lens to plan, teach, and reflect. The second stage depicts someone who has been introduced to SOAR but who is still learning how to use a teaching frame and the instructional practices that support the metacognition of learners engaged in disciplinary discussions. Teachers at this stage of the continuum tend to equate SOAR with the use of certain instructional strategies (e.g., Layering Text, What Makes You Sat That?) rather than a specific High-Impact, Cross-Cutting or Foundational Practice. Teachers at the third stage of the continuum have developed a deeper understanding of SOAR as evidenced by their ability to use a High-Impact, Cross-Cutting or Foundational Practice as a lens to plan, teach and reflect, but because their focus is at the practice level, the metacognitive impact of the planning-reflecting process is limited. Finally, teachers at the last stage have developed an understanding of how all of the practices of the SOAR Teaching Frame work together and can be used as a lens to plan, monitor, evaluate, and adjust their instructional goals and teaching strategies in accordance with their students’ needs and the sociocultural context. Using SOAR in this way to teach with metacognition has the greatest impact on the academic development of students.
4. Using SOAR to teach for metacognition
Our research and professional development experiences over the past decade have convinced us that many teachers struggle to acquire and apply the conceptual understanding and skills necessary to develop students’ metacognitive knowledge; in other words, the ability to teach for metacognition. One reason for this is that reflecting on and improving performance on a task is easier when the task requires physical action, e.g., hitting a golf ball. You can watch a video of yourself engaged in this task or listen to feedback from a coach who observed you. Cognitive tasks, on the other hand, are invisible and cannot be directly observed, making it harder for students to reflect on their performance and take action to correct it when necessary. So, the instructional challenge most teachers face is how to help students improve their performance on tasks that are dependent upon invisible cognitive progresses. Our research indicates that SOAR can support teachers in this endeavor [3, 27].
As we explained in the preceding section, the Disciplinary Discussions Teaching Frame as a whole—High-Impact, Cross-Cutting, and Foundational Practices—provides the lens that enables instructors to teach with metacognition. Using SOAR to teach for metacognition requires a narrower focus: the Cross-Cutting Practice of Fostering Metacognition for Disciplinary Learning. This practice’s emphasis on visibly enacting and deconstructing metacognitive processes and strategies enables teachers to design instruction that will develop and activate their students’ metacognition. Students will become aware of what they know and do not know by engaging in reflective processes, and they will be able to take action to address flaws or gaps in what they know by employing self-regulation strategies.
Consistently engaging students in reflective processes and explicitly teaching metacognitive strategies are at the heart of teaching for metacognition. But as is the case with any learning, not all students progress at the same pace. We have identified stages of awareness and action that learners typically go through as they develop their metacognitive abilities (see Figure 3).
Figure 3.
Metacognitive continuum—students.
The first stage represents a student who does not reflect on his learning and is therefore unaware of how well or poorly he is doing on the assigned task. And because awareness triggers action, he cannot take action to correct any problems that may arise. For instance, think of a student who does not recognize, and therefore mispronounces, many words as he attempts to read a story aloud. But because he does not realize he is mispronouncing them he does not stop to correct himself. This student was unaware that he was not reading the words correctly, so he did not/could not take any action, i.e., use reading strategies to address the problem.
The second stage depicts a student who is reflective, that is, he is aware that he is experiencing problems with an assigned task. However, this student is unable to take any action to address the problem because he has not been taught strategies to use in this situation. Imagine a reader who, unlike one at the first stage of the continuum, is aware that he does not recognize the words he is reading. However, this reader is unable to take action because he has not been taught reading strategies to use when this occurs, e.g., use phonics to sound out unknown words.
Students at the third stage of the continuum have developed a deeper understanding of metacognition as evidenced by their ability to use strategies when problems arise. The challenge these students experience is that they have a limited range of strategies to use, so they struggle if the one or two strategies that they have ownership of do not prove to be successful. For instance, a reader at the third stage realizes that he has trouble recognizing and pronouncing certain words, but he has only been taught (or has only learned) to use phonics to sound out unknown words and, when that does not work, he asks the teacher for help. Students at this stage are certainly progressing metacognitively, but they are not yet at the level where they can apply a range of strategies flexibly and independently.
Finally, students at the last stage have become aware of what they know and do not know by engaging in reflective processes, and they are able to take action to address flaws or gaps in what they know by employing a variety of self-regulation strategies flexibly and independently. A reader at this stage, who encounters words he does not recognize and is unable to pronounce, is able to try a range of strategies. For instance, he is confident of his ability to use phonics to sound out words, but he knows that is not the best strategy to use with polysyllabic words. So, when he encounters “photosynthesis” he breaks the word into parts using the morphological skills his reading teacher taught him.
5. Teaching for metacognition in disciplinary discussions
Through our research and work with educators in schools we have identified key stages that represent what teachers need to do when teaching for metacognition in disciplinary discussions. These five stages begin with helping students understand what metacognition is and progress through student reflection on their thinking, understanding metacognitive strategies, and then applying them independently. Figure 4 outlines these five stages. Below we provide an explanation of each stage, a scenario to illustrate what this might look like in instruction, and some strategies teachers can use to implement these ideas in their teaching.
Figure 4.
Stages in teaching for metacognition.
5.1 Introducing metacognition
Teaching for metacognition in disciplinary discussions must begin with an explicit explanation of what we mean by metacognition. In our experience “thinking about thinking” is too abstract and vague a definition to resonate with most students. Our work with instructors and learners across the grade level spectrum has led us to this: metacognition is awareness of what you know and do not know, and the action you take to address flaws or gaps in what you know. The following scenario demonstrates how a teacher who has worked with us introduces the concept to his students and provides a model that others can adapt for their settings.
Scenario for introducing metacognition: Mr. Carter is introducing metacognition to his young students. He says, “I have a really big word I want us to know and understand. It is metacognition. Say it with me, friends. Metacognition. Has anyone ever heard that word before? A few of you. I am going to write it on the whiteboard. Let’s clap it out. Met-a-cog-ni-tion. Excellent. It has five syllables.
One part of metacognition is being aware of what you know and what you don’t know. An example would be us learning our high frequency words. We each have our stack of words. When we can read them automatically, we move them out of our stack. We know that we know those words. The words that are left in our stack are the words we don’t know well. So, I am aware of which words I know and which words I don’t know. That is one part of metacognition. I am going to draw a lightbulb here to represent us being aware of what we know and don’t know.
The other part of metacognition is knowing what action to take to learn what you don’t know. Let’s think about the high frequency words we still need to learn. What can we do to learn them? What action can we take? Talk to a neighbor and see what ideas you can come up with.” Students share out some ideas like practicing more and looking for the words when they read. “Very good. Those are all actions you can take. I am going to draw the brain driving a car to represent the action we are taking to learn what we don’t know.
So, metacognition is being aware of what you know and don’t know and then taking action to learn. This anchor chart (see Figure 5) will help us as we continue to work on our metacognition. Turn to your neighbor and explain what metacognition is.”
Figure 5.
Metacognition anchor chart.
In addition to an anchor chart a teacher can demonstrate metacognition using paint chip cards with different gradations. (See Figure 6.) The lighter colors would represent little or no understanding or knowledge while the darker colors would represent stronger understanding or knowledge. Once students are aware of their level of understanding or knowledge, they take action to “drive their brain” to gain more. This visual can also be used for older students.
Figure 6.
Paint chip cards.
5.2 Engaging students in reflective processes
Engaging students in reflective processes is the next step in developing students’ metacognitive knowledge of how they learn—their knowledge of themselves as learners, of strategies, and of tasks. It builds the awareness aspect of metacognition without which there can be no strategic action. Asking questions such as “What worked in your discussion?,” “Did you deepen your understanding of the topic?,” and “What could you do differently in your next discussion?” fosters reflective thinking and helps build self-awareness. When teachers consistently and systematically integrate reflection into their teaching, it permeates the curriculum and gets built into their daily teaching activities. The teacher in the following scenario has done this successfully with her class.
Scenario of engaging students in reflective processes: Ms. Peck has already introduced her students to metacognition. She is now working on having them be more reflective about their discussions in order to improve upon them. Students have just completed a discussion with their partners. She distributes a reflection sheet that has these prompts: What worked? What didn’t work? And why?
“You are all getting so much better in your discussions. Today I want us to think more deeply about our discussions and how each of you did. The first prompt is ‘What worked?’ Think about what worked in your discussion with your partner. Some things to consider might be: Did you both take turns? Did you both share your ideas? Did you ask each other clarifying questions?
The next prompts ask, ‘What didn’t work?’ and ‘Why?’ Think about your discussion. Did it stall? Did you stay on topic? Did you fortify your discussion? Did you help each other get better? So, with your partner, discuss each of these prompts to reflect on how your discussion went.”
At this stage in teaching for metacognition, there are more strategies to help students become engaged in self-awareness. One strategy is a metacognitive “Do Now” which is given to students at the beginning of class. It is a list of actions related to the task they will be doing (in this case engaging in a discussion), and students mark which ones they will attempt to improve upon during their discussion. (See Figure 7.) At the end of the lesson, students return to their Do Now and reflect on how they improved in those areas.
Figure 7.
Do now.
A strategy that moves students to a deeper level of reflection is a strategy checklist. (See Figure 8.) The first column is a list of discussion strategies followed by an additional 3–5 columns that students check to indicate if they used each strategy at different points in the lesson. A different checklist could ask students to indicate whether “I did it well,” “I need to work on this skill,” or “I need help in using this strategy.” Students complete this checklist at the end of the discussion.
Figure 8.
Discussion strategy checklist.
5.3 Deconstructing reflective processes
Modeling your own thinking, i.e., revealing the thought processes of an expert learner, is an essential element of effective teaching because it helps students develop their own metacognitive abilities. However, not everything teachers label as modeling is consistent with this stage in teaching for metacognition. For instance, using a think aloud to verbalize the procedural steps of a learning task is not the same as visibly enacting and deconstructing the underlying thought processes required to complete the task. It is the latter that provides learners with the scaffolded support they need to develop their metacognitive abilities and ultimately become more independently learners. The scenario that follows illustrates how a teacher can help students verbalize their thought processes while engaged in discussion with others.
Scenario for deconstructing reflective processes: Mr. Vu is working with his students on strengthening their reflective processes regarding discussions. “Turn to your partner and explain how our self-reflection has strengthened your discussions.” Students then share out how it has helped them be aware of what they are doing well and the gaps that they need to strengthen. “Today, I want to demonstrate some things you can do to continue to strengthen your discussion and co-construct your knowledge with your partner. I am going to be partner A and all of you are going to be partner B. (See Figure 9.) We are going to discuss our article: ‘Species at Risk.’ The prompt is ‘Discuss the reasons the Monarch butterfly has decreased its population. I’ll start.’”
Teacher: “One reason that the monarch butterfly population is dropping is due to climate change. Now what can you, partner B, say to me. Joaquin?”
Class (represented by Joaquin): “I could say another reason is pesticides.”
Teacher: “That is a correct. You could state another reason. Is there something else partner B could say? Yes, Isabelle.”
Class (represented by Isabelle): “I could ask you to elaborate.”
Teacher: “Yes, we can discuss climate change more, so we make sure we both understand it before we move on to the next reason. This helps deepens our discussion. So, I will respond to Isabelle. ‘I think that weather is always changing. We are having bigger storms and hotter temperatures. The monarch butterfly migrates from Mexico to the upper United States, over 3000 miles.’ Now, do you think I should ask you, partner B, a question? … Yes, now I can say ‘What was another reason the monarchs are decreasing?’ Yes, Joaquin.”
Class (represented by Joaquin): “Pesticides is another reason they are decreasing in numbers.”
Teacher: “I don’t remember reading that in the article, so I am going to ask Joaquin, ‘Can you show me where it says that in the text?’”
Class (represented by Joaquin): “Right here it says, ‘These include habitat loss and pesticides.’”
Teacher: “I need to figure this out. The article says habitat loss and pesticides, so I want to see if we can figure out these two things. I am going to ask you, partner B, a question to help me understand this more. ‘What do you think it means by habitat loss?’ How can you respond? Georgia.”
Class (represented by Georgia): “In science we studied that a habitat is where animals live. So, where the monarchs live is being destroyed or isn’t around anymore.”
Teacher: “Good job, Georgia. Can you follow up with a question to me?”
Class (represented by Georgia): “Do you agree with me?”
Teacher: “That works, Georgia. I can also paraphrase what you just said. ‘So, you think that monarchs are decreasing because their habitat has changed.’ I am going to check with Georgia to see if I am correct. She is nodding so I am going to add a question. ‘So, do you think the pesticides have affected the habitat?’”
Class (represented by Georgia): “Yes. Were there any other reasons mentioned in the article?”
Teacher: “Good job checking to see if we have discussed all the reasons, Georgia. I am going to see if we can summarize the reasons. ‘I think that is all of them. Can we summarize what we just discussed?’”
Class (represented by Georgia): “Throughout the discussion we made decisions about how to deepen our understanding through our discussion.”
Figure 9.
Modeling.
In this scenario, the teacher utilized a model as a way for her students to “see and hear” what a good conversation sounded like. Another strategy we have found to be effective is using a non-model, i.e., a poorly constructed conversation. The teacher provides students with a non-model and asks them to work in pairs to improve it. Initially, the teacher works with the entire class and a projected conversation, asking them first to improve one aspect of the discussion. She then asks them to focus on another aspect of the conversation before increasing the rigor of the task by having them work independently with a partner.
A similar strategy is the fishbowl where 2–4 students sit in the middle of the classroom and engage in a discussion while the remaining students sit in a circle observing them. Based upon what the teacher has observed in previous classroom discussions, she assigns specific things the observers should be looking for while the fishbowl is going on. For example, the teacher might ask different sets of students to listen for certain discussion skills (e.g., clarifying an idea, adding on to an idea, providing evidence for an idea) while others listen for norms of interaction (e.g., looking at the speaker, taking turns, being respectful). When the discussion is over, the teacher and students debrief what students notice during the activity. The teacher uses this opportunity to specifically point out the talk moves students made to enrich the discussion.
5.4 Teaching specific strategies
A great deal of research indicates that the explicit teaching of strategies to students will improve student learning and help them become more independent learners [28, 29, 30]. Our work with the SOAR Disciplinary Discussions Teaching Frame has also demonstrated that introducing and demonstrating specific metacognitive strategies students can use when engaged in discussions significantly improves their ability to recognize and address breakdowns that occur and ultimately keep the discussion (and learning) on track [3, 27]. The key to the successful teaching of strategies is explicitly demonstrating what the strategy is, how to use it, and when and why to use it. In the scenario that follows the teacher is introducing one of our research-based discussion strategies to her students.
Scenario for teaching specific strategies: as a class routine, Ms. O’Rourke has her students reflect on their discussions. She now wants to teach them a strategy she thinks will strengthen their discussions further. “You have really improved with your discussions because you have been reflective about what you are doing well to deepen your discussions and about those areas that need improvement. Nonetheless, I have noticed that there are times when your discussions seem to stall or shut down, so I want to teach you some strategies to help. What seems to happen is one of you stops talking because you do not know what else to say or you are confused about the topic. Let us review how we have defined metacognition. Turn to your partner and discuss what metacognition is and give an example when you have acted metacognitively.”
After students have had a chance to discuss, Ms. O’Rourke has them share. Then she says: “So, as you stated, you first need to be aware that your discussion has stalled and that you do not understand what to do. Once you are aware, you need to take some action to get the discussion moving again. I have a reference chart here on the white board for us to discuss. (See Table 2.) One thing you can do is reread the prompt. This gives you an opportunity to refocus your thinking and come up with some ideas to add to the discussion and move it along. It also gives you a moment to clarify the prompt if necessary. Another strategy is you can summarize what you and your partner have said so far. By summarizing the discussion, you are ‘retracing’ the discussion to see where it broke down. You might find that a question or comment took your discussion off topic which caused it to stall. The third strategy is to ask your partner for help to get back on track. You could say, ‘I can’t think of anything else to say. Can you ask me a question or make a comment to get us moving again?’ Or you could say, ‘I am not sure if I’m on the right track with our discussion. Can you help me get back on track?’
I really want you to be thoughtful in your discussions and use these strategies if you get stuck. When you have completed your discussion, I am going to ask you and your partner to process your use of these strategies: Did you reread the prompt, summarize the discussion, and/or ask your partner to help?”
If… or when….
Then I can
I don’t understand
Reread the prompt to refocus my thinking. Summarize my ideas to clarify my thinking. Ask my partner for help to get back on track.
Table 2.
Metacognitive strategies A.
It is important for teachers to monitor student discussions to be able to determine what strategies need to be demonstrated and why, when, and how to use them. In the scenario above, Ms. O’Rourke demonstrated for her students what they could do when one partner (partner A) realizes their discussion became stalled because he is not understanding.
Another possibility for why the discussion breaks down and students are not going deeper to co-construct their knowledge can be because partner A realizes that partner B is not understanding. The third possibility is that both partner A and partner B realize the discussion has stalled and they need help to move forward. In both of these cases, the teacher would demonstrate what she has seen in the discussions and explain and model the steps (see Table 3) that could be taken to deepen the discussion.
If… or when….
Then I can
My partner doesn’t understand
Paraphrase my partner’s ideas to help her refocus her thinking. Ask a question to prompt my partner to reconsider her thinking. Explain my thinking to move my partner beyond her misunderstanding.
We both need help to move the conversation forward
Clarify why the discussion has stalled to figure out how to move forward. Retrace the discussion to identify where the breakdown occurred. Explain why we are stuck and ask for help to enable us to move forward.
Table 3.
Metacognitive strategies B.
5.5 Guiding student use of strategies and processes
To use strategies independently, students need metacognitive knowledge about their own abilities and attitudes, what strategies are effective and available, and the particular type of activity they need to do. Carefully designed guided practice, with a gradual release of responsibility built into the instructional sequence, enables students to develop this knowledge and the confidence they need before applying them in independent practice. At this stage learners also need timely, constructive feedback to determine how effectively they are learning and applying the discussion skills. The final scenario describes how a teacher in the SOAR project monitors and guides his students as they use the processes and strategies they have been learning.
Scenario for guiding student use of strategies and processes: Mr. Lu has introduced metacognition, engaged his students in the reflective process, deconstructed the reflective process, and taught metacognitive processes and strategies to his class. As a result, he feels they are being more metacognitive in their discussions. He is now monitoring and guiding his students in using those processes and strategies automatically. “You all have grown so much in working with your partners to co-construct your learning through your discussions. I see you using the metacognitive strategies we have discussed. Today, while you are having your discussion, I will be walking around listening to how you are using those strategies to regulate your discussions. I might ask you a question or set down a discussion prompt card (see Figure 10) as a reminder of what you could be doing to strengthen your discussion. Let us look at the cards so you are familiar with them. This one says, ‘Summarize your ideas.’ Which problem does that refer to? Yes, ‘I don’t understand.’ This one says, ‘Paraphrase your partner’s ideas.’ Yes, that matches ‘My partner doesn’t understand.’ This one says, ‘Retrace the discussion.’ Yes, that is, for ‘We need help to move forward.’”
Figure 10.
Discussion prompt cards.
Getting students to monitor and guide their own discussion can be challenging. A unique strategy to help students do this is with the use of technology. Pairs of students can video tape themselves having a discussion using an iPad, Chromebook, or phone. Ask a pair if they would allow the class to view their video as a model. Take this opportunity for students to share the strategies they saw the students in the video use appropriately as well as any suggestions for improvements. Have the rest of the class watch their own videos and provide a checklist or graphic organizer for students to record what they did well and the areas they could improve upon. Debrief as a class. Finally, have students record another discussion with the goal of incorporating those strategies they need to improve.
6. Conclusion
Instructional practices that help students develop a reflective and strategic approach to learning, i.e., teaching for metacognition, need to be embedded across the curriculum and throughout the school day. Accomplishing this goal requires instructors to think metacognitively about their teaching and to use instructional practices strategically, i.e., teaching with metacognition. In this chapter we have explained these concepts as well as how the SOAR Teaching Frame for Disciplinary Discussions can be used to support them.
In addition, we have introduced a framework called the stages of teaching for metacognition in disciplinary discussions. This framework, as well as the research-based instructional strategies and classroom scenarios that support it, can be used to help students develop a range of metacognitive strategies for remaining actively engaged in disciplinary discussions. It also provides insight into the stages of the framework by illustrating the dynamic and interdependent ways in which they work together to drive both teacher growth and student learning.
\n',keywords:"teaching with metacognition, teaching for metacognition, teaching frame, disciplinary discussions, instructional practices",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/67544.pdf",chapterXML:"https://mts.intechopen.com/source/xml/67544.xml",downloadPdfUrl:"/chapter/pdf-download/67544",previewPdfUrl:"/chapter/pdf-preview/67544",totalDownloads:1151,totalViews:0,totalCrossrefCites:3,dateSubmitted:"February 28th 2019",dateReviewed:"May 6th 2019",datePrePublished:"June 6th 2019",datePublished:"December 11th 2019",dateFinished:"June 6th 2019",readingETA:"0",abstract:"Teaching metacognitively, which involves teaching with metacognition and teaching for metacognition, is critical for learners of any age. With enables teachers to gain awareness about and control over how they think and teach, and to monitor, evaluate, and adjust their instructional practices in accordance with specific students, goals and contexts. For enables teachers to design instruction that will develop and activate their students’ metacognition, enabling them to be aware of what they know and do not know, and take action to address flaws or gaps in what they know. Our research findings, based on empirical studies conducted in a variety of educational settings, have identified effective instructional practices for teaching metacognitively. This chapter focuses on practices that support the metacognition of learners engaged in disciplinary discussions. This emphasis addresses a significant void in the research literature which more commonly targets metacognition in learning generally or applied specifically to reading and writing.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/67544",risUrl:"/chapter/ris/67544",signatures:"Susan O’Hara, Robert Pritchard and Debi Pitta",book:{id:"8516",type:"book",title:"Metacognition in Learning",subtitle:null,fullTitle:"Metacognition in Learning",slug:"metacognition-in-learning",publishedDate:"December 11th 2019",bookSignature:"Nosisi Feza",coverURL:"https://cdn.intechopen.com/books/images_new/8516.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-78985-114-4",printIsbn:"978-1-78985-113-7",pdfIsbn:"978-1-83968-035-9",isAvailableForWebshopOrdering:!0,editors:[{id:"261665",title:"Prof.",name:"Nosisi",middleName:"N.",surname:"Feza",slug:"nosisi-feza",fullName:"Nosisi Feza"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"297442",title:"Dr.",name:"Robert",middleName:null,surname:"Pritchard",fullName:"Robert Pritchard",slug:"robert-pritchard",email:"pritchard@csus.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"297443",title:"Dr.",name:"Susan",middleName:null,surname:"O'Hara",fullName:"Susan O'Hara",slug:"susan-o'hara",email:"spohara@ucdavis.edu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"297444",title:"MSc.",name:"Debi",middleName:null,surname:"Pitta",fullName:"Debi Pitta",slug:"debi-pitta",email:"debipitta@gmail.com",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. What is SOAR?",level:"1"},{id:"sec_3",title:"3. Using SOAR to teach with metacognition",level:"1"},{id:"sec_4",title:"4. Using SOAR to teach for metacognition",level:"1"},{id:"sec_5",title:"5. Teaching for metacognition in disciplinary discussions",level:"1"},{id:"sec_5_2",title:"5.1 Introducing metacognition",level:"2"},{id:"sec_6_2",title:"5.2 Engaging students in reflective processes",level:"2"},{id:"sec_7_2",title:"5.3 Deconstructing reflective processes",level:"2"},{id:"sec_8_2",title:"5.4 Teaching specific strategies",level:"2"},{id:"sec_9_2",title:"5.5 Guiding student use of strategies and processes",level:"2"},{id:"sec_11",title:"6. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'O’Hara S, Pritchard R, Zwiers J. Academic language and literacy in every subject (ALLIES): A capacity building approach to supporting teachers in grades 4-8. In: Proctor P, Boardman A, Hiebert E, editors. English Learners and Emergent Bilingualism in the Common Core Era. New York, NY: Guilford Press; 2016. pp. 197-214'},{id:"B2",body:'O’Hara S, Pritchard R. Framing teaching for common core literacy standards: SOAR teaching frames for literacy. Psychology Research. 2016;6:92-101. DOI: 10.17265/2159-5542/2016.02.004'},{id:"B3",body:'O’Hara S, Bookmyer J, Pritchard R, Pitta D, Martin R. Driving improvements in teaching and learning through cycles of strategic observation and reflection. Journal of Teacher Education; in press'},{id:"B4",body:'Pritchard R, O’Hara S, Zwiers J. Framing the teaching of academic language to English learners: A Delphi study of expert consensus. TESOL Quarterly. 2016;51:418-428. DOI: 10.1002/tesq.337'},{id:"B5",body:'Brisk M, Proctor C. Challenges and supports for English language learners. In: Hakuta K, Santos M, editors. Understanding Language: Language, Literacy, and Learning in the Content Areas. Palo Alto, CA: Stanford University; 2012. pp. 115-122'},{id:"B6",body:'Echevarria J, Richards-Tutor C, Chinn V, Ratleff P. Did they get it? The role of fidelity in teaching English learners. Journal of Adolescent & Adult Literacy. 2011;54:425-434. DOI: 10.1598/JAAL.54.6.4'},{id:"B7",body:'Grossman P, Loeb S, Cohen J, Wyckoff J. Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education. 2013;11:445-470'},{id:"B8",body:'Gates B, Gates M. Building Trust in Observations: A Blueprint for Improving Systems to Support Great Teaching. Seattle, WA: Bill and Melinda Gates Foundation; 2014'},{id:"B9",body:'Danielson C. The Framework for Teaching Evaluation Instrument. Princeton, NJ: The Danielson Group; 2013'},{id:"B10",body:'Grossman P, Cohen J, Brown L. Understanding instructional quality in English language arts: Variations in the relationship between PLATO and value-added by content and context. In: Kane T, Kerr K, Pianta R, editors. Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project. San Francisco: John Wiley & Sons; 2014. pp. 303-331'},{id:"B11",body:'Baker S, Lesaux N, Jayanthi M, Dimino J, Proctor C, Morris J, et al. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, US Department of Education; 2014. Available from: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx'},{id:"B12",body:'Fisher D, Frey N, Lapp D. Text Complexity: Raising Rigor in Reading. Newark, DE: International Reading Association; 2012'},{id:"B13",body:'Nagy W, Townsend D. Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly. 2012;47:91-108. DOI: 10.1002/RRQ.011'},{id:"B14",body:'Uccelli P, Galloway E, Barr C, Meneses A, Dobbs C. Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly. 2015;50:337-356. DOI: 10.1002/rrq.104'},{id:"B15",body:'August D, Shanahan T. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. New York, NY: Routledge; 2017'},{id:"B16",body:'August D, Branum-Martin L, Cardenas-Hagan E, Francis D, Powell J, Moore S, et al. Helping ELLs meet the common core state standards for literacy in science: The impact of an instructional intervention focused on academic language. Journal of Research on Educational Effectiveness. 2014;7:54-82'},{id:"B17",body:'Cook HG, Boals T, Lundberg T. Academic achievement for English learners: What can we reasonably expect? Phi Delta Kappan. 2011;93:66-69. Available from: http://intl.kappanmagazine.org'},{id:"B18",body:'Zwiers J, O’Hara S, Pritchard R. Cutting to the common core: Changing the playing field, part 1. Language Magazine: The Journal of Communication & Education. 2014;13:24-27'},{id:"B19",body:'Marzano R, Heflebower T. Teaching & Assessing 21st Century Skills. Centennial, CO: Marzano Research; 2011'},{id:"B20",body:'Schoenbach R, Greenleaf C, Murphy L. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning. San Francisco, CA: Jossey-Bass; 2012'},{id:"B21",body:'Marzano R, Yanoski D, Hoegh J, Simms J. Using Common Core Standards to Enhance Classroom Instruction and Assessment. Centennial, CO: Marzano Research; 2013'},{id:"B22",body:'Wiggins G. Seven keys for effective feedback.Educational Leadership. 2012;70:10-16'},{id:"B23",body:'Brophy J. Motivating Students to Learn. 3rd ed. New York, NY: Routledge; 2010'},{id:"B24",body:'Finley T. The Science Behind Classroom Corming. Edutopia. 2015. Available from: http://www.edutopia.org/blog/establishing-classroom-norms-todd-finley'},{id:"B25",body:'Jennings P, Greenberg M. The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research. 2008;79:491-525'},{id:"B26",body:'Wilson H, Sztajn P, Edington C, Myers M. Teachers’ uses of a learning trajectory in student-centered instructional practices. Journal of Teacher Education. 2015;66:227-244'},{id:"B27",body:'Zwiers J, O’Hara S, Pritchard R. Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland, ME: Stenhouse; 2014'},{id:"B28",body:'Chamot A. Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics. 2005;25:112-130. DOI: 10.1017/S026719055000061'},{id:"B29",body:'Marzano R, Pickering D, Pollock E. Classroom Instruction that Works: Research-Based Strategies for Imcreasing Student Achievement. Alexandria, VA: ASCD; 2001'},{id:"B30",body:'Pressley M, Harris K. Cognitive strategy instruction: From basic research to classroom instruction. Journal of Education. 2017;189:77-94. Available from: https://doi.org/10.1177/0022057409189001-206'}],footnotes:[],contributors:[{corresp:null,contributorFullName:"Susan O’Hara",address:null,affiliation:'
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Mainly, the versatile techniques of ultra−/high-performance liquid chromatography (UPLC/HPLC) are in use for the analysis of assay and organic impurities/related substances/degradation products of a drug substance or drug product or intermediate or raw material of pharmaceuticals. A suitable analytical method is developed only after evaluating the major and critical separation parameters of chromatography (examples for UPLC/HPLC are selection of diluent, wavelength, detector, stationary phase, column temperature, flow rate, solvent system, elution mode, and injection volume, etc.). The analytical method development is a process of proving the developed analytical method is suitable for its intended use for the quantitative estimation of the targeted analyte present in pharmaceutical drugs. 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RNA‐seq data analyses typically consist of (1) accurate mapping of millions of short sequencing reads to a reference genome, including the identification of splicing events; (2) quantifying expression levels of genes, transcripts, and exons; (3) differential analysis of gene expression among different biological conditions; and (4) biological interpretation of differentially expressed genes. Despite the fact that multiple algorithms pertinent to basic analyses have been developed, there are still a variety of unresolved questions. In this chapter, we review the main tools and algorithms currently available for RNA‐seq data analyses, and our goal is to help RNA‐seq data analysts to make an informed choice of tools in practical RNA‐seq data analysis. In the meantime, RNA‐seq is evolving rapidly, and newer sequencing technologies are briefly introduced, including stranded RNA‐seq, targeted RNA‐seq, and single‐cell RNA‐seq.",book:{id:"5160",slug:"bioinformatics-updated-features-and-applications",title:"Bioinformatics",fullTitle:"Bioinformatics - Updated Features and Applications"},signatures:"Shanrong Zhao, Baohong Zhang, Ying Zhang, William Gordon,\nSarah Du, Theresa Paradis, Michael Vincent and David von Schack",authors:[{id:"176364",title:"Dr.",name:"Shanrong",middleName:null,surname:"Zhao",slug:"shanrong-zhao",fullName:"Shanrong Zhao"}]},{id:"49873",title:"An Introduction to Actinobacteria",slug:"an-introduction-to-actinobacteria",totalDownloads:8076,totalCrossrefCites:29,totalDimensionsCites:99,abstract:"Actinobacteria, which share the characteristics of both bacteria and fungi, are widely distributed in both terrestrial and aquatic ecosystems, mainly in soil, where they play an essential role in recycling refractory biomaterials by decomposing complex mixtures of polymers in dead plants and animals and fungal materials. They are considered as the biotechnologically valuable bacteria that are exploited for its secondary metabolite production. Approximately, 10,000 bioactive metabolites are produced by Actinobacteria, which is 45% of all bioactive microbial metabolites discovered. Especially Streptomyces species produce industrially important microorganisms as they are a rich source of several useful bioactive natural products with potential applications. Though it has various applications, some Actinobacteria have its own negative effect against plants, animals, and humans. On this context, this chapter summarizes the general characteristics of Actinobacteria, its habitat, systematic classification, various biotechnological applications, and negative impact on plants and animals.",book:{id:"5056",slug:"actinobacteria-basics-and-biotechnological-applications",title:"Actinobacteria",fullTitle:"Actinobacteria - Basics and Biotechnological Applications"},signatures:"Ranjani Anandan, Dhanasekaran Dharumadurai and Gopinath\nPonnusamy Manogaran",authors:[{id:"48914",title:"Dr.",name:"Dharumadurai",middleName:null,surname:"Dhanasekaran",slug:"dharumadurai-dhanasekaran",fullName:"Dharumadurai Dhanasekaran"}]},{id:"72074",title:"The Chemistry Behind Plant DNA Isolation Protocols",slug:"the-chemistry-behind-plant-dna-isolation-protocols",totalDownloads:3665,totalCrossrefCites:3,totalDimensionsCites:5,abstract:"Various plant species are biochemically heterogeneous in nature, a single deoxyribose nucleic acid (DNA) isolation protocol may not be suitable. There have been continuous modification and standardization in DNA isolation protocols. Most of the plant DNA isolation protocols used today are modified versions of hexadecyltrimethyl-ammonium bromide (CTAB) extraction procedure. Modification is usually performed in the concentration of chemicals used during the extraction procedure according to the plant species and plant part used. Thus, understanding the role of each chemical (viz. CTAB, NaCl, PVP, ethanol, and isopropanol) used during the DNA extraction procedure will benefit to set or modify protocols for more precisions. A review of the chemicals used in the CTAB method of DNA extraction and their probable functions on the highly evolved yet complex to students and researchers has been summarized.",book:{id:"8912",slug:"biochemical-analysis-tools-methods-for-bio-molecules-studies",title:"Biochemical Analysis Tools",fullTitle:"Biochemical Analysis Tools - Methods for Bio-Molecules Studies"},signatures:"Jina Heikrujam, Rajkumar Kishor and Pranab Behari Mazumder",authors:[{id:"74521",title:"Dr.",name:"Rajkumar",middleName:null,surname:"Kishor",slug:"rajkumar-kishor",fullName:"Rajkumar Kishor"},{id:"309357",title:"Prof.",name:"Pranab Behari",middleName:null,surname:"Mazumder",slug:"pranab-behari-mazumder",fullName:"Pranab Behari Mazumder"},{id:"318351",title:"Ph.D. Student",name:"Jina",middleName:null,surname:"Heikrujam",slug:"jina-heikrujam",fullName:"Jina Heikrujam"}]}],onlineFirstChaptersFilter:{topicId:"6",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82374",title:"The Potential of the Purinergic System as a Therapeutic Target of Natural Compounds in Cutaneous Melanoma",slug:"the-potential-of-the-purinergic-system-as-a-therapeutic-target-of-natural-compounds-in-cutaneous-mel",totalDownloads:1,totalDimensionsCites:null,doi:"10.5772/intechopen.105457",abstract:"Cutaneous melanoma is an aggressive and difficult-to-treat disease that has rapidly grown worldwide. The pharmacotherapy available in so many cases results in low response and undesirable side effects, which impair the life quality of those affected. Several studies have been shown that the purinergic system is involved in cancer context, such as in cutaneous melanoma. With technological advances, several bioactive compounds from nature are studied and presented as promising adjuvant therapies against cancer, as phenolic compounds and related action by purinergic system modulations. Thus, phenolic compounds such as rosmarinic acid, resveratrol, tannic acid, as well as vitamin D may be promising substances in a therapeutic perspective to treat cutaneous melanoma via purinergic system pathway. More research needs to be done to open up new horizons in the treatment of melanoma by the purinergic signaling.",book:{id:"10801",title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg"},signatures:"Gilnei Bruno da Silva, Daiane Manica, Marcelo Moreno and Margarete Dulce Bagatini"},{id:"82338",title:"Advantages of Noncoding RNAs in Molecular Diagnosis",slug:"advantages-of-noncoding-rnas-in-molecular-diagnosis",totalDownloads:4,totalDimensionsCites:0,doi:"10.5772/intechopen.105525",abstract:"Noncoding RNAs contribute to physiological processes by regulating many intracellular molecules participating in the life-supporting mechanisms of development, differentiation, and regeneration as well as by disrupting various signaling mechanisms such as disease development and progression and tumor growth. Because microRNAs (miRNAs) target and regulate the functions of key proteins, it is very useful to identify specific miRNAs that contribute to cellular functions and to clarify the roles of their target molecules as diagnostic and therapeutic strategies for cancer prognosis and treatment. In this section, the roles of miRNAs in various cancers and the processes leading to the identification of their target molecules are described, and the latest diagnostic strategies using miRNAs are discussed with specific examples.",book:{id:"11353",title:"Recent Advances in Non-Coding RNAs",coverURL:"https://cdn.intechopen.com/books/images_new/11353.jpg"},signatures:"Tomomi Fujii, Tomoko Uchiyama and Maiko Takeda"},{id:"82298",title:"Predicting SNPs in Mature MicroRNAs Dysregulated in Breast Cancer",slug:"predicting-snps-in-mature-micrornas-dysregulated-in-breast-cancer",totalDownloads:6,totalDimensionsCites:0,doi:"10.5772/intechopen.105514",abstract:"Breast cancer (BC) is the leading type of cancer among women. Findings have revolutionized current knowledge of microRNA (miRNA) in breast tumorigenesis. The seed region of miRNA regulates the process of gene expression negatively. The presence of SNPs in the seed regions of miRNA dramatically alters the mature miRNA function. Additionally, SNPs in the out-seed region of miRNAs have a significant impact on miRNA targeting. This study focuses on the in silico analysis procedure of mature miRNA SNPs and their impact on BC risk. The database annotated SNPs on mature miRNAs was used. Also, target gene alterations, miRNAs function in BC, and the interaction of miRNAs with targets were predicted. A list of 101 SNPs in 100 miRNAs with functional targets in BC was indicated. Under the SNPs allele variation, 10 miRNAs changed function, 6 miRNAs lost targets, 15 miRNAs gained targets, 48 onco-miRNAs remained unchanged, and 21 tumor suppressor miRNAs remained unchanged. At last, a list of 89 SNPs, which alter miRNA function and miRNA-mRNA interaction, were shown to be potentially associated with BC risk. This research theoretically generated a list of possible causative SNPs in the mature miRNA gene that might be used in future BC management studies.",book:{id:"11353",title:"Recent Advances in Non-Coding RNAs",coverURL:"https://cdn.intechopen.com/books/images_new/11353.jpg"},signatures:"Thanh Thi Ngoc Nguyen, Thu Huynh Ngoc Nguyen, Luan Huu Huynh, Hoang Ngo Phan and Hue Thi Nguyen"},{id:"82103",title:"The Role of Endoplasmic Reticulum Stress and Its Regulation in the Progression of Neurological and Infectious Diseases",slug:"the-role-of-endoplasmic-reticulum-stress-and-its-regulation-in-the-progression-of-neurological-and-i",totalDownloads:5,totalDimensionsCites:0,doi:"10.5772/intechopen.105543",abstract:"The unfolded protein response (UPR) is a cellular mechanism activated by endoplasmic reticulum (ER) stress, which ranges from inhibition of protein synthesis to apoptosis. ER stress is induced in general by aggregated autologous or foreign (e.g. viral) proteins, oxidative stress, mitochondrial dysfunction, disruption of intracellular calcium, or inflammation. In patients with Alzheimer’s disease (AD) and amyotrophic lateral sclerosis (ALS), the known stressors are aggregated amyloid-beta and superoxide dismutase (SOD-1), respectively, but autologous DNA released by trauma into the cytoplasm may also be involved in ALS. In HIV-1-associated neurocognitive disorders (HAND), ER stress is induced by HIV-1 and antiretroviral therapy. Additionally, in cases of epilepsy, ER stress has been implicated in neuronal dysfunction. In this chapter, we examine a clinical and immunologic approach to ER stress in the progression of neurological and infectious diseases. In addition, we will briefly discuss emerging treatments including omega fatty acids, progesterone, and DHA, which repair and favorably regulate UPR in some patients with neurological diseases.",book:{id:"11674",title:"Updates on Endoplasmic Reticulum",coverURL:"https://cdn.intechopen.com/books/images_new/11674.jpg"},signatures:"Mary Dover, Michael Kishek, Miranda Eddins, Naneeta Desar, Ketema Paul and Milan Fiala"},{id:"82212",title:"Protein Prenylation and Their Applications",slug:"protein-prenylation-and-their-applications",totalDownloads:8,totalDimensionsCites:0,doi:"10.5772/intechopen.104700",abstract:"Prenylation is a universal covalent post-translational modification found in all eukaryotic cells, comprising attachment of either a farnesyl or a geranylgeranyl isoprenoid. Prenyl group is important for protein-protein binding through specialized prenyl-binding domains. Farnesylation and geranyl geranylation are very important in C-terminal anchoring of proteins to the cell membrane. These post-translational modification are most often catalyzed by either protein farnesyl transferase (FTase) or protein geranyl geranyl transferase-I (GGTase-I). These enzymes typically recognize a CaaX motif, where “C” is the cysteine to be prenylated and the remainder of the motif leads to recognition by FTase and/or GGTase-I. Prenylation plays vital role in diversification of natural products flavonoids, coumarins, and isoflavonoids. Many prenylated compounds have been identified as active components in medicinal plants with biological activities, such as anti-cancer, anti-spasmodic, anti-bacterial, anti-fungal, anti-inflammatory, and anti-androgen activity. Due to their beneficial effects on diseases, prenylated compounds are of particular interest as lead compounds for producing drugs and functional foods. In this chapter, we concise the prenylation reactions of aromatic compounds such as indole, ketones, and aldehydes that may results to lead molecules discovery. Prenylation reactions are applied on azoles, anilines, thioles, indole, α-carbonyl bromides, and aryl bromide. There are several drugs that are obtained from prenylation, i.e. (-)-17-hydroxy-citrinalin, (+)-stephacidin, prenylated. In this text there is no referencing, it is a chemical name, so keep as it is.",book:{id:"11098",title:"Modifications of Biomolecules",coverURL:"https://cdn.intechopen.com/books/images_new/11098.jpg"},signatures:"Khemchand R. Surana, Ritesh B. Pawar, Ritesh A. Khairnar and Sunil K. Mahajan"},{id:"80954",title:"Ion Channels and Neurodegenerative Disease Aging Related",slug:"ion-channels-and-neurodegenerative-disease-aging-related",totalDownloads:6,totalDimensionsCites:0,doi:"10.5772/intechopen.103074",abstract:"Many neurodegenerative diseases such as Alzheimer’s disease, Parkinson’s disease, Huntington’s disease, multiple sclerosis, amyotrophic lateral sclerosis, and age-related disorders are caused due to altered function or mutation in ion channels. Ion channels are important in maintaining cell homeostasis because they affect membrane potential and play a critical role in neurotransmitter secretion. As a result, it appears that a potential antiaging therapy strategy should consider treating multiple diseases at the same time or focusing on identifying a common target among the biological processes implicated in aging. In this chapter, we will go over some of the fundamental ideas of ion channel function in aging, as well as an overview of how ion channels operate in some of the most common aging-related disorders.",book:{id:"10838",title:"Ion Channels - From Basic Properties to Medical Treatment",coverURL:"https://cdn.intechopen.com/books/images_new/10838.jpg"},signatures:"Marika Cordaro, Salvatore Cuzzocrea and Rosanna Di Paola"}],onlineFirstChaptersTotal:56},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:103,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:31,numberOfPublishedChapters:314,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:11,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:112,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:105,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:16,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:4,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:14,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He also obtained an MSc in Molecular and Genetic Medicine, and a Ph.D. in Clinical Immunology and Human Genetics from the University of Sheffield, UK. He also completed a short-term fellowship in Pediatric Clinical Immunology and Bone Marrow Transplantation at Newcastle General Hospital, England. Dr. Rezaei is a Full Professor of Immunology and Vice Dean of International Affairs and Research, at the School of Medicine, Tehran University of Medical Sciences, and the co-founder and head of the Research Center for Immunodeficiencies. He is also the founding president of the Universal Scientific Education and Research Network (USERN). Dr. Rezaei has directed more than 100 research projects and has designed and participated in several international collaborative projects. He is an editor, editorial assistant, or editorial board member of more than forty international journals. He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. Voyich",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Montana State University",country:{name:"United States of America"}}},{id:"330412",title:"Dr.",name:"Muhammad",middleName:null,surname:"Farhab",slug:"muhammad-farhab",fullName:"Muhammad Farhab",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"349495",title:"Dr.",name:"Muhammad",middleName:null,surname:"Ijaz",slug:"muhammad-ijaz",fullName:"Muhammad Ijaz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}}]}},subseries:{item:{id:"38",type:"subseries",title:"Pollution",keywords:"Human activity, Pollutants, Reduced risks, Population growth, Waste disposal, Remediation, Clean environment",scope:"
\r\n\tPollution is caused by a wide variety of human activities and occurs in diverse forms, for example biological, chemical, et cetera. In recent years, significant efforts have been made to ensure that the environment is clean, that rigorous rules are implemented, and old laws are updated to reduce the risks towards humans and ecosystems. However, rapid industrialization and the need for more cultivable sources or habitable lands, for an increasing population, as well as fewer alternatives for waste disposal, make the pollution control tasks more challenging. Therefore, this topic will focus on assessing and managing environmental pollution. It will cover various subjects, including risk assessment due to the pollution of ecosystems, transport and fate of pollutants, restoration or remediation of polluted matrices, and efforts towards sustainable solutions to minimize environmental pollution.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/38.jpg",hasOnlineFirst:!1,hasPublishedBooks:!0,annualVolume:11966,editor:{id:"110740",title:"Dr.",name:"Ismail M.M.",middleName:null,surname:"Rahman",slug:"ismail-m.m.-rahman",fullName:"Ismail M.M. Rahman",profilePictureURL:"https://mts.intechopen.com/storage/users/110740/images/2319_n.jpg",biography:"Ismail Md. Mofizur Rahman (Ismail M. M. Rahman) assumed his current responsibilities as an Associate Professor at the Institute of Environmental Radioactivity, Fukushima University, Japan, in Oct 2015. He also has an honorary appointment to serve as a Collaborative Professor at Kanazawa University, Japan, from Mar 2015 to the present. \nFormerly, Dr. Rahman was a faculty member of the University of Chittagong, Bangladesh, affiliated with the Department of Chemistry (Oct 2002 to Mar 2012) and the Department of Applied Chemistry and Chemical Engineering (Mar 2012 to Sep 2015). Dr. Rahman was also adjunctly attached with Kanazawa University, Japan (Visiting Research Professor, Dec 2014 to Mar 2015; JSPS Postdoctoral Research Fellow, Apr 2012 to Mar 2014), and Tokyo Institute of Technology, Japan (TokyoTech-UNESCO Research Fellow, Oct 2004–Sep 2005). \nHe received his Ph.D. degree in Environmental Analytical Chemistry from Kanazawa University, Japan (2011). He also achieved a Diploma in Environment from the Tokyo Institute of Technology, Japan (2005). Besides, he has an M.Sc. degree in Applied Chemistry and a B.Sc. degree in Chemistry, all from the University of Chittagong, Bangladesh. \nDr. Rahman’s research interest includes the study of the fate and behavior of environmental pollutants in the biosphere; design of low energy and low burden environmental improvement (remediation) technology; implementation of sustainable waste management practices for treatment, handling, reuse, and ultimate residual disposition of solid wastes; nature and type of interactions in organic liquid mixtures for process engineering design applications.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorTwo:{id:"201020",title:"Dr.",name:"Zinnat Ara",middleName:null,surname:"Begum",slug:"zinnat-ara-begum",fullName:"Zinnat Ara Begum",profilePictureURL:"https://mts.intechopen.com/storage/users/201020/images/system/201020.jpeg",biography:"Zinnat A. Begum received her Ph.D. in Environmental Analytical Chemistry from Kanazawa University in 2012. She achieved her Master of Science (M.Sc.) degree with a major in Applied Chemistry and a Bachelor of Science (B.Sc.) in Chemistry, all from the University of Chittagong, Bangladesh. Her work affiliations include Fukushima University, Japan (Visiting Research Fellow, Institute of Environmental Radioactivity: Mar 2016 to present), Southern University Bangladesh (Assistant Professor, Department of Civil Engineering: Jan 2015 to present), and Kanazawa University, Japan (Postdoctoral Fellow, Institute of Science and Engineering: Oct 2012 to Mar 2014; Research fellow, Venture Business Laboratory, Advanced Science and Social Co-Creation Promotion Organization: Apr 2018 to Mar 2021). The research focus of Dr. Zinnat includes the effect of the relative stability of metal-chelator complexes in the environmental remediation process designs and the development of eco-friendly soil washing techniques using biodegradable chelators.",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorThree:null,series:{id:"25",title:"Environmental Sciences",doi:"10.5772/intechopen.100362",issn:"2754-6713"},editorialBoard:[{id:"252368",title:"Dr.",name:"Meng-Chuan",middleName:null,surname:"Ong",slug:"meng-chuan-ong",fullName:"Meng-Chuan Ong",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRVotQAG/Profile_Picture_2022-05-20T12:04:28.jpg",institutionString:null,institution:{name:"Universiti Malaysia Terengganu",institutionURL:null,country:{name:"Malaysia"}}},{id:"63465",title:"Prof.",name:"Mohamed Nageeb",middleName:null,surname:"Rashed",slug:"mohamed-nageeb-rashed",fullName:"Mohamed Nageeb Rashed",profilePictureURL:"https://mts.intechopen.com/storage/users/63465/images/system/63465.gif",institutionString:null,institution:{name:"Aswan University",institutionURL:null,country:{name:"Egypt"}}},{id:"187907",title:"Dr.",name:"Olga",middleName:null,surname:"Anne",slug:"olga-anne",fullName:"Olga Anne",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBE5QAO/Profile_Picture_2022-04-07T09:42:13.png",institutionString:null,institution:{name:"Klaipeda State University of Applied Sciences",institutionURL:null,country:{name:"Lithuania"}}}]},onlineFirstChapters:{paginationCount:10,paginationItems:[{id:"82196",title:"Multi-Features Assisted Age Invariant Face Recognition and Retrieval Using CNN with Scale Invariant Heat Kernel Signature",doi:"10.5772/intechopen.104944",signatures:"Kamarajugadda Kishore Kumar and Movva Pavani",slug:"multi-features-assisted-age-invariant-face-recognition-and-retrieval-using-cnn-with-scale-invariant-",totalDownloads:5,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Pattern Recognition - New Insights",coverURL:"https://cdn.intechopen.com/books/images_new/11442.jpg",subseries:{id:"26",title:"Machine Learning and Data Mining"}}},{id:"82063",title:"Evaluating Similarities and Differences between Machine Learning and Traditional Statistical Modeling in Healthcare Analytics",doi:"10.5772/intechopen.105116",signatures:"Michele Bennett, Ewa J. 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