**7. Informal public science education and mechanical engineering**

With technology moving at such a rapid pace, it has become increasingly important for citizens to be scientifically literate. While children are growing up with these technological advances, there are still several indicators showing that US science literacy is low [48, 49] and experiences with math and science outside of the classroom is crucial to increasing technological literacy not just for children but also the general public. Local science museums and science centers can serve as these pathways to math and science education

The results of a successful curricular learning community can be significant. It is important for institutions to develop a means to assess the impact of the learning community experience through both tracking of student enrollment data as well as student impressions of their first year experience. Focus groups conducted with learning community participants and surveys administered to all first year engineering students can be used to compare student impressions of their learning gains for those in the learning community versus students in the traditional curriculum. Some results that may be seen comparing student impressions of learning gains for learning community students with traditional

curriculum students are:

study.

participants

community participants Shorter time to degree completion.

problem solving strategies.

Greater intent to persist in the engineering field

Larger gains in critical thinking skills

Greater student impressions of learning to work as a member of a team

Significant gains in ability to use mathematics to solve engineering problems

Larger gains in student ability to apply engineering principles

courses. The long term results of a successful learning community are:

Greater retention in engineering for learning community participants

**7. Informal public science education and mechanical engineering**

Larger gains in understanding engineering principles

Larger gains in student ability to identifying and formulating an engineering problem

Significant differences in student ability to find fellow students with whom they could

The long term impact of a curricular learning community experience can be assessed by the tracking of an engineering cohort. Data must be collected on retention in engineering, enrollment in subsequent science, math, and engineering courses and grades in these

Higher grades in key math, science, and engineering courses for learning community

More consistent progression through the engineering curriculum for learning

Curricular learning communities are not difficult to implement at any size institution and are a perfect match with the engineering curriculum. It is essential for engineering students to learn early in their academic career to work as a part of a team. The learning community experience can create in the first semester, study groups that will assist students through the gateway courses in mathematics, science, and engineering; while providing opportunities to strengthen student problem solving and critical thinking skills, developing interdisciplinary

With technology moving at such a rapid pace, it has become increasingly important for citizens to be scientifically literate. While children are growing up with these technological advances, there are still several indicators showing that US science literacy is low [48, 49] and experiences with math and science outside of the classroom is crucial to increasing technological literacy not just for children but also the general public. Local science museums and science centers can serve as these pathways to math and science education which forms the background and sparks the interest for engineering. The increased involvement of university-level researchers in science outreach has become part of the national discussion over the last few years with the White House[50, 51]. For some researchers these opportunities are straightforward, since their universities participate in engineering outreach programs to connect to the general public by volunteering at science fairs, offering K-12 teacher professional development opportunities, and by arranging classroom visits [52]. Much more common, however, for many educators such infrastructure just does not exist.

One effective model for informal engineering education and outreach is NanoDays [53] which is a project funded and sustained by the National Science Foundation. NanoDays is a nationwide festival of educational programs about nanoscale science and engineering and its potential impact on the future. Each year, NanoDays events are organized by participants in the Nanoscale Informal Science Education Network (NISE) and take place at over 200 science museums, research centers, and universities across the country from Puerto Rico to Hawaii. NanoDays engages people of all ages in learning about this emerging field of science, which holds the promise of developing revolutionary materials and technologies. The whole idea is to teach the general public about nanotechnology using an informal, hands-on approach in a comfortable, stimulating environment. These activities are scalable and transferable to any age and background. While NanoDays is a national program, it is run locally by science centers and in some cases, university faculty members which creates a successful link between the university and the public. Because the public is generally more comfortable in the science center, NanoDays is conducted in the local science center auditorium. NanoDays programs combine simple hands-on activities for young people with events exploring current research for adults [53]. NanoDays activities demonstrate different, unexpected properties of materials at the nanoscale -- sand that won't get wet even under water, water that won't spill from a teacup, and colors that depend upon particle size [53].

In this model, NanoDays involves faculty who present their research on nanotechnology in a way that is active and engaging and can connect effectively with the public [54]. Undergraduate students are also involved in the hands-on components and demonstrations. Since 2008, interactive presentations have been made by faculty on nanotechnology research such as explosives, new materials for technology, and medicine [54]. It is imperative to choose faculty members that can speak and communicate in a way that reaches the general public. Tips for selecting and training faculty members to be successful in outreach are welldescribed in [55] and include: use analogies to common day objects when describing scientific phenomena; limit the use of jargon or new words to five (scientific) terms; target talks to 7th graders (12 to 13 year olds); use lots of visuals and demonstrations when possible; and, describe size or scale relative to the human body. The author goes onto say that during training she poses the question to presenters, "How would you explain this to your grandparents?" Lastly and most importantly, she suggests that researchers put their presentation in a narrative or story if possible where the audience can see development from a problem, attempts to solve the problem, a climax and then a conclusion [55] because it has been found that audiences connect with the story of science as well as its facts [56].

Informal science education is an impactful method for relating the general public to current, technology-driven research. NanoDays activities bring university researchers together with science museum educators and the public which creates a unique learning/teaching experience for all and provides real connections for children and adults in engineering.

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*2.6. Sensory Evaluation*

A sensory acceptability test was performed using the 9-point hedonic scale to assess the consumers' acceptability of chocolate formulation. A total of 223 students and staff (59% male and 41% female) from Tecnológico de Monterrey (Monterrey, NL, México) that consumed chocolate at least once a week were selected for the study, with ages ranging between 17 and 21 years old. Each chocolate sample was provided with a different random three-digit number. The samples were provided in different orders. Participants were asked to eat the chocolate samples one at a time, drink water, and eat a cookie with a plain flavor before the evaluation and between testing different samples. For each chocolate, the participants were requested to evaluate the attributes of appearance, flavor, texture, and overall acceptability using a 9-point hedonic scale ranging from 1 to 9: 1 = "dislike extremely," 2 = "dislike very much," 3 = "dislike moderately," 4 = "dislike slightly," 5 = "neither like nor dislike," 6 = "like slightly," 7 = "like moderately," 8 = "like very much," and 9 = "like extremely."

To determine the microbial safety of chocolate samples before sensory evaluation, chocolate formulations were analyzed for total coliforms, yeast, molds, and *Salmonella* spp., according to methods previously reported in the literature [30–32]. Briefly, 10 g of each chocolate sample was introduced into a sample bag (Whirl-Pak®, Nasco, Fort Atkinson, WI, USA), diluted with sterile peptone water (0.1 % peptone, 0.85% NaCl, pH 7), and homogenized for 2 min in a stomacher. Triplicate counts were performed for all dilutions. Total coliforms were determined using violet red bile agar and incubated at 37 ◦C for 24 h. Fungi and molds were grown in potato dextrose peptone agar and incubated at 25 ◦C for 5 days. All chocolates presented <10 CFU/mL for total coliforms, fungi, and molds.

For *Salmonella* spp. analysis, 25 g of chocolate sample was placed in 225 mL of reconstituted skim sterilized milk for 60 min at 25 ◦C. Then, 1 mL of each sample was put in 10 mL of Vassiliadis-Rappaport and in 10 mL of tetrathionate for 24 h. *Salmonella* spp. counts were performed in XLD agar and SS agar. Chocolate formulations were free of *Salmonella* spp., and thus, all chocolates were safe for human consumption and suitable for sensory evaluations (Ethics ID: CSERMBIGDL-002).


**Sustainable Aquaculture**

**Chapter 2**

**Provisional chapter**

**Integrated Rice and Aquaculture Farming**

**Integrated Rice and Aquaculture Farming**

DOI: 10.5772/intechopen.78062

The burning problems like scarcity of food for ever-growing human population in the present world are addressed by adapting various methods for production of protein, carbohydrate, oils and other food materials. One of the methods to produce high amount of food is integrated farming including rice-aquaculture farming, which produces protein and carbohydrate as major components besides others. Rice-aquaculture farming produces grain (carbohydrate) and animal protein without affecting the quality and quantity of rice yield on the same piece of land and renders additional financial gain besides main crop (rice) like conventional monoculture. The aquatic species grown in the integrated culture are mainly distinct types of fishes, selected crustaceans and other selected species. Profitable rice-aquaculture integrated farming is popular in Asian countries than in Western countries. However, the integrated rice-aquaculture farming has its own limitations. The type of methods, culture species, influencing factors, and pros and cons of

Ever-growing human population occupies the available land area in the world by encroachment. This is happening due to drastic increase in population dynamics worldwide. According to US Census Bureau world population estimate, the world's population in 1901 was 1.6 billion; it was 3 billion by 1960, 5 billion by 1987, 6 billion by 1999 and 6.8 billion by 2009 and became approximately 7.9 billion by 2018. Based on the statistics, it is known that one billion population is getting added to the current population by every 9–12 years. Currently, the second highest populated country in the world is India. Based on the recent statistics, India's present population has reached 1.2 billion. Though China is occupying the first place

rice-aquaculture integrated farming are discussed in the present chapter.

**Keywords:** integrated farming, rice, aquaculture, fishes, crustaceans

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

Pamuru Ramachandra Reddy and Battina Kishori

Pamuru Ramachandra Reddy and Battina Kishori

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.78062

**Abstract**

**1. Introduction**

### **Integrated Rice and Aquaculture Farming Integrated Rice and Aquaculture Farming**

DOI: 10.5772/intechopen.78062

Pamuru Ramachandra Reddy and Battina Kishori Pamuru Ramachandra Reddy and Battina Kishori

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.78062

## **Abstract**

The burning problems like scarcity of food for ever-growing human population in the present world are addressed by adapting various methods for production of protein, carbohydrate, oils and other food materials. One of the methods to produce high amount of food is integrated farming including rice-aquaculture farming, which produces protein and carbohydrate as major components besides others. Rice-aquaculture farming produces grain (carbohydrate) and animal protein without affecting the quality and quantity of rice yield on the same piece of land and renders additional financial gain besides main crop (rice) like conventional monoculture. The aquatic species grown in the integrated culture are mainly distinct types of fishes, selected crustaceans and other selected species. Profitable rice-aquaculture integrated farming is popular in Asian countries than in Western countries. However, the integrated rice-aquaculture farming has its own limitations. The type of methods, culture species, influencing factors, and pros and cons of rice-aquaculture integrated farming are discussed in the present chapter.

**Keywords:** integrated farming, rice, aquaculture, fishes, crustaceans


**Author details**

Nissar Shaikh1 \*, Firdos Ummunnisa2 , Arshad Chanda1 , Mohammad A. Imran1 , Adel Ganaw1 , Umm-e-Amara3 , Zia Mahmood1 , M.A. Rahman1 , Mohammad Nayeemuddin1 , Moad Ehfeda1 , Muhammad Zubair1 , Ahmed Atef Shible4 , Ranjan Matthias1 , Muhammad Shakeel Riaz1 , Hafiz Hamid Habib5 , Masood Khattak5 and A.R. Raju Vegesna1

1 Surgical Intensive Care, Hamad Medical Corporation, Doha, Qatar

2 Dr. Halima Al Tamimi, OBGY Center, Doha, Qatar

3 Apollo Medical College and Research Center, Hyderabad, India

4 Clinical Pharmacist, SICU, Hamad Medical Corporation, Doha, Qatar

5 Cardiology Department, Heart Hospital Hamad Medical Corporation, Doha, Qatar

\*Address all correspondence to<EMAIL_ADDRESS>
© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


**4. Conclusion**

In this chapter, a new physical parameter has been proposed as a guide for optimizing the recently implemented oxide monolayer spray-grown solar cells. This parameter led to the establishment of a 3D (bangap E -Vickers Microhardness H g υ - Optothermal Expansivity ψAB ) abacus. Thanks to optimizing features, some interesting materials have been selected for an original purpose: The TCO monolayer-grown Solar cell. The first prototype of the proposed TCO monolayer-grown Solar cell has been presented and commented. The perspective of using other oxides, namely SbxOy, SbxSy/MSbO (M=Cu, Ag,..) has been discussed.

### **5. References**

Barsan, N. Sens. Actuators, B, Chem. 17 (1994) 241.

It has been experimented that n-type can be locally and partially transformed into p-WS2, which results in a WO3/WS2 heterojunction, using the same sulfuration procedure detailed above.

The case of ZnO has been experimented but raised some problems, in fact it has been recorded that sulfuration process is never complete, and that an unexpected mixture

In this chapter, a new physical parameter has been proposed as a guide for optimizing the recently implemented oxide monolayer spray-grown solar cells. This parameter led to the establishment of a 3D (bangap E -Vickers Microhardness H g υ - Optothermal Expansivity ψAB ) abacus. Thanks to optimizing features, some interesting materials have been selected for an original purpose: The TCO monolayer-grown Solar cell. The first prototype of the proposed TCO monolayer-grown Solar cell has been presented and commented. The perspective of

Abdullah, H.N.P.Ariyanto, S.Shaari, B.Yuliarto and S.Junaidi, Am. J. Eng. and Appl. Sc. 2

Abe, Y. & Ishiyama N., (2006). Titanium-doped indium oxide films prepared by DC magnetron sputtering using ceramic target. J. Mater. Sci. 41, pp.7580-7584 Agida, M., Kumar, A. S., 2010. A Boubaker Polynomials Expansion Scheme Solution to Random Love's Equation in the Case of a Rational Kernel , J. of Theoretical Physics 7,319.

Awojoyogbe, O.B., Boubaker, K., 2008. A solution to Bloch NMR flow equations for the

Bauer, C.; Boschloo, G., Mukhtar, E. & Hagfeldt, A. (2001). J. Phys. Chem. B 105,pp. 5585-5591. Belhadj, A., Onyango, O., Rozibaeva, N., 2009. Boubaker polynomials expansion scheme-

analysis of homodynamic functions of blood flow system using m- Boubaker

related heat transfer investigation inside keyhole model. J. Thermo- phys. Heat

using other oxides, namely SbxOy, SbxSy/MSbO (M=Cu, Ag,..) has been discussed.

Amlouk, A.; Boubaker K.& Amlouk M., (2010). J. Alloys Compds, 490,pp. 602–604.

Bandara, J. & Tennakone, K. J. (2001). Colloid Interface Sci. 236, pp. 375-382.

polynomials. Curr. Appl. Phys. 9, 278–283.

Barsan, N. Sens. Actuators, B, Chem. 17 (1994) 241.

Transfer 23, 639–640.

Fig. 12. TCO monolayer-grown Solar cell

(ZnO)x(ZnS)y takes place.

**4. Conclusion**

**5. References**

(2009) 236-240.

**3**

*India*

**Flexible Photovoltaic**

*Uttar Pradesh Textile Technology Institute,*

Mukesh Kumar Singh

*Souterganj, Kanpur,*

**Textiles for Smart Applications**

In recent years alternative renewable energies including that obtained by solar cells have attracted much attention due to exhaustion of other conventional energy resources especially fossil-based fuels. Photovoltaic energy is one of the cleanest, most applicable and promising alternative energy using limitless sun light as raw material. Even though, inorganic solar cells dominate in the world photovoltaic market, organic solar cells as the new emerging photovoltaics has explored new possibilities for different smart applications with their advanced properties including flexibility, light-weight, and graded transparency. Low cost production and easy processing of organic solar cells comparing to conventional silicon-based solar cells make them interesting and worth employing for personal use and large scale applications . Today, the smart textiles as the part of technical textiles using smart materials including photoactive materials, conductive polymers, shape memory materials, etc. are developed to mimic the nature in order to form novel materials with a variety of functionalities. The solar cell-based textiles have found its application in various novel field and promising development obtaining new features. These photovoltaic textiles have found its application in military applications, where the soldiers need electricity for the portable devices in very remote areas. The photovoltaic textile materials can be used to manufacture power wearable, mobile and stationary electronic devices to communicate, lighten, cool and heat, etc. by converting sun light into electrical energy. The photovoltaic materials can be integrated onto the textile structures especially on clothes, however, the best promising results from an efficient photovoltaic fiber has to be come which can constitute a variety of

Fossil fuels lead to the emission of CO2 and other pollutants and consequently human health is under pressure due to adverse environmental conditions. In consequence of that

Unprecedented characteristics of photovoltaic (PV) cells attract maximum attention in comparision of other renewable energy options which has been proved by remarkable

Organic solar cells made of organic electronic materials based on liquid crystals, polymers, dyes, pigment etc. attracted maximum attention of scientific and industrial community due to low weight, graded transparency, low cost, low bending rigidity and environmental friendly processing potential5-6. Various photovoltaic materials and devices similar to solar

renewable energy options have been explored widely in last decades2-3.

**1. Introduction**

smart textile structures and related products1.

growth in global photovoltaic market4.

Swank RK. Phys Rev 1966;153:844.


**9.3 Anti-oxidant phytochemicals**

Phytochemicals are natural anti-oxidant and they are found in plants and used by plants in order to protect themselves from free radicals. Phytochemicals are naturally fount in whole foods like whole grains, fruits and vegetables. Phytochemicals may be dividing into following category.