\\n\\n
More than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\\n\\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\\n\\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\\n\\nAdditionally, each book published by IntechOpen contains original content and research findings.
\\n\\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\\n\\n\\n\\n
\\n"}]',published:!0,mainMedia:{caption:"IntechOpen Maintains",originalUrl:"/media/original/113"}},components:[{type:"htmlEditorComponent",content:'
Simba Information has released its Open Access Book Publishing 2020 - 2024 report and has again identified IntechOpen as the world’s largest Open Access book publisher by title count.
\n\nSimba Information is a leading provider for market intelligence and forecasts in the media and publishing industry. The report, published every year, provides an overview and financial outlook for the global professional e-book publishing market.
\n\nIntechOpen, De Gruyter, and Frontiers are the largest OA book publishers by title count, with IntechOpen coming in at first place with 5,101 OA books published, a good 1,782 titles ahead of the nearest competitor.
\n\nSince the first Open Access Book Publishing report published in 2016, IntechOpen has held the top stop each year.
\n\n\n\nMore than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\n\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\n\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\n\nAdditionally, each book published by IntechOpen contains original content and research findings.
\n\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\n\n\n\n
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\r\n\tThe UN Climate Change Conference, UK 2021, came up with the Zero-Emission Vehicles Transition Council: 2022 Action Plan, with this highlighted statement: "We have agreed that our shared aim is to make zero-emission vehicles the new normal by making them accessible, affordable, and sustainable in all regions by 2030". At face value, this statement spells doom for the internal combustion engine. Though we desire to have zero-emission vehicles as soon as possible, however, practical realities will not make this possible as quickly as we want! MOTORTREND succinctly captured this essence in its feature article, HOW GASOLINE ENGINES CAN SURVIVE IN AN ELECTRIC CAR FUTURE "Advancing technology can keep conventional engines humming for decades. Combustion engines won't completely disappear any time soon, if ever. Certain transportation tasks or operating environments simply don't lend themselves to the battery- or hydrogen-powered electric propulsion. A century and a half of research and development have greatly increased the efficiency of combustion engines, and engineers have loads of additional tricks up their sleeves that promise to extract even more work from a molecule of fuel while producing even fewer harmful emissions". Therefore, the internal combustion engine will continue to be around for decades to come. Thus, the purpose of this book will be to bring together all current research and development work on the internal combustion engine targeted at further reducing its harmful emissions, to have an environmentally sustainable world even with its use.
",isbn:"978-1-80356-909-3",printIsbn:"978-1-80356-908-6",pdfIsbn:"978-1-80356-910-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"99cc881bcb3efe05085f2728ccbeab6b",bookSignature:"Prof. Akaehomen Akii Ibhadode",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11521.jpg",keywords:"Power Losses, Lightweighting, Downsizing, New Configurations, Biofuels, Synthetic Fuels, Fossil Fuels, Other Fuels, Carbon Dioxide, Carbon Monoxide, Hydrocarbons, Particulate Matter",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 5th 2022",dateEndSecondStepPublish:"June 14th 2022",dateEndThirdStepPublish:"August 13th 2022",dateEndFourthStepPublish:"November 1st 2022",dateEndFifthStepPublish:"December 31st 2022",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"2 months",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"Prof. Akaehomen Ibhadode is a researcher in IC engine, manufacturing engineering, and former Shell Professor of Lightweight Automobile Engine Development (2016 - 2020). 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He obtained a B.Sc. (Mechanical Engineering), University of Lagos in 1981, M.Eng. (Production Engineering), University of Benin in 1984, both in Nigeria, and a Ph.D. (Mechanical Engineering), University of Birmingham, United Kingdom in 1987. He has pioneered a number of researches leading to patents and industrial products. \n\nHe was the winner of the Nigeria Prize for Science (2010) of the Nigerian Academy of Science sponsored by the Nigerian Liquefied Natural Gas Limited, and the winner of the Edwin Walker Prize for 1988 of the Institution of Mechanical Engineers, United Kingdom. Since 2013 till date, he has mentored student teams which design and build Shell Eco-marathon Competition vehicles. 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Alongside this investment, policy makers have increased their accountability expectations of early childhood programs, often in terms of more measurable learning outcomes. This increased accountability has created particular tensions for educators working with very young children in the birth-5 years (often referred to as the pre-compulsory years, i.e., the years prior to the compulsory school age). These tensions are related to views about what constitutes learning in the early years and what it means to “know.” This chapter explores how a deeper engagement with philosophical ideas about knowledge might inform practice in the early years and enable early childhood educators to articulate their practice more effectively.
\nDiscussions and debates about how children learn and what it means to “know” are informed by ideas and beliefs about knowledge. For example, the early childhood years have often seen a shift of pedagogical focus from what a child
This chapter examines the possibility that early learners may be supported more effectively if early childhood educators better understand the epistemology that underpins their practice. Therefore, the first sections of the chapter revisit the differences between constructivism, social constructionism, and critical constructionist theories as a way of exploring what it means to “know.” This deeper theoretical work may also contribute to a “shared pedagogical frame” for early childhood educators working across the birth-8 years. The second half of the chapter focuses on what this means for practice. Utilizing one of the “big ideas” from the Social Sciences, some examples of how understandings of social and critical constructionist theory can inform transformative teaching and learning in the early years.
\nIn its broadest sense, pedagogy relates to an interactive process where the educator enhances and sustains learning. The different dimensions that make up a pedagogical frame include beliefs about knowledge and the learning process that in turn construct the relationship between learners, teachers, and contexts. These aspects of pedagogy have been described as the processes through which children achieve the outcomes proposed and how educators should support them [2]. Researchers [3] have expanded understandings of pedagogy to include the dynamic of the pedagogue-child relation (care, empathy, acknowledgement, etc.); the pedagogue-content relation; the child’s relation to other children and the pedagogue’s relation to a group of children. Although each aspect of a pedagogical frame is interrelated and therefore difficult to separate, this chapter focuses on beliefs about knowledge (the pedagogue-content relation) for I contend that these underpin the relationship between learner, educator, and context.
\nAlthough not often acknowledged in many discussions of early childhood practice, beliefs about what constitutes knowledge and how it is produced underpin early childhood pedagogy. As Gergen ([4] p. 17) contends “Beliefs about knowledge inform, justify and sustain our practices of education.” Many discussions of the differences between the child-centered, play-based pedagogy in the birth-5 years and a “teacher directed” and “subject driven” approach in the early years of school are underpinned by beliefs about knowledge. However, constructing pedagogy as a choice between a child-centered or a teacher centered, subject driven approach does not reflect the nuanced approaches to pedagogy that are evident across the birth-8 years. In their study of early childhood pedagogy Siraj-Blatchford et al. [5] conclude that we should be moving away from such a polarized description of teaching and learning. This “moving away” requires sustained intellectual work. This chapter explores the possibility that the ambiguity that characterizes debates about early childhood pedagogy is related to lack of understanding regarding the epistemological basis of our teaching and learning. This chapter addresses this ambiguity and explores how constructivist perspectives have been challenged by critical social constructionist ideas. The next section of the chapter therefore briefly revisits contemporary research into constructivism.
\nEarly childhood education has traditionally been informed by a “constructivist” view of knowledge in which each individual (child) is engaged in a process of “building up” knowledge as they encounter the experiential world. From a constructivist perspective, learning involves a “personal construction of meaning” [6]. This constructivist view of knowledge contrasts with an objectivist epistemological perspective where knowledge is seen to be “discovered” (often by others) and then can therefore be transmitted “ready-made” to the learner ([6] p. 332). This contrast has been the basis of educational debate for decades and has often been described as an epistemological impasse that has created polarized positions regarding what constitutes teaching and learning.
\nSome theorists have attempted to find a way through this impasse. For example, Elder Vlass [7] argues that while “radical” social constructionists argue that
Cognitive constructivism, the explanatory framework developed by Piaget [8] focused on how individual learners adapt and refine knowledge based on individual experience. Piaget’s depiction of the developing child as a “lone, inventive young scientist, struggling to make independent sense of the surrounding world…” ([9] p. 9) has dominated early childhood pedagogy for many years. A cognitive constructivist approach to young children’s learning focuses on the workings of individual mental processes. Most early childhood educators working with children aged between birth-5 would argue that they work from a constructivist paradigm with children actively involved in constructing their own knowledge. While many early childhood educators working in the early years of school would also argue that they are working from a constructivist perspective, these educators are often working in school systems which have an objectivist epistemology as their “default” position where knowledge is seen to be “transferred” from the minds of teachers to the minds of learners [10].
\nWhile many theorists continue to take a constructivist approach and maintain an interest in the internal working of the individual mind, social constructionist theories have emphasized the social processes involved in learning. Within a social constructionist frame, we move our gaze from individual characteristics as explanations for learning, to a focus on the social unit of activity and regard individual higher cognitive processing as derived from that [11]. Vygotsky [12] claimed that “…all higher (mental) functions originate as actual relations between human individuals.” An emphasis on the social dimensions of learning has contributed new ideas about the relationship between educators, early learners and knowledge. For example, a cognitive constructivist frame views learning as primarily individual but in a social constructionist paradigm, the centrality of interpersonal relationships (often with a more competent “other”) is fundamental when considering how early learners make meaning of their worlds.
\nThe difference between the constructivist and social constructionist paradigms relate to their differing emphasis on either the mental processes of the
This chapter presents the possibility that a deeper understanding of these different perspectives regarding knowledge (how it originates and is communicated) enables early childhood educators to make more equitable, inclusive curriculum and pedagogic decisions. Working within a critical social constructionist paradigm means that the child’s social circumstances are no longer seen as “background,” but rather, as the basis of learning. The next sections of the chapter examine how a critical social constructionist perspective opens up the possibility of new “ways of being” for young children and the adult educators with whom they are interacting.
\nIn this section of the chapter we use some of the “big ideas” drawn from the Social Sciences to explore the question of whether a better understanding of our beliefs about knowledge can contribute to a pedagogy that honors what children “want” to know and also connects with what they will “need” to know in order to function in society. The subsequent discussion presents the possibility that the “big ideas” that drive investigation and inquiry in Social Science are at the heart of young children’s learning and that a critical social constructionist perspective offers the potential to support children’s interests in a collaborative process of making meaning of their social and physical worlds.
\nThe Social Sciences are concerned with society and the many relationships among individuals within any given society. The concepts guiding inquiry in the Social Sciences connect with the commonly espoused principles of early childhood education for understanding and sustaining relationships is fundamental to pedagogy in the early years. Teaching and learning in the early childhood years has been described as “Social pedagogy” and is primarily concerned with “learning to live together” (Bennett [2] p.12). The focus of this chapter is how intentional teaching, informed by a critical social constructionist epistemology, might play a part in “learning to live together.”
\nThe subsequent sections of the chapter draw examples from one of the Social Science disciplines: the concepts of place and space (Geography) to explore teaching and learning in the early years from a critical social constructionist perspective. The proposition explored here is that pedagogy informed by a critical social constructionist stance and a better understanding of the concepts and methods of inquiry offered in the Social Sciences may support early childhood educators to sustain, enhance and extend young children’s learning about “living together” that might contribute to a more socially just world. We propose that the big ideas of “place” and “space” might inform a more socially just pedagogy than a cognitive constructivist approach. This is because the concepts of “place and space” provide the stimulus for exploring the
Understanding “place” is something that the child “wants to know.” This interest is evident (for example) in the sandpit or block corner where young children are intensely involved in negotiating boundaries and borders, establishing possession, sharing and claiming space. So, is it possible (and beneficial) to connect the child’s “wanting” to know with broader educational purposes and outcomes? We argue that these “sandpit” situations offer the opportunity to extend and enhance young children’s understanding of wider society. Understanding place and space has been identified as something children “need to know” in many curricula. For example, in the Australian curriculum (ACARA) [15] the “concepts of place and space” include the understanding that “the ways people organize and manage the spaces in the places we live…can be designed and redesigned to achieve particular purposes.” It seems that knowing who “owns” spaces and which space is appropriate for a particular activity is important for participation in the social worlds of the home, classroom and beyond.
\nIn a general sense, the word “intentional” co-located with the word “teaching” implies that there is a sense of
A considered approach to any intentional teaching and learning demands attending to
Returning to the theoretical concepts introduced in earlier sections of the chapter helps clarify how a critical social constructionist perspective can offer some useful ways of seeing the learning that is occurring as children are playing out their understanding of place. Firstly, the child, from the moment of birth would be considered to be an
The concepts of place and space are some of the most common stimuli for young children’s play. Children bring to their play their own unique understandings and experience of “place” as they take up roles, re-construct situations and events in their play. For example, in one very disadvantaged setting, the educators took the decision to construct a Police Station play area. The result was that some children assumed a position of power and leadership in the play that had not previously been observed. These children enacted processes (such as being called by a number, prioritized, segregated, and questioned) that demonstrated their experience of this particular “place.” This example illustrates how an early childhood educator’s understanding of the importance of “place” informs the provision of diverse “places” within early childhood classrooms that contribute to, and support, children’s cultural identities and learning. Another example is where the provision of a “publishing” corner in the early years classroom provides opportunity for children to assume the identity of illustrator, writer and author that might not otherwise be possible.
\nIn order to better understand how children utilize their life-world experiences in play, contemporary early childhood research has moved away from a developmental perspective with its emphasis on the child as individual to the child as a social participant. This participation is crucial to children’s construction of knowledge. The child’s knowledge and understanding can be understood from a “Funds of Knowledge” (FoK) [16] perspective, foregrounding the social origins of knowledge as a result of participation in particular cultural and social circumstances. It is beyond the scope of this chapter to discuss a FoK approach to teaching and learning in depth, but it is relevant to acknowledge that in recent times, a FoK approach recognizes children’s learning in terms of both the “sources” and “areas” of knowledge as not only household and community experiences but also popular culture, media and classroom participation.
\nAlongside a recognition of the knowledge children have developed within their social worlds, the concept of “working theories” [17] to describe children’s “evolving ideas and understandings” is also useful and consistent with a critical social constructionist epistemology. Utilizing working theories as a way of explaining children’s knowledge construction contributes to a more inclusive pedagogy for it highlights not only the cultural “situatedness” of the child’s understandings but also “how different access to funds of knowledge may offer insights into matters of inclusion, exclusion and status within children’s play” ([18] p. 297). As illustrated in the Police Station example above, the type of knowledge and experience of “place” that children bring to their play may contribute to their status and power but also can lead to exclusion and powerlessness [19]. Take a moment to consider what a First Nations child, the child experiencing homelessness or the child of a refugee family might contribute a discussion about “place.”
\nOne of the principles underpinning a socially just education is that if curriculum and pedagogy enables the most disadvantaged children in the group to participate equally, this benefits the whole group. If the experiences, conversations and resources used in the inquiry about “place” include the experience of the homeless and refugee children, this not only values those children’s experiences, it broadens and extends the whole group understanding of place. Intentional teaching techniques such as shared book reading, situates children’s own experience of place alongside those of other children: those found in stories, media and popular culture. In this process, the group’s knowledge about place is broadened and extended. However, the educator’s skill in facilitating and mediating the exchange and sharing of these life-world experiences becomes crucial.
\nAs previously noted, intentional teaching in the early years often means continuing the ideas and interests that children are exploring through play. However, there are many unexplored issues associated with the assumption that, in a group of young children, it is possible to follow
An epistemological perspective that views knowledge as constructed rather than as “truth” enables the teacher to work alongside the child (or children) in the process of co-constructing knowledge. Viewing teaching and learning as a co-construction of meaning reduces the divide between “teacher led” or “child centered” perceptions of teaching and learning in the early years. No longer is the adult positioned as only ever “responding” to the needs or interests of the early learner: the adult is now in a reciprocal relationship, also contributing ideas and ways of knowing and supporting other children to participate in the conversation. Co-construction is described as a process where two (I would argue and sometimes more) people interact and “each participant listens to the other’s ideas, contributes from their own, and together they develop their unique shared meaning” ([20] p. 37). The child’s voice is heard and valued and all participants make links between experiences, across time and distance. Thus, co-construction re-positions both the early learner and the teacher. The educator is learning alongside the child/children. Returning to our example of “place,” in Australia, as the indigenous child contributes ideas about connection to the land, perhaps supported by a visiting indigenous elder, the educator, along with the children in the group is deepening their knowledge of “place.”
\nViewing learning as “co-construction” is premised on the belief that both the child and the educator (or another child/children) with whom they are interacting see a “context, a situation, or a phenomenon, which is ‘objectively’ the same in qualitatively different ways …and if we become aware of others’ ways of seeing, then we have a certain degree of collective consciousness” ([21] p. 190). Here, we see a shift from a cognitive constructivist perspective focused on the individual child’s construction of meaning to a critical social constructionist paradigm concerned with the pair or group’s understanding of a phenomena, experience or concept.
\nBy interacting with others (both adults and children), children will be exposed to a much wider range of “ways of seeing” (in this case, place) than is available when working or playing alone. The child finding their own way into a “landscape of ideas,” concepts, terms and facts shared by others, is learning [21]. However, in this solitary process, their own perspectives limit individuals. By learning how others see and experience place, a child will be broadening their ideas of the multiple ways that “place” can be seen and “meaning is enriched in the process.”
\nIn this process of co-constructing meaning, adults actively participate as “intentional mediators” [22] and this concept of “teaching as mediation” opens up new possibilities for thinking about teachers’ work with early learners across the birth-8 years. This approach does not assume the dominance of one knowledge over another but different knowledges are not “valued as more or less true…but are put side by side and treated equally important as different ways of understanding” ([23] p. 285).
\nAs becomes evident, within this framework the role of the pedagogue is significant, the teacher has important work to do working alongside the learner/s, mediating between the known and the unknown. The teacher, is not only a “mediator of knowledge” but a “critical mediator of knowledge” whose role involves making the “culture, worldview and social arrangements and everyday practices of their society more accessible” ([22] p. 349).
\nMediation involves many different pedagogical decisions. As previously discussed, the educator’s consideration of whether a child’s idea is pursued at an individual, small group, or whole group level is an intentional decision. Designing learning experiences for individual children, a small group or the whole group requires sophisticated and purposeful planning. One of the benefits of planning whole group experiences is that the “shared” experience ameliorates some of the inequities of individual children’s opportunities. For example, as part of the group conversation about “place,” a carefully planned excursion to a particular “place” (e.g., an Art gallery) offers all children to participate equally in a conversation about what makes this place special, what happens there, and the people who are involved, etc. The excursion forms the basis of a more equal conversation than sole reliance on children’s previous opportunities. Again, the diversity of life-worlds can be brought into the conversation to extend children’s understanding of place. For example an indigenous perspective regarding how, although many galleries now include indigenous artworks, in times past, indigenous artists displayed their art in culturally significant, natural places would be important.
\nThe language used in the educators’ questions, resources, responses and comments is critically important from a critical social constructionist perspective. Using accurate words such as “space, artists, artworks, light, hanging” in context invites children to think about particular space (in this case the Art gallery) in new ways. Literature, storytelling, and multi-media resources are useful to enhance “shared” understandings about place. Asking the children why they think people have created art galleries stimulates thinking about how “places and spaces” are designed by people for particular activities: one of the core principles of understanding the social and physical world.
\nA common mediating strategy utilized by early childhood educators is illustrated by the Police Station example described previously. Educators often “orchestrate” the environment by introducing props and organizing space related to particular social activities (shops, hospitals, homes, etc.). Working within a critical social constructionist paradigm includes considering the environment as mediating strategy. In a socially just pedagogy, the environments being provided must include aspects of diverse children’s experience. For example, in an Australian context, in the sandpit, are the tools and toys from a solely western repertoire (Tonka trucks, cranes, plastic containers) or do the props include examples from indigenous ways of knowing such as bark, native plants, and perhaps some tools that could be used for re-constructing animal tracks.
\nPhotographs and videos can be the stimulus for enhancing and extending children’s learning about “place.” For example, based on a Photostory [24] methodology, children could be asked to take a photo of their favorite place, both in the classroom and in their wider worlds. For very young children, families or carers could be asked to capture the places where their babies or toddlers are happiest and share these with the educators. These photos could be the basis of whole group discussions about whether there are common features of these places. What makes the space special: the people or activities there, plants, animals, materials, quietness? These ideas could be used to make changes in the way the center is organized. The photos could be sorted, re-arranged, published and shared in many ways, utilizing multiple technologies such as slide shows, e-books and photo-books with captions.
\nVideo recording children at play in the sandpit, particularly if there is a dispute about territory, ownership and use of space could be the basis for beginning significant conversations about “place.” Using the words “boundaries” and “borders” introduces important ideas regarding how “ownership” is established, who makes the decisions related to whether and how space is shared, not only in the sandpit, but also in the wider world.
\nLastly, experiences in the Arts provide the opportunity for children to co-construct meaning as they explore, express and communicate aspects of their social and physical worlds in unique ways. For example, drawing, then sculpting the people who live in the “place” called home is a valuable opportunity for children to explore the concept of “place” over an extended time using different materials to represent and express their ideas and understandings of the places, people and events in their worlds.
\nThis chapter has presented the possibility that revisiting our beliefs about knowledge from a critical social constructionist perspective offers early childhood educators the potential to make more socially just pedagogical decisions. Using examples drawn from the Social Sciences regarding the concept of “place and space” we have examined the potential of intentional teaching for sustaining, enhancing and extending young children’s learning.
\nThe chapter has explored how a metaphor of the child as participating in a “drama” as they find their way into a landscape of ideas, utilizing the cultural tools (such as language) that are made available in their life-worlds, offers the teacher a position as a critical mediator in the process of learning. The teacher is an important player in the drama: making connections, supporting children’s working theories, initiating and sustaining “big” ideas over time.
\nA critical social constructionist epistemology opens up new ways of thinking about teaching and learning in the early years that moves beyond a choice between either a child-centered or teacher-directed approach. Pedagogy informed by an understanding of critical social constructionism pays attention to the knowledge that children bring and extends this knowledge in ways that contribute to a more socially just world.
\nGravitational waves are ripples in the curvature of spacetime that propagate like waves, traveling outward from the source; they travel at the speed of light (299,792,458 m/s) and squeeze and stretch anything in their path as they pass. Do not confuse it with gravity waves that are waves generated when the force of gravity in a fluid medium or, when it is the case, at the interface between two different media, tries to restore equilibrium, as an example of these waves there are the wind waves on the interface between the atmosphere and the ocean.
Predicted in 1916 [1, 2] by Albert Einstein based on his theory of general relativity, [3] and detected in 2015, gravitational waves transport energy in the form of gravitational radiation, oscillation of spacetime itself. This theory predicts that the presence of mass causes spacetime to warp. When massive objects move around themselves, this curvature is altered, sending ripples of gravitation out of the universe carrying unbelievable amounts of energy. As these sources are very distant by the time, these disturbances catch up with us; they are almost imperceptible because they are weaker and gravitational waves interact very weakly with matter. Because of that, it was only a century after Einstein’s prediction that scientists developed a sensitive enough detector—a Laser Interferometer Gravitational-Wave Detector, some kilometers long interferometer and were able to confirm the existence of gravitational waves [4].
The existence of gravitational waves is also a consequence of the Lorentz covariance of general relativity since it brings the concept of a finite speed of propagation of gravity. Gravitational waves did not exist in the Newtonian theory of gravitation, which postulates that physical interactions propagate at infinite speed.
There was already indirect evidence of gravitational waves before its first direct detection. Measurements of the Hulse-Taylor binary system suggested that gravitational waves were more than a hypothetical concept. This system is one of the potential sources of detectable gravitational waves. These potential sources include binary compact star systems composed of white dwarfs, neutron stars, and black holes.
0ne way of thinking about gravitational radiation is as the messenger that carries information about changes in gravitational fields that attract one thing to another [5].
Several gravitational wave observatories (detectors) are under construction or in operation around the world [6]. In 2017, the Nobel Prize in Physics was awarded to Rainer Weiss, Kip Thorne, and Barry Barish for their role in detecting gravitational waves [7]. In these gravitational wave detectors and previous ones, the use of interferometry was essential for the operation of such a detector.
The possibility of gravitational waves was discussed in 1893 by Oliver Heaviside using the analogy between the inverse square law of distance in gravitation and electricity [7]. In 1905, Henri Poincaré proposed for the first time the existence of gravitational waves, which emanated from accelerated bodies and propagated at the same speed of light, this is dictated by the transformations of Lorentz [8] and implies an analogy that, accelerating electric charges produce electromagnetic waves, accelerating masses must emanate gravitational waves. When publishing his theory of gravitation (the general theory of relativity) in 1915, Einstein did not agree with Poincaré’s proposal, as in his theory there are not gravitational dipoles, essential for the emission in the electromagnetism theory. However, based on a weak field approximation, he concluded that there should be three kinds of gravitational waves (named by Hermann Weyl as longitudinally-longitudinally, transversely-longitudinally, and transversely-transverse).
These approximations made by Einstein were criticized by several researchers and even Einstein had doubts. In 1922, Arthur Eddington wrote a paper entitled: “The propagation of gravitational waves” [8], in which he showed that two of the three types of waves proposed by Einstein were only mathematical artifacts produced by the system of coordinates and they were not really waves. This also cast doubt on the physicality of the third type (transversely transverse); however, Eddington proved that these would travel at the speed of light in all coordinate systems, so he did not rule out their existence.
In 1956, Felix Pirani corrected the confusion caused by the use of several coordinate systems by reformulating gravitational waves as the manifestation of the Riemann tensor observables. The Pirani work was ignored at that time mainly because the scientific community was concerned with another issue of whether gravitational waves could transport energy. This question was solved by Richard Feynman using a thought experiment presented at the first conference for General Relativity in 1957 known as the Chapel Hill Conference. His argument, known as the sticky bead argument, presents that: if a gravitational wave passes orthogonally to the beaded rod (a rod if some bead), the effect of it is to deform the bead and the rod, but as the rod is longer, the bead moves beads over the rod; this movement causes friction and then heat, which meant the passing gravitational wave would have energy. Afterward, Hermann Bondi (who was skeptical of the existence of gravitational waves) published a more complete version of this argument.
After this conference, the scientific community took the existence of gravitational waves more seriously. Joseph Weber began to design and build a gravitational wave detector. It was the start of many gravitational wave detectors that are called Weber bars. Weber claimed to have detected gravitational waves in 1969 and 1970, the signals coming from the Galactic Center [9]. However, the high detection frequency quickly cast doubt on the validity of his observations, as the Milky Way’s implied rate of energy loss would drain our galaxy’s energy on a much shorter timescale than the galaxy’s inferred age. It got worse when in the middle of the 1970 decade, the build of other Weber bar experiments by other groups around the world failed to detect such signs. By the end of the 1970 decade, the consensus was that Weber’s detections were some kinds of noise.
The first indirect evidence of gravitational waves was discovered in 1974 by Russell Alan Hulse and Joseph Hooton Taylor Jr., using their discovery of the first binary pulsar. Results were published in 1979, showing the measure of the orbital period decay of the, so-called, Hulse-Taylor pulsar, which precisely describes the angular momentum and energy loss due to gravitational radiation emission predicted by general relativity. A discovery that gave them the 1993 Physics Nobel Prize.
This indirect detection of gravitational waves motivated further searches, despite Weber’s discredited result. Some groups continued to improve on Weber’s original concept. Using very low temperatures (cryogenic) for the bars, in high-vacuum systems and under vibrational isolation. There were many of these projects around the World. One of these groups built a Niobium bar resonant-mass gravitational wave detector [10]. In this detector, the vibrations caused by the passage of gravitational waves in the niobium bar are measured by a microwave parametric transducer. In this system, microwaves are pumped into a microwave cavity and the vibrations of the microwave cavity are connected to the niobium bar causing microwave signals in the microwaves to leave the cavity. This signal now must be amplified, but it mixes with the original microwave signal, which is too strong for the low-noise microwave amplifier; then the microwave carrier signal is removed by the use of an interferometer that cancels only the microwave carrier. A similar system can be seen in Figure 1. This is another use for interferometers in gravitational wave detectors; unfortunately, this kind of detector never made a detection, maybe because of a poor choice in the frequency range [11].
Schematics of a similar electronics of Niobè gravitational wave detector showing a microwave interferometer (between the cryogenic circulator and the cryogenic low-noise amplifier) used to cancel the microwave carrier signal that will degrade the performance of the cryogenic low-noise amplifier.
Other experimental groups pursued gravitational wave detection using laser interferometers. This idea of using appears to have been around for a long time by several independent groups, for example in 1962 ME Gertsenshtein and VI Pustovoit [12] and in 1966 by the group of Vladimir B. Braginskiĭ. The first prototype appeared in the 1970 decade built by Robert L. Forward and Rainer Weiss. In the following decades, increasingly sensitive detectors were constructed, culminating in LIGO and Virgo detectors.
After years and years of null results, the first detection of gravitational waves was made by LIGO on September 14, 2015, as the signal, named GW150914, probably came from the merger of two black holes [13, 14]. A year earlier, LIGO could have been brought down when scientists from the BICEP2 (Background Imaging of Cosmic Extragalactic Polarization 2) experiment claimed to have detected a weak signal in the CMB (Cosmic Microwave Background) that appeared like evidence of gravitational waves originating in the beginning universe. This evidence, according to researchers, could have been a smoking gun proof of the theory of cosmic inflation, which postulates that very shortly after the Big Bang (10−32 seconds after), the expanding universe experienced a period of very rapid expansion (a factor of 1026 times). This fast expansion would have created ripples over the CMB, the fossil cosmic radiation that fills the universe being the first detectable electromagnetic radiation in Universe history. However, the BICEP2 signal detected could be explained also by Milky Way dust, making the scientists withdraw the claim that gravitational waves had been detected.
The interferometry system essentially works by measuring the variations that occur in light beams, which are arranged along two different arms. This analysis occurs when we observe the variations and interferences in the return of the light beams, which overlap, since according to the Theory of Relativity light always travels the same distance using the same time, this is our ideal ruler, eliminating the error of a form of measurement that also suffers from the geometric variations caused by ripples. All this technology must be sensitive enough to be able to detect variations of less than a thousandth of a proton.
A powerful laser beam passes through the beam splitter allowing the two generated beams to have the same phase and to be separated perpendicularly by the arms of 4 km each; at the end, they are reflected by the mirrors [13]. Everything was designed so that normally the phases of the waves of the originally emitted light beam and the reflected one generate a destructive effect, so nothing is detected by the photodetector. For the occasion of a gravitational wave passing by the Earth, causing spacetime expand and contract infinitesimally in one direction, thus generating interference arising from the physical property of the wave behavior of light when the phases produce a more constructive effect, thus a signal is detected. Figure 2 shows the schematics of such a detector.
Schematics of a laser-interferometric GW detector.
This is not so straightforward, as the gravitational wave passes through the detector, the gravitational wave also changes the spacetime between the two mirrors, if this space was made of some material, the length of this material will also change by the gravitational wave, but the passage of gravitational wave does not change the speed of light, then the laser will travel in a shorter time in one arm and a larger time in the other arm then changing the interference pattern in the photodetector.
The fact that there are two observatories is a way of circumventing the possibility of confusing the detection of small earthquakes or some other local source of noise since when detecting a signal, this signal will be compared with that detected by the other observatory. It is only confirmed that this jolt was generated by gravitational waves if the generated signal has the same characteristics, for example, exactly the same profile in frequencies, since the observatories are exactly the same. Importantly, this all takes place in a vacuum, thus ensuring that the light will not have an unstable medium that could alter it in some way. Among the improvements to the observato-ries, the laser was updated to generate a higher frequency, there was an implementation of fused silica in the mirrors to reduce random mirror movements, and also their suspension was improved to reduce thermal noise and seismic isolation, making the observatories more sensitive for detection [14].
In 1974, the most plausible indirect detection of gravitational waves was made by Joseph Taylor, Jr. and Russell Alan Hulse, when observing pulsars surrounding a neutron star (neutron stars are less dense cousins of black holes). That is the Hulse-Taylor binary, a pair of stars, which is a pulsar [15]. The characteristics of its orbit can be deduced from the Doppler shift of radio signals emitted by the pulsar. Each of the stars is about 1.4 M (M being the mass of the Sun) and the radius of their orbits is around 0.013 of the distance between Earth and Sun, smaller than the diameter of the Sun. The combination of smaller separation and bigger masses means that the energy emitted by the Hulse and Taylor binary will be much larger than the energy emitted by the Earth and Sun system by a factor of approximately 1022 times.
Information about the orbit can be used to estimate the amount of energy and angular momentum that would be emitted in the form of gravitational radiation. As the energy is emitted, the pulsars must get closer to each other. Measurements in the Hulse-Taylor system were performed over 30 years ago. The change in the orbital period corresponds to the prediction of gravitational radiation, assumed by general relativity to be within 1 part in 500. Russell Hulse and Joe Taylor, in 1993, were awarded the Physics Nobel Prize for this remarkable work, which was the first indirect evidence of gravitational radiation. This binary system, from the present until the time of the merger, is estimated to have a lifespan of a few hundred million years [16].
After that scientists were motivated to prove its existence. In the mid-1990s they were simulating the Black Hole merger, until the arrival of the Laser Interferometer Gravitational-Wave Observatory (LIGO) and the Italian Gravitational Wave Interferometer Detector (Virgo) at the end of the 20th century made slow progress needing much improvement. The challenge was not the physics itself or the equipment only, but the math behind it. Einstein’s equations are called constraint equations, in which the solutions must always satisfy specific conditions, which is difficult since there are 10 equations with thousands of terms [17]. These simulations were necessary as the detectors needed a set of templates for the detected signal in order to establish the source of the signal, but using numerical relativity the set of these templates is still being built. Just to remember that Bayesian statistics is used in the detection.
In late 2015, researchers from the LIGO (Laser Interferometer Gravitational-Wave Observatory) project observed “distortions in spacetime” caused by a pair of black holes, about 30 solar masses each, in the process of merging [14, 17]. The signal was detected in the two LIGO sites on September 14, 2015 at 6:50:45 a.m. PDT, the event was named GW150914. The signal oscillated from 35 Hz to 250 Hz, with a time difference of 7 × 10−3 s between the detection of each observatory, and a maximum amplitude of 1.0 × 10−21. Thus, coinciding with the shape predicted by Einstein almost exactly 100 years ago for an encounter of massive bodies, in the case of black holes that surround each other until they meet and merge, thus resulting in a significant warping in spacetime. To the relief of many, the merger took place at a distance of ~1.3 billion light-years from Earth. The masses of the initial black holes were 29 M and 36 M, (solar mass, M, approximately 1.99 × 1030 kg); the mass of the resulting black hole was 62M, and approximately 3.0 Mc2 of energy was converted into gravitational waves to the rest of the Cosmos [14]. The signal of this measurement can be seen in Ref. [14]: the detected signal measured in the two observatories (located in Hanford, WA e Livingston, LA) are shown. First row shows the signal detected in the interferometers; it is shown a difference in time signal over the signal at the Louisiana observatory due to difference in the signal arrival time. Second row shows the expected signal of signal for the optimal source template previously calculated. Third row shows the residuals from rows 1 and 2. Row 4 shows the signal in the frequency domain against time.
In June 2016, the second burst of gravitational waves from merging black holes was announced, suggesting that such detections will soon become routine and part of a new kind of astronomy [18].
On June 1, 2017, for the third time, scientists announced that they had detected the infinitesimal reverberations of spacetime [19].
The interferometric gravitational wave detectors are very complex machines, besides being very big vacuum systems, need to have very powerful lasers, and so on. The interferometer must be set in a dark fringe condition, but the mirrors are con-nected to the ground by the suspension, so they vibrate what could change the dark fringe condition. Then a very good suspension that attenuates the vibrations is used, Figure 3 shows an example of such suspension (this example is about the LIGO detector). The Italian detector Virgo has a more sophisticated suspension which makes this detector more sensitive at lower frequencies.
Schematics side view of the mirror suspension system of the LIGO detector showing the electrostatic actuator which is used to keep the detector locked in.
The Virgo suspension is more complex, it is composed of an inverted pendulum and 6 masses suspended by its center, plus a collection of 18 LVDTs (Linear Variable Displacement Transducers), 5 accelerometers, 23 coils, three piezoelectric devices and 21 motor drivers. All these devices together are called the super attenuator. With a super attenuator for every suspended mirror.
These details show that it is very difficult to keep the interferometer locked in, it also depends on active systems.
But how sensitive the interferometer must be to make such measurements. The first measurement of gravitational waves was of displacement 10−18, as the arms are 4 km long, and the variation in length was 4 x 10−15. As the power inside the arms is 100 kW with an input power of 20 W, has a recycling factor of 5000 which makes the real sensitivity of the interferometer close to 10−12 m.
The Gravitational wave interferometric detector successfully detected gravitational waves with unprecedented sensibilities, for the position of the mirror the measurement precision was done in an order of 10−18 meters over square root of Hz. For such achievement, the mirror position should be stable for a factor of 10−13 m r.m.s.
The author acknowledges Conselho de Pesquisa e Desenvolvimento Cientifico (CNPq, Brazil) for Grant #312454/2021-0 and Fundacao de Amparo a Pesquisa do Estado de Sao paulo (FAPESP) Grant #2013/26258-4.
The authors declare no conflict of interest.
IntechOpen - where academia and industry create content with global impact
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\\n\\nSara Uhac was appointed Managing Director of IntechOpen at the beginning of 2014. She directs and controls the company’s operations. Sara joined IntechOpen in 2010 as Head of Journal Publishing, a new strategically underdeveloped department at that time. After obtaining a Master's degree in Media Management, she completed her Ph.D. at the University of Lugano, Switzerland. She holds a BA in Financial Market Management from the Bocconi University in Milan, Italy, where she started her career in the American publishing house Condé Nast and further collaborated with the UK-based publishing company Time Out. Sara was awarded a professional degree in Publishing from Yale University (2012). She is a member of the professional branch association of "Publishers, Designers and Graphic Artists" at the Croatian Chamber of Commerce.
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\n\nSara Uhac was appointed Managing Director of IntechOpen at the beginning of 2014. She directs and controls the company’s operations. Sara joined IntechOpen in 2010 as Head of Journal Publishing, a new strategically underdeveloped department at that time. After obtaining a Master's degree in Media Management, she completed her Ph.D. at the University of Lugano, Switzerland. She holds a BA in Financial Market Management from the Bocconi University in Milan, Italy, where she started her career in the American publishing house Condé Nast and further collaborated with the UK-based publishing company Time Out. Sara was awarded a professional degree in Publishing from Yale University (2012). She is a member of the professional branch association of "Publishers, Designers and Graphic Artists" at the Croatian Chamber of Commerce.
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\n\nAlex Lazinica is co-founder and Board member of IntechOpen. After obtaining a Master's degree in Mechanical Engineering, he continued his Ph.D. in Robotics at the Vienna University of Technology. There, he worked as a robotics researcher with the university's Intelligent Manufacturing Systems Group, as well as a guest researcher at various European universities, including the Swiss Federal Institute of Technology Lausanne (EPFL). During this time he published more than 20 scientific papers, gave presentations, served as a reviewer for major robotic journals and conferences and, most importantly, co-founded and built the International Journal of Advanced Robotic Systems, the world's first Open Access journal in the field of robotics. Starting this journal was a pivotal point in his career since it proved to be the pathway to the foundation of IntechOpen with its focus on addressing academic researchers’ needs. Alex personifies many of IntechOpen´s key values, including the commitment to developing mutual trust, openness, and a spirit of entrepreneurialism. Today, his focus is on defining the growth and development strategy for the company.
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Xavier Malcata"}]},{id:"30642",doi:"10.5772/34423",title:"Meiofauna as a Tool for Marine Ecosystem Biomonitoring",slug:"meiofauna-as-a-tool-for-marine-ecosystem-monitoring",totalDownloads:3908,totalCrossrefCites:22,totalDimensionsCites:83,abstract:null,book:{id:"1689",slug:"marine-ecosystems",title:"Marine Ecosystems",fullTitle:"Marine Ecosystems"},signatures:"Maria Balsamo, Federica Semprucci, Fabrizio Frontalini and Rodolfo Coccioni",authors:[{id:"100075",title:"Prof.",name:"Maria",middleName:null,surname:"Balsamo",slug:"maria-balsamo",fullName:"Maria Balsamo"},{id:"104309",title:"Dr.",name:"Federica",middleName:null,surname:"Semprucci",slug:"federica-semprucci",fullName:"Federica Semprucci"},{id:"104311",title:"Dr.",name:"Fabrizio",middleName:null,surname:"Frontalini",slug:"fabrizio-frontalini",fullName:"Fabrizio Frontalini"},{id:"104313",title:"Prof.",name:"Rodolfo",middleName:null,surname:"Coccioni",slug:"rodolfo-coccioni",fullName:"Rodolfo Coccioni"}]},{id:"35136",doi:"10.5772/29571",title:"Transmission Biology of the Myxozoa",slug:"transmission-biology-of-the-myxozoa",totalDownloads:2719,totalCrossrefCites:35,totalDimensionsCites:64,abstract:null,book:{id:"2052",slug:"health-and-environment-in-aquaculture",title:"Health and Environment in Aquaculture",fullTitle:"Health and Environment in Aquaculture"},signatures:"Hiroshi Yokoyama, Daniel Grabner and Sho Shirakashi",authors:[{id:"78409",title:"Dr.",name:"Hiroshi",middleName:null,surname:"Yokoyama",slug:"hiroshi-yokoyama",fullName:"Hiroshi Yokoyama"},{id:"83562",title:"Dr.",name:"Daniel",middleName:"Stefan",surname:"Grabner",slug:"daniel-grabner",fullName:"Daniel Grabner"},{id:"122643",title:"Dr.",name:"Sho",middleName:null,surname:"Shirakashi",slug:"sho-shirakashi",fullName:"Sho Shirakashi"}]},{id:"24078",doi:"10.5772/26795",title:"Photobacterium damselae subsp. damselae, an Emerging Pathogen Affecting New Cultured Marine Fish Species in Southern Spain",slug:"photobacterium-damselae-subsp-damselae-an-emerging-pathogen-affecting-new-cultured-marine-fish-speci",totalDownloads:3789,totalCrossrefCites:19,totalDimensionsCites:45,abstract:null,book:{id:"612",slug:"recent-advances-in-fish-farms",title:"Recent Advances in Fish Farms",fullTitle:"Recent Advances in Fish Farms"},signatures:"A. Labella, C. Berbel, M. Manchado, D. Castro and J.J. Borrego",authors:[{id:"67855",title:"Prof.",name:"Juan J.",middleName:null,surname:"Borrego",slug:"juan-j.-borrego",fullName:"Juan J. Borrego"},{id:"71146",title:"Dr.",name:"Alejandro",middleName:null,surname:"Labella",slug:"alejandro-labella",fullName:"Alejandro Labella"},{id:"71148",title:"Dr.",name:"Concepcion",middleName:null,surname:"Berbel",slug:"concepcion-berbel",fullName:"Concepcion Berbel"},{id:"71149",title:"Dr.",name:"Manuel",middleName:null,surname:"Manchado",slug:"manuel-manchado",fullName:"Manuel Manchado"},{id:"71151",title:"Dr.",name:"Dolores",middleName:null,surname:"Castro",slug:"dolores-castro",fullName:"Dolores Castro"}]}],mostDownloadedChaptersLast30Days:[{id:"35141",title:"Antibiotics in Aquaculture – Use, Abuse and Alternatives",slug:"antibiotics-in-aquaculture-use-abuse-and-alternatives",totalDownloads:19347,totalCrossrefCites:137,totalDimensionsCites:293,abstract:null,book:{id:"2052",slug:"health-and-environment-in-aquaculture",title:"Health and Environment in Aquaculture",fullTitle:"Health and Environment in Aquaculture"},signatures:"Jaime Romero, Carmen Gloria Feijoo and Paola Navarrete",authors:[{id:"72898",title:"Dr.",name:"Jaime",middleName:null,surname:"Romero",slug:"jaime-romero",fullName:"Jaime Romero"},{id:"79684",title:"Dr.",name:"Paola",middleName:null,surname:"Navarrete",slug:"paola-navarrete",fullName:"Paola Navarrete"},{id:"83411",title:"Dr.",name:"Carmen",middleName:null,surname:"Feijoo",slug:"carmen-feijoo",fullName:"Carmen Feijoo"}]},{id:"69948",title:"Floating Cage: A New Innovation of Seaweed Culture",slug:"floating-cage-a-new-innovation-of-seaweed-culture",totalDownloads:970,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"Eucheumatoid cultivation continues to expand with a variety of methods that can increase production. This chapter will discuss an innovation in seaweed cultivation of the genus Eucheuma, which is the prime marine commodity in the tropical regions of the world. Research conducted during 2015-2017 and 2019 in Southeast Sulawesi Province, Indonesia, provided an overview of the use of floating cage that showed very significant growth results. The research result showed that the growth rates of Eucheuma denticulatum and Kappaphycus alvarezii in floating cage seemed faster and resulted in better thallus morphology. Daily production of E. denticulatum and K. alvarezii that were cultivated in floating cage was higher than daily production of E. denticulatum and K. alvarezii cultivated on longline. Specific growth rate (SGR) of E. denticulatum and K. alvarezii cultivated by using floating cage method was also higher than E. denticulatum and K. alvarezii cultivated by using longline method. Moreover, the cultivation by using floating cages produces good growth rates with no effect of herbivore attacks.",book:{id:"8928",slug:"emerging-technologies-environment-and-research-for-sustainable-aquaculture",title:"Emerging Technologies, Environment and Research for Sustainable Aquaculture",fullTitle:"Emerging Technologies, Environment and Research for Sustainable Aquaculture"},signatures:"Ma’ruf Kasim, Abdul Muis Balubi, Ahmad Mustafa, Rahman Nurdin, Rahmad Sofyan Patadjai and Wardha Jalil",authors:[{id:"309893",title:"Prof.",name:"Maruf",middleName:null,surname:"Kasim",slug:"maruf-kasim",fullName:"Maruf Kasim"},{id:"313040",title:"MSc.",name:"Abdul Muis",middleName:null,surname:"Balubi",slug:"abdul-muis-balubi",fullName:"Abdul Muis Balubi"},{id:"313041",title:"MSc.",name:"Wardha",middleName:null,surname:"Jalil",slug:"wardha-jalil",fullName:"Wardha Jalil"},{id:"313042",title:"MSc.",name:"Ahmad",middleName:null,surname:"Mustafa",slug:"ahmad-mustafa",fullName:"Ahmad Mustafa"},{id:"313043",title:"MSc.",name:"Rahman",middleName:null,surname:"Nurdin",slug:"rahman-nurdin",fullName:"Rahman Nurdin"},{id:"313044",title:"MSc.",name:"Rahmat Sofyan",middleName:null,surname:"Patadjai",slug:"rahmat-sofyan-patadjai",fullName:"Rahmat Sofyan Patadjai"}]},{id:"62842",title:"Integrated Rice and Aquaculture Farming",slug:"integrated-rice-and-aquaculture-farming",totalDownloads:1915,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"The burning problems like scarcity of food for ever-growing human population in the present world are addressed by adapting various methods for production of protein, carbohydrate, oils and other food materials. One of the methods to produce high amount of food is integrated farming including rice-aquaculture farming, which produces protein and carbohydrate as major components besides others. Rice-aquaculture farming produces grain (carbohydrate) and animal protein without affecting the quality and quantity of rice yield on the same piece of land and renders additional financial gain besides main crop (rice) like conventional monoculture. The aquatic species grown in the integrated culture are mainly distinct types of fishes, selected crustaceans and other selected species. Profitable rice-aquaculture integrated farming is popular in Asian countries than in Western countries. However, the integrated rice-aquaculture farming has its own limitations. The type of methods, culture species, influencing factors, and pros and cons of rice-aquaculture integrated farming are discussed in the present chapter.",book:{id:"7229",slug:"aquaculture-plants-and-invertebrates",title:"Aquaculture",fullTitle:"Aquaculture - Plants and Invertebrates"},signatures:"Pamuru Ramachandra Reddy and Battina Kishori",authors:[{id:"242524",title:"Dr.",name:"Ramachandra Reddy",middleName:null,surname:"Pamuru",slug:"ramachandra-reddy-pamuru",fullName:"Ramachandra Reddy Pamuru"},{id:"255022",title:"Dr.",name:"Kishori",middleName:null,surname:"Battina",slug:"kishori-battina",fullName:"Kishori Battina"}]},{id:"24074",title:"Embryonic and Larval Development of Freshwater Fish",slug:"embryonic-and-larval-development-of-freshwater-fish",totalDownloads:7462,totalCrossrefCites:1,totalDimensionsCites:2,abstract:null,book:{id:"612",slug:"recent-advances-in-fish-farms",title:"Recent Advances in Fish Farms",fullTitle:"Recent Advances in Fish Farms"},signatures:"Faruk Aral, Erdinç Şahınöz and Zafer Doğu",authors:[{id:"25600",title:"Prof.",name:"Faruk",middleName:null,surname:"Aral",slug:"faruk-aral",fullName:"Faruk Aral"},{id:"29132",title:"Dr.",name:"Zafer",middleName:null,surname:"Dogu",slug:"zafer-dogu",fullName:"Zafer Dogu"},{id:"39952",title:"Dr.",name:"Erdinc",middleName:null,surname:"Sahinoz",slug:"erdinc-sahinoz",fullName:"Erdinc Sahinoz"}]},{id:"68966",title:"Novel Biofloc Technology (BFT) for Ammonia Assimilation and Reuse in Aquaculture In Situ",slug:"novel-biofloc-technology-bft-for-ammonia-assimilation-and-reuse-in-aquaculture-in-situ",totalDownloads:1948,totalCrossrefCites:2,totalDimensionsCites:8,abstract:"Ammonia is one of the most harmful risks for success of fish and shrimp culture. There is no effective solution for harmlessness of ammonia in traditional aquaculture operations except exchanging water, which would bring negative effects on environment, or fixing expensive equipment. Biofloc technology (BFT) that appeared in recent years supplies a novel solution for this issue without exchanging huge water and fixing equipment. This technology could assimilate ammonia almost in real time with many other supplemental benefits. Because of the very high nutritional value for fish and shrimp, bioflocs, the by-product of BFT, could also be reused as a complemented food in situ or a gradient for feedstuff to replace expensive fishmeal or be processed to pellet diet to feed fish and shrimp directly. However, some aspects with regard to the effective use of biofloc as a food source for fish and shrimp, such as high lipid content, productivity, and palatability, need to be further researched in detail.",book:{id:"8928",slug:"emerging-technologies-environment-and-research-for-sustainable-aquaculture",title:"Emerging Technologies, Environment and Research for Sustainable Aquaculture",fullTitle:"Emerging Technologies, Environment and Research for Sustainable Aquaculture"},signatures:"Hai-Hong Huang",authors:[{id:"305215",title:"Dr.",name:"Hai-Hong",middleName:null,surname:"Huang",slug:"hai-hong-huang",fullName:"Hai-Hong Huang"}]}],onlineFirstChaptersFilter:{topicId:"32",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:18,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He is on the editorial board of several international peer-reviewed journals and has published many papers. Additionally, he has participated in many international and national congresses, seminars, and workshops with oral and poster presentations. He is an active member of many local and international organizations.",institutionString:"İskenderun Technical University",institution:{name:"İskenderun Technical University",country:{name:"Turkey"}}},{id:"61139",title:"Dr.",name:"Sergey",middleName:null,surname:"Tkachev",slug:"sergey-tkachev",fullName:"Sergey Tkachev",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61139/images/system/61139.png",biography:"Dr. Sergey Tkachev is a senior research scientist at the Institute of Fundamental Medicine and Biology, Kazan Federal University, Russia, and at the Institute of Chemical Biology and Fundamental Medicine SB RAS, Novosibirsk, Russia. He received his Ph.D. in Molecular Biology with his thesis “Genetic variability of the tick-borne encephalitis virus in natural foci of Novosibirsk city and its suburbs.” His primary field is molecular virology with research emphasis on vector-borne viruses, especially tick-borne encephalitis virus, Kemerovo virus and Omsk hemorrhagic fever virus, rabies virus, molecular genetics, biology, and epidemiology of virus pathogens.",institutionString:"Russian Academy of Sciences",institution:{name:"Russian Academy of Sciences",country:{name:"Russia"}}},{id:"310962",title:"Dr.",name:"Amlan",middleName:"Kumar",surname:"Patra",slug:"amlan-patra",fullName:"Amlan Patra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/310962/images/system/310962.jpg",biography:"Amlan K. Patra, FRSB, obtained a Ph.D. in Animal Nutrition from Indian Veterinary Research Institute, India, in 2002. He is currently an associate professor at West Bengal University of Animal and Fishery Sciences. He has more than twenty years of research and teaching experience. He held previous positions at the American Institute for Goat Research, The Ohio State University, Columbus, USA, and Free University of Berlin, Germany. His research focuses on animal nutrition, particularly ruminants and poultry nutrition, gastrointestinal electrophysiology, meta-analysis and modeling in nutrition, and livestock–environment interaction. He has authored around 175 articles in journals, book chapters, and proceedings. Dr. Patra serves on the editorial boards of several reputed journals.",institutionString:null,institution:{name:"West Bengal University of Animal and Fishery Sciences",country:{name:"India"}}},{id:"53998",title:"Prof.",name:"László",middleName:null,surname:"Babinszky",slug:"laszlo-babinszky",fullName:"László Babinszky",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/53998/images/system/53998.png",biography:"László Babinszky is Professor Emeritus, Department of Animal Nutrition Physiology, University of Debrecen, Hungary. He has also worked in the Department of Animal Nutrition, University of Wageningen, Netherlands; the Institute for Livestock Feeding and Nutrition (IVVO), Lelystad, Netherlands; the Agricultural University of Vienna (BOKU); the Institute for Animal Breeding and Nutrition, Austria; and the Oscar Kellner Research Institute for Animal Nutrition, Rostock, Germany. In 1992, Dr. Babinszky obtained a Ph.D. in Animal Nutrition from the University of Wageningen. His main research areas are swine and poultry nutrition. He has authored more than 300 publications (papers, book chapters) and edited four books and fourteen international conference proceedings.",institutionString:"University of Debrecen",institution:{name:"University of Debrecen",country:{name:"Hungary"}}},{id:"201830",title:"Dr.",name:"Fernando",middleName:"Sanchez",surname:"Davila",slug:"fernando-davila",fullName:"Fernando Davila",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/201830/images/5017_n.jpg",biography:"I am a professor at UANL since 1988. My research lines are the development of reproductive techniques in small ruminants. We also conducted research on sexual and social behavior in males.\nI am Mexican and study my professional career as an engineer in agriculture and animal science at UANL. Then take a masters degree in science in Germany (Animal breeding). Take a doctorate in animal science at the UANL.",institutionString:null,institution:{name:"Universidad Autónoma de Nuevo León",country:{name:"Mexico"}}},{id:"309250",title:"Dr.",name:"Miguel",middleName:null,surname:"Quaresma",slug:"miguel-quaresma",fullName:"Miguel Quaresma",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309250/images/9059_n.jpg",biography:"Miguel Nuno Pinheiro Quaresma was born on May 26, 1974 in Dili, Timor Island. He is married with two children: a boy and a girl, and he is a resident in Vila Real, Portugal. He graduated in Veterinary Medicine in August 1998 and obtained his Ph.D. degree in Veterinary Sciences -Clinical Area in February 2015, both from the University of Trás-os-Montes e Alto Douro. He is currently enrolled in the Alternative Residency of the European College of Animal Reproduction. He works as a Senior Clinician at the Veterinary Teaching Hospital of UTAD (HVUTAD) with a role in clinical activity in the area of livestock and equine species as well as to support teaching and research in related areas. He teaches as an Invited Professor in Reproduction Medicine I and II of the Master\\'s in Veterinary Medicine degree at UTAD. Currently, he holds the position of Chairman of the Portuguese Buiatrics Association. He is a member of the Consultive Group on Production Animals of the OMV. He has 19 publications in indexed international journals (ISIS), as well as over 60 publications and oral presentations in both Portuguese and international journals and congresses.",institutionString:"University of Trás-os-Montes and Alto Douro",institution:{name:"University of Trás-os-Montes and Alto Douro",country:{name:"Portugal"}}},{id:"38652",title:"Prof.",name:"Rita",middleName:null,surname:"Payan-Carreira",slug:"rita-payan-carreira",fullName:"Rita Payan-Carreira",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRiFPQA0/Profile_Picture_1614601496313",biography:"Rita Payan Carreira earned her Veterinary Degree from the Faculty of Veterinary Medicine in Lisbon, Portugal, in 1985. She obtained her Ph.D. in Veterinary Sciences from the University of Trás-os-Montes e Alto Douro, Portugal. After almost 32 years of teaching at the University of Trás-os-Montes and Alto Douro, she recently moved to the University of Évora, Department of Veterinary Medicine, where she teaches in the field of Animal Reproduction and Clinics. Her primary research areas include the molecular markers of the endometrial cycle and the embryo–maternal interaction, including oxidative stress and the reproductive physiology and disorders of sexual development, besides the molecular determinants of male and female fertility. She often supervises students preparing their master's or doctoral theses. She is also a frequent referee for various journals.",institutionString:null,institution:{name:"University of Évora",country:{name:"Portugal"}}},{id:"283019",title:"Dr.",name:"Oudessa",middleName:null,surname:"Kerro Dego",slug:"oudessa-kerro-dego",fullName:"Oudessa Kerro Dego",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/283019/images/system/283019.png",biography:"Dr. Kerro Dego is a veterinary microbiologist with training in veterinary medicine, microbiology, and anatomic pathology. Dr. Kerro Dego is an assistant professor of dairy health in the department of animal science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. He received his D.V.M. (1997), M.S. (2002), and Ph.D. (2008) degrees in Veterinary Medicine, Animal Pathology and Veterinary Microbiology from College of Veterinary Medicine, Addis Ababa University, Ethiopia; College of Veterinary Medicine, Utrecht University, the Netherlands and Western College of Veterinary Medicine, University of Saskatchewan, Canada respectively. He did his Postdoctoral training in microbial pathogenesis (2009 - 2015) in the Department of Animal Science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. Dr. Kerro Dego’s research focuses on the prevention and control of infectious diseases of farm animals, particularly mastitis, improving dairy food safety, and mitigation of antimicrobial resistance. Dr. Kerro Dego has extensive experience in studying the pathogenesis of bacterial infections, identification of virulence factors, and vaccine development and efficacy testing against major bacterial mastitis pathogens. Dr. Kerro Dego conducted numerous controlled experimental and field vaccine efficacy studies, vaccination, and evaluation of immunological responses in several species of animals, including rodents (mice) and large animals (bovine and ovine).",institutionString:"University of Tennessee at Knoxville",institution:{name:"University of Tennessee at Knoxville",country:{name:"United States of America"}}},{id:"251314",title:"Dr.",name:"Juan Carlos",middleName:null,surname:"Gardón Poggi",slug:"juan-carlos-gardon-poggi",fullName:"Juan Carlos Gardón Poggi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/251314/images/system/251314.jpeg",biography:"Juan Carlos Gardón Poggi received University degree from the Faculty of Agrarian Science in Argentina, in 1983. Also he received Masters Degree and PhD from Córdoba University, Spain. He is currently a Professor at the Catholic University of Valencia San Vicente Mártir, at the Department of Medicine and Animal Surgery. He teaches diverse courses in the field of Animal Reproduction and he is the Director of the Veterinary Farm. He also participates in academic postgraduate activities at the Veterinary Faculty of Murcia University, Spain. His research areas include animal physiology, physiology and biotechnology of reproduction either in males or females, the study of gametes under in vitro conditions and the use of ultrasound as a complement to physiological studies and development of applied biotechnologies. Routinely, he supervises students preparing their doctoral, master thesis or final degree projects.",institutionString:null,institution:{name:"Valencia Catholic University Saint Vincent Martyr",country:{name:"Spain"}}},{id:"309529",title:"Dr.",name:"Albert",middleName:null,surname:"Rizvanov",slug:"albert-rizvanov",fullName:"Albert Rizvanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309529/images/9189_n.jpg",biography:'Albert A. Rizvanov is a Professor and Director of the Center for Precision and Regenerative Medicine at the Institute of Fundamental Medicine and Biology, Kazan Federal University (KFU), Russia. He is the Head of the Center of Excellence “Regenerative Medicine” and Vice-Director of Strategic Academic Unit \\"Translational 7P Medicine\\". Albert completed his Ph.D. at the University of Nevada, Reno, USA and Dr.Sci. at KFU. He is a corresponding member of the Tatarstan Academy of Sciences, Russian Federation. Albert is an author of more than 300 peer-reviewed journal articles and 22 patents. He has supervised 11 Ph.D. and 2 Dr.Sci. dissertations. Albert is the Head of the Dissertation Committee on Biochemistry, Microbiology, and Genetics at KFU.\nORCID https://orcid.org/0000-0002-9427-5739\nWebsite https://kpfu.ru/Albert.Rizvanov?p_lang=2',institutionString:"Kazan Federal University",institution:{name:"Kazan Federal University",country:{name:"Russia"}}},{id:"210551",title:"Dr.",name:"Arbab",middleName:null,surname:"Sikandar",slug:"arbab-sikandar",fullName:"Arbab Sikandar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210551/images/system/210551.jpg",biography:"Dr. Arbab Sikandar, PhD, M. Phil, DVM was born on April 05, 1981. He is currently working at the College of Veterinary & Animal Sciences as an Assistant Professor. He previously worked as a lecturer at the same University. \nHe is a Member/Secretory of Ethics committee (No. CVAS-9377 dated 18-04-18), Member of the QEC committee CVAS, Jhang (Regr/Gen/69/873, dated 26-10-2017), Member, Board of studies of Department of Basic Sciences (No. CVAS. 2851 Dated. 12-04-13, and No. CVAS, 9024 dated 20/11/17), Member of Academic Committee, CVAS, Jhang (No. CVAS/2004, Dated, 25-08-12), Member of the technical committee (No. CVAS/ 4085, dated 20,03, 2010 till 2016).\n\nDr. Arbab Sikandar contributed in five days hands-on-training on Histopathology at the Department of Pathology, UVAS from 12-16 June 2017. He received a Certificate of appreciation for contributions for Popularization of Science and Technology in the Society on 17-11-15. He was the resource person in the lecture series- ‘scientific writing’ at the Department of Anatomy and Histology, UVAS, Lahore on 29th October 2015. He won a full fellowship as a principal candidate for the year 2015 in the field of Agriculture, EICA, Egypt with ref. to the Notification No. 12(11) ACS/Egypt/2014 from 10 July 2015 to 25th September 2015.; he received a grant of Rs. 55000/- as research incentives from Director, Advanced Studies and Research, UVAS, Lahore upon publications of research papers in IF Journals (DR/215, dated 19-5-2014.. He obtained his PhD by winning a HEC Pakistan indigenous Scholarship, ‘Ph.D. fellowship for 5000 scholars – Phase II’ (2av1-147), 17-6/HEC/HRD/IS-II/12, November 15, 2012. \n\nDr. Sikandar is a member of numerous societies: Registered Veterinary Medical Practitioner (life member) and Registered Veterinary Medical Faculty of Pakistan Veterinary Medical Council. The Registration code of PVMC is RVMP/4298 and RVMF/ 0102.; Life member of the University of Veterinary and Animal Sciences, Lahore, Alumni Association with S# 664, dated: 6-4-12. ; Member 'Vets Care Organization Pakistan” with Reference No. VCO-605-149, dated 05-04-06. :Member 'Vet Crescent” (Society of Animal Health and Production), UVAS, Lahore.",institutionString:"University of Veterinary & Animal Science",institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}},{id:"311663",title:"Dr.",name:"Prasanna",middleName:null,surname:"Pal",slug:"prasanna-pal",fullName:"Prasanna Pal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311663/images/13261_n.jpg",biography:null,institutionString:null,institution:{name:"National Dairy Research Institute",country:{name:"India"}}},{id:"202192",title:"Dr.",name:"Catrin",middleName:null,surname:"Rutland",slug:"catrin-rutland",fullName:"Catrin Rutland",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",biography:"Catrin Rutland is an Associate Professor of Anatomy and Developmental Genetics at the University of Nottingham, UK. She obtained a BSc from the University of Derby, England, a master’s degree from Technische Universität München, Germany, and a Ph.D. from the University of Nottingham. She undertook a post-doctoral research fellowship in the School of Medicine before accepting tenure in Veterinary Medicine and Science. Dr. Rutland also obtained an MMedSci (Medical Education) and a Postgraduate Certificate in Higher Education (PGCHE). She is the author of more than sixty peer-reviewed journal articles, twelve books/book chapters, and more than 100 research abstracts in cardiovascular biology and oncology. She is a board member of the European Association of Veterinary Anatomists, Fellow of the Anatomical Society, and Senior Fellow of the Higher Education Academy. Dr. Rutland has also written popular science books for the public. https://orcid.org/0000-0002-2009-4898. www.nottingham.ac.uk/vet/people/catrin.rutland",institutionString:null,institution:{name:"University of Nottingham",country:{name:"United Kingdom"}}},{id:"283315",title:"Prof.",name:"Samir",middleName:null,surname:"El-Gendy",slug:"samir-el-gendy",fullName:"Samir El-Gendy",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRduYQAS/Profile_Picture_1606215849748",biography:"Samir El-Gendy is a Professor of anatomy and embryology at the faculty of veterinary medicine, Alexandria University, Egypt. Samir obtained his PhD in veterinary science in 2007 from the faculty of veterinary medicine, Alexandria University and has been a professor since 2017. Samir is an author on 24 articles at Scopus and 12 articles within local journals and 2 books/book chapters. His research focuses on applied anatomy, imaging techniques and computed tomography. Samir worked as a member of different local projects on E-learning and he is a board member of the African Association of Veterinary Anatomists and of anatomy societies and as an associated author at local and international journals. Orcid: https://orcid.org/0000-0002-6180-389X",institutionString:null,institution:{name:"Alexandria University",country:{name:"Egypt"}}},{id:"246149",title:"Dr.",name:"Valentina",middleName:null,surname:"Kubale",slug:"valentina-kubale",fullName:"Valentina Kubale",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246149/images/system/246149.jpg",biography:"Valentina Kubale is Associate Professor of Veterinary Medicine at the Veterinary Faculty, University of Ljubljana, Slovenia. Since graduating from the Veterinary faculty she obtained her PhD in 2007, performed collaboration with the Department of Pharmacology, University of Copenhagen, Denmark. She continued as a post-doctoral fellow at the University of Copenhagen with a Lundbeck foundation fellowship. She is the editor of three books and author/coauthor of 23 articles in peer-reviewed scientific journals, 16 book chapters, and 68 communications at scientific congresses. Since 2008 she has been the Editor Assistant for the Slovenian Veterinary Research journal. She is a member of Slovenian Biochemical Society, The Endocrine Society, European Association of Veterinary Anatomists and Society for Laboratory Animals, where she is board member.",institutionString:"University of Ljubljana",institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"258334",title:"Dr.",name:"Carlos Eduardo",middleName:null,surname:"Fonseca-Alves",slug:"carlos-eduardo-fonseca-alves",fullName:"Carlos Eduardo Fonseca-Alves",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/258334/images/system/258334.jpg",biography:"Dr. Fonseca-Alves earned his DVM from Federal University of Goias – UFG in 2008. He completed an internship in small animal internal medicine at UPIS university in 2011, earned his MSc in 2013 and PhD in 2015 both in Veterinary Medicine at Sao Paulo State University – UNESP. Dr. Fonseca-Alves currently serves as an Assistant Professor at Paulista University – UNIP teaching small animal internal medicine.",institutionString:null,institution:{name:"Universidade Paulista",country:{name:"Brazil"}}},{id:"245306",title:"Dr.",name:"María Luz",middleName:null,surname:"Garcia Pardo",slug:"maria-luz-garcia-pardo",fullName:"María Luz Garcia Pardo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/245306/images/system/245306.png",biography:"María de la Luz García Pardo is an agricultural engineer from Universitat Politècnica de València, Spain. She has a Ph.D. in Animal Genetics. Currently, she is a lecturer at the Agrofood Technology Department of Miguel Hernández University, Spain. Her research is focused on genetics and reproduction in rabbits. The major goal of her research is the genetics of litter size through novel methods such as selection by the environmental sensibility of litter size, with forays into the field of animal welfare by analysing the impact on the susceptibility to diseases and stress of the does. Details of her publications can be found at https://orcid.org/0000-0001-9504-8290.",institutionString:null,institution:{name:"Miguel Hernandez University",country:{name:"Spain"}}},{id:"350704",title:"M.Sc.",name:"Camila",middleName:"Silva Costa",surname:"Ferreira",slug:"camila-ferreira",fullName:"Camila Ferreira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/350704/images/17280_n.jpg",biography:"Graduated in Veterinary Medicine at the Fluminense Federal University, specialist in Equine Reproduction at the Brazilian Veterinary Institute (IBVET) and Master in Clinical Veterinary Medicine and Animal Reproduction at the Fluminense Federal University. She has experience in analyzing zootechnical indices in dairy cattle and organizing events related to Veterinary Medicine through extension grants. I have experience in the field of diagnostic imaging and animal reproduction in veterinary medicine through monitoring and scientific initiation scholarships. I worked at the Equus Central Reproduction Equine located in Santo Antônio de Jesus – BA in the 2016/2017 breeding season. I am currently a doctoral student with a scholarship from CAPES of the Postgraduate Program in Veterinary Medicine (Pathology and Clinical Sciences) at the Federal Rural University of Rio de Janeiro (UFRRJ) with a research project with an emphasis on equine endometritis.",institutionString:null,institution:null},{id:"41319",title:"Prof.",name:"Lung-Kwang",middleName:null,surname:"Pan",slug:"lung-kwang-pan",fullName:"Lung-Kwang Pan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41319/images/84_n.jpg",biography:null,institutionString:null,institution:null},{id:"125292",title:"Dr.",name:"Katy",middleName:null,surname:"Satué Ambrojo",slug:"katy-satue-ambrojo",fullName:"Katy Satué Ambrojo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/125292/images/system/125292.jpeg",biography:"Katy Satué Ambrojo received her Veterinary Medicine degree, Master degree in Equine Technology and doctorate in Veterinary Medicine from the Faculty of Veterinary, CEU-Cardenal Herrera University in Valencia, Spain.Dr. Satué is accredited as a Private University Doctor Professor, Doctor Assistant, and Contracted Doctor by AVAP (Agència Valenciana d'Avaluació i Prospectiva) and currently, as a full professor by ANECA (since January 2022). To date, Katy has taught 22 years in the Department of Animal Medicine and Surgery at the CEU-Cardenal Herrera University in undergraduate courses in Veterinary Medicine (General Pathology, integrated into the Applied Basis of Veterinary Medicine module of the 2nd year, Clinical Equine I of 3rd year, and Equine Clinic II of 4th year). Dr. Satué research activity is in the field of Endocrinology, Hematology, Biochemistry, and Immunology in the Spanish Purebred mare. She has directed 5 Doctoral Theses and 5 Diplomas of Advanced Studies, and participated in 11 research projects as a collaborating researcher. She has written 2 books and 14 book chapters in international publishers related to the area, and 68 scientific publications in international journals. Dr. Satué has attended 63 congresses, participating with 132 communications in international congresses and 19 in national congresses related to the area. Dr. Satué is a scientific reviewer for various prestigious international journals such as Animals, American Journal of Obstetrics and Gynecology, Veterinary Clinical Pathology, Journal of Equine Veterinary Science, Reproduction in Domestic Animals, Research Veterinary Science, Brazilian Journal of Medical and Biological Research, Livestock Production Science and Theriogenology, among others. Since 2014 she has been responsible for the Clinical Analysis Laboratory of the CEU-Cardenal Herrera University Veterinary Clinical Hospital.",institutionString:null,institution:null},{id:"201721",title:"Dr.",name:"Beatrice",middleName:null,surname:"Funiciello",slug:"beatrice-funiciello",fullName:"Beatrice Funiciello",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/201721/images/11089_n.jpg",biography:"Graduated from the University of Milan in 2011, my post-graduate education included CertAVP modules mainly on equines (dermatology and internal medicine) and a few on small animal (dermatology and anaesthesia) at the University of Liverpool. After a general CertAVP (2015) I gained the designated Certificate in Veterinary Dermatology (2017) after taking the synoptic examination and then applied for the RCVS ADvanced Practitioner status. After that, I completed the Postgraduate Diploma in Veterinary Professional Studies at the University of Liverpool (2018). My main area of work is cross-species veterinary dermatology.",institutionString:null,institution:null},{id:"291226",title:"Dr.",name:"Monica",middleName:null,surname:"Cassel",slug:"monica-cassel",fullName:"Monica Cassel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/291226/images/8232_n.jpg",biography:'Degree in Biological Sciences at the Federal University of Mato Grosso with scholarship for Scientific Initiation by FAPEMAT (2008/1) and CNPq (2008/2-2009/2): Project \\"Histological evidence of reproductive activity in lizards of the Manso region, Chapada dos Guimarães, Mato Grosso, Brazil\\". Master\\\'s degree in Ecology and Biodiversity Conservation at Federal University of Mato Grosso with a scholarship by CAPES/REUNI program: Project \\"Reproductive biology of Melanorivulus punctatus\\". PhD\\\'s degree in Science (Cell and Tissue Biology Area) \n at University of Sao Paulo with scholarship granted by FAPESP; Project \\"Development of morphofunctional changes in ovary of Astyanax altiparanae Garutti & Britski, 2000 (Teleostei, Characidae)\\". She has experience in Reproduction of vertebrates and Morphology, with emphasis in Cellular Biology and Histology. She is currently a teacher in the medium / technical level courses at IFMT-Alta Floresta, as well as in the Bachelor\\\'s degree in Animal Science and in the Bachelor\\\'s degree in Business.',institutionString:null,institution:null},{id:"442807",title:"Dr.",name:"Busani",middleName:null,surname:"Moyo",slug:"busani-moyo",fullName:"Busani Moyo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Gwanda State University",country:{name:"Zimbabwe"}}},{id:"439435",title:"Dr.",name:"Feda S.",middleName:null,surname:"Aljaser",slug:"feda-s.-aljaser",fullName:"Feda S. 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Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',annualVolume:11404,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},{id:"9",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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