Reflective questioning [27].
\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"7804",leadTitle:null,fullTitle:"Teacher Education in the 21st Century",title:"Teacher Education in the 21st Century",subtitle:null,reviewType:"peer-reviewed",abstract:"A learner-centred curriculum provides space for the learner to be actively involved in knowledge production and learning. Such can only happen if the learner's confidence is boosted by a feeling of control and ability to manage his or her progress towards acquiring a qualification. The twenty-first century teacher must create an environment that not only supports the Four Pillars of Learning but also leads to learners being allowed a voice to ask pertinent questions. The teacher should be able to guide the student to full physical and mental maturity and should help to develop critical thinking, and the students should be encouraged to practice the truth and have self-respect and respect for other people. This can happen if the learner is afforded the opportunity to self-accept. If the learners fail to do so, they are likely to have lack of confidence, which will lead to lack of independence.",isbn:"978-1-78923-864-8",printIsbn:"978-1-78923-863-1",pdfIsbn:"978-1-83880-640-8",doi:"10.5772/intechopen.77621",price:119,priceEur:129,priceUsd:155,slug:"teacher-education-in-the-21st-century",numberOfPages:244,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"1722e45e6ebd731426bc0e4ac5c6eee2",bookSignature:"Reginald Botshabeng Monyai",publishedDate:"May 2nd 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7804.jpg",numberOfDownloads:21020,numberOfWosCitations:9,numberOfCrossrefCitations:11,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:21,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:41,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"September 10th 2018",dateEndSecondStepPublish:"October 1st 2018",dateEndThirdStepPublish:"November 30th 2018",dateEndFourthStepPublish:"February 18th 2019",dateEndFifthStepPublish:"April 19th 2019",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"210249",title:"Prof.",name:"Reginald",middleName:"Botshabeng",surname:"Monyai",slug:"reginald-monyai",fullName:"Reginald Monyai",profilePictureURL:"https://mts.intechopen.com/storage/users/210249/images/system/210249.jpeg",biography:"Reginald Botshabeng Monyai is a senior lecturer in the Department of Adult Basic Education and Training (ABET) and Youth Development at the University of South Africa. He holds the following qualifications: BA, BA (Hons), MA (cum laude), and PhD. He had a stint as a senior education specialist (English) and deputy chief education specialist before joining higher education as a theory of education lecturer. He is a co-editor of an education textbook: The Educator as Mediator of Learning and has published articles and book chapters in local and international publication houses. Reginald has been involved with Quality Assurance in the General and Training Band at Umalusi (Council for Quality Assurance in General and Further Education and Training in South Africa), and has quality assured English and Life Orientation since 2005.",institutionString:"University of South Africa",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"University of South Africa",institutionURL:null,country:{name:"South Africa"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1316",title:"Higher Education",slug:"higher-education"}],chapters:[{id:"65676",title:"A Different Kind of Teacher for a Different Kind of School",doi:"10.5772/intechopen.84372",slug:"a-different-kind-of-teacher-for-a-different-kind-of-school",totalDownloads:1122,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The current ‘old school’ paradigm of teaching and learning is based on students sitting passively in rows, completing a required syllabus in the order they are told to do so, and with very little choice. Assessment systems sort children and reinforce the status quo, promoting learning for ‘some’. In the ‘new school’ paradigm, schools will no longer be places young people go to watch their teachers work. They are learning centres, with student engagement at the forefront and personalized approaches focussing the instruction on the needs of the learner. In this dynamic learning environment, a new approach to classroom and school leadership is vital. The implications of learning for ‘all’ are profound for teacher education. Schools of Education mostly place our students in schools as they are, not in schools as they need to be. That means we are replicating and perpetuating obsolescence. In this chapter, I offer a conceptual rationale for the change ahead and propose an internationally developed framework for teacher education to cut across the silos of individual states and provinces governed by individual regulators but where practices may not necessarily be driven by the knowledge base. The work is centred on implementing a Deweyan philosophy of education. We need a different kind of teacher for a different kind of school.",signatures:"John Fischetti",downloadPdfUrl:"/chapter/pdf-download/65676",previewPdfUrl:"/chapter/pdf-preview/65676",authors:[{id:"278132",title:"Prof.",name:"John",surname:"Fischetti",slug:"john-fischetti",fullName:"John Fischetti"}],corrections:null},{id:"66203",title:"Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective",doi:"10.5772/intechopen.85268",slug:"including-students-with-disabilities-in-a-physical-education-teacher-preparation-program-an-institut",totalDownloads:1983,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"The increasing number of students with disabilities who have the goal of becoming a teacher in either elementary or high school is one of the challenges we are currently facing at the academic colleges of education in Israel. In this chapter, we address the inclusion challenge, namely how we have taken up the challenge to modify one existing teacher preparation program (TPP) in physical education (PE) to enable students with disabilities to study at the same level as the other students who are enrolled in the program. The chapter is composed of four sections. In the first section, we introduce the term inclusive education, elaborate upon its concepts, and highlight a number of developmental phases associated with this term. In the second section, we present the theoretical background and the practical frameworks of an inclusive pedagogy. In the third section, we describe a number of actions taken in one college that enabled students with disabilities to enroll in a PE TPP. In the fourth section, we conclude our discussion and provide a number of ideas for future research, in order to strengthen the understanding of how to integrate students with disabilities in PE TPP.",signatures:"Ronnie Lidor and Yeshayahu Hutzler",downloadPdfUrl:"/chapter/pdf-download/66203",previewPdfUrl:"/chapter/pdf-preview/66203",authors:[{id:"293567",title:"Dr.",name:"Ronnie",surname:"Lidor",slug:"ronnie-lidor",fullName:"Ronnie Lidor"},{id:"293600",title:"Prof.",name:"Yeshayahu",surname:"Hutzler",slug:"yeshayahu-hutzler",fullName:"Yeshayahu Hutzler"}],corrections:null},{id:"64424",title:"The Difference of Teachers’ Beliefs Related to Students’ Practice of Confucian Analects: A Comparison among Three Chinese Fujian Ethnic Regions",doi:"10.5772/intechopen.82054",slug:"the-difference-of-teachers-beliefs-related-to-students-practice-of-confucian-analects-a-comparison-a",totalDownloads:1147,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Confucian culture is an important shared cultural characteristic in Chinese societies. The transmissions under different historical effects lead to differences of perceiving students’ practice of the Confucian Analects in society. The behaviors and beliefs of teachers represent their beliefs in observing students’ moral practices. The present study examined students’ practice of Confucian Analects observed by Chinese teachers in Fujian region of China, Taiwan, and Malaysia. Based on praxis approach, the present study contracted eight major constituents of Analects for explorative analysis. Seven hundred sixty questionnaires are returned and validated for explorative and comparative analyses. The results indicated that the constituents were correlated, and the teachers in the Fujian region thought that their students had the highest practice of the Confucian Analects, than Taiwan and Malaysia. The implication of this study suggested that cultural difference affects the perception of Chinese teachers in students’ practice of Confucian Analects and can be deployed in educational settings to increase the life fulfillment of Confucian philosophy.",signatures:"Jon-Chao Hong, Ming-Yueh Hwang and Kai-Hsin Tai",downloadPdfUrl:"/chapter/pdf-download/64424",previewPdfUrl:"/chapter/pdf-preview/64424",authors:[{id:"277495",title:"Prof.",name:"Jon-Chao",surname:"Hong",slug:"jon-chao-hong",fullName:"Jon-Chao Hong"}],corrections:null},{id:"65030",title:"Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development",doi:"10.5772/intechopen.83417",slug:"lack-of-qualified-teachers-a-global-challenge-for-future-knowledge-development",totalDownloads:2094,totalCrossrefCites:3,totalDimensionsCites:7,hasAltmetrics:0,abstract:"A major challenge for teacher education in the twenty-first century is to provide society with qualified teachers to teach and prepare the next generation of citizens. The situation in, for example, Sweden and South Africa faces huge issues concerning an increased lack of teachers in the future, as well as difficulties with teacher attrition. Examples from the USA show that up to 50% of new teachers quit working as teachers within 5 years. The difficulties with knowledge transfer to new generations, are a global threat. In this chapter, the deficiency of examined teachers is addressed in Section 1. This is followed by an overview of two key aspects of teachers’ professional development, namely bridging the gap between practice and theory to enhance teaching quality as well as the importance of practice-based professional development to maintain teachers to work as teacher in a long-term perspective. The results of a case study of students’ views on theories are presented, showing a strong experienced dichotomy between theory and practice, and difficulties to see how theories could be used to better understand classroom situations. Finally, a proposal of how to bridge the gap between theory and practice with designed modules is presented.",signatures:"Mona Holmqvist",downloadPdfUrl:"/chapter/pdf-download/65030",previewPdfUrl:"/chapter/pdf-preview/65030",authors:[{id:"275455",title:"Dr.",name:"Mona",surname:"Holmqvist",slug:"mona-holmqvist",fullName:"Mona Holmqvist"}],corrections:null},{id:"65593",title:"Prospective Teachers’ Role in the Construction of Authentic Pedagogical Content Knowledge",doi:"10.5772/intechopen.84289",slug:"prospective-teachers-role-in-the-construction-of-authentic-pedagogical-content-knowledge",totalDownloads:1010,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The views and experiences presented in this chapter highlight the initiative of the teacher educator to adapt ideas that characterise twenty-first century teachers. An emerging trend in teacher education and training pioneers critical thinking and reflective classroom practice which are considered to be pillars for the development of competent teachers who are equipped with theoretical and applied competences. The foundations of conceptual ideas shared in this work are: ‘engagement scholarship’ and ‘critical reflections’, which propose the discourse in the education and training. Critical analysis of these two broad concepts provides a conceptual framework to articulate techniques and strategies to engage prospective teachers in collaborative learning activities. The observations of engagement and critical reflective collaborations of students were analysed. The findings of the action research contribute to the practical knowledge of engagement scholarship and development of critical reflective practitioners. This chapter upholds the perception that the shift from traditional practices and strategies entails analysis of the needs of teachers in a democratic, open and non-discriminatory society. The findings of the action research prove that prospective teachers have the potential to develop pedagogical content knowledge, which is relevant to real-life classroom experience.",signatures:"Mamsi Ethel Khuzwayo",downloadPdfUrl:"/chapter/pdf-download/65593",previewPdfUrl:"/chapter/pdf-preview/65593",authors:[{id:"275464",title:"Dr.",name:"Mamsi Ethel",surname:"Khuzwayo",slug:"mamsi-ethel-khuzwayo",fullName:"Mamsi Ethel Khuzwayo"}],corrections:null},{id:"65129",title:"A Professional Development Program for Beginning High School Teachers",doi:"10.5772/intechopen.83649",slug:"a-professional-development-program-for-beginning-high-school-teachers",totalDownloads:955,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This paper presents a professional development program for beginning high school teachers. The program was designed after identifying, characterizing and evaluating the professional training needs of beginning teachers, using quantitative and qualitative methodologies via interviews and surveys. With a framework in personalized education and in constructivist theory—both related to professional development for such teachers—and in adult transformative learning theory, the program promotes personal pedagogy which guides teachers to clarify the meaning of their role in the twenty-first century. The program fosters a model of formative learning that is more related to the knowledge of the beginning teacher regarding the reality of teaching and learning, the pedagogical subject, the school environment and capacity to act on the educational situation, than to specific disciplinary contents. The contents on which the program is structured are oriented to the systematic observation of pedagogical practice, to the knowledge of adolescents and their learning as a reason for it, to teaching in diversity and to the significance of being a teacher of secondary education.",signatures:"Cristina Maciel de Oliveira",downloadPdfUrl:"/chapter/pdf-download/65129",previewPdfUrl:"/chapter/pdf-preview/65129",authors:[{id:"276924",title:"Dr.",name:"Cristina",surname:"Maciel De Oliveira",slug:"cristina-maciel-de-oliveira",fullName:"Cristina Maciel De Oliveira"}],corrections:null},{id:"66482",title:"Modernization and Development of Arts Education: Spiritual and Worldview Alternative",doi:"10.5772/intechopen.85375",slug:"modernization-and-development-of-arts-education-spiritual-and-worldview-alternative",totalDownloads:886,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"In the field of artistic education, the issue of modernization is considered in different contexts. In this chapter, the modernization of artistic education is considered as improvement, advancing, updating, and changes in accordance with the requirements of time and the macro-process of transition from the traditional view of education to innovation and its relationship with spiritual-ideological traditions. The main purpose of the modernization of artistic education is to improve the quality of the system through transformations and enhance its ability to respond adequately to the challenges of the time. The main challenge is globalization. Two philosophical concepts are considered—the concept of anthropological pedagogy and the concept of living knowledge. The basis for the modernization of the content of artistic education is a synergistic approach, which involves the integration of scientific knowledge, in particular, natural sciences and humanities. The task of artistic pedagogy is to establish a holistic view of a person, and it cannot be compensated at the objective level by traditional technologies. Integrity is a measure of spirituality, humanity, and the creative fiction of education. In the content of modern artistic education, special values are acquired by integrated special courses designed to guide future specialists in the specificity of the development of the individual’s spiritual potential, on the value basis to formulate conceptual positions aimed at preserving and enhancing spiritual and ideological values.",signatures:"Olga Oleksiuk",downloadPdfUrl:"/chapter/pdf-download/66482",previewPdfUrl:"/chapter/pdf-preview/66482",authors:[{id:"231520",title:"Prof.",name:"Olga",surname:"Oleksiuk",slug:"olga-oleksiuk",fullName:"Olga Oleksiuk"}],corrections:null},{id:"65417",title:"Significance of Aristotle’s Teaching Practice for Modern Education",doi:"10.5772/intechopen.84180",slug:"significance-of-aristotle-s-teaching-practice-for-modern-education",totalDownloads:2212,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The teaching experience of former systems of education is now enticing the attention not only of some specialists but also from practicing teachers of different levels, and their findings can be used by educators involved in the practical work at schools and universities. In this chapter, the significance of the Aristotle’s approach to education is discussed. Four aspects of his approach are specifically investigated: (1) the integrity of knowledge, (2) wonder as the beginning of knowledge, (3) oral communication as a specific way of creating knowledge, and (4) knowledge as a necessary element of way of life. While nowadays, the individuality is the primary value, and the accessibility of information is becoming almost absolute, these points of the Aristotle’s way of teaching are becoming crucial.",signatures:"Oleg A. Donskikh",downloadPdfUrl:"/chapter/pdf-download/65417",previewPdfUrl:"/chapter/pdf-preview/65417",authors:[{id:"283333",title:"Prof.",name:"Oleg",surname:"Donskikh",slug:"oleg-donskikh",fullName:"Oleg Donskikh"}],corrections:null},{id:"65929",title:"Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province",doi:"10.5772/intechopen.84836",slug:"challenges-faced-by-educators-in-the-implementation-of-continuing-professional-teacher-development-c",totalDownloads:2811,totalCrossrefCites:1,totalDimensionsCites:3,hasAltmetrics:0,abstract:"Continuing Professional Teacher Development (CPTD) is a system that encourages educators to grow professionally. CPTD is managed by the South African Council for Educators (SACE). All educators were trained on CPTD system, but implementation at school level is a challenge because most of the teachers are technophobic and Continuing Professional Teacher Development is an electronic system. The purpose of this study is to identify the challenges that educators face in the implementation of Continuing Professional Teacher Development, and suggest improvement measures to the system. This research was a qualitative study based on the diffusion of innovation theory. Data was collected through interviews and document analysis. A total of 2 school principals and 10 educators and 2 union members and 2 district officials were purposely selected. Thematic method of data analysis was conducted. Conclusions and recommendations were drawn based on analyzed data. The study revealed that there is minimal support and monitoring taking place in schools. In addition, educators are demotivated since CPTD has no monitory incentive like Integrated Quality Management System. The study recommended that with relevant monitoring and support, educators can be motivated to participate in CPTD programmes, and professional development can be a reality.",signatures:"Gomba Georgina Kedibone Bernadine",downloadPdfUrl:"/chapter/pdf-download/65929",previewPdfUrl:"/chapter/pdf-preview/65929",authors:[{id:"280583",title:"Ms.",name:"Georgina",surname:"Gomba",slug:"georgina-gomba",fullName:"Georgina Gomba"}],corrections:null},{id:"65466",title:"Culturally Relevant Teaching",doi:"10.5772/intechopen.84181",slug:"culturally-relevant-teaching",totalDownloads:1160,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This chapter intends to highlight the importance of Relevant Teaching, hereinafter referred to as CRT within South African context in the twenty-first century. CRT will contribute towards achieving quality education. This chapter is conceptual by nature and a desktop literature was employed. CRT may have positive impact on the life of Africans because they have experienced poor education since the early 1900s after the Nationalist Party decided to develop a system of education that had a negative impact on the culture of African people as the backbone of their nation. In order to attempt addressing the culturally relevant teaching quest, this chapter discusses Bantu education, African Traditional Education, Western type of education, education as a foundation, ever changing needs, and curriculum as a core business for teaching.",signatures:"Teboho Solomon Ngubane",downloadPdfUrl:"/chapter/pdf-download/65466",previewPdfUrl:"/chapter/pdf-preview/65466",authors:[{id:"282514",title:"Dr.",name:"Teboho",surname:"Ngubane",slug:"teboho-ngubane",fullName:"Teboho Ngubane"}],corrections:null},{id:"65304",title:"Professional Development as a Panacea for Lively Classrooms in South Africa: Experiences of Life Sciences Teachers in the Bojanala District (North West Province)",doi:"10.5772/intechopen.83471",slug:"professional-development-as-a-panacea-for-lively-classrooms-in-south-africa-experiences-of-life-scie",totalDownloads:810,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"This chapter focuses on how the professional development of teachers influences the teaching and learning process in schools. In the chapter, the experiences of Bojanala East District (North West Province) Life Sciences teachers with regard to the professional development support they received from the Department of Education and Training are explored. Subsequent to 1994, South African Life Sciences teachers were subjected to a plethora of educational policy reforms, all of which affected the content of and the teaching approach to Life Sciences as a subject. In all these reforms, the Department of Basic Education organised professional development workshops as an in-service teacher training (ITT) to empower teachers in respect of the new policies. The study sheds light on whether or not the training (according to teachers) enhanced the teaching and learning processes in the classrooms. A qualitative research approach was used in the study and a purposeful sampling technique was employed to select participants. The researcher used one-on-one interviews and a single focus group to collect data. Drawing on the findings of this study and on support uncovered in the literature, indications are that the in-service training programmes left teachers incompetent in terms of dealing with both the new approach and the new content due to the programmes not addressing teachers’ needs.",signatures:"Florah Moleko Teane",downloadPdfUrl:"/chapter/pdf-download/65304",previewPdfUrl:"/chapter/pdf-preview/65304",authors:[{id:"278300",title:"Dr.",name:"Florah M",surname:"Teane",slug:"florah-m-teane",fullName:"Florah M Teane"}],corrections:null},{id:"65927",title:"The Changing Landscape of Leadership in Early Childhood Education in China",doi:"10.5772/intechopen.84799",slug:"the-changing-landscape-of-leadership-in-early-childhood-education-in-china",totalDownloads:1638,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:0,abstract:"This chapter aims to offer a theoretical discussion on the changing landscape of leadership and explores the emerging practice of teacher leadership in ECE in China. In 2010, the central government of China introduced several waves of policies relating to teacher professional development to improve and promote the quality of ECE. The global discourses mainly developed in the West have indicated that school leadership plays an important role in promoting teachers’ professional development and the quality of education. These discourses have influenced the agenda for educational reform in China as reflected in the recent strategies formulated for the development of school leadership in ECE. Historically, ECE teachers have been viewed as babysitters rather than as educators, and preschool principals have been considered policy implementers and school managers rather than school leaders of innovation and change. This chapter discusses the changing landscape of school leadership in China’s ECE and how it is influenced by a hierarchical culture. It is argued that the practices of school leadership have been largely centralised in the hands of preschool principals, alongside of which there has been an emergence of teacher leadership co-exercised with principalship in home-school networks and teaching research groups.",signatures:"Dora Ho, Mo Wang and Pan He",downloadPdfUrl:"/chapter/pdf-download/65927",previewPdfUrl:"/chapter/pdf-preview/65927",authors:[{id:"275710",title:"Dr.",name:"Dora",surname:"Ho",slug:"dora-ho",fullName:"Dora Ho"},{id:"291154",title:"Dr.",name:"Wang",surname:"Mo",slug:"wang-mo",fullName:"Wang Mo"},{id:"291156",title:"Ms.",name:"Pan",surname:"He",slug:"pan-he",fullName:"Pan He"}],corrections:null},{id:"65231",title:"Advanced Digital Competence of the Teacher",doi:"10.5772/intechopen.83788",slug:"advanced-digital-competence-of-the-teacher",totalDownloads:1019,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"This chapter is devoted to the issues of changing the structure of the competence of teachers in the transformation of the school of the twenty-first century—the school of digital civilization. With this in mind, this chapter takes a fresh look at the advanced competencies of teachers of the near future in the context of these real school changes, the structure of which can be represented as the “triangle of digital competencies”: life, social, and professional. As shown by analytical studies and experimental experience of teacher training, the results of which are presented in this chapter, this triangle of competences will allow children to be included in the digital school environment and form their further activity in the smart education system in the profession throughout their lives. It is also important to note that new competencies have become the basis of a new profession in the school—a digital curator, which is also discussed in this chapter.",signatures:"Marina S. Tsvetkova and Vladimir M. Kiryukhin",downloadPdfUrl:"/chapter/pdf-download/65231",previewPdfUrl:"/chapter/pdf-preview/65231",authors:[{id:"277683",title:"Dr.",name:"Marina",surname:"Tsvetkova",slug:"marina-tsvetkova",fullName:"Marina Tsvetkova"},{id:"280243",title:"Prof.",name:"Vladimir",surname:"Kiryukhin",slug:"vladimir-kiryukhin",fullName:"Vladimir Kiryukhin"}],corrections:null},{id:"66292",title:"Leagility in Pedagogy: Applying Logistics and Supply Chain Management Thinking to Higher Education",doi:"10.5772/intechopen.85264",slug:"leagility-in-pedagogy-applying-logistics-and-supply-chain-management-thinking-to-higher-education",totalDownloads:965,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:1,abstract:"Higher Education Institutions (HEIs) are commercial organisations facing the same operational problems as any business organisation, thus needing an appropriate business model, particularly for the teaching and learning processes which we refer to as the pedagogical system. The Logistics and Supply Chain Management (LSCM) paradigms are suggested as this new business model. The terminology of “agile education”, “agile pedagogy”, “the agile classroom”, and “lean education” imply similar constructs for education derived from the literature on LSCM, and the intention is to overcome the perceived 8 wastes of education, based on the 8 wastes of manufacturing from the lean thinking model. The Internet is discussed in terms of it being both a disruptive and enabling technology for educationalists and students alike. A high level of digital literacy is now required of both. This paper is a discursive discussion, based on personal experience and perceptions of the author in the university sector. The educational research paradigm known as the “teacher-researcher” or “the teacher as researcher in the classroom” is elaborated, together with Educational Action Research, to meet the possible criticism of this proposal and discussion as being based on the personal opinions of the author.",signatures:"Roy I. Morien",downloadPdfUrl:"/chapter/pdf-download/66292",previewPdfUrl:"/chapter/pdf-preview/66292",authors:[{id:"283117",title:"Mr.",name:"Roy",surname:"Morien",slug:"roy-morien",fullName:"Roy Morien"}],corrections:null},{id:"65028",title:"The Purposeful Teacher",doi:"10.5772/intechopen.83437",slug:"the-purposeful-teacher",totalDownloads:1208,totalCrossrefCites:3,totalDimensionsCites:4,hasAltmetrics:1,abstract:"In this chapter, a purposeful teacher is introduced as a goal in teacher education for the twenty-first century. Purposeful teacher is defined as a teacher with moral purposes. Purposeful teachers are ethical professionals who have both freedom and responsibility to make pedagogical decisions in the best interest of their students. Purposeful teaching is discussed in the Finnish context with some examples of the current educational challenges. The purpose profiles of Finnish student teachers are presented to inform the needs for purpose education for future teachers. Different approaches to teach purpose in the teacher education and in schools are introduced with examples from different countries. The didactic approach used in moral education is presented as a case-example to teach purpose in teacher education. The aims of twenty-first century learning call for purposeful teachers who actualize and model lifelong learning in their profession. A growth mindset in learning and ethical skills is introduced as important assets in the professional growth toward purposeful teaching.",signatures:"Kirsi Tirri",downloadPdfUrl:"/chapter/pdf-download/65028",previewPdfUrl:"/chapter/pdf-preview/65028",authors:[{id:"234399",title:"Prof.",name:"Kirsi",surname:"Tirri",slug:"kirsi-tirri",fullName:"Kirsi Tirri"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"1990",title:"International Perspectives of Distance Learning in Higher Education",subtitle:null,isOpenForSubmission:!1,hash:"e9f445b89a42e6221004f529ac247127",slug:"international-perspectives-of-distance-learning-in-higher-education",bookSignature:"Joi L. Moore and Angela D. 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Some dynamical systems are designated to have well-defined behavior but under certain not previewed conditions, the behavior of those systems could evolve into a very complex dynamical response. By the use of adequate mathematical tools, the complex behavior produced by unstable fixed points could be studied, characterized, and in most cases controlled. Moreover, it is well known that systems evaluated from fractional calculus models are capable to present stable, and unstable fixed points, and variations of them under parametric modification or variation in the integration order, which also could be controlled under different control mechanisms.
",isbn:"978-1-83768-436-6",printIsbn:"978-1-83768-435-9",pdfIsbn:"978-1-83768-437-3",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"256aaeeb2cfa765c6a37c73e4fe7402f",bookSignature:"Dr. Guillermo Huerta-Cuellar",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/12020.jpg",keywords:"Stability of Fixed Points, Banach Fixed Points Theorem, Fractional Calculus, Discontinuity of Fixed Points, Stability of Systems, Route to Chaos, Multistability, Perturbations Theory, Unstable Fixed Points, Adaptive Control, Control of Discrete-Time Chaotic Systems, Pseudo-Random Bit Generator",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 17th 2022",dateEndSecondStepPublish:"July 15th 2022",dateEndThirdStepPublish:"September 13th 2022",dateEndFourthStepPublish:"December 2nd 2022",dateEndFifthStepPublish:"January 31st 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"a month",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"Dr. Guillermo Huerta Cuellar is a researcher in the area of nonlinear dynamics and chaotic systems, with experimental and theoretical results. Has been an author of more than 40 high-level papers, and academic editor in 4 journals, and 3 books.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"237167",title:"Dr.",name:"Guillermo",middleName:null,surname:"Huerta-Cuellar",slug:"guillermo-huerta-cuellar",fullName:"Guillermo Huerta-Cuellar",profilePictureURL:"https://mts.intechopen.com/storage/users/237167/images/system/237167.jpg",biography:"Guillermo Huerta Cuellar received a B.Sc. degree from Instituto de Investigación en\r\nComunicaciones Ópticas (IICO), from the Universidad Autónoma de San Luis Potosí, San Luis\r\nPotosí in 2004. After, he received a Ph.D. degrees from Centro de Investigaciones en Óptica\r\n(CIO), León Guanajuato, Mexico, in 2009. During 2010 to present he have been working at the\r\nExact Sciences and Technology Department in Centro Universitario de los Lagos, Universidad de\r\nGuadalajara. He has been Visiting Researcher in the department of Applied Mathematics at\r\nInstituto Potosino de Investigación Científica y Tecnológica, San Luis Potosí, México (2012-\r\n2014), in Department of Theory of Oscillations and Automatic Control, Faculty of Radiophysics,\r\nLobachevsky State University of Nizhny Novgorod, Russia (2016), sabbatical stay in the\r\nDepartment of Physics and Environmental Science at St. Mary's University, San Antonio, TX, US\r\n(2018-2019), and in División de Matemáticas Aplicadas, Instituto Potosino de Investigación\r\nCientífica y Tecnológica (IPICYT), in San Luis Potosí, S. L. P., México (2019-2020). He has\r\neditor of 3 books, and coauthor of 6 book chapters, international journals and conferences, and\r\nmore of 40 high impact publications. He is member in the National System for Researchers (SNI-\r\nCONACyT-México). He participates as Academic Editor in the Journal Complexity (2021),\r\nFrontiers in Applied Mathematics and Statistics (2022), and Axioms (2022). He has participations\r\nas a reviewer in high impact-factor journals. His research interests include study, characterization,\r\ndynamical behavior and design in nonlinear dynamical systems as lasers, electronics, and in\r\nnumerical models.",institutionString:"University of Guadalajara",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"University of Guadalajara",institutionURL:null,country:{name:"Mexico"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"15",title:"Mathematics",slug:"mathematics"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"478197",firstName:"Veronika",lastName:"Radosavac",middleName:null,title:"Dr.",imageUrl:"//cdnintech.com/web/frontend/www/assets/author.svg",email:"veronika@intechopen.com",biography:null}},relatedBooks:[{type:"book",id:"9272",title:"Optical Fiber Applications",subtitle:null,isOpenForSubmission:!1,hash:"dd156cc0568d8a4204d9f13609d8ff9e",slug:"optical-fiber-applications",bookSignature:"Guillermo Huerta-Cuellar and Roghayeh Imani",coverURL:"https://cdn.intechopen.com/books/images_new/9272.jpg",editedByType:"Edited by",editors:[{id:"237167",title:"Dr.",name:"Guillermo",surname:"Huerta-Cuellar",slug:"guillermo-huerta-cuellar",fullName:"Guillermo Huerta-Cuellar"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"10767",title:"Fiber Optics",subtitle:"Technology and Applications",isOpenForSubmission:!1,hash:"f6624b8ef72a4a369383a4b719bba2a4",slug:"fiber-optics-technology-and-applications",bookSignature:"Guillermo Huerta-Cuellar",coverURL:"https://cdn.intechopen.com/books/images_new/10767.jpg",editedByType:"Edited by",editors:[{id:"237167",title:"Dr.",name:"Guillermo",surname:"Huerta-Cuellar",slug:"guillermo-huerta-cuellar",fullName:"Guillermo Huerta-Cuellar"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1591",title:"Infrared Spectroscopy",subtitle:"Materials Science, Engineering and Technology",isOpenForSubmission:!1,hash:"99b4b7b71a8caeb693ed762b40b017f4",slug:"infrared-spectroscopy-materials-science-engineering-and-technology",bookSignature:"Theophile Theophanides",coverURL:"https://cdn.intechopen.com/books/images_new/1591.jpg",editedByType:"Edited by",editors:[{id:"37194",title:"Dr.",name:"Theophile",surname:"Theophanides",slug:"theophile-theophanides",fullName:"Theophile Theophanides"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3161",title:"Frontiers in Guided Wave Optics and Optoelectronics",subtitle:null,isOpenForSubmission:!1,hash:"deb44e9c99f82bbce1083abea743146c",slug:"frontiers-in-guided-wave-optics-and-optoelectronics",bookSignature:"Bishnu Pal",coverURL:"https://cdn.intechopen.com/books/images_new/3161.jpg",editedByType:"Edited by",editors:[{id:"4782",title:"Prof.",name:"Bishnu",surname:"Pal",slug:"bishnu-pal",fullName:"Bishnu Pal"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"371",title:"Abiotic Stress in Plants",subtitle:"Mechanisms and Adaptations",isOpenForSubmission:!1,hash:"588466f487e307619849d72389178a74",slug:"abiotic-stress-in-plants-mechanisms-and-adaptations",bookSignature:"Arun Shanker and B. 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However, the real world is very complicated that cannot be prescribed in some given patterns. This is the very first fact that leaders realize once they enter into professional practice. This is when prescribed theories do not meet the requirements of real practice. How can leaders be effective in an environment that is so distinct from those portrayed on paper? The answer is the grail that many if not all practising leaders had committed him-/herself to following of it. Reflective leadership goes to bat for anyone in the realm of leadership which is not mapped yet.
\nWe start to explore reflective leadership by discussing what reflection is and then its role in creating reflective learning communities in organizations. The route to leadership through reflective thinking is the next topic we will address. Finally, we conclude with reflective practice which is the essence of reflective leadership and its models of implementation.
\nReflection is not only a personal process but also a collaborative one, which involves uncertainty along with experience, and consists of specifying inquiries and essential components of a thing that came out as important, later taking a person’s thoughts into dialogue with himself or herself and with other people. Individuals evaluate insights developed from that process in regard to additional perspectives, values, experiences, beliefs and the larger context within which the questions are raised. Through reflection, new-found clarity to base changes in action or disposition is achieved. New questions naturally arise, and the process spirals onwards [1].
\nWithin this context, we argue that reflection is a vital component of leaders’ daily life, not a detached or disconnected action but primal, promoted by the culture and structures of an organization, which affects choices, policies and decisions together with the emotions and politics related to them. Considered from this angle, to be reflective should not be considered as a method, which has been acquired and occasionally used, but an inherent component of what to manage or lead means.
\nThe philosopher John Dewey has made a great contribution to the current conceptualization of reflection in leadership learning as the origins of the reflection are mainly attributed to him. He described it as a form of problem solving. For him, action and thought used to be, or ideally ought to be, inseparably attached: Thinking includes all of these steps, - the sense of a problem, the observation of conditions, the formation and rational elaboration of a suggested conclusion, and the active experimental testing. [2]
For him, reflection is a deliberate and cognitive process triggered by a state of doubt, mental difficulty and hesitation. He sees reflection as a process of researching, clarifying and finding the right way that eliminates the doubt and difficulties. The mental process of reflection is activated by a problem, unstructured ideas and complicated situations to find a solution.
\nForestalling something of the spirit of the progresses we maintain in this chapter, Dewey conceptualized this aspect of learning as more important than a problem-solving process. Dewey’s vision was of an educational process which had reflection and action linked at its core and was the means by which individuals gained ‘a personal interest in social relationships and control’—a platform for social change to a more democratic social order and preparation for membership of it [2].
\nSchön sees reflection as closely related to action and personal experience. The reflective practitioner engages in thinking along with the effect of action. Thus, Schön classified reflection into two types: reflection in action and reflection on action. Reflection in action is conscious thinking and modification while on the job [3]. The reflective practitioner immediately reflects on the action upon confronting it. Reflection on action is the reflection done after experiencing the action. The practitioner evaluates to understand whether the activity was successful or not by making judgements.
\nSchön’s concept of reflection [4, 5] exemplifies the learning theory and practice features of a focused on reconnecting experience and ideas by means of reflection. His amplification of this understanding of the ‘reflective practitioner’ reveals the implicit component suggested in the fact that reflection is not only retrospective but also a component of the experience. Schön outlined this as: On-the-spot surfacing, criticizing, restructuring, and testing of intuitive understanding of experienced phenomena; often it takes the form of a reflective conversation with the situation. [4]
His work on the reflective practitioner also bears out the theoretical and practical development of reflection in several approaches emphasizing the significance of both organizational context and personal psychology. He was critical of the technical rationality which he considered as describing organizational problem solving and which ignored ends together with means. Schön mentioned about the importance of questioning the claims on which practice was based through reflecting on the ‘norms’ and ‘appreciations’ which support judgements and actions. Therefore, the practitioner should reflect: … on the feeling for a situation which has led him to adopt a particular course of action, on the way he has framed the problem he is trying to solve, or on the role he has constructed for himself within a larger institutional ‘context.’ [4]
As discussed above, this included ‘reflection on action’ and ‘reflection in action’ in practical terms. Human beings always tend to take shelter in experienced and accustomed forms of working and in practised processes or similar methods. That is to say, all endeavours to see the unknown in everyday life let people confront routines and connections and to alter those sides of working thought and practice taken for granted. For example, the capacity to make use of certain images, emotions, metaphors, to engage both rationally and aesthetically and to look at relational dynamics considering settings allows for the production of discrete styles of practising and thinking.
\nUltimately, the outcome of reflection is learning [6]. It widens our perspective on a problem (broadens knowledge). It helps us develop strategies for dealing with it (develop skills). It helps us acquire new insights into our behaviour (changes attitudes).
\nLearning is not an individual behavioural attribute or capability but a ‘double-loop’ cognitive learning process that can be shared, and if everyone can participate in shared learning, then, in principle, everyone is capable of leading [7]. Within this context, the learning organization assures whatever the classical human-centred view about learning treasured at all times that commitment to learning will rescue us from obedience in blind authority in the end.
\nEven though learning itself as an action could seem self-evident, it is concerned with many issues in determining in what ways learning individually could be ‘effective’ or ‘rational’ against ‘self-deception’ and ‘defence reasoning’ [8]. As the difference between reflexivity and learning is hard to understand, in all attempts to understand that difference, reflexivity in the organizational development tradition has often been problematic [4, 9, 10]. The question is so clear: is it a neutral and instrumental expression of expert knowledge and control, or is it a methodology of feedback and diagnostic practice that pursues to develop really inclusive forms of distributed knowledge and learning [11]. The former position treats self-reflection as ‘I think’, whereas the latter tends to treat it as an expression of ‘I do’ [12–14]. What can be said here is that these two conflicting positions usually finish up as remedial approaches to learning. Learning could be thought as a deliberate way of ‘reflexive thinking’, allowing us to keep our distance from existent actions or behaviours and alter them. In contrast, learning as doing is bound by pre-reflective practices, so it is difficult to retrospectively translate or transmit learning or knowing in practice into intentional actions designed to change behaviour [13].
\nLeading for learning is an essential aim in creating reflective learning communities, which aim to create strong and fair opportunities of learning for all in an organization and encourage them to benefit from these opportunities. Leaders can accomplish this by committing themselves to the following areas of action: establishing a focus on learning, building professional communities that value learning, engaging external environments that matter for learning, acting strategically and creating coherence [15, 16]. The perception suggested centres on supplying each learner, no matter what problems they confront, the ways to overcome intriguing skills and to advance habits of mind for additional and autonomous learning.
\n‘Let’s try it out and see how it works’ is an active learner’s phrase; ‘Let’s think it through first’ is the reflective learner’s response in a reflective learning community [17]. Leaders’ learning incorporates skills, the knowledge and standpoints, which they obtain while getting ready for and regenerating their practice. Interacting with other professionals who offer moral support, critique, ideas and inspiration for the renewal process will also promote opportunities for effective professional development.
\nNearly all managers wish to create more powerful and equitable learning opportunities when they are given time to reflect. Nevertheless, their abilities depend on how they perceive the existent and prospective links between learning and leading in their own context. Managers can use reflective tools like optimizing video as a self-assessment tool, strengthening electronic portfolios with reflective journal writing, making use of associated resources on the Internet, taking advantage of on-line peer mentoring and stimulating reflection via learning communities as part of professional development.
\nCreating such a reflective learning community requires building professional communities that value learning, acting strategically and sharing leadership and engaging external environments that matter for learning. This type of reflective learning also fosters system learning, in which opportunities come up by means of evaluation of policies, programmes and resource use, strategic planning endeavours, action research focused on system-wide issues and application of indicators to measure progress towards goals defined. Leaders will be able to support system learning through inquiry into how an organization performs.
\nReflective thinking is not only an internal process but an external one promoting improved critical thinking skills together with self-understanding as an essential way of inner work which emerges in the energy for employing in outer work. This type of thinking is required for understanding what it means to be significant for oneself and in one’s organization or practice. Being aware of one’s thinking is essential to make informed and logical decisions while working with others. In other words, taking to heart the feelings, thoughts and behaviours of other people also eases improvement in accomplishing organizational and professional objectives. In this chapter, we keep focusing on becoming a reflective thinker as a means to becoming a reflective leader. Therefore, we believe that managers can raise their awareness on their potential capacity for leadership.
\nReflective leaders regard learning as a lifelong process, and they tend to equilibrate the practice ‘telling’ with ‘asking’ and frequently depend on the collective intelligence capacity of the teams formed in their organizations. Rather than being ‘in judgement’, these leaders ‘use judgement’ in handing down significant decisions. They regularly tend to step out of their routine and accustomed settings to think, explore and learn. Because the business environment has grown more complex, volatile and fast paced, leaders are more and more willing to adopt a ‘bias for action’, but effective leaders reflect on their past experiences and search for relevant, different insights before decision-making process.
\nThey highly value the answers to the following questions:
What have I learnt?
What were my feelings and thoughts as it was happening?
How could I explain my experience?
How could I make use of learning for my future actions?
What is your opinion of way I felt and acted?
How have I reacted and behaved?
Based on the answers to the questions asked above, reflective leadership can be considered as a way of approaching the work of being a leader by leading one’s life with presence and personal mastery. In other words, it requires learning to be present, to be aware and attentive to our experience with people in our daily life, and it regards leadership from the standpoint of human experience. Taking the science of phenomenology into consideration, self-awareness and reflection on one’s own experience together with the experience of other people are the starting point for the process of reflective leadership, which ultimately aim to achieve improved communication changing leadership practice.
\nWe have developed further questions and possible responses to encourage managers to become reflective leaders. Through these six questions and responses, we aim to create awareness on how to become a reflective leader in practice:
\nPeople’s self-interests can be met if they reflect on how their work has affected their learning and lives. These effects entail their progress and apprehension in some fields like career search, development of leadership, social justice, civic responsibility and consciousness, intellectual interests and self-actualization. People tend to concentrate on self-learning on particular occasions. They also consider issues related to career search when they finish university. For example, people remember their civic responsibilities only when they vote. The forms of reflection we have been discussing are drawn up to link people’s work experiences to personal development.
\nA reflective thinking model illustrating the process of reflective thinking was developed by Taggart and Wilson [18]. To identify a problem, dilemma or challenge could be one of the initial efforts. As the next step, you should draw back from the problem concerned for a while and use an outsider perspective to re-evaluate that problem. Within this process you can employ ways of observation, data collection and reflection. They will help you obtain a cognitive picture about the way you think for the sake of defining the setting of that circumstance. This position may be integrated with a similar event in the past to lead you to get probable ways to attempt to solve the problem. You should ask a question at this stage: How have I dealt with the almost identical situation in the past and what makes the present situation different from the one in the past? You will naturally remember your experiences and make predictions and create different approaches. Doing so, you will also have tested the approaches used systematically. Finally, you will review the actions you have taken together with the consequences, and that process will provide you with a new opportunity to reframe the situation concerned.
\nAs discussed earlier, a dedication to the continuous process of maintained critical self-awareness and development is essential in reflective leadership. How can you do that? If you are determined to become a reflective leader, you should exchange reflective thoughts of yours with those of others establishing new relationships and ask them to see the situation. We tend to make use of feelings that we highly value, let ourselves experience them and pass along them whenever available. This sort of approach, which is genuine, will certainly give us a space where we will be able to value the contributions of others. This is how we support other people by means of our own reflective practice.
\nLearning from others basically requires listening to them within the framework of reflective leadership, which will require receptivity to other people. Listening attentively is both an art and a skill to be practised. Effective leaders must listen to cases and stories from all workers to reflect on in what ways they could enrich and change practices. Within this context, those stories providing data about what does work or what does not will tell us to look for significance. Any discussion and reflection on those stories will enrich, change and provide us with opportunities to install any possible changes into practice.
\nAwareness is created through communication. To achieve a high level of communication, awareness on what you have been thinking is necessary. In other words, it will enable you a tool to discover yourself and become more self-aware. To do so, any sort of conflict should be seen as an opportunity to understand more of your true self as well as other people. The questions and answers to what you are sensing, thinking, feeling and willing or not willing to do will take time to get. So, you should go on asking them till you could past strong emotions like resentment and anger, because those emotions play a key role in guiding you to what you have been thinking. After reflecting on genuine answers, you can share them with other people directly. Whatever language you use in answering to those questions will encourage ownership, thus enhancing connection. Through this process, you could get a tool to monitor your awareness, expand your opinions and listen to others attentively to resolve problem.
\nAnother efficient approach to work with other people effectively is to be aware of your natural talents. This is something to do with exploration of your strengths. Identifying your talents will naturally provide you with many strategies to build them into your strengths. Knowing what gifts and talents you possess will help you see your weaknesses and align your goals and job with your own talents.
\nReflective thinking lets you both share your concerns and reveal the concealed issues for you and other people concerned. This process will create an opportunity for you and other people to reflect on your and their point of view, thus providing a sort of catharsis. Doing so will help you develop a wider viewpoint, a new appreciation for everybody and deeper understanding.
\nAs reflective practice is seen as a transformative process, you and the other people around could proceed in a more interconnected way. So, you could define common objectives and goals together with guidelines to avoid possible conflicts in the future. In creating open channels of communication, this environment will bring informal and regular meetings to allow reflective practices supporting reflective leadership. These types of meetings are highly valued by reflective leaders as they see them as productive environments to provide collaborative work supporting the greater sense of collegiality.
\nBeing open and letting testing of propositions and inquiring about one’s strength are another significant task for reflective leaders. It could be necessary for you to face problems like defensiveness of yours and that of other people and the inefficiency of your team for the sake of ensuring the impact of approach you use. So, a reflective learning community, in which reflection is an ideal way of support and learning, should be created by reflective leaders. In such a community, you provide a safe environment for self-expression, identify objectives, give feedback and stimulate self-observation. In defining the strengths of the individuals, you offer other people optional approaches to be successful in their work.
\nFirst of all, peer reflection, which helps question assumptions, is one of the main means for reflective leaders to carry out with other reflective leaders. Peers are of paramount importance in clarifying our values. This process helps us build our and peers’ strengths, compensate weaknesses and search for better problem-solving approaches [19].
\nTo be able to achieve the task, effective leaders should form and maintain the teams in developing individuals. The aspirations can best be achieved if leaders can function in a collegial and collaborative ways by means of reflective practices, which initiate the process of perspective transformation. In other words, reflective leadership is considered to be transformative as long as it builds success in other people by reducing barriers while implementing leadership behaviours. Barriers, to a certain extent, are determined by means of reflection. They are regarded to be intrinsic to our human ego—strivings to achieve, to manage our situation and to compensate for our lack of confidence. The barriers can be reduced by deliberately reacting to what challenges us as a leader under different circumstances. Reflective leaders do that by having a deeper awareness of what sort of leader he/she wished to be, what sort human being is required and what sort of legacy is left by them. These choices direct leaders in how they take up daily leadership. That is to say that the way how leaders go about their day will determine ultimately whether they feel successful and rest with integrity and peace of mind or not.
\nThe rapid rate of changes in our age seems to be one of the biggest demands for leaders. The other striking demand is the need for new frameworks for leadership skills. Leaders can cope with those challenges as long as they can bring each individual to the table to model the future with strong collective dialogues and cooperative actions. Among the other reflective leadership skills, they should be able to manage conflicts, model an adaptive capacity and be efficient in establishing and maintaining relationships. As they are expected to be the cocreators of change, they should accept that any individual or circumstance cannot move out their individual peace or competency. Viewed in this light, they should be able to communicate those feelings to other people in a way that will encourage and enable them to clasp the future and partake in its formation. Ultimately, they should be able to act as a model for other people in their exploration of the value and meaning of whatever they do. They can exhibit behaviours of personal growth and self-awareness if they have a commitment to the ongoing reflective practice.
\nTo conclude, being a reflective leader is initiated through reflective practice. You can begin by being more fully present in every task in your daily life. This requires attending to verbal and nonverbal communication in your interaction with others, often inquiring and clearing up worries and being an attentive listener. You should further take your own experience into consideration together with the experience of other people and each assumption before making decisions. Only after these reflective practices can you establish a sense of mutual respect and sound relationships and see that other people are drawn to you and search for your compassionate consideration about any problem encountered. This transformative process followed will make advance on the way to becoming a reflective leader.
\nManagers and leaders focus upon events through an intellectual exercise in order to determine in what ways individual assumptions and beliefs together with their experiences and background impact organizational functioning. This is what we call reflective practice that inculcates the intellectual discipline needed to discern ‘what is’ in practice episodes as well as to engage in the self-growth necessary if one is to manage and lead others.
\nThe success of reflective practice depends on learning. For reflective leaders, doing immerses learning. Being aware of what we have been doing does not always create learning as it is a purposeful endeavour. Approached from this angle, realizing the required role of reflection in taking out learning from experience and being aware of the essential principles of a reflective practice will let leaders begin to act on the conception that knowledge is planted in their experience and understand the significance of that knowledge in fostering their practice.
\nThrough learning from experience, reflective practice aims to create a structure, habit or routine. So, a reflective practice can differentiate with regard to how much, how often and why reflection is carried out. Carrying out a reflective practice requires not only clearing the aims it needs to serve but also creating opportunities to install reflection into our activity that are down to earth and yet come about at the right intervals and with adequate depth to be meaningful. However, it is structured; sustaining a reflective practice will transform the probability of learning from our practice into an actuality.
\nSergiovanni [20] classifies three distinct knowledge of leadership conceptions regarding the relationship between theory and practice: (1) there is no relation, (2) theory is superordinate to practice, and (3) practice is superordinate to theory (p. 7). People who adopt the first conception believe that professional practice in leadership relies solely on intuitive feelings disconnected from theory and research. People who put special emphasis on theory feel that leadership is an ‘applied science’ which can be prescribed by theoretical concepts, strategies and depictions. Believers of the last conception see leadership as a ‘craft-like science’ consisting of reflective practice not prescribed but informed by theory.
\nSince the first conception claims no relation between theory and practice, implication of leadership as no science makes no sense to many, and thus it did not find enough grounds to permeate. Unlikely, the theory-oriented conception of leadership as an applied science pervades throughout the literature on leadership. Its clear-cut linear fashion simplifies every decision to be made into steps and processes predefined in literature. When one has to end organizational conflicts, then there are models of conflict management. When some important decisions have to be made, there are decision-making processes that explain every step in detail. This tool-based approach to leadership has long lived for its feasibility, but when it was realized that the real life is more complicated that it cannot be predetermined to a degree which enables theory to make tools for every situation in leadership, then reflective practice seemed a more realistic way of generating professional knowledge that is different from scientific knowledge. It is different because professionals create it by crafting their intuitions once they encounter situations not defined by scientific knowledge unlike ones in applied science conception. Thus, the craft-like science conception distinguishes professional knowledge from scientific knowledge; the former is created on demand, while the latter is predetermined as a contingency. Reflective practice is about professional knowledge creation by ‘deciding what to do. What purposes should be pursued? What strategies and practice should be used? What should be emphasized and when? In what ways should resources be deployed? How will we know we are on track, and so on’ [20].
\n\nAnother distinction implicit in our understanding is that scientific knowledge is prescribed by theory, while professional knowledge is informed by theory. It is informed by interacting elements of reflective practice: practice episodes, theories of practice and antecedents (p. 15). Practice episodes consist of intentions, actions and realities. Leader’s priorities, preferences, strategies and decisions determine his or her intentions that impel actions in the form of leadership and management tactics and behaviours. After actions are performed, realities occur as results, outcomes and consequences. The realities further affect intentions and then actions in a loop which never ends (Figure 1). This infinite loop of practice episodes affects and is affected by theories of practice and leadership antecedents. Theories of practice are mental scenes of a leader’s beliefs and assumptions about how things work in the real world. These are greatly affected by leadership antecedents especially by the theoretical knowledge antecedent. These mental images perform as mindscapes that govern leadership actions both consciously and unconsciously. ‘A reflective mindscape is a perspective in which purposeful activity…is always subject to disciplined examination and re-examination using whatever resources are helpful’ [21]. Theories of practice may arise from social interactions between leader and others or even from myths on how organizations work. ‘The bundles of beliefs and assumptions about how organizations work, the role of power, authority, management, and leadership, the organization’s purposes, the role of competition, and the nature of human nature’ may evolve into theories [20]. Workplace is where leaders can best learn about their theories of practice. Therefore, a detailed explanation of these implicit theories cannot be made.
\nElements of reflective practice [
At this point, we will focus on five key leadership antecedents, which play an essential key role in understanding the reflective practice. They are cultural milieu, theoretical knowledge, craft knowledge, self-knowledge and critical knowledge.
\n\nAs reflective practice is expected to be contextualized in work, it should not be considered separately from the cultural milieu together with the setting and purposes of organization. The cultural milieu includes the elements of educational background, social background, religious background, economic background and historical background, which plays a key role in shaping in what ways a person sees and interprets the outer world. This means that reflective practices will differentiate from individual to individual and from organization to organization and that companies will form different reflective practices that emerge from and further inform their backgrounds mentioned above.
\n\nOn the other hand, reflective practice can occur through a visioning process or a bigger process of culture change or organizational change. Tucker and Russell [22] concluded that transformational leaders can have a major influence on organizational culture and change. As culture is a medium by means of which leadership travels and affects performance of the organization, reflective leaders play a key role in transmitting the culture that they believe will most augment organizational functioning.
\nThe second antecedent of leadership is the theoretical knowledge, which consists of technical, cognitive and rational knowledge. It means that theoretical knowledge is factual in nature, based in scientific rationality. Reflective approach to leadership is important to the integration of theoretical knowledge, skill development and individualized contexts. The learning organization was often based on a systems theory that handled practice as a result of theoretical knowledge [23]. Professional learning communities, the name given to leaders’ collaborative professional learning, have become so overused that the term’s meaning is often lost. Only when leaders reflect on their practice based on their theoretical knowledge, consider the impact leadership has on workers and implement insights gained from a meeting to improve their leadership performance can this process be called a professional learning community.
\nCraft knowledge is believed to be implicit in practitioner; it provides the ‘feel for’ what one does [24] and manifests itself in the refined ability to interpret what is and to discern what ought to be and what one should do to get there. According to Kluge [25], knowledge management shows unique leadership challenges. ‘From a leadership perspective, knowledge management has been viewed more like a craft and less like a science. Because of the very nature of knowledge, it is difficult for managers to predict what measures can really improve performance, and how to encourage and guide knowledge flows within an organization’ [25]. The leaders, according to them, should presume the function of advancing leadership and knowledge in the organization. They should set the tone for the organization and demonstrate that knowledge together with its administration are carefully taken into consideration.
\nLeaders, from this standpoint of view, should signal a shift in tone when they ask their team to reflect on their learning. Reflective leaders help them realize that they can now look back rather than move forwards. They will take a break from what they have been doing, step away from their work and ask themselves, ‘What have I (or we) learned from doing this activity?’ Some leaders could use music to signal the change in thinking.
\nIn the reflective settings, leaders could invite the teams to learn from their experiences orally or in written form. They ask them to reflect on their learning, to evaluate their metacognitive strategies, to compare intended with actual outcomes, to analyze and draw causal relationships and to synthesize meanings and use their learning in different and future events. Members of the team realize that they will not ‘fail’ or make a ‘mistake’, because these terms are broadly described. Nonetheless, reflective teams realize that they can learn from all their experiences and develop personal insight.
\nSelf-knowledge, even though it is often neglected, enables a vital lens through which leaders could better understand, realize and interpret organizational reality and their position in it. It mainly includes self-awareness, self-understanding and self-management. Without self-knowledge, it is hard for the leaders to understand their weakness and strengths together with their super powers. It lets the best business builders walk the tightrope of leadership: projecting conviction while at the same time staying humble enough to be open to different ideas and opposite thoughts since it is an essential element for organizational functioning. To improve self-knowledge, we highly recommend reflective leaders to (1) observe yourself to learn, (2) keep testing and knowing yourself better and (3) be conscious of other people as well.
\nWhile building a team, self-knowledge is also a crucial factor as being aware of one’s weaknesses together with strengths makes them a better recruiter and allocator of talent. In the meantime, you should also be an acute observer of others’ weaknesses and strengths. Reflective teams consist of people who both understand and complement each other. Whenever you notice people developing a common goal by pursuing different ways, there is an implied feedback loop based on peers and systemic learning in that observation itself. Should you have the right complement of people as well as a supportive learning organization, it lets you look at yourself and other people.
\nThat is called the leash of self-awareness: know, improve and complement thyself. They are the common sense principles even though they are not generally practised. In other words, people do not often commit to stand in the face of truth. Rigorous commitment, intellectual honesty and active truth seeking are sine qua non to any process of self-awareness.
\nThe final antecedent of reflective practice is critical knowledge, which includes assumptions, beliefs and values. In other words, critical knowledge (sometimes called ‘philosophical’ or ‘ethical’ knowledge) is a conscious awareness of that which is of transcendent or ultimate value and which perjures beyond the individual. Reflective practice creates an opportunity for development for people holding leadership positions. If you want to manage a team, you should have a clear balance between technical expertise and people skills because this type of role is hard to play. Reflective practice gives an opportunity to leaders to re-evaluate what has been achieved and what improvements could be made.
\nAs discussed earlier, reflection is the conscious and intentional examination of one’s behaviour. Through this process, new understandings and appreciations may be acquired. Leaders should be an active reflector keeping their personal journals. When a difficult event takes place, they can often scribble in their journal to decanter their emotions and thoughts. Schön [4] described three processes to reflection—awareness of uncomfortable feelings or thoughts, followed by a critical analysis of experience, leading to the development of new perspectives. The phases are not necessarily linear and can involve both looking forwards and looking back.
\nTo be able to explore mind-sets, we suggest here eight key principles to have a better understanding in our critical knowledge and reflective way of thinking:
Asking open and curious questions: let yourself practise asking genius-level questions, which only other people can answer, and about which you should not have any possible theory. For example, you could ask your colleagues about what they are genuinely excited in their work or what their biggest worries are.
Reflecting on the iceberg: doing so takes us back from repairing symptoms and being sensitive to what is going on around us. For example, you can think of a certain event and detail whatever you saw at the level of any event or action. You can then note the different patterns of behaviour seeming to contribute to that action. Detail on different organizational structures and cultural milieu, which created those behaviours.
Using visual art: this is basically a practice for shifting out of words. You could use newsprint or flipchart material with large coloured magic markers and start scrawling, drawing, scribbling or sketching whatever you think. Do not use any words till you feel that you are tired and leave the ‘artwork’ overnight. Look at it for a few minutes, give a name and date it the following day.
Journal writing: to give a chance to what our own inner wisdom says and listen. Doing so, you could learn from your own lives. This sort of practice helps create a greater awareness of your processes of thought. Give yourself some time every day to write in a free way with no prejudice. This process of writing might reflect the sense you possess about tomorrow or what now breaks for you about yesterday.
Role models: without any prejudice, you could observe a leader having a different approach different from that of ours. This practice will help you identify leaders whom you admire. To shadow those leaders, give yourself a day and observe them. Try to have a short interview with any of them asking how they think about leadership and handle the change.
Tackling creative endeavour: spend some time each day for some creative capacity such as writing poems, cooking, playing music, painting or sketching. These can rest our mind placing you in a flow state and enable significant perspectives to understand the world in different ways.
Reaching physical wisdom: to have a better reflection, you should devote to attempt in processes creating different understanding in your body. You may spend some time for some activities like playing golf, jogging, taking up skiing, woodworking or gardening courses.
Discovering people who draw the best out of you: identify who in your life draws your best energies and in whose presence you are the one who you would like to be. Also identify what you have in common. Spend more time with those people who give you best energies.
Through these processes, it will be much easier to learn from colleagues; write downshifts in your awareness and in your sense of purpose. Ask yourself whether you are aware of things you have not noticed earlier, by virtue of any of these processes or practices. The possible responses you will have will contribute to your effectiveness as a leader; increase the capacity to lead change. When people are asked about the most effective leaders, they will talk about the extraordinary capacity of leader to listen. Listening is an essential cognitive skill for a leader. One might conclude from this that reflective practice begins within yourself, and it is a significant transformational leadership skill, which will help you notice and change the profound processes of thought.
\nTo make reflective practice more concrete, there are some models offered to leaders. A useful model that explains reflective practice is the ALACT model of Korthagen [26]. The model has continuous phases of action, looking back on the action, awareness of essential aspects, creating alternative methods of action and trial (Figure 2). A leader or manager does an action; judges how well he or she did the action; considers elements that attributed to success of the action or prevented the action to be successful, based on that judgement develops better ways of doing action; and finally tries the action in a better way. Note that the first and the last phases are the same. A sample implementation of this approach would be like this one [26]:
\nA: A mathematics lesson was given.
\nL: This lesson went fine. They were a bit noisier than usual, but I could control them all the same.
\nA: Ronnie was not present; that may have been a cause of the extra noise. In my opinion he is a kind of ‘leader’, and because he was always cooperative, the others cooperated too. Now that he wasn’t there, the others didn’t know how to behave. Yet they all worked well. Another cause may be that we started at 8:30, which is earlier than usual. The children hadn’t blown off steam yet, but I wanted to start quickly all the same, for I had only 1 h.
\nThe ALACT model of reflection [
C: The next time I will take more time.
\nReflective questioning is another way of performing reflective practice. This model offers questions to be asked by reflective practitioners in three levels of reflective practice, which are descriptive, that is, theory-building, knowledge-building and action-oriented levels of reflection (Table 1). The levels are a type of reflection in action. Reflective leaders first describe the situation they are in and then move to scrutinize the situation to construct knowledge to be used in the action-oriented level of reflection. In this final level, questions to improve the consequences of the action are asked by the reflective leaders.
\nDescriptive level of reflection | \nTheory and knowledge building level of reflection | \nAction-orientated level of reflection | \n
---|---|---|
… have I been trying to achieve? … has been the response of my learners? … was good or bad about the experience? | \n… does this tell me about myself and my way of working? … other knowledge am I now able to bring to my role? | \n… do I need to do in order to further improve? … broader issues do I need to consider if this action is to be successful? … might be the consequences of this further action? | \n
Reflective questioning [27].
Gibbs’ model of reflective cycle takes feelings into account when reflecting on and learning from experience. It starts with a brief description of an event and then feelings about the event are expressed (Figure 3). In the evaluation stage, value judgements are made for further analysis in the next stage to draw a personal understanding of the event. In the conclusion stage, insights into how behaviour affected the outcome of the event are developed. Finally, an action plan is developed to be used when encountered the same or similar event. The plan should constitute learned intuition of what a leader would do differently in the next time. This model is a type of reflection on action. A very good example reflection done by a leader using Gibbs’ model can be read at [29]. Instructions about how to implement each stage are further detailed in Table 2.
\nReflective cycle [
Description | \nWhat happened? Don’t make judgements yet or try to draw conclusions; simply describe | \n
Feelings | \nWhat were your reactions and feelings? Again don’t move on to analyzing these yet | \n
Evaluation | \nWhat was good or bad about the experience? Make value judgements | \n
Analysis | \nWhat sense can you make of the situation? Bring in ideas from outside the experience to help you. What was really going on? Were different people’s experiences similar or different in important ways? | \n
Conclusions (general) | \nWhat can be concluded, in a general sense, from these experiences and the analyses you have undertaken? | \n
Conclusions (specific) | \nWhat can be concluded about your own specific, unique, personal situation or way of working? | \n
Personal action plans | \nWhat are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt? | \n
Stages of reflective cycle [28].
Kolb’s reflective model presents another circular approach to reflective practice (Figure 4). New knowledge is generated upon experience building on prior experiences and knowledge. The cycle starts with a concrete experience in which a person is actively involved. In the reflective observation stage, reviewing of what has been done and experienced takes place. The next stage is called abstract conceptualization that involves making sense of what happened by interpreting relations between events. The final stage of active experimentation is about testing implications of concepts, which are developed in the previous stage, in new situations.
Kolb’s reflective model [
When implementing this cycle, it is recommended that leaders should consider five key issues as follows [31]:
Experience needs to be seen as constructed, shaped and contained by social power relations.
Complex and unequal relations around knowledge are constructed between people as an integral part of the learning process.
There is a need to focus on the here-and-now experience and the mirroring process between the people within the education environment and the organizations they represent.
Finding ways of working with underlying and unconscious processes, particularly defence mechanisms, is necessary.
Second-order or metaprocesses relating to each aspect of the cycle are included.
Leadership is so complex that everything about it cannot be written in a handbook nor can be prescribed in the literature on leadership. So, how can new knowledge about leadership be generated when it is needed but not available at hand? Reflective leadership fills the gap between theory and practice by enabling leaders to construct their own theories of practice during, after and even before their actions. It teaches leaders how to catch fish instead of giving them fishes. It is a self-development tool and requires little mastery to use. We believe that this chapter is a good starting point for all leaders to acquire this mastery that paves the way for growing as reflective leaders who are self-efficient in creating and updating their own practice of leadership.
\nOral cancer remains as a significant cause of mortality worldwide as most of these the tumors are detected and treated in late stages. The etiology of oral cancer is multifactorial. Tobacco and alcohol are still considered the main risk factors as about 80% of the patients who develop oral tumors are tobacco and/or alcohol users [1]. Additional etiologic factors have also been suggested such as infection by human papillomavirus (HPV) and other oncogenic viruses, immunosuppression states, genetic alterations, and deficient nutrition.
Dental implants are one of the top choices for the oral rehabilitation of partially or totally edentulous patients. The stability and comfort provided by the implants-anchored crowns are among their clinical advantages. Moreover, the success rate of dental implants surpasses 94.6% [2]. However, the soft tissue and supporting structures around the dental implants remain exposed to the oral cavity and may undergo pathological changes. The most frequent lesions are those of inflammatory nature triggered by the accumulation of bacterial biofilm. When the inflammatory lesion is confined to the soft tissue, it is named as peri-implant mucositis. On the other hand, when there is loss of supporting bone, the lesion is known as peri-implantitis. Due to the high incidence of peri-implant inflammatory diseases, some dental professionals treat the lesion but do not send the specimens to the microscopical analysis. About 3.6% of the lesions are malignant tumors (mainly squamous cell carcinomas, the most common malignancy of the oral cavity) [3]. In 2001, the first cases of malignant lesions developing around dental implants were published [4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22]. Since then, the potential relationship of titanium implants with malignant tumor development has been discussed [1, 5, 13].
The aim of this chapter was to offer the readership the most recent information regarding the clinical features of oral cancer around dental implants, its differential diagnosis, and potential oncogenic mechanisms.
A review of literature available until September 2021 was conducted in the PubMed/Medline database using the term “Oral squamous cell carcinoma around dental implants.” Only cases with definitive microscopic diagnosis of OSCC arising in the soft tissue around one or more dental implants were included. The literature review revealed 43 cases of patients with OSCC around dental implants in the 19 published manuscripts [4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22]. All clinical and epidemiological information about the sample is summarized in the Table 1.
Author | Gender/age | Cancer site | Lesion | Risk factors* | Prev. Rep. CA | Primary diagnosis |
---|---|---|---|---|---|---|
Block et al. 2001 [4] | M/72 | Mandible | Mimicked PI | Yes | Yes | PI |
Shaw et al. 2004 [5] | M/67 | Mandible | Exophytic mass | NA | Yes | PI |
F/69 | Mandible | Mimicked PI | NA | Yes | NA | |
Czerninski et al. [15] | F/52 | Mandible | Mimicked PI | Yes | No | PI |
M/80 | Mandible | Mimicked PI | No | Yes | PI | |
Abu El Naaj [16] | F/70 | Mandible | Exophytic white | No | Yes | NA |
Schache el al. [17] | F/77 | Mandible | Exophytic mass | No | No | NA |
Gallego et al. [18] | F/81 | Mandible | PI mass | No | Yes | OL |
Kwok et al. [19] | M/71 | Mandible | “Inflammatory process” | Yes | No | PI |
F/67 | Mandible | Exophytic mass | Yes | Yes | NA | |
M/62 | Mandible | Non-healing ulcer | Yes | No | Na | |
De Ceulaer et al. [20] | F/77 | Mandible | Mimicked PI | Yes | Yes | PI |
M/71 | Mandible | Swelling | Yes | Yes | PI | |
F/62 | Mandible | Mimicked PI | Yes | Yes | PI | |
Meijer et al. [21] | F/69 | Mandible | Exophytic mass | No | Yes | PI |
Orhan et al. [22] | F/69 | Mandible | Numb chin syndrome, with mixed RO-RL lesion | NA | Yes | NA |
Pfammatter et al. [6] | F/55 | Mandible | mimicked PI, numbness | Na | Yes | Metastasis |
Moergel et al. [7] | F/63 | Mandible | Exophytic mass | No | Yes | NA |
F/70 | Mandible | Exophytic mass | Yes | Yes | NA | |
M/72 | Mandible | Exophytic mass | No | Yes | NA | |
M/57 | Mandible | mimicked PI | Yes | Yes | PI | |
M/72 | Mandible | Exophytic mass | NA | No | NA | |
F/54 | Mandible | Exophytic mass | No | NA | NA | |
M/47 | Mandible | Ulcer | Yes | No | NA | |
M/88 | Mandible | Ulcer | No | No | NA | |
F/42 | Mandible | Ulcer | NA | Yes | NA | |
F/59 | Mandible | Ulcer | NA | Yes | NA | |
M/73 | Maxilla | Exophytic mass | Yes | Yes | NA | |
M/77 | Mandible | Exophytic mass | Yes | No | NA | |
F/68 | Mandible | Exophytic mass | Yes | Yes | NA | |
F/69 | Mandible | Exophytic mass | No | Yes | NA | |
Marini et al. [8] | F/51 | Mandible | Exophytic mass | No | No | PI |
Bhandari et al. [9] | F/71 | Maxilla | Erythematous | No | No | PI |
Chainani-Wu et al. [10] | F/60 | Maxilla | Fistula | No | No | PI |
Vadim Raiser et al. [11] | F/55 | Maxilla | White Exophytic mass | NA | NA | OL |
F/70 | Mandible | Erythematous mass | NA | NA | NA | |
Noguchi et al. [12] | F/65 | Mandible | gingival swelling | Yes | NA | Neoplasia |
Malthiéry et al. [13] | M/77 | Mandible | Mimicked PI | NA | No | PI |
Granados et al. [14] | M/83 | Mandible | Ulcerous lesion | NA | Yes | NA |
M/60 | Mandible | Verrucous lesion | NA | NA | NA | |
F/54 | Mandible | “Gum lesion” | NA | NA | NA | |
M/64 | Mandible | Excrescent lesion | NA | NA | NA |
Demographic and clinical features of patients diagnosed with oral squamous cell carcinoma around dental implants.
M = Male; F = Female; Pre.Rep.CA = Previously reported cancer; PI = Peri-implantitis; OL = Oral lichen planus; NA = Not available. * Patients who smokers and/or drinkers were considered.
The age of patients with oral cancer around dental implants ranged from 61 to 75 years old. There was a predominance of females (24 cases - 57.14%) when compared to males (18 cases - 42.86%). The typical clinical appearance of oral cancer around dental implants was an exophytic mass (20 tumors—47.62%) with few cases presenting as ulcer (4 tumors—9.52%). The bone osteolysis was frequently observed in the area of tumor causing the implant loss in some patients. The tumors affected mainly mandible (38 cases—90.47%) of the patients with multiples osseointegrated implants. Of note, oral cancer around dental implants is frequently clinically mistaken as peri-implantitis (Table 1).
Although peri-implantitis is the most common local risk factor for dental implant failure, the development of oral cancer involving the soft tissue around the titanium also impact the quality of life of the patient negatively. The oral cancer can manifest as hypertrophy, erythema, and/or ulcerative lesion of the soft tissue, and these features are similar to inflammatory peri-implant diseases such as peri-implantitis and/or peri-implant mucositis, as described by others [7, 10, 11]. Furthermore, these inflammatory peri-implant diseases frequently present the same epidemiological pattern and risk factors for oral cancer, that is, patients older than 60 years old and chronic tobacco and/or alcohol consumers [1]. Although there are protocols for peri-implantitis treatment, frequently, the peri-implant tissue removed during this surgical treatment is not submitted for histopathological analysis [23, 24]. Then, the number of reported cases of peri-implant malignancy seems to be low in mouth but it may be being underreported by health professionals [24]. Recently, in a study of 111 biopsies of peri-implant lesions, 3.6% of those had histopathological diagnosis of oral squamous cell carcinomas [3]. Another investigation demonstrated that 2.9% of 68 dental implant-related lesions were oral squamous cells carcinomas [25].
Figure 1 illustrates a case report of an edentulous 64-year-old woman. She had an exophytic mass associated with ulcerated area and covered by a yellowish membrane in the anterior region of the mandible. The lesion was surrounded multiple osseointegrated implants (Figure 1A). She did not report adverse habits, for example, tobacco or alcohol consumption. Periapical radiographic exhibited an ill-defined bone destruction underneath the area of the lesion (Figure 1B). The histopathological analysis exhibited keratinizing well-differentiated epithelial neoplastic cells, some undergoing atypical mitosis, and invading the subjacent fibrous connective tissue (Figure 1C). The diagnosis of oral cancer was confirmed.
Clinical and microscopic findings of oral squamous cell carcinoma around dental implants. a) Exophytic ulcer covered by necrotic tissue at the anterior-inferior alveolar ridge.b) Periapical radiograph showing an ill-defined bone loss in the peri-implant region. c) Neoplastic squamous epithelium-infiltrating subjacent submucosa with corneal pearls and discrete pleomorphism. d and e) epithelial cells with atypical mitotic figures infiltrating the tissue.
The early diagnosis of malignant tumors around dental implants is challenging because incipient lesions may resemble inflammatory peri-implant lesions [1, 2, 4, 5, 6, 7, 10, 12, 15, 16, 17, 18, 21]. In the Table 1, 14 out of 43 cases of oral cancer surrounding dental implants (33.33%) had the primary diagnosis of peri-implant lesions. Therefore, this clinical misinterpretation might delay the diagnosis of oral cancer facilitating its dissemination and resulting in a worst prognosis of the disease. These facts underscore how critical is the histological exam of every lesion around dental implants surgically removed. Furthermore, the peri-implant lesion that does not present the classical features of an inflammatory condition and that does not respond to conventional treatment, particularly if the patient has risk factor for oral cancer, should be submitted to the biopsy and histopathological analysis [23, 24, 25].
The etiology of oral cancer is multifactorial. OSCC is the most prevalent oral malignant tumor and it is associated with lifestyle risk factors such as alcohol consumption and smoking [26]. Curiously, tobacco smoking is also the predictor of dental implants failure and more smokers have post-operative infections and peri-implant crestal bone loss than nonsmokers [27, 28]. Although the information about lifestyle-related factors that predispose to oral cancer was incomplete in most of cases included in the Table 1, 34.88% of patients diagnosed with squamous cell carcinoma around dental implants were smokers and/or drinkers. These overlapping risk factors may drive the clinician to attribute the onset of an atypical lesion involving dental implants to a deficient or anomalous immune response of a patient who consumes tobacco and/or alcohol. However, it is essential that the clinicians are aware that the classic signs of inflammation persist in such patients and that these features are useful to distinguish a benign from a malignant lesion. Additionally, the histopathological analysis remains as the gold standard for the diagnosis of lesions located in the oral cavity [23].
A well-defined concept is that patients with previous history of cancer have higher risk of developing other tumors. Twenty-three (54.76%) of all cases of squamous cell carcinoma around dental implants arose in patients with history of cancer. Interestingly, we observed that 19 (82.60%) patients had OSCC previously. Furthermore, other patients had lung [6, 15], intestine [15], thyroid [17], and breast [17, 22] cancer previously. As the development of OSCC has been also associated with genomic instability and genetic predisposition [1], one can hypothesize that a patient who had a malignant lesion are more susceptible to local aggressions such as the contact of the soft tissue with dental implant materials.
Titanium is one of the most common components in implants alloys used in dental and medical fields [1, 29]. High biocompatibility, appropriate mechanical properties, inertness, and corrosion resistance are among the main advantages of titanium [25, 29, 30]. When the titanium implant is installed in extra oral sites, where it is protected from the contact with the environment, it has inert behavior. On the other hand, dental implants are continuously exposed to the oral cavity hostile conditions [31]. The area between the implants and the abutment or the prosthetic crown is particularly susceptible to the bacterial biofilm accumulation, saliva, pH and temperature changes, and functional micromotion (Figure 2) [31].
Illustration of potential risk factors and mechanisms on the development of squamous cell carcinoma around dental implants.
When the dental implant surface is exposed to any source of oxygen or nitrogen, a chemical reaction takes place and a thin layer of titanium dioxide (TiO2) is formed and deposited in the outer surface of the implants. This layer is extremely resistant to corrosion. However the chemical agents of the oral cavity can reduce the protection of the dioxide deposit and induce the corrosion development [31]. Saliva and other chemicals introduced into the oral cavity through feeding or in contact with bacterial biofilms influence the gradual biodegradation of metallic structures including the titanium used in dental implants [29]. Furthermore, acidic solution combined with mechanical friction strength potentiates the damages to the implants surfaces. Interestingly, some studies with cytology have demonstrated the presence of titanium particles in the peri-implant tissues [23, 25] regardless of the presence of peri-implantitis or peri-implant mucositis. It has been suggested that this material accumulation may be the result of the corrosive process of the dental implants [29, 30, 32], implant-abutment friction at the installation of the implants, and/or implantoplasty [29, 31, 33, 34]. The degree of titanium corrosion can be influenced by quality and quantity of saliva, diet, alloy polishing, genetics, oral hygiene, amount and distribution of the occlusal forces, and microbiota [29, 30, 32].
The above data show that titanium is not entirely bioinert as suggested years ago. Then, even with their good biological properties, titanium alloys are susceptible to corrosion attack with release of metal ions to the surrounding hard and soft oral tissues, lymph nodes, peripheral, and even distant organs [30]. Consequently, titanium ions have been implicated in the development of oral cancer around dental implants [1, 34].
As stated previously, the relationship between titanium dental implants and oral cancer has been suggested based on the increasing number of tumors arising in the peri-implant tissue. However, as far as we know, there is not any study dedicated to unveil the potential carcinogenic mechanisms triggered by titanium ions.
Titanium particles have been shown to induce the expression of breast cancer gene 1 (BRCA1) and checkpoint kinase 2 (CHK2) in epithelial cells
In 2006, the International Agency for Research on Cancer (IARC) classified the titanium dioxide as a possible carcinogen for humans [41]. However, in view of the few case reports of oral cancer around dental implants the authors were unable to exclude the existence of other confounding carcinogens as tobacco and/or alcohol [1, 7, 19].
The literature review showed that most cases of OSCC around dental implants had initial clinical features compatible with peri-implantitis. Therefore, this clinical misinterpretation of an inflammatory process in peri-implant mucosa may delay the diagnosis of oral cancer facilitating the local progression and dissemination of cancer cells, resulting in worst patient’s prognosis. Thus, the peri-implant lesion not responding to conventional anti-inflammatory treatment, particularly if the patient has risk factor for oral cancer, should be submitted to the biopsy and histopathological analysis, avoiding delay in the diagnosis of the tumor.
This study was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior—Brasil (CAPES)—Finance Code (#001). We also thank Dr. Marcelo Júnior Zanda for providing the clinical images.
The authors declare they do not have conflict of interest.
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\n\nSljedeća terminologija odnosi se na Odredbe i uvjete, te na sve naše ugovore:
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\n\nOve Odredbe i uvjeti su sastavljeni u skladu s odredbama prava Ujedinjenog Kraljevstva, a za sve sporove nadležan je sud u Londonu, Ujedinjeno Kraljevstvo.
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Everyone must undergo this phase of life at his or her own time and pace. In the broader sense, ageing reflects all the changes taking place over the course of life. These changes start from birth—one grows, develops and attains maturity. To the young, ageing is exciting. Middle age is the time when people notice the age-related changes like greying of hair, wrinkled skin and a fair amount of physical decline. Even the healthiest, aesthetically fit cannot escape these changes. Slow and steady physical impairment and functional disability are noticed resulting in increased dependency in the period of old age. According to World Health Organization, ageing is a course of biological reality which starts at conception and ends with death. It has its own dynamics, much beyond human control. However, this process of ageing is also subject to the constructions by which each society makes sense of old age. In most of the developed countries, the age of 60 is considered equivalent to retirement age and it is said to be the beginning of old age. In this chapter, you understand the details of ageing processes and associated physiological changes.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Shilpa Amarya, Kalyani Singh and Manisha Sabharwal",authors:[{id:"226573",title:"Ph.D.",name:"Shilpa",middleName:null,surname:"Amarya",slug:"shilpa-amarya",fullName:"Shilpa Amarya"},{id:"226593",title:"Dr.",name:"Kalyani",middleName:null,surname:"Singh",slug:"kalyani-singh",fullName:"Kalyani Singh"},{id:"243264",title:"Dr.",name:"Manisha",middleName:null,surname:"Sabharwal",slug:"manisha-sabharwal",fullName:"Manisha Sabharwal"}]},{id:"55388",doi:"10.5772/intechopen.68944",title:"Beauty, Body Image, and the Media",slug:"beauty-body-image-and-the-media",totalDownloads:7768,totalCrossrefCites:5,totalDimensionsCites:12,abstract:"This chapter analyses the role of the mass media in people’s perceptions of beauty. We summarize the research literature on the mass media, both traditional media and online social media, and how they appear to interact with psychological factors to impact appearance concerns and body image disturbances. There is a strong support for the idea that traditional forms of media (e.g. magazines and music videos) affect perceptions of beauty and appearance concerns by leading women to internalize a very slender body type as ideal or beautiful. Rather than simply being passive recipients of unrealistic beauty ideals communicated to them via the media, a great number of individuals actually seek out idealized images in the media. Finally, we review what is known about the role of social media in impacting society’s perception of beauty and notions of idealized physical forms. Social media are more interactive than traditional media and the effects of self‐presentation strategies on perceptions of beauty have just begun to be studied. This is an emerging area of research that is of high relevance to researchers and clinicians interested in body image and appearance concerns.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Jennifer S. Mills, Amy Shannon and Jacqueline Hogue",authors:[{id:"202110",title:"Dr.",name:"Jennifer S.",middleName:null,surname:"Mills",slug:"jennifer-s.-mills",fullName:"Jennifer S. Mills"}]},{id:"59227",doi:"10.5772/intechopen.73385",title:"Differentiating Normal Cognitive Aging from Cognitive Impairment No Dementia: A Focus on Constructive and Visuospatial Abilities",slug:"differentiating-normal-cognitive-aging-from-cognitive-impairment-no-dementia-a-focus-on-constructive",totalDownloads:1353,totalCrossrefCites:3,totalDimensionsCites:6,abstract:"Constructive and visuospatial abilities in normal and in pathological aging (cognitive impairment, no dementia, CIND) are investigated. The sample includes 188 participants over 60 years of age, divided in 2 groups: healthy subjects (MMSE ≥28), without cognitive complaints, and individuals with CIND (MMSE between 24 and 27 and subjective cognitive complains). Drawing of cube and drawing of house, Benton Visual Retention Test (BVRT), and Block design are used to test the hypothesis that short visuoconstructive and visuospatial tests can distinguish normal from pathological cognitive aging in its very early stages. Results proved the discriminative sensitivity of BVRT general assessment criteria and of omissions and distortions in CIND. The diagnostic sensitivity of a modification of Moore and Wike [1984] scoring system for house and cube drawing tasks was confirmed as well. Drawing of cube and house could be used for quick screening of CIND in subjects over 60. Principal component analysis with oblimin rotation was performed to explore the different dimensions in the visuospatial and visuoconstructive abilities in old age. A four-factor structure was established, all four factors explaining 71% of the variance.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Radka Ivanova Massaldjieva",authors:[{id:"75907",title:"Associate Prof.",name:"Radka Ivanova",middleName:null,surname:"Massaldjieva",slug:"radka-ivanova-massaldjieva",fullName:"Radka Ivanova Massaldjieva"}]},{id:"59658",doi:"10.5772/intechopen.74748",title:"Ageing Better in the Netherlands",slug:"ageing-better-in-the-netherlands",totalDownloads:1193,totalCrossrefCites:1,totalDimensionsCites:4,abstract:"The Dutch National Care for the Elderly Programme was an initiative organized by the Netherlands Organisation for Health Research and Development (ZonMw) between 2008 and 2016. The aim of the programme was to collect knowledge about frail elderly, to assess their needs and to provide person-centred and integrated care better suited to their needs. The budget of EUR 88 million was provided by the Dutch Ministry of Health, Welfare and Sports. Putting the needs of elderly people at the heart of the programme and ensuring their active participation were key to the programme’s success. The programme outcomes included the establishment of eight geriatric networks around the medical universities with 650 organisations and the completion of 218 projects. These projects, involving 43,000 elderly people and 8500 central caregivers, resulted in the completion of 45 PhD theses and the publication of more than 400 articles and the development of 300 practice toolkits, one database and a website, www.beteroud.nl. The Dutch National Care for the Elderly Programme has since developed into a movement and continues under the consortium Ageing Better, made up of eight organisations. Through the use of ambassadors, Ageing Better promotes the message that ageing is not a disease but a new phase of life.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Betty Meyboom-de Jong, Klaske Wynia and Anjo Geluk-Bleumink",authors:[{id:"224997",title:"Emeritus Prof.",name:"Betty",middleName:null,surname:"Meyboom-De Jong",slug:"betty-meyboom-de-jong",fullName:"Betty Meyboom-De Jong"},{id:"232900",title:"Dr.",name:"Klaske",middleName:null,surname:"Wynia",slug:"klaske-wynia",fullName:"Klaske Wynia"},{id:"232901",title:"Mrs.",name:"Anjo",middleName:null,surname:"Geluk-Bleumink",slug:"anjo-geluk-bleumink",fullName:"Anjo Geluk-Bleumink"}]},{id:"55890",doi:"10.5772/intechopen.69529",title:"Mindfulness Meditation and the Perception of Beauty: Implications for an Ecological Well-Being",slug:"mindfulness-meditation-and-the-perception-of-beauty-implications-for-an-ecological-well-being",totalDownloads:1428,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"Meditation is a first-person method for contemplating ourselves and the world, with more than 2500 years of history, rooted in the philosophical and contemplative traditions of the east. The present chapter aims to explore this worldview in order to demonstrate its relevance to our capacity for the appreciation of beauty. To this end, the aesthetic experience, the contemplative experience and their relationship with the practice of mindfulness are analysed. We suggest that the contemplative meditative experience bestows a state of consciousness and acceptance of life which places the practitioner in a progressive encounter with a self-concept that begins to detach from a static sense of the self and from the categories that define it, so that it may be experienced as an ongoing mental event, removed from cultural ideals of beauty or positivity. The result of this de-identification from the static self is a greater degree of psychological flexibility and a more genuine way of seeing the world, leading to a new perception of the self that is connected to an experience of freedom, and contributes to one’s own well-being, as well as to that of others and of the environment.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Álvaro I. Langer, Carlos Schmidt and Edwin Krogh",authors:[{id:"199843",title:"Dr.",name:"Álvaro",middleName:null,surname:"Langer",slug:"alvaro-langer",fullName:"Álvaro Langer"},{id:"201865",title:"MSc.",name:"Carlos",middleName:null,surname:"Schmidt",slug:"carlos-schmidt",fullName:"Carlos Schmidt"},{id:"201866",title:"Dr.",name:"Edwin",middleName:null,surname:"Krogh",slug:"edwin-krogh",fullName:"Edwin Krogh"}]}],mostDownloadedChaptersLast30Days:[{id:"60564",title:"Ageing Process and Physiological Changes",slug:"ageing-process-and-physiological-changes",totalDownloads:6996,totalCrossrefCites:19,totalDimensionsCites:34,abstract:"Ageing is a natural process. Everyone must undergo this phase of life at his or her own time and pace. In the broader sense, ageing reflects all the changes taking place over the course of life. These changes start from birth—one grows, develops and attains maturity. To the young, ageing is exciting. Middle age is the time when people notice the age-related changes like greying of hair, wrinkled skin and a fair amount of physical decline. Even the healthiest, aesthetically fit cannot escape these changes. Slow and steady physical impairment and functional disability are noticed resulting in increased dependency in the period of old age. According to World Health Organization, ageing is a course of biological reality which starts at conception and ends with death. It has its own dynamics, much beyond human control. However, this process of ageing is also subject to the constructions by which each society makes sense of old age. In most of the developed countries, the age of 60 is considered equivalent to retirement age and it is said to be the beginning of old age. In this chapter, you understand the details of ageing processes and associated physiological changes.",book:{id:"6381",slug:"gerontology",title:"Gerontology",fullTitle:"Gerontology"},signatures:"Shilpa Amarya, Kalyani Singh and Manisha Sabharwal",authors:[{id:"226573",title:"Ph.D.",name:"Shilpa",middleName:null,surname:"Amarya",slug:"shilpa-amarya",fullName:"Shilpa Amarya"},{id:"226593",title:"Dr.",name:"Kalyani",middleName:null,surname:"Singh",slug:"kalyani-singh",fullName:"Kalyani Singh"},{id:"243264",title:"Dr.",name:"Manisha",middleName:null,surname:"Sabharwal",slug:"manisha-sabharwal",fullName:"Manisha Sabharwal"}]},{id:"55388",title:"Beauty, Body Image, and the Media",slug:"beauty-body-image-and-the-media",totalDownloads:7764,totalCrossrefCites:5,totalDimensionsCites:12,abstract:"This chapter analyses the role of the mass media in people’s perceptions of beauty. We summarize the research literature on the mass media, both traditional media and online social media, and how they appear to interact with psychological factors to impact appearance concerns and body image disturbances. There is a strong support for the idea that traditional forms of media (e.g. magazines and music videos) affect perceptions of beauty and appearance concerns by leading women to internalize a very slender body type as ideal or beautiful. Rather than simply being passive recipients of unrealistic beauty ideals communicated to them via the media, a great number of individuals actually seek out idealized images in the media. Finally, we review what is known about the role of social media in impacting society’s perception of beauty and notions of idealized physical forms. Social media are more interactive than traditional media and the effects of self‐presentation strategies on perceptions of beauty have just begun to be studied. This is an emerging area of research that is of high relevance to researchers and clinicians interested in body image and appearance concerns.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Jennifer S. Mills, Amy Shannon and Jacqueline Hogue",authors:[{id:"202110",title:"Dr.",name:"Jennifer S.",middleName:null,surname:"Mills",slug:"jennifer-s.-mills",fullName:"Jennifer S. Mills"}]},{id:"56505",title:"Aesthetics of the Naked Human Body: From Pornography (Sexualised Lust Object) to Iconography (Aesthetics of Human Nobility and Wisdom) in an Anthropology of Physical Beauty",slug:"aesthetics-of-the-naked-human-body-from-pornography-sexualised-lust-object-to-iconography-aesthetics",totalDownloads:2100,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"In many religious circles and philosophies of life, the human body is excluded from the realm of spirituality and meaning. Due to a dualistic approach, nudity is viewed as merely a physical and corporeal category. In social media, there is the real danger that the naked human body is exploited for commercial gain. Advertisements often leave the impression that the body, very specifically the genitals, is designed merely for physical desire and corporeal chemistry. They become easily objects for lust, excluded from the beauty of graceful existence and noble courage. It is argued that the naked human body is not designed for pornographic exploitation and promiscuous sensuality but for compassionate intimacy and nurturing care in order to instil a humane dimension in human and sexual encounters. In this regard, antiquity and the Michelangelesque perspective can contribute to a paradigm shift from abusive exploitation to the beauty of vulnerable sensitivity. In order to foster an integrative approach to theory formation in anthropology, the methodology of stereometric thinking is proposed.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Daniel J Louw",authors:[{id:"200645",title:"Prof.",name:"Daniel",middleName:"Johannes",surname:"Louw",slug:"daniel-louw",fullName:"Daniel Louw"}]},{id:"56059",title:"A Plastic Surgeon’s Perspective on Stereotyping and the Perception of Beauty",slug:"a-plastic-surgeon-s-perspective-on-stereotyping-and-the-perception-of-beauty",totalDownloads:1918,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"In the world of plastic surgery, misconceptions may lead to irrational requests or outcomes not appreciated by patients. Those who manage aesthetics should always listen and recognize the variability of cultural identities, desires, attitudes, anxieties and uncertainties of the patient. Emerging from a diversity of cultures and its transforming trends, the scope of cosmetic surgery and its practice reflect not only the individual’s personality, but also the culture as a whole. When counseling an individual, one has to recognize that even in groups of seemingly identical social or cultural standards; there are subtle differences in expectations. To illustrate the potential for inaccuracy of ethnic profiling in the field of plastic surgery authors quote their own work on Asian subjects and facial beauty and resort to experience of others. To reaffirm their opinion and to exemplify how sometimes “fine” differences in the perception of beauty exist, an original study that evaluates the preferences among selected groups of Latina women in respect to buttock aesthetics has been included. This dissertation will focus on how cultural factors influence beauty perception; strengthen the fact that beauty is in the eye of the beholder and how variable differences exist even between small subgroups.",book:{id:"5925",slug:"perception-of-beauty",title:"Perception of Beauty",fullTitle:"Perception of Beauty"},signatures:"Johanna D’Agostino and Marek Dobke",authors:[{id:"17590",title:"Dr.",name:"Marek K.",middleName:null,surname:"Dobke",slug:"marek-k.-dobke",fullName:"Marek K. Dobke"},{id:"201244",title:"Dr.",name:"Johanna",middleName:null,surname:"D'Agostino",slug:"johanna-d'agostino",fullName:"Johanna D'Agostino"}]},{id:"80326",title:"Anti-Senescence Therapy",slug:"anti-senescence-therapy",totalDownloads:110,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"The development of therapeutic strategies aimed at the aging process of cells has attracted increasing attention in recent decades due to the involvement of this process in the development of many chronic and age-related diseases. Interestingly, preclinical studies have shown the success of a number of anti-aging approaches in the treatment of a range of chronic diseases. These approaches are directed against aging processes such as oxidative stress, telomerase shortening, inflammation, and deficient autophagy. Many strategies has been shown to be effective in delaying aging, including antiaging strategies based on establishing healthy lifestyle habits and pharmacological interventions aimed at disrupting senescent cells and senescent-associated secretory phenotype. Caloric restriction and intermittent fasting were reported to activate autophagy and reduce inflammation. In turn, immune-based strategies, senolytic agents, and senomorphics mediate their effects either by eliminating senescent cells through inducing apoptosis or by disrupting pathways by which senescent cells mediate their detrimental effects. In addition, given the association of the decline in the regenerative potential of stem cells with aging, many experimental and clinical studies indicate the effectiveness of stem cell transplantation in preventing or slowing the progress of age-related diseases by enhancing the repairing mechanisms and the secretion of many growth factors and cytokines.",book:{id:"10935",slug:null,title:"Mechanisms and Management of Senescence",fullTitle:"Mechanisms and Management of Senescence"},signatures:"Raghad Alshadidi",authors:null}],onlineFirstChaptersFilter:{topicId:"235",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82112",title:"Comparative Senescence and Lifespan",slug:"comparative-senescence-and-lifespan",totalDownloads:17,totalDimensionsCites:0,doi:"10.5772/intechopen.105137",abstract:"The word senescence is derived from the Latin word “senex” (meaning old). In biology, senescence is a process by which a cell ages and permanently stops dividing. Senescence is a natural universal phenomenon affecting all living organisms (e.g., humans, animals, and plants). It is the process of growing old (aging). The underlying mechanisms of senescence and aging at the cellular level are not fully understood. Senescence is a multifactorial process that can be induced by several stimuli including cellular stress, DNA damage, telomere shortening, and oncogene activation. The most popular theory to explain aging is the free radical theory. Senescence plays a role in the development of several age-related chronic diseases in humans (e.g., ischemic heart disease, osteoporosis, and cancer). Lifespan is a biological characteristic of every species. The lifespan of living organisms ranges from few hours (with mayfly) to potential eternity (with jellyfish and hydra). The maximum theoretical lifespan in humans is around 120 years. The lifespan in humans is influenced by multiple factors including genetic, epigenetic, lifestyle, environmental, metabolic, and endocrine factors. There are several ways to potentially extend the lifespan of humans and eventually surpass the maximum theoretical lifespan of 120 years. The tools that can be proposed include lifestyle, reduction of several life-threatening diseases and disabilities, hormonal replacement, antioxidants, autophagy inducers, senolytic drugs, stem cell therapy, and gene therapy.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Hassan M. Heshmati"},{id:"81638",title:"Aging and Neuropsychiatric Disease: A General Overview of Prevalence and Trends",slug:"aging-and-neuropsychiatric-disease-a-general-overview-of-prevalence-and-trends",totalDownloads:30,totalDimensionsCites:0,doi:"10.5772/intechopen.103102",abstract:"The increasing trend of life-expectancy is becoming a significant demographic, societal and economic challenge. Currently, global number of people above sixty years of age is 900 million, while United Nations expect this number to rise to over 1.4 billion in 2030 and over 2.5 billion by 2050. Concordant to this trend, numerous physiological changes are associated with aging and brain-related ones are associated with neuropsychiatric diseases. The main goal of this chapter is to identify the most important neuropsychiatric diseases to assess in older patients to help to promote health and prevent diseases and complications associated with chronic illness, as these changes are progressive and require important psychological and setting-related social adjustments. Findings identify several health-aspects highly present in elderly: stroke, white matter lesions, dementia rise with age, changes in levels of neurotransmitters and hormones, depression as well as the bereavement following loss of the loved one, and the most common neurodegenerative disease—Alzheimer’s disease and Parkinson’s. In conclusion, studying the aging process should include all developmental, circumstantial, and individual aspects of aging. This offers opportunities to improve the health of elderly by using a wide range of skills and knowledge. Thus, further studies are necessary to elucidate what can be done do to improve the aging process and health of elderly in the future.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Jelena Milić"},{id:"80326",title:"Anti-Senescence Therapy",slug:"anti-senescence-therapy",totalDownloads:111,totalDimensionsCites:0,doi:"10.5772/intechopen.101585",abstract:"The development of therapeutic strategies aimed at the aging process of cells has attracted increasing attention in recent decades due to the involvement of this process in the development of many chronic and age-related diseases. Interestingly, preclinical studies have shown the success of a number of anti-aging approaches in the treatment of a range of chronic diseases. These approaches are directed against aging processes such as oxidative stress, telomerase shortening, inflammation, and deficient autophagy. Many strategies has been shown to be effective in delaying aging, including antiaging strategies based on establishing healthy lifestyle habits and pharmacological interventions aimed at disrupting senescent cells and senescent-associated secretory phenotype. Caloric restriction and intermittent fasting were reported to activate autophagy and reduce inflammation. In turn, immune-based strategies, senolytic agents, and senomorphics mediate their effects either by eliminating senescent cells through inducing apoptosis or by disrupting pathways by which senescent cells mediate their detrimental effects. In addition, given the association of the decline in the regenerative potential of stem cells with aging, many experimental and clinical studies indicate the effectiveness of stem cell transplantation in preventing or slowing the progress of age-related diseases by enhancing the repairing mechanisms and the secretion of many growth factors and cytokines.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Raghad Alshadidi"},{id:"79828",title:"Cellular Senescence in Bone",slug:"cellular-senescence-in-bone",totalDownloads:119,totalDimensionsCites:0,doi:"10.5772/intechopen.101803",abstract:"Senescence is an irreversible cell-cycle arrest process induced by environmental, genetic, and epigenetic factors. An accumulation of senescent cells in bone results in age-related disorders, and one of the common problems is osteoporosis. Deciphering the basic mechanisms contributing to the chronic ailments of aging may uncover new avenues for targeted treatment. This review focuses on the mechanisms and the most relevant research advancements in skeletal cellular senescence. To identify new options for the treatment or prevention of age-related chronic diseases, researchers have targeted hallmarks of aging, including telomere attrition, genomic instability, cellular senescence, and epigenetic alterations. First, this chapter provides an overview of the fundamentals of bone tissue, the causes of skeletal involution, and the role of cellular senescence in bone and bone diseases such as osteoporosis. Next, this review will discuss the utilization of pharmacological interventions in aging tissues and, more specifically, highlight the role of senescent cells to identify the most effective and safe strategies.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Danielle Wang and Haitao Wang"},{id:"79668",title:"Identification of RNA Species That Bind to the hnRNP A1 in Normal and Senescent Human Fibroblasts",slug:"identification-of-rna-species-that-bind-to-the-hnrnp-a1-in-normal-and-senescent-human-fibroblasts",totalDownloads:81,totalDimensionsCites:0,doi:"10.5772/intechopen.101525",abstract:"hnRNP A1 is a member of the hnRNPs (heterogeneous nuclear ribonucleoproteins) family of proteins that play a central role in regulating genes responsible for cell proliferation, DNA repair, apoptosis, and telomere biogenesis. Previous studies have shown that hnRNPA1 had reduced protein levels and increased cytoplasmic accumulation in senescent human diploid fibroblasts. The consequence of reduced protein expression and altered cellular localization may account for the alterations in gene expression observed during senescence. There is limited information for gene targets of hnRNP A1 as well as its in vivo function. In these studies, we performed RNA co-immunoprecipitation experiments using hnRNP A1 as the target protein to identify potential mRNA species in ribonucleoprotein (RNP) complexes. Using this approach, we identified the human double minute 2 (HDM2) mRNA as a binding target for hnRNP A1 in young and senescent human diploid fibroblasts cells. It was also observed that alterations of hnRNP A1 expression modulate HDM2 mRNA levels in young IMR-90 cells. We also demonstrated that the levels of HDM2 mRNA increased with the downregulation of hnRNP A1 and decrease with the overexpression of hnRNP A1. Although we did not observe a significant decrease in HDM2 protein level, a concomitant increase in p53 protein level was detected with the overexpression of hnRNP A1. Our studies also show that hnRNP A1 directly interacts with HDM2 mRNA at a region corresponding to its 3′ UTR (untranslated region of a gene). The results from this study demonstrate that hnRNP A1 has a novel role in participating in the regulation of HDM2 gene expression.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Heriberto Moran, Shanaz A. Ghandhi, Naoko Shimada and Karen Hubbard"},{id:"79295",title:"Genetic and Epigenetic Influences on Cutaneous Cellular Senescence",slug:"genetic-and-epigenetic-influences-on-cutaneous-cellular-senescence",totalDownloads:136,totalDimensionsCites:0,doi:"10.5772/intechopen.101152",abstract:"Skin is the largest human organ system, and its protective function is critical to survival. The epithelial, dermal, and subcutaneous compartments are heterogeneous mixtures of cell types, yet they all display age-related skin dysfunction through the accumulation of an altered phenotypic cellular state called senescence. Cellular senescence is triggered by complex and dynamic genetic and epigenetic processes. A senescence steady state is achieved in different cell types under various and overlapping conditions of chronological age, toxic injury, oxidative stress, replicative exhaustion, DNA damage, metabolic dysfunction, and chromosomal structural changes. These inputs lead to outputs of cell-cycle withdrawal and the appearance of a senescence-associated secretory phenotype, both of which accumulate as tissue pathology observed clinically in aged skin. This review details the influence of genetic and epigenetic factors that converge on normal cutaneous cellular processes to create the senescent state, thereby dictating the response of the skin to the forces of both intrinsic and extrinsic aging. From this work, it is clear that no single biomarker or process leads to senescence, but that it is a convergence of factors resulting in an overt aging phenotype.",book:{id:"10935",title:"Mechanisms and Management of Senescence",coverURL:"https://cdn.intechopen.com/books/images_new/10935.jpg"},signatures:"Tapash Jay Sarkar, Maiko Hermsmeier, Jessica L. Ross and G. 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The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}},{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}}]},series:{item:{id:"14",title:"Artificial Intelligence",doi:"10.5772/intechopen.79920",issn:"2633-1403",scope:"Artificial Intelligence (AI) is a rapidly developing multidisciplinary research area that aims to solve increasingly complex problems. In today's highly integrated world, AI promises to become a robust and powerful means for obtaining solutions to previously unsolvable problems. This Series is intended for researchers and students alike interested in this fascinating field and its many applications.",coverUrl:"https://cdn.intechopen.com/series/covers/14.jpg",latestPublicationDate:"August 17th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:11,editor:{id:"218714",title:"Prof.",name:"Andries",middleName:null,surname:"Engelbrecht",slug:"andries-engelbrecht",fullName:"Andries Engelbrecht",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNR8QAO/Profile_Picture_1622640468300",biography:"Andries Engelbrecht received the Masters and PhD degrees in Computer Science from the University of Stellenbosch, South Africa, in 1994 and 1999 respectively. He is currently appointed as the Voigt Chair in Data Science in the Department of Industrial Engineering, with a joint appointment as Professor in the Computer Science Division, Stellenbosch University. Prior to his appointment at Stellenbosch University, he has been at the University of Pretoria, Department of Computer Science (1998-2018), where he was appointed as South Africa Research Chair in Artifical Intelligence (2007-2018), the head of the Department of Computer Science (2008-2017), and Director of the Institute for Big Data and Data Science (2017-2018). In addition to a number of research articles, he has written two books, Computational Intelligence: An Introduction and Fundamentals of Computational Swarm Intelligence.",institutionString:null,institution:{name:"Stellenbosch University",institutionURL:null,country:{name:"South Africa"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:6,paginationItems:[{id:"22",title:"Applied Intelligence",coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",isOpenForSubmission:!0,editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",slug:"carlos-travieso-gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",biography:"Carlos M. Travieso-González received his MSc degree in Telecommunication Engineering at Polytechnic University of Catalonia (UPC), Spain in 1997, and his Ph.D. degree in 2002 at the University of Las Palmas de Gran Canaria (ULPGC-Spain). He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. He is the founder of The IEEE IWOBI conference series and the president of its Steering Committee, as well as the founder of both the InnoEducaTIC and APPIS conference series. He is an evaluator of project proposals for the European Union (H2020), Medical Research Council (MRC, UK), Spanish Government (ANECA, Spain), Research National Agency (ANR, France), DAAD (Germany), Argentinian Government, and the Colombian Institutions. He has been a reviewer in different indexed international journals (<70) and conferences (<250) since 2001. He has been a member of the IASTED Technical Committee on Image Processing from 2007 and a member of the IASTED Technical Committee on Artificial Intelligence and Expert Systems from 2011. \n\nHe has held the general chair position for the following: ACM-APPIS (2020, 2021), IEEE-IWOBI (2019, 2020 and 2020), A PPIS (2018, 2019), IEEE-IWOBI (2014, 2015, 2017, 2018), InnoEducaTIC (2014, 2017), IEEE-INES (2013), NoLISP (2011), JRBP (2012), and IEEE-ICCST (2005)\n\nHe is an associate editor of the Computational Intelligence and Neuroscience Journal (Hindawi – Q2 JCR-ISI). He was vice dean from 2004 to 2010 in the Higher Technical School of Telecommunication Engineers at ULPGC and the vice dean of Graduate and Postgraduate Studies from March 2013 to November 2017. He won the “Catedra Telefonica” Awards in Modality of Knowledge Transfer, 2017, 2018, and 2019 editions, and awards in Modality of COVID Research in 2020.\n\nPublic References:\nResearcher ID http://www.researcherid.com/rid/N-5967-2014\nORCID https://orcid.org/0000-0002-4621-2768 \nScopus Author ID https://www.scopus.com/authid/detail.uri?authorId=6602376272\nScholar Google https://scholar.google.es/citations?user=G1ks9nIAAAAJ&hl=en \nResearchGate https://www.researchgate.net/profile/Carlos_Travieso",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"23",title:"Computational Neuroscience",coverUrl:"https://cdn.intechopen.com/series_topics/covers/23.jpg",isOpenForSubmission:!0,editor:{id:"14004",title:"Dr.",name:"Magnus",middleName:null,surname:"Johnsson",slug:"magnus-johnsson",fullName:"Magnus Johnsson",profilePictureURL:"https://mts.intechopen.com/storage/users/14004/images/system/14004.png",biography:"Dr Magnus Johnsson is a cross-disciplinary scientist, lecturer, scientific editor and AI/machine learning consultant from Sweden. \n\nHe is currently at Malmö University in Sweden, but also held positions at Lund University in Sweden and at Moscow Engineering Physics Institute. \nHe holds editorial positions at several international scientific journals and has served as a scientific editor for books and special journal issues. \nHis research interests are wide and include, but are not limited to, autonomous systems, computer modeling, artificial neural networks, artificial intelligence, cognitive neuroscience, cognitive robotics, cognitive architectures, cognitive aids and the philosophy of mind. \n\nDr. Johnsson has experience from working in the industry and he has a keen interest in the application of neural networks and artificial intelligence to fields like industry, finance, and medicine. \n\nWeb page: www.magnusjohnsson.se",institutionString:null,institution:{name:"Malmö University",institutionURL:null,country:{name:"Sweden"}}},editorTwo:null,editorThree:null},{id:"24",title:"Computer Vision",coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",isOpenForSubmission:!0,editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",slug:"george-papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",biography:"George A. Papakostas has received a diploma in Electrical and Computer Engineering in 1999 and the M.Sc. and Ph.D. degrees in Electrical and Computer Engineering in 2002 and 2007, respectively, from the Democritus University of Thrace (DUTH), Greece. Dr. Papakostas serves as a Tenured Full Professor at the Department of Computer Science, International Hellenic University, Greece. Dr. Papakostas has 10 years of experience in large-scale systems design as a senior software engineer and technical manager, and 20 years of research experience in the field of Artificial Intelligence. Currently, he is the Head of the “Visual Computing” division of HUman-MAchines INteraction Laboratory (HUMAIN-Lab) and the Director of the MPhil program “Advanced Technologies in Informatics and Computers” hosted by the Department of Computer Science, International Hellenic University. He has (co)authored more than 150 publications in indexed journals, international conferences and book chapters, 1 book (in Greek), 3 edited books, and 5 journal special issues. His publications have more than 2100 citations with h-index 27 (GoogleScholar). His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null},{id:"25",title:"Evolutionary Computation",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",isOpenForSubmission:!0,editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",slug:"sebastian-ventura-soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",biography:"Sebastian Ventura is a Spanish researcher, a full professor with the Department of Computer Science and Numerical Analysis, University of Córdoba. Dr Ventura also holds the positions of Affiliated Professor at Virginia Commonwealth University (Richmond, USA) and Distinguished Adjunct Professor at King Abdulaziz University (Jeddah, Saudi Arabia). Additionally, he is deputy director of the Andalusian Research Institute in Data Science and Computational Intelligence (DaSCI) and heads the Knowledge Discovery and Intelligent Systems Research Laboratory. He has published more than ten books and over 300 articles in journals and scientific conferences. Currently, his work has received over 18,000 citations according to Google Scholar, including more than 2200 citations in 2020. In the last five years, he has published more than 60 papers in international journals indexed in the JCR (around 70% of them belonging to first quartile journals) and he has edited some Springer books “Supervised Descriptive Pattern Mining” (2018), “Multiple Instance Learning - Foundations and Algorithms” (2016), and “Pattern Mining with Evolutionary Algorithms” (2016). He has also been involved in more than 20 research projects supported by the Spanish and Andalusian governments and the European Union. He currently belongs to the editorial board of PeerJ Computer Science, Information Fusion and Engineering Applications of Artificial Intelligence journals, being also associate editor of Applied Computational Intelligence and Soft Computing and IEEE Transactions on Cybernetics. Finally, he is editor-in-chief of Progress in Artificial Intelligence. He is a Senior Member of the IEEE Computer, the IEEE Computational Intelligence, and the IEEE Systems, Man, and Cybernetics Societies, and the Association of Computing Machinery (ACM). Finally, his main research interests include data science, computational intelligence, and their applications.",institutionString:null,institution:{name:"University of Córdoba",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null},{id:"26",title:"Machine Learning and Data Mining",coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",isOpenForSubmission:!0,editor:{id:"24555",title:"Dr.",name:"Marco Antonio",middleName:null,surname:"Aceves Fernandez",slug:"marco-antonio-aceves-fernandez",fullName:"Marco Antonio Aceves Fernandez",profilePictureURL:"https://mts.intechopen.com/storage/users/24555/images/system/24555.jpg",biography:"Dr. Marco Antonio Aceves Fernandez obtained his B.Sc. (Eng.) in Telematics from the Universidad de Colima, Mexico. He obtained both his M.Sc. and Ph.D. from the University of Liverpool, England, in the field of Intelligent Systems. He is a full professor at the Universidad Autonoma de Queretaro, Mexico, and a member of the National System of Researchers (SNI) since 2009. Dr. Aceves Fernandez has published more than 80 research papers as well as a number of book chapters and congress papers. He has contributed in more than 20 funded research projects, both academic and industrial, in the area of artificial intelligence, ranging from environmental, biomedical, automotive, aviation, consumer, and robotics to other applications. He is also a honorary president at the National Association of Embedded Systems (AMESE), a senior member of the IEEE, and a board member of many institutions. His research interests include intelligent and embedded systems.",institutionString:"Universidad Autonoma de Queretaro",institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null},{id:"27",title:"Multi-Agent Systems",coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",isOpenForSubmission:!0,editor:{id:"148497",title:"Dr.",name:"Mehmet",middleName:"Emin",surname:"Aydin",slug:"mehmet-aydin",fullName:"Mehmet Aydin",profilePictureURL:"https://mts.intechopen.com/storage/users/148497/images/system/148497.jpg",biography:"Dr. Mehmet Emin Aydin is a Senior Lecturer with the Department of Computer Science and Creative Technology, the University of the West of England, Bristol, UK. His research interests include swarm intelligence, parallel and distributed metaheuristics, machine learning, intelligent agents and multi-agent systems, resource planning, scheduling and optimization, combinatorial optimization. Dr. Aydin is currently a Fellow of Higher Education Academy, UK, a member of EPSRC College, a senior member of IEEE and a senior member of ACM. In addition to being a member of advisory committees of many international conferences, he is an Editorial Board Member of various peer-reviewed international journals. He has served as guest editor for a number of special issues of peer-reviewed international journals.",institutionString:null,institution:{name:"University of the West of England",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null}]},overviewPageOFChapters:{paginationCount:6,paginationItems:[{id:"82526",title:"Deep Multiagent Reinforcement Learning Methods Addressing the Scalability Challenge",doi:"10.5772/intechopen.105627",signatures:"Theocharis Kravaris and George A. 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He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. 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Radiotherapy and Nuclear Medicine Technology has always been my aspiration and my life. As years passed I accumulated a tremendous amount of skills and knowledge in Radiotherapy and Nuclear Medicine, Conventional Radiology, Radiation Protection, Bioinformatics Technology, PACS, Image processing, clinically and lecturing that will enable me to provide a valuable service to the community as a Researcher and Consultant in this field. My method of translating this into day to day in clinical practice is non-exhaustible and my habit of exchanging knowledge and expertise with others in those fields is the code and secret of success.",institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"313277",title:"Dr.",name:"Bartłomiej",middleName:null,surname:"Płaczek",slug:"bartlomiej-placzek",fullName:"Bartłomiej Płaczek",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/313277/images/system/313277.jpg",biography:"Bartłomiej Płaczek, MSc (2002), Ph.D. (2005), Habilitation (2016), is a professor at the University of Silesia, Institute of Computer Science, Poland, and an expert from the National Centre for Research and Development. His research interests include sensor networks, smart sensors, intelligent systems, and image processing with applications in healthcare and medicine. He is the author or co-author of more than seventy papers in peer-reviewed journals and conferences as well as the co-author of several books. He serves as a reviewer for many scientific journals, international conferences, and research foundations. Since 2010, Dr. Placzek has been a reviewer of grants and projects (including EU projects) in the field of information technologies.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"35000",title:"Prof.",name:"Ulrich H.P",middleName:"H.P.",surname:"Fischer",slug:"ulrich-h.p-fischer",fullName:"Ulrich H.P Fischer",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/35000/images/3052_n.jpg",biography:"Academic and Professional Background\nUlrich H. P. has Diploma and PhD degrees in Physics from the Free University Berlin, Germany. He has been working on research positions in the Heinrich-Hertz-Institute in Germany. Several international research projects has been performed with European partners from France, Netherlands, Norway and the UK. He is currently Professor of Communications Systems at the Harz University of Applied Sciences, Germany.\n\nPublications and Publishing\nHe has edited one book, a special interest book about ‘Optoelectronic Packaging’ (VDE, Berlin, Germany), and has published over 100 papers and is owner of several international patents for WDM over POF key elements.\n\nKey Research and Consulting Interests\nUlrich’s research activity has always been related to Spectroscopy and Optical Communications Technology. Specific current interests include the validation of complex instruments, and the application of VR technology to the development and testing of measurement systems. He has been reviewer for several publications of the Optical Society of America\\'s including Photonics Technology Letters and Applied Optics.\n\nPersonal Interests\nThese include motor cycling in a very relaxed manner and performing martial arts.",institutionString:null,institution:{name:"Charité",country:{name:"Germany"}}},{id:"341622",title:"Ph.D.",name:"Eduardo",middleName:null,surname:"Rojas Alvarez",slug:"eduardo-rojas-alvarez",fullName:"Eduardo Rojas Alvarez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341622/images/15892_n.jpg",biography:null,institutionString:null,institution:{name:"University of Cuenca",country:{name:"Ecuador"}}},{id:"215610",title:"Prof.",name:"Muhammad",middleName:null,surname:"Sarfraz",slug:"muhammad-sarfraz",fullName:"Muhammad Sarfraz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/215610/images/system/215610.jpeg",biography:"Muhammad Sarfraz is a professor in the Department of Information Science, Kuwait University. His research interests include computer graphics, computer vision, image processing, machine learning, pattern recognition, soft computing, data science, intelligent systems, information technology, and information systems. Prof. Sarfraz has been a keynote/invited speaker on various platforms around the globe. He has advised various students for their MSc and Ph.D. theses. He has published more than 400 publications as books, journal articles, and conference papers. He is a member of various professional societies and a chair and member of the International Advisory Committees and Organizing Committees of various international conferences. Prof. Sarfraz is also an editor-in-chief and editor of various international journals.",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"32650",title:"Prof.",name:"Lukas",middleName:"Willem",surname:"Snyman",slug:"lukas-snyman",fullName:"Lukas Snyman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/32650/images/4136_n.jpg",biography:"Lukas Willem Snyman received his basic education at primary and high schools in South Africa, Eastern Cape. He enrolled at today's Nelson Metropolitan University and graduated from this university with a BSc in Physics and Mathematics, B.Sc Honors in Physics, MSc in Semiconductor Physics, and a Ph.D. in Semiconductor Physics in 1987. After his studies, he chose an academic career and devoted his energy to the teaching of physics to first, second, and third-year students. After positions as a lecturer at the University of Port Elizabeth, he accepted a position as Associate Professor at the University of Pretoria, South Africa.\r\n\r\nIn 1992, he motivates the concept of 'television and computer-based education” as means to reach large student numbers with only the best of teaching expertise and publishes an article on the concept in the SA Journal of Higher Education of 1993 (and later in 2003). The University of Pretoria subsequently approved a series of test projects on the concept with outreach to Mamelodi and Eerste Rust in 1993. In 1994, the University established a 'Unit for Telematic Education ' as a support section for multiple faculties at the University of Pretoria. In subsequent years, the concept of 'telematic education” subsequently becomes well established in academic circles in South Africa, grew in popularity, and is adopted by many universities and colleges throughout South Africa as a medium of enhancing education and training, as a method to reaching out to far out communities, and as a means to enhance study from the home environment.\r\n\r\nProfessor Snyman in subsequent years pursued research in semiconductor physics, semiconductor devices, microelectronics, and optoelectronics.\r\n\r\nIn 2000 he joined the TUT as a full professor. Here served for a period as head of the Department of Electronic Engineering. Here he makes contributions to solar energy development, microwave and optoelectronic device development, silicon photonics, as well as contributions to new mobile telecommunication systems and network planning in SA.\r\n\r\nCurrently, he teaches electronics and telecommunications at the TUT to audiences ranging from first-year students to Ph.D. level.\r\n\r\nFor his research in the field of 'Silicon Photonics” since 1990, he has published (as author and co-author) about thirty internationally reviewed articles in scientific journals, contributed to more than forty international conferences, about 25 South African provisional patents (as inventor and co-inventor), 8 PCT international patent applications until now. Of these, two USA patents applications, two European Patents, two Korean patents, and ten SA patents have been granted. A further 4 USA patents, 5 European patents, 3 Korean patents, 3 Chinese patents, and 3 Japanese patents are currently under consideration.\r\n\r\nRecently he has also published an extensive scholarly chapter in an internet open access book on 'Integrating Microphotonic Systems and MOEMS into standard Silicon CMOS Integrated circuitry”.\r\n\r\nFurthermore, Professor Snyman recently steered a new initiative at the TUT by introducing a 'Laboratory for Innovative Electronic Systems ' at the Department of Electrical Engineering. The model of this laboratory or center is to primarily combine outputs as achieved by high-level research with lower-level system development and entrepreneurship in a technical university environment. Students are allocated to projects at different levels with PhDs and Master students allocated to the generation of new knowledge and new technologies, while students at the diploma and Baccalaureus level are allocated to electronic systems development with a direct and a near application for application in industry or the commercial and public sectors in South Africa.\r\n\r\nProfessor Snyman received the WIRSAM Award of 1983 and the WIRSAM Award in 1985 in South Africa for best research papers by a young scientist at two international conferences on electron microscopy in South Africa. He subsequently received the SA Microelectronics Award for the best dissertation emanating from studies executed at a South African university in the field of Physics and Microelectronics in South Africa in 1987. In October of 2011, Professor Snyman received the prestigious Institutional Award for 'Innovator of the Year” for 2010 at the Tshwane University of Technology, South Africa. This award was based on the number of patents recognized and granted by local and international institutions as well as for his contributions concerning innovation at the TUT.",institutionString:null,institution:{name:"University of South Africa",country:{name:"South Africa"}}},{id:"317279",title:"Mr.",name:"Ali",middleName:"Usama",surname:"Syed",slug:"ali-syed",fullName:"Ali Syed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/317279/images/16024_n.png",biography:"A creative, talented, and innovative young professional who is dedicated, well organized, and capable research fellow with two years of experience in graduate-level research, published in engineering journals and book, with related expertise in Bio-robotics, equally passionate about the aesthetics of the mechanical and electronic system, obtained expertise in the use of MS Office, MATLAB, SolidWorks, LabVIEW, Proteus, Fusion 360, having a grasp on python, C++ and assembly language, possess proven ability in acquiring research grants, previous appointments with social and educational societies with experience in administration, current affiliations with IEEE and Web of Science, a confident presenter at conferences and teacher in classrooms, able to explain complex information to audiences of all levels.",institutionString:null,institution:{name:"Air University",country:{name:"Pakistan"}}},{id:"75526",title:"Ph.D.",name:"Zihni Onur",middleName:null,surname:"Uygun",slug:"zihni-onur-uygun",fullName:"Zihni Onur Uygun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/75526/images/12_n.jpg",biography:"My undergraduate education and my Master of Science educations at Ege University and at Çanakkale Onsekiz Mart University have given me a firm foundation in Biochemistry, Analytical Chemistry, Biosensors, Bioelectronics, Physical Chemistry and Medicine. After obtaining my degree as a MSc in analytical chemistry, I started working as a research assistant in Ege University Medical Faculty in 2014. In parallel, I enrolled to the MSc program at the Department of Medical Biochemistry at Ege University to gain deeper knowledge on medical and biochemical sciences as well as clinical chemistry in 2014. In my PhD I deeply researched on biosensors and bioelectronics and finished in 2020. Now I have eleven SCI-Expanded Index published papers, 6 international book chapters, referee assignments for different SCIE journals, one international patent pending, several international awards, projects and bursaries. In parallel to my research assistant position at Ege University Medical Faculty, Department of Medical Biochemistry, in April 2016, I also founded a Start-Up Company (Denosens Biotechnology LTD) by the support of The Scientific and Technological Research Council of Turkey. Currently, I am also working as a CEO in Denosens Biotechnology. The main purposes of the company, which carries out R&D as a research center, are to develop new generation biosensors and sensors for both point-of-care diagnostics; such as glucose, lactate, cholesterol and cancer biomarker detections. My specific experimental and instrumental skills are Biochemistry, Biosensor, Analytical Chemistry, Electrochemistry, Mobile phone based point-of-care diagnostic device, POCTs and Patient interface designs, HPLC, Tandem Mass Spectrometry, Spectrophotometry, ELISA.",institutionString:null,institution:{name:"Ege University",country:{name:"Turkey"}}},{id:"267434",title:"Dr.",name:"Rohit",middleName:null,surname:"Raja",slug:"rohit-raja",fullName:"Rohit Raja",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/267434/images/system/267434.jpg",biography:"Dr. Rohit Raja received Ph.D. in Computer Science and Engineering from Dr. CVRAMAN University in 2016. His main research interest includes Face recognition and Identification, Digital Image Processing, Signal Processing, and Networking. Presently he is working as Associate Professor in IT Department, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (CG), India. He has authored several Journal and Conference Papers. He has good Academics & Research experience in various areas of CSE and IT. He has filed and successfully published 27 Patents. He has received many time invitations to be a Guest at IEEE Conferences. He has published 100 research papers in various International/National Journals (including IEEE, Springer, etc.) and Proceedings of the reputed International/ National Conferences (including Springer and IEEE). He has been nominated to the board of editors/reviewers of many peer-reviewed and refereed Journals (including IEEE, Springer).",institutionString:"Guru Ghasidas Vishwavidyalaya",institution:{name:"Guru Ghasidas Vishwavidyalaya",country:{name:"India"}}},{id:"246502",title:"Dr.",name:"Jaya T.",middleName:"T",surname:"Varkey",slug:"jaya-t.-varkey",fullName:"Jaya T. Varkey",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246502/images/11160_n.jpg",biography:"Jaya T. Varkey, PhD, graduated with a degree in Chemistry from Cochin University of Science and Technology, Kerala, India. She obtained a PhD in Chemistry from the School of Chemical Sciences, Mahatma Gandhi University, Kerala, India, and completed a post-doctoral fellowship at the University of Minnesota, USA. She is a research guide at Mahatma Gandhi University and Associate Professor in Chemistry, St. Teresa’s College, Kochi, Kerala, India.\nDr. Varkey received a National Young Scientist award from the Indian Science Congress (1995), a UGC Research award (2016–2018), an Indian National Science Academy (INSA) Visiting Scientist award (2018–2019), and a Best Innovative Faculty award from the All India Association for Christian Higher Education (AIACHE) (2019). She Hashas received the Sr. Mary Cecil prize for best research paper three times. She was also awarded a start-up to develop a tea bag water filter. \nDr. Varkey has published two international books and twenty-seven international journal publications. She is an editorial board member for five international journals.",institutionString:"St. Teresa’s College",institution:null},{id:"250668",title:"Dr.",name:"Ali",middleName:null,surname:"Nabipour Chakoli",slug:"ali-nabipour-chakoli",fullName:"Ali Nabipour Chakoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/250668/images/system/250668.jpg",biography:"Academic Qualification:\r\n•\tPhD in Materials Physics and Chemistry, From: Sep. 2006, to: Sep. 2010, School of Materials Science and Engineering, Harbin Institute of Technology, Thesis: Structure and Shape Memory Effect of Functionalized MWCNTs/poly (L-lactide-co-ε-caprolactone) Nanocomposites. Supervisor: Prof. Wei Cai,\r\n•\tM.Sc in Applied Physics, From: 1996, to: 1998, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Determination of Boron in Micro alloy Steels with solid state nuclear track detectors by neutron induced auto radiography, Supervisors: Dr. M. Hosseini Ashrafi and Dr. A. Hosseini.\r\n•\tB.Sc. in Applied Physics, From: 1991, to: 1996, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Design of shielding for Am-Be neutron sources for In Vivo neutron activation analysis, Supervisor: Dr. M. Hosseini Ashrafi.\r\n\r\nResearch Experiences:\r\n1.\tNanomaterials, Carbon Nanotubes, Graphene: Synthesis, Functionalization and Characterization,\r\n2.\tMWCNTs/Polymer Composites: Fabrication and Characterization, \r\n3.\tShape Memory Polymers, Biodegradable Polymers, ORC, Collagen,\r\n4.\tMaterials Analysis and Characterizations: TEM, SEM, XPS, FT-IR, Raman, DSC, DMA, TGA, XRD, GPC, Fluoroscopy, \r\n5.\tInteraction of Radiation with Mater, Nuclear Safety and Security, NDT(RT),\r\n6.\tRadiation Detectors, Calibration (SSDL),\r\n7.\tCompleted IAEA e-learning Courses:\r\nNuclear Security (15 Modules),\r\nNuclear Safety:\r\nTSA 2: Regulatory Protection in Occupational Exposure,\r\nTips & Tricks: Radiation Protection in Radiography,\r\nSafety and Quality in Radiotherapy,\r\nCourse on Sealed Radioactive Sources,\r\nCourse on Fundamentals of Environmental Remediation,\r\nCourse on Planning for Environmental Remediation,\r\nKnowledge Management Orientation Course,\r\nFood Irradiation - Technology, Applications and Good Practices,\r\nEmployment:\r\nFrom 2010 to now: Academic staff, Nuclear Science and Technology Research Institute, Kargar Shomali, Tehran, Iran, P.O. Box: 14395-836.\r\nFrom 1997 to 2006: Expert of Materials Analysis and Characterization. Research Center of Agriculture and Medicine. Rajaeeshahr, Karaj, Iran, P. O. Box: 31585-498.",institutionString:"Atomic Energy Organization of Iran",institution:{name:"Atomic Energy Organization of Iran",country:{name:"Iran"}}},{id:"248279",title:"Dr.",name:"Monika",middleName:"Elzbieta",surname:"Machoy",slug:"monika-machoy",fullName:"Monika Machoy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248279/images/system/248279.jpeg",biography:"Monika Elżbieta Machoy, MD, graduated with distinction from the Faculty of Medicine and Dentistry at the Pomeranian Medical University in 2009, defended her PhD thesis with summa cum laude in 2016 and is currently employed as a researcher at the Department of Orthodontics of the Pomeranian Medical University. She expanded her professional knowledge during a one-year scholarship program at the Ernst Moritz Arndt University in Greifswald, Germany and during a three-year internship at the Technical University in Dresden, Germany. She has been a speaker at numerous orthodontic conferences, among others, American Association of Orthodontics, European Orthodontic Symposium and numerous conferences of the Polish Orthodontic Society. She conducts research focusing on the effect of orthodontic treatment on dental and periodontal tissues and the causes of pain in orthodontic patients.",institutionString:"Pomeranian Medical University",institution:{name:"Pomeranian Medical University",country:{name:"Poland"}}},{id:"252743",title:"Prof.",name:"Aswini",middleName:"Kumar",surname:"Kar",slug:"aswini-kar",fullName:"Aswini Kar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252743/images/10381_n.jpg",biography:"uploaded in cv",institutionString:null,institution:{name:"KIIT University",country:{name:"India"}}},{id:"204256",title:"Dr.",name:"Anil",middleName:"Kumar",surname:"Kumar Sahu",slug:"anil-kumar-sahu",fullName:"Anil Kumar Sahu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204256/images/14201_n.jpg",biography:"I have nearly 11 years of research and teaching experience. I have done my master degree from University Institute of Pharmacy, Pt. Ravi Shankar Shukla University, Raipur, Chhattisgarh India. I have published 16 review and research articles in international and national journals and published 4 chapters in IntechOpen, the world’s leading publisher of Open access books. I have presented many papers at national and international conferences. I have received research award from Indian Drug Manufacturers Association in year 2015. My research interest extends from novel lymphatic drug delivery systems, oral delivery system for herbal bioactive to formulation optimization.",institutionString:null,institution:{name:"Chhattisgarh Swami Vivekanand Technical University",country:{name:"India"}}},{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",country:{name:"Canada"}}},{id:"254463",title:"Prof.",name:"Haisheng",middleName:null,surname:"Yang",slug:"haisheng-yang",fullName:"Haisheng Yang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/254463/images/system/254463.jpeg",biography:"Haisheng Yang, Ph.D., Professor and Director of the Department of Biomedical Engineering, College of Life Science and Bioengineering, Beijing University of Technology. He received his Ph.D. degree in Mechanics/Biomechanics from Harbin Institute of Technology (jointly with University of California, Berkeley). Afterwards, he worked as a Postdoctoral Research Associate in the Purdue Musculoskeletal Biology and Mechanics Lab at the Department of Basic Medical Sciences, Purdue University, USA. He also conducted research in the Research Centre of Shriners Hospitals for Children-Canada at McGill University, Canada. Dr. Yang has over 10 years research experience in orthopaedic biomechanics and mechanobiology of bone adaptation and regeneration. He earned an award from Beijing Overseas Talents Aggregation program in 2017 and serves as Beijing Distinguished Professor.",institutionString:null,institution:{name:"Beijing University of Technology",country:{name:"China"}}},{id:"89721",title:"Dr.",name:"Mehmet",middleName:"Cuneyt",surname:"Ozmen",slug:"mehmet-ozmen",fullName:"Mehmet Ozmen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/89721/images/7289_n.jpg",biography:null,institutionString:null,institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"265335",title:"Mr.",name:"Stefan",middleName:"Radnev",surname:"Stefanov",slug:"stefan-stefanov",fullName:"Stefan Stefanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/265335/images/7562_n.jpg",biography:null,institutionString:null,institution:{name:"Medical University Plovdiv",country:{name:"Bulgaria"}}},{id:"242893",title:"Ph.D. Student",name:"Joaquim",middleName:null,surname:"De Moura",slug:"joaquim-de-moura",fullName:"Joaquim De Moura",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/242893/images/7133_n.jpg",biography:"Joaquim de Moura received his degree in Computer Engineering in 2014 from the University of A Coruña (Spain). In 2016, he received his M.Sc degree in Computer Engineering from the same university. He is currently pursuing his Ph.D degree in Computer Science in a collaborative project between ophthalmology centers in Galicia and the University of A Coruña. His research interests include computer vision, machine learning algorithms and analysis and medical imaging processing of various kinds.",institutionString:null,institution:{name:"University of A Coruña",country:{name:"Spain"}}},{id:"294334",title:"B.Sc.",name:"Marc",middleName:null,surname:"Bruggeman",slug:"marc-bruggeman",fullName:"Marc Bruggeman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/294334/images/8242_n.jpg",biography:"Chemical engineer graduate, with a passion for material science and specific interest in polymers - their near infinite applications intrigue me. \n\nI plan to continue my scientific career in the field of polymeric biomaterials as I am fascinated by intelligent, bioactive and biomimetic materials for use in both consumer and medical applications.",institutionString:null,institution:null},{id:"255757",title:"Dr.",name:"Igor",middleName:"Victorovich",surname:"Lakhno",slug:"igor-lakhno",fullName:"Igor Lakhno",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255757/images/system/255757.jpg",biography:"Igor Victorovich Lakhno was born in 1971 in Kharkiv (Ukraine). \nMD – 1994, Kharkiv National Medical Univesity.\nOb&Gyn; – 1997, master courses in Kharkiv Medical Academy of Postgraduate Education.\nPh.D. – 1999, Kharkiv National Medical Univesity.\nDSC – 2019, PL Shupik National Academy of Postgraduate Education \nProfessor – 2021, Department of Obstetrics and Gynecology of VN Karazin Kharkiv National University\nHead of Department – 2021, Department of Perinatology, Obstetrics and gynecology of Kharkiv Medical Academy of Postgraduate Education\nIgor Lakhno has been graduated from international training courses on reproductive medicine and family planning held at Debrecen University (Hungary) in 1997. Since 1998 Lakhno Igor has worked as an associate professor in the department of obstetrics and gynecology of VN Karazin National University and an associate professor of the perinatology, obstetrics, and gynecology department of Kharkiv Medical Academy of Postgraduate Education. Since June 2019 he’s been a professor in the department of obstetrics and gynecology of VN Karazin National University and a professor of the perinatology, obstetrics, and gynecology department. He’s affiliated with Kharkiv Medical Academy of Postgraduate Education as a Head of Department from November 2021. Igor Lakhno has participated in several international projects on fetal non-invasive electrocardiography (with Dr. J. A. Behar (Technion), Prof. D. Hoyer (Jena University), and José Alejandro Díaz Méndez (National Institute of Astrophysics, Optics, and Electronics, Mexico). He’s an author of about 200 printed works and there are 31 of them in Scopus or Web of Science databases. Igor Lakhno is a member of the Editorial Board of Reproductive Health of Woman, Emergency Medicine, and Technology Transfer Innovative Solutions in Medicine (Estonia). He is a medical Editor of “Z turbotoyu pro zhinku”. Igor Lakhno is a reviewer of the Journal of Obstetrics and Gynaecology (Taylor and Francis), British Journal of Obstetrics and Gynecology (Wiley), Informatics in Medicine Unlocked (Elsevier), The Journal of Obstetrics and Gynecology Research (Wiley), Endocrine, Metabolic & Immune Disorders-Drug Targets (Bentham Open), The Open Biomedical Engineering Journal (Bentham Open), etc. He’s defended a dissertation for a DSc degree “Pre-eclampsia: prediction, prevention, and treatment”. Three years ago Igor Lakhno has participated in a training course on innovative technologies in medical education at Lublin Medical University (Poland). Lakhno Igor has participated as a speaker in several international conferences and congresses (International Conference on Biological Oscillations April 10th-14th 2016, Lancaster, UK, The 9th conference of the European Study Group on Cardiovascular Oscillations). His main scientific interests: are obstetrics, women’s health, fetal medicine, and cardiovascular medicine. \nIgor Lakhno is a consultant at Kharkiv municipal perinatal center. He’s graduated from training courses on endoscopy in gynecology. He has 28 years of practical experience in the field.",institutionString:null,institution:null},{id:"244950",title:"Dr.",name:"Salvatore",middleName:null,surname:"Di Lauro",slug:"salvatore-di-lauro",fullName:"Salvatore Di Lauro",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0030O00002bSF1HQAW/ProfilePicture%202021-12-20%2014%3A54%3A14.482",biography:"Name:\n\tSALVATORE DI LAURO\nAddress:\n\tHospital Clínico Universitario Valladolid\nAvda Ramón y Cajal 3\n47005, Valladolid\nSpain\nPhone number: \nFax\nE-mail:\n\t+34 983420000 ext 292\n+34 983420084\nsadilauro@live.it\nDate and place of Birth:\nID Number\nMedical Licence \nLanguages\t09-05-1985. Villaricca (Italy)\n\nY1281863H\n474707061\nItalian (native language)\nSpanish (read, written, spoken)\nEnglish (read, written, spoken)\nPortuguese (read, spoken)\nFrench (read)\n\t\t\nCurrent position (title and company)\tDate (Year)\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. Private practise.\t2017-today\n\n2019-today\n\t\n\t\nEducation (High school, university and postgraduate training > 3 months)\tDate (Year)\nDegree in Medicine and Surgery. University of Neaples 'Federico II”\nResident in Opthalmology. Hospital Clinico Universitario Valladolid\nMaster in Vitreo-Retina. IOBA. University of Valladolid\nFellow of the European Board of Ophthalmology. Paris\nMaster in Research in Ophthalmology. University of Valladolid\t2003-2009\n2012-2016\n2016-2017\n2016\n2012-2013\n\t\nEmployments (company and positions)\tDate (Year)\nResident in Ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl.\nFellow in Vitreo-Retina. IOBA. University of Valladolid\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. \n\t2012-2016\n2016-2017\n2017-today\n\n2019-Today\n\n\n\t\nClinical Research Experience (tasks and role)\tDate (Year)\nAssociated investigator\n\n' FIS PI20/00740: DESARROLLO DE UNA CALCULADORA DE RIESGO DE\nAPARICION DE RETINOPATIA DIABETICA BASADA EN TECNICAS DE IMAGEN MULTIMODAL EN PACIENTES DIABETICOS TIPO 1. Grant by: Ministerio de Ciencia e Innovacion \n\n' (BIO/VA23/14) Estudio clínico multicéntrico y prospectivo para validar dos\nbiomarcadores ubicados en los genes p53 y MDM2 en la predicción de los resultados funcionales de la cirugía del desprendimiento de retina regmatógeno. Grant by: Gerencia Regional de Salud de la Junta de Castilla y León.\n' Estudio multicéntrico, aleatorizado, con enmascaramiento doble, en 2 grupos\nparalelos y de 52 semanas de duración para comparar la eficacia, seguridad e inmunogenicidad de SOK583A1 respecto a Eylea® en pacientes con degeneración macular neovascular asociada a la edad' (CSOK583A12301; N.EUDRA: 2019-004838-41; FASE III). Grant by Hexal AG\n\n' Estudio de fase III, aleatorizado, doble ciego, con grupos paralelos, multicéntrico para comparar la eficacia y la seguridad de QL1205 frente a Lucentis® en pacientes con degeneración macular neovascular asociada a la edad. (EUDRACT: 2018-004486-13). Grant by Qilu Pharmaceutical Co\n\n' Estudio NEUTON: Ensayo clinico en fase IV para evaluar la eficacia de aflibercept en pacientes Naive con Edema MacUlar secundario a Oclusion de Vena CenTral de la Retina (OVCR) en regimen de tratamientO iNdividualizado Treat and Extend (TAE)”, (2014-000975-21). Grant by Fundacion Retinaplus\n\n' Evaluación de la seguridad y bioactividad de anillos de tensión capsular en conejo. Proyecto Procusens. Grant by AJL, S.A.\n\n'Estudio epidemiológico, prospectivo, multicéntrico y abierto\\npara valorar la frecuencia de la conjuntivitis adenovírica diagnosticada mediante el test AdenoPlus®\\nTest en pacientes enfermos de conjuntivitis aguda”\\n. National, multicenter study. Grant by: NICOX.\n\nEuropean multicentric trial: 'Evaluation of clinical outcomes following the use of Systane Hydration in patients with dry eye”. Study Phase 4. Grant by: Alcon Labs'\n\nVLPs Injection and Activation in a Rabbit Model of Uveal Melanoma. Grant by Aura Bioscience\n\nUpdating and characterization of a rabbit model of uveal melanoma. Grant by Aura Bioscience\n\nEnsayo clínico en fase IV para evaluar las variantes genéticas de la vía del VEGF como biomarcadores de eficacia del tratamiento con aflibercept en pacientes con degeneración macular asociada a la edad (DMAE) neovascular. Estudio BIOIMAGE. IMO-AFLI-2013-01\n\nEstudio In-Eye:Ensayo clínico en fase IV, abierto, aleatorizado, de 2 brazos,\nmulticçentrico y de 12 meses de duración, para evaluar la eficacia y seguridad de un régimen de PRN flexible individualizado de 'esperar y extender' versus un régimen PRN según criterios de estabilización mediante evaluaciones mensuales de inyecciones intravítreas de ranibizumab 0,5 mg en pacientes naive con neovascularización coriodea secunaria a la degeneración macular relacionada con la edad. CP: CRFB002AES03T\n\nTREND: Estudio Fase IIIb multicéntrico, randomizado, de 12 meses de\nseguimiento con evaluador de la agudeza visual enmascarado, para evaluar la eficacia y la seguridad de ranibizumab 0.5mg en un régimen de tratar y extender comparado con un régimen mensual, en pacientes con degeneración macular neovascular asociada a la edad. CP: CRFB002A2411 Código Eudra CT:\n2013-002626-23\n\n\n\nPublications\t\n\n2021\n\n\n\n\n2015\n\n\n\n\n2021\n\n\n\n\n\n2021\n\n\n\n\n2015\n\n\n\n\n2015\n\n\n2014\n\n\n\n\n2015-16\n\n\n\n2015\n\n\n2014\n\n\n2014\n\n\n\n\n2014\n\n\n\n\n\n\n\n2014\n\nJose Carlos Pastor; Jimena Rojas; Salvador Pastor-Idoate; Salvatore Di Lauro; Lucia Gonzalez-Buendia; Santiago Delgado-Tirado. Proliferative vitreoretinopathy: A new concept of disease pathogenesis and practical\nconsequences. Progress in Retinal and Eye Research. 51, pp. 125 - 155. 03/2016. DOI: 10.1016/j.preteyeres.2015.07.005\n\n\nLabrador-Velandia S; Alonso-Alonso ML; Di Lauro S; García-Gutierrez MT; Srivastava GK; Pastor JC; Fernandez-Bueno I. Mesenchymal stem cells provide paracrine neuroprotective resources that delay degeneration of co-cultured organotypic neuroretinal cultures.Experimental Eye Research. 185, 17/05/2019. DOI: 10.1016/j.exer.2019.05.011\n\nSalvatore Di Lauro; Maria Teresa Garcia Gutierrez; Ivan Fernandez Bueno. Quantification of pigment epithelium-derived factor (PEDF) in an ex vivo coculture of retinal pigment epithelium cells and neuroretina.\nJournal of Allbiosolution. 2019. ISSN 2605-3535\n\nSonia Labrador Velandia; Salvatore Di Lauro; Alonso-Alonso ML; Tabera Bartolomé S; Srivastava GK; Pastor JC; Fernandez-Bueno I. Biocompatibility of intravitreal injection of human mesenchymal stem cells in immunocompetent rabbits. Graefe's archive for clinical and experimental ophthalmology. 256 - 1, pp. 125 - 134. 01/2018. DOI: 10.1007/s00417-017-3842-3\n\n\nSalvatore Di Lauro, David Rodriguez-Crespo, Manuel J Gayoso, Maria T Garcia-Gutierrez, J Carlos Pastor, Girish K Srivastava, Ivan Fernandez-Bueno. A novel coculture model of porcine central neuroretina explants and retinal pigment epithelium cells. Molecular Vision. 2016 - 22, pp. 243 - 253. 01/2016.\n\nSalvatore Di Lauro. Classifications for Proliferative Vitreoretinopathy ({PVR}): An Analysis of Their Use in Publications over the Last 15 Years. Journal of Ophthalmology. 2016, pp. 1 - 6. 01/2016. DOI: 10.1155/2016/7807596\n\nSalvatore Di Lauro; Rosa Maria Coco; Rosa Maria Sanabria; Enrique Rodriguez de la Rua; Jose Carlos Pastor. Loss of Visual Acuity after Successful Surgery for Macula-On Rhegmatogenous Retinal Detachment in a Prospective Multicentre Study. Journal of Ophthalmology. 2015:821864, 2015. DOI: 10.1155/2015/821864\n\nIvan Fernandez-Bueno; Salvatore Di Lauro; Ivan Alvarez; Jose Carlos Lopez; Maria Teresa Garcia-Gutierrez; Itziar Fernandez; Eva Larra; Jose Carlos Pastor. Safety and Biocompatibility of a New High-Density Polyethylene-Based\nSpherical Integrated Porous Orbital Implant: An Experimental Study in Rabbits. Journal of Ophthalmology. 2015:904096, 2015. DOI: 10.1155/2015/904096\n\nPastor JC; Pastor-Idoate S; Rodríguez-Hernandez I; Rojas J; Fernandez I; Gonzalez-Buendia L; Di Lauro S; Gonzalez-Sarmiento R. Genetics of PVR and RD. Ophthalmologica. 232 - Suppl 1, pp. 28 - 29. 2014\n\nRodriguez-Crespo D; Di Lauro S; Singh AK; Garcia-Gutierrez MT; Garrosa M; Pastor JC; Fernandez-Bueno I; Srivastava GK. Triple-layered mixed co-culture model of RPE cells with neuroretina for evaluating the neuroprotective effects of adipose-MSCs. Cell Tissue Res. 358 - 3, pp. 705 - 716. 2014.\nDOI: 10.1007/s00441-014-1987-5\n\nCarlo De Werra; Salvatore Condurro; Salvatore Tramontano; Mario Perone; Ivana Donzelli; Salvatore Di Lauro; Massimo Di Giuseppe; Rosa Di Micco; Annalisa Pascariello; Antonio Pastore; Giorgio Diamantis; Giuseppe Galloro. Hydatid disease of the liver: thirty years of surgical experience.Chirurgia italiana. 59 - 5, pp. 611 - 636.\n(Italia): 2007. ISSN 0009-4773\n\nChapters in books\n\t\n' Salvador Pastor Idoate; Salvatore Di Lauro; Jose Carlos Pastor Jimeno. PVR: Pathogenesis, Histopathology and Classification. Proliferative Vitreoretinopathy with Small Gauge Vitrectomy. Springer, 2018. ISBN 978-3-319-78445-8\nDOI: 10.1007/978-3-319-78446-5_2. \n\n' Salvatore Di Lauro; Maria Isabel Lopez Galvez. Quistes vítreos en una mujer joven. Problemas diagnósticos en patología retinocoroidea. Sociedad Española de Retina-Vitreo. 2018.\n\n' Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor Jimeno. iOCT in PVR management. OCT Applications in Opthalmology. pp. 1 - 8. INTECH, 2018. DOI: 10.5772/intechopen.78774.\n\n' Rosa Coco Martin; Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor. amponadores, manipuladores y tinciones en la cirugía del traumatismo ocular.Trauma Ocular. Ponencia de la SEO 2018..\n\n' LOPEZ GALVEZ; DI LAURO; CRESPO. OCT angiografia y complicaciones retinianas de la diabetes. PONENCIA SEO 2021, CAPITULO 20. (España): 2021.\n\n' Múltiples desprendimientos neurosensoriales bilaterales en paciente joven. Enfermedades Degenerativas De Retina Y Coroides. SERV 04/2016. \n' González-Buendía L; Di Lauro S; Pastor-Idoate S; Pastor Jimeno JC. Vitreorretinopatía proliferante (VRP) e inflamación: LA INFLAMACIÓN in «INMUNOMODULADORES Y ANTIINFLAMATORIOS: MÁS ALLÁ DE LOS CORTICOIDES. 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The applications of this research cover many related fields, such as biotechnology and medicine, where, for example, Bioinformatics contributes to faster drug design, DNA analysis in forensics, and DNA sequence analysis in the field of personalized medicine. Personalized medicine is a type of medical care in which treatment is customized individually for each patient. Personalized medicine enables more effective therapy, reduces the costs of therapy and clinical trials, and also minimizes the risk of side effects. Nevertheless, advances in personalized medicine would not have been possible without bioinformatics, which can analyze the human genome and other vast amounts of biomedical data, especially in genetics. The rapid growth of information technology enabled the development of new tools to decode human genomes, large-scale studies of genetic variations and medical informatics. The considerable development of technology, including the computing power of computers, is also conducive to the development of bioinformatics, including personalized medicine. In an era of rapidly growing data volumes and ever lower costs of generating, storing and computing data, personalized medicine holds great promises. Modern computational methods used as bioinformatics tools can integrate multi-scale, multi-modal and longitudinal patient data to create even more effective and safer therapy and disease prevention methods. Main aspects of the topic are: Applying bioinformatics in drug discovery and development; Bioinformatics in clinical diagnostics (genetic variants that act as markers for a condition or a disease); Blockchain and Artificial Intelligence/Machine Learning in personalized medicine; Customize disease-prevention strategies in personalized medicine; Big data analysis in personalized medicine; Translating stratification algorithms into clinical practice of personalized medicine.",annualVolume:11403,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/7.jpg",editor:{id:"351533",title:"Dr.",name:"Slawomir",middleName:null,surname:"Wilczynski",fullName:"Slawomir Wilczynski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035U1loQAC/Profile_Picture_1630074514792",institutionString:null,institution:{name:"Medical University of Silesia",institutionURL:null,country:{name:"Poland"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"5886",title:"Dr.",name:"Alexandros",middleName:"T.",surname:"Tzallas",fullName:"Alexandros Tzallas",profilePictureURL:"https://mts.intechopen.com/storage/users/5886/images/system/5886.png",institutionString:"University of Ioannina, Greece & Imperial College London",institution:{name:"University of Ioannina",institutionURL:null,country:{name:"Greece"}}},{id:"257388",title:"Distinguished Prof.",name:"Lulu",middleName:null,surname:"Wang",fullName:"Lulu Wang",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRX6kQAG/Profile_Picture_1630329584194",institutionString:"Shenzhen Technology University",institution:{name:"Shenzhen Technology University",institutionURL:null,country:{name:"China"}}},{id:"225387",title:"Prof.",name:"Reda R.",middleName:"R.",surname:"Gharieb",fullName:"Reda R. Gharieb",profilePictureURL:"https://mts.intechopen.com/storage/users/225387/images/system/225387.jpg",institutionString:"Assiut University",institution:{name:"Assiut University",institutionURL:null,country:{name:"Egypt"}}}]},{id:"8",title:"Bioinspired Technology and Biomechanics",keywords:"Bioinspired Systems, Biomechanics, Assistive Technology, Rehabilitation",scope:'Bioinspired technologies take advantage of understanding the actual biological system to provide solutions to problems in several areas. Recently, bioinspired systems have been successfully employing biomechanics to develop and improve assistive technology and rehabilitation devices. The research topic "Bioinspired Technology and Biomechanics" welcomes studies reporting recent advances in bioinspired technologies that contribute to individuals\' health, inclusion, and rehabilitation. 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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