Barely three months into the new year and we are happy to announce a monumental milestone reached - 150 million downloads.
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This achievement solidifies IntechOpen’s place as a pioneer in Open Access publishing and the home to some of the most relevant scientific research available through Open Access.
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We are so proud to have worked with so many bright minds throughout the years who have helped us spread knowledge through the power of Open Access and we look forward to continuing to support some of the greatest thinkers of our day.
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Thank you for making IntechOpen your place of learning, sharing, and discovery, and here’s to 150 million more!
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\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:"5394",leadTitle:null,fullTitle:"Updates in Liver Cancer",title:"Updates in Liver Cancer",subtitle:null,reviewType:"peer-reviewed",abstract:"Liver cancers result in considerable amount of financial and social burden. On the other hand, researches and clinical studies related to liver cancers continue to advance at a rapid pace. The chapters in this book provide state-of-the-art reviews on the current knowledge and advances in research and management of liver cancers. It includes the most recent advances in that field, particularly, hepatocarcinogenesis and the potential role of intestinal microbiota, nonalcoholic steatohepatitis, cancer stem cells, aldehyde dehydrogenase-1, and hepatitis B virus. This book also discusses the methods of diagnosis of HCC, the minimally invasive therapies for liver cancers, living donor liver transplantation for HCC, surgical management of liver metastases from colorectal cancers, and assessment and optimization for the future liver remnant.",isbn:"978-953-51-3064-2",printIsbn:"978-953-51-3063-5",pdfIsbn:"978-953-51-4885-2",doi:"10.5772/62680",price:119,priceEur:129,priceUsd:155,slug:"updates-in-liver-cancer",numberOfPages:222,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"a502cea22e6d113a70f609c947235665",bookSignature:"Hesham Mohamed Abdeldayem",publishedDate:"April 5th 2017",coverURL:"https://cdn.intechopen.com/books/images_new/5394.jpg",numberOfDownloads:17373,numberOfWosCitations:8,numberOfCrossrefCitations:8,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:16,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:32,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 23rd 2016",dateEndSecondStepPublish:"April 13th 2016",dateEndThirdStepPublish:"July 18th 2016",dateEndFourthStepPublish:"October 16th 2016",dateEndFifthStepPublish:"November 15th 2016",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"72383",title:"Prof.",name:"Hesham",middleName:null,surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem",profilePictureURL:"https://mts.intechopen.com/storage/users/72383/images/system/72383.png",biography:"Professor Abdeldayem graduated from Kasr Elaini School of Medicine in 1987. He received training at Cairo University Hospitals, Menoufia University, University of Pittsburgh Medical Center and King Abdul-Aziz Medical City. He Joined the National Liver Institute in 1993. He has several publications in the fields of hepato-pancreato-biliary surgery and organ transplantation. He is a Member of InTechOpen\\'s Editorial Advisory Board, and is Associate editor in another publication. He currently holds the positions of Professor of Surgery and Dean of the National Liver Institute, Menoufia University, Egypt.",institutionString:"Menoufia University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"8",totalChapterViews:"0",totalEditedBooks:"9",institution:{name:"Menoufia University",institutionURL:null,country:{name:"Egypt"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1078",title:"Gastrointestinal Oncology",slug:"gastrointestinal-oncology"}],chapters:[{id:"54274",title:"Introductory Chapter: Updates on the Management of Hepatocellular Carcinoma",doi:"10.5772/67557",slug:"introductory-chapter-updates-on-the-management-of-hepatocellular-carcinoma",totalDownloads:1642,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Asmaa Gomaa, Alzhraa Alkhatib, Shimaa Alkilany, Osama Lotfy El\nAbd, Hesham Abdeldayem and Imam Waked",downloadPdfUrl:"/chapter/pdf-download/54274",previewPdfUrl:"/chapter/pdf-preview/54274",authors:[{id:"72383",title:"Prof.",name:"Hesham",surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem"},{id:"194522",title:"Prof.",name:"Asma",surname:"Gomaa",slug:"asma-gomaa",fullName:"Asma Gomaa"},{id:"194523",title:"Dr.",name:"Alzhraa",surname:"Alkhatib",slug:"alzhraa-alkhatib",fullName:"Alzhraa Alkhatib"},{id:"194524",title:"Dr.",name:"Shimaa",surname:"Alkilany",slug:"shimaa-alkilany",fullName:"Shimaa Alkilany"},{id:"194525",title:"Prof.",name:"Osama Lotfy",surname:"El Abd",slug:"osama-lotfy-el-abd",fullName:"Osama Lotfy El Abd"},{id:"194526",title:"Prof.",name:"Imam",surname:"Waked",slug:"imam-waked",fullName:"Imam Waked"}],corrections:null},{id:"54460",title:"Intestinal Microbiota, Nonalcoholic Steatohepatitis and Hepatocellular Carcinoma: The Potential Role of Dysbiosis in the Hepatocarcinogenesis",doi:"10.5772/67322",slug:"intestinal-microbiota-nonalcoholic-steatohepatitis-and-hepatocellular-carcinoma-the-potential-role-o",totalDownloads:1454,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Introduction: Hepatocellular carcinoma (HCC) accounts for the majority of primary liver cancers. Approximately 5–30% of HCC patients lack a readily identifiable risk factor for their cancer, and most of these cases are attributed to nonalcoholic fatty liver disease (NAFLD) and nonalcoholic steatohepatitis (NASH).",signatures:"Giovanni Brandi, Stefania De Lorenzo, Marco Candela and\nFrancesco Tovoli",downloadPdfUrl:"/chapter/pdf-download/54460",previewPdfUrl:"/chapter/pdf-preview/54460",authors:[{id:"189262",title:"Dr.",name:"Giovanni",surname:"Brandi",slug:"giovanni-brandi",fullName:"Giovanni Brandi"}],corrections:null},{id:"53120",title:"Cancer Stem Cells and Aldehyde Dehydrogenase 1 in Liver Cancers",doi:"10.5772/66454",slug:"cancer-stem-cells-and-aldehyde-dehydrogenase-1-in-liver-cancers",totalDownloads:1444,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:0,abstract:"The cancer stem cell (CSC) theory posits that a small population of cells with stem cell-like features is responsible for tumor growth, resistance, and recurrence in many malignancies. This theory could be a useful paradigm for designing innovative targeted drug therapies. Liver cancer is the fifth most common cancer worldwide, with hepatocellular carcinoma (HCC) and cholangiocarcinoma (CCA) as the predominant forms. Hepatic stem/progenitor cells are believed to be the origin of HCCs and CCAs; however, this remains a controversial topic. Aldehyde dehydrogenase (ALDH) is the main enzymatic system responsible for the clearance of acetaldehyde from the hepatocytes in the liver tissue. Therefore, ALDH1 has been suggested to be a potential, biological and CSC marker in liver cancers. We here provide an overview of the current state of knowledge of CSCs in liver and the role of ALDH1 in the development and progression of liver cancers and discuss its potential value as a prognostic and diagnostic biomarker.",signatures:"Hiroyuki Tomita, Tomohiro Kanayama, Ayumi Niwa, Kei Noguchi,\nKazuhisa Ishida, Masayuki Niwa and Akira Hara",downloadPdfUrl:"/chapter/pdf-download/53120",previewPdfUrl:"/chapter/pdf-preview/53120",authors:[{id:"187144",title:"Dr.",name:"Hiroyuki",surname:"Tomita",slug:"hiroyuki-tomita",fullName:"Hiroyuki Tomita"},{id:"194547",title:"Mr.",name:"Tomohiro",surname:"Kanayama",slug:"tomohiro-kanayama",fullName:"Tomohiro Kanayama"},{id:"194548",title:"Mrs.",name:"Ayumi",surname:"Niwa",slug:"ayumi-niwa",fullName:"Ayumi Niwa"},{id:"194549",title:"Mr.",name:"Kei",surname:"Noguchi",slug:"kei-noguchi",fullName:"Kei Noguchi"},{id:"194550",title:"Mr.",name:"Kazuhisa",surname:"Ishida",slug:"kazuhisa-ishida",fullName:"Kazuhisa Ishida"},{id:"194551",title:"Prof.",name:"Masayuki",surname:"Niwa",slug:"masayuki-niwa",fullName:"Masayuki Niwa"},{id:"194552",title:"Prof.",name:"Akira",surname:"Hara",slug:"akira-hara",fullName:"Akira Hara"}],corrections:null},{id:"52145",title:"Lipid Metabolism in Liver Cancer",doi:"10.5772/64993",slug:"lipid-metabolism-in-liver-cancer",totalDownloads:1818,totalCrossrefCites:2,totalDimensionsCites:3,hasAltmetrics:0,abstract:"Hepatocellular carcinoma (HCC) represents 90% cases of liver cancer that is the second leading cause of cancer death in the world. With the pandemic of obesity and other metabolic syndromes in both adults and children, the incidences of fatty liver diseases and the derived HCC are on their upward track. Emerging metabolomic studies have revealed the perturbation of lipid profiles and other metabolites in fatty liver diseases and HCC. Two common metabolic features including enforced fatty acid oxidation and glycolysis could distinguish HCC from healthy liver and chronic non-tumor liver diseases. The potential translational impacts of fatty acid oxidation are gaining great interests, because many recent investigations have demonstrated that tumor cells were dependent on fatty acid oxidation for cell survival and tumor growth. Blockage of fatty acid oxidation could sensitize to metabolic stress-induced cell death and tumor growth inhibition. Thus, lipid catabolism, in terms of fatty oxidation, is tuned for tumor maintenance but vulnerable to pharmacological disruption. The therapeutic potentials of blocking fatty acid oxidation are yet to be further carefully examined.",signatures:"Guo-Dong Lu and Shing Chuan Hooi",downloadPdfUrl:"/chapter/pdf-download/52145",previewPdfUrl:"/chapter/pdf-preview/52145",authors:[{id:"187142",title:"Prof.",name:"Guo-Dong",surname:"Lu",slug:"guo-dong-lu",fullName:"Guo-Dong Lu"},{id:"189095",title:"Prof.",name:"Shing Chung",surname:"Hooi",slug:"shing-chung-hooi",fullName:"Shing Chung Hooi"}],corrections:null},{id:"52436",title:"Hepatitis B Virus–Related Hepatocellular Carcinoma: Carcinogenesis, Prevention, and Treatment",doi:"10.5772/65424",slug:"hepatitis-b-virus-related-hepatocellular-carcinoma-carcinogenesis-prevention-and-treatment",totalDownloads:2057,totalCrossrefCites:2,totalDimensionsCites:8,hasAltmetrics:0,abstract:"Hepatocellular carcinoma (HCC) is the sixth most common cancer in the world and the second leading cause of cancer death. Hepatitis B virus (HBV) infection is one of the major risk factors for the development of HCC in the world. Most of the burden of disease (85%) is observed in the HBV endemic regions. Chronic infection with HBV predisposes patients with or without cirrhosis to HCC. Patients with high HBV DNA levels are at an increased risk for HCC. Studies have shown that the suppression of HBV with anti-viral therapy (nucleos(t)ide analogs) (NAs) decreases the incidence of HCC but does not eliminate the risk entirely. Chronic viral suppression alone is not sufficient treatment to prevent HCC development. Therefore, along with NAs, treatment may need to include targeting the cccDNA and inhibiting the viral entry into the newly formed hepatocytes and T-cell vaccine which specifically targets HBV and enhancing innate immunity with Toll-like receptor agonist. With all of these working together, we may achieve the goal of HBV cure.",signatures:"Bolin Niu and Hie-Won Hann",downloadPdfUrl:"/chapter/pdf-download/52436",previewPdfUrl:"/chapter/pdf-preview/52436",authors:[{id:"188150",title:"Dr.",name:"Hie-Won",surname:"Hann",slug:"hie-won-hann",fullName:"Hie-Won Hann"},{id:"188930",title:"Dr.",name:"Bolin",surname:"Niu",slug:"bolin-niu",fullName:"Bolin Niu"}],corrections:null},{id:"52230",title:"Diagnosis of Hepatocellular Carcinoma",doi:"10.5772/64992",slug:"diagnosis-of-hepatocellular-carcinoma",totalDownloads:2206,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Hepatocellular carcinoma (HCC) is one of the commonest cancers worldwide, particularly in the developing countries HCC occurs predominantly in patients with underlying chronic liver disease and cirrhosis, especially due to chronic hepatitis C virus (HCV) and hepatitis B virus (HBV) infection. Tumors progress with local expansion, intrahepatic spread, and distant metastases, and the life expectancy of patients with HCC is poor, with a mean survival of 6–20 months. Thus, developing effective and efficient care for patients with HCC must become a significant subject. Removal of HCC by surgical, transplantation or resection of the tumors, means offers the best chance for possible cure. Criteria for such intervention have been refined over the last decade to optimize long-term survival in selected patients with Milan criteria. Not many patients are candidate given the advanced stage of their cancer at diagnosis or degree of liver disease. The other main limiting factor is inadequate organ storage. Unfortunately, many patients die when they are waiting a donor organ. Local ablative therapies may be effective for time saving as a bridge therapy, and may provide palliation, in these patients. Diagnostic tools commonly used include radiographic imaging, and rarely serum markers and liver biopsy. A suspicious lesion on the ultrasound generally requires additional imaging studies to confirm the diagnosis of the tumor. Histologic confirmation is not required in a patient at increased risk for hepatocellular carcinoma whose lesion(s) fulfill criteria for hepatocellular carcinoma which are presence of typical features, including hypervascularity during arterial phase followed by decreased enhancement (washout) during portal venous phases on computerized tomography or has increased T2 signal intensity on magnetic resonance imaging.",signatures:"Ayse Kefeli, Sebahat Basyigit and Abdullah Ozgur Yeniova",downloadPdfUrl:"/chapter/pdf-download/52230",previewPdfUrl:"/chapter/pdf-preview/52230",authors:[{id:"177011",title:"Dr.",name:"Sebahat",surname:"Basyigit",slug:"sebahat-basyigit",fullName:"Sebahat Basyigit"},{id:"177013",title:"Dr.",name:"Ayse",surname:"Kefeli",slug:"ayse-kefeli",fullName:"Ayse Kefeli"},{id:"188826",title:"Dr.",name:"Abdullah Ozgur",surname:"Yeniova",slug:"abdullah-ozgur-yeniova",fullName:"Abdullah Ozgur Yeniova"}],corrections:null},{id:"52518",title:"Onco-Surgical Management of Liver Metastases from Colorectal Cancer",doi:"10.5772/65223",slug:"onco-surgical-management-of-liver-metastases-from-colorectal-cancer",totalDownloads:1661,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Metastatic disease is the main cause of death in patients with colorectal cancer and the most frequent location of metastases is in the liver. The treatment of liver metastases of colorectal origin is multimodal and should be based on a multidisciplinary team decision. A systematic review of the literature revealed that the number of liver metastases, their maximum size, CEA level, advanced age of the patients, and presence of extrahepatic disease are no longer contraindications to liver resection. The resectability rate of colorectal liver metastases increased from 10 to almost 40%, enabling 5-year overall survival rates higher than 30%. Short-term and long-term results achieved by simultaneous resection (SR) are similar to those achieved by staged resections in patients with synchronous colorectal liver metastases. Whenever possible, major hepatectomies should be replaced by ultrasound-guided limited liver resections, and primary tumor should be approached in a minimally invasive manner. Even initially unresectable colorectal liver metastases could be rendered resectable by an aggressive multimodal approach (“two-stage” hepatectomies, hepatectomy after portal vein embolization/ligation, resection after conversion chemotherapy, and hepatectomy associated with ablation). The presence of extrahepatic metastases is no longer a contraindication to liver resection, when extrahepatic disease is resectable. Repeat hepatectomy improves survival in patients with recurrent liver metastases.",signatures:"Irinel Popescu and Sorin Tiberiu Alexandrescu",downloadPdfUrl:"/chapter/pdf-download/52518",previewPdfUrl:"/chapter/pdf-preview/52518",authors:[{id:"76729",title:"Prof.",name:"Irinel",surname:"Popescu",slug:"irinel-popescu",fullName:"Irinel Popescu"},{id:"187962",title:"M.D.",name:"Sorin Tiberiu",surname:"Alexandrescu",slug:"sorin-tiberiu-alexandrescu",fullName:"Sorin Tiberiu Alexandrescu"}],corrections:null},{id:"52372",title:"Minimally Invasive Treatments for Liver Cancer",doi:"10.5772/65107",slug:"minimally-invasive-treatments-for-liver-cancer",totalDownloads:1505,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"While surgical resection and chemotherapy have remained mainstays in the treatment of both primary and metastatic liver cancers, various minimally invasive techniques have been developed to treat patients for whom traditional approaches either are not available or have failed. Percutaneous ablation techniques such as radiofrequency, microwave, cryoablation, and irreversible electroporation are considered as potentially curative treatments in patients with hepatocellular carcinoma with early-stage tumors. Transarterial chemoembolization (TACE) and radioembolization with yttrium-90 (Y-90) are palliative treatments that have improved survival in patients with unresectable disease. In this chapter, we discuss these minimally invasive techniques, the criteria for selecting appropriate candidates for treatment, and potential limitations to their use.",signatures:"Nicolas Cardenas, Rahul Sheth and Joshua Kuban",downloadPdfUrl:"/chapter/pdf-download/52372",previewPdfUrl:"/chapter/pdf-preview/52372",authors:[{id:"77053",title:"Dr.",name:"Rahul",surname:"Sheth",slug:"rahul-sheth",fullName:"Rahul Sheth"},{id:"188923",title:"Dr.",name:"Joshua",surname:"Kuban",slug:"joshua-kuban",fullName:"Joshua Kuban"},{id:"194607",title:"Mr.",name:"Nicolas",surname:"Cardenas",slug:"nicolas-cardenas",fullName:"Nicolas Cardenas"}],corrections:null},{id:"53476",title:"Assessment and Optimization of the Future Liver Remnant",doi:"10.5772/66139",slug:"assessment-and-optimization-of-the-future-liver-remnant",totalDownloads:2157,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Safe liver resection is a vital element in the management of primary and secondary hepatic malignancies. The indications for resection have evolved Over time, and this has in part been due to the ability to improve the future liver remnant (FLR). This chapter reviews the current and future methods used for assessing the future liver remnant volume and function in order to minimize the risk of post-hepatectomy liver failure (PHLF). Current and evolving methods used in augmenting the future liver remnant are also considered. Since its introduction in the 1990s, portal venous embolization (PVE) has become the most widely used method of augmenting the FLR. The factors that affect hypertrophy following embolization as well as techniques used in portal venous embolization will be reviewed. Other methods of augmentation discussed include portal vein ligation (PVL) and the emerging method of associating liver partition and portal vein ligation for staged hepatectomy (ALPPS). The chapter also considers the various methods in the context of limiting tumour progression in the future liver remnant and attempts to integrate newer techniques such as ALPPS into current treatment algorithms.",signatures:"Mandivavarira Maundura and Jonathan B Koea",downloadPdfUrl:"/chapter/pdf-download/53476",previewPdfUrl:"/chapter/pdf-preview/53476",authors:[{id:"188727",title:"Dr.",name:"Jonathan",surname:"Koea",slug:"jonathan-koea",fullName:"Jonathan Koea"},{id:"188728",title:"Dr.",name:"Mandivavarira",surname:"Maundura",slug:"mandivavarira-maundura",fullName:"Mandivavarira Maundura"}],corrections:null},{id:"52505",title:"Living Donor Liver Transplantation for Hepatocellular Carcinoma",doi:"10.5772/65109",slug:"living-donor-liver-transplantation-for-hepatocellular-carcinoma",totalDownloads:1432,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Hepatocellular carcinoma (HCC) is a major worldwide health problem, which is expected to increase steadily due to different underlying liver diseases. Surgical treatment modalities including liver transplantation (LT) or liver resection (LR) are the mainstay options for early cases of HCC. Liver transplantation for well‐selected cases provides excellent survival outcomes comparable to nonmalignant indications of LT. Living donor liver transplantation (LDLT) is an alternative option or even the sole one in the current era of organ shortage problem and in some Asian countries where deceased organ donation is markedly reduced due to various reasons. The adoption of LDLT for HCC treatment elicited many dynamic changes and debates to the dilemma of LT as a whole. In this chapter, we focus on different perspectives of LDLT for HCC, including selection criteria evolution, controversial topics, ethical considerations, operative highlights, and other points.",signatures:"Chih‐Che Lin, Ahmed Mohammed Abdel Aziz Elsarawy and Chao‐\nLong Chen",downloadPdfUrl:"/chapter/pdf-download/52505",previewPdfUrl:"/chapter/pdf-preview/52505",authors:[{id:"183753",title:"Dr.",name:"Chih-Che",surname:"Lin",slug:"chih-che-lin",fullName:"Chih-Che Lin"},{id:"187289",title:"Prof.",name:"Chao-Long",surname:"Chen",slug:"chao-long-chen",fullName:"Chao-Long Chen"},{id:"188761",title:"Dr.",name:"Ahmed",surname:"Elsarawy",slug:"ahmed-elsarawy",fullName:"Ahmed Elsarawy"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"3164",title:"Hepatic Surgery",subtitle:null,isOpenForSubmission:!1,hash:"e54bf2639e53e684ac2233e94ae53c19",slug:"hepatic-surgery",bookSignature:"Hesham Abdeldayem",coverURL:"https://cdn.intechopen.com/books/images_new/3164.jpg",editedByType:"Edited by",editors:[{id:"72383",title:"Prof.",name:"Hesham",surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"2060",title:"Liver Transplantation",subtitle:"Technical Issues and Complications",isOpenForSubmission:!1,hash:"f1a1413332fb74229afd9d4d68248cbc",slug:"liver-transplantation-technical-issues-and-complications",bookSignature:"Hesham Abdeldayem and Naglaa Allam",coverURL:"https://cdn.intechopen.com/books/images_new/2060.jpg",editedByType:"Edited by",editors:[{id:"72383",title:"Prof.",name:"Hesham",surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"967",title:"Liver Transplantation",subtitle:"Basic Issues",isOpenForSubmission:!1,hash:"d61ca05025c7154ff4579b2d6c95d7ae",slug:"liver-transplantation-basic-issues",bookSignature:"Hesham Abdeldayem and Naglaa Allam",coverURL:"https://cdn.intechopen.com/books/images_new/967.jpg",editedByType:"Edited by",editors:[{id:"72383",title:"Prof.",name:"Hesham",surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"6502",title:"Topics in the Surgery of the Biliary Tree",subtitle:null,isOpenForSubmission:!1,hash:"6e1e8b08aab8583fc30db6351ae123d6",slug:"topics-in-the-surgery-of-the-biliary-tree",bookSignature:"Hesham Abdeldayem",coverURL:"https://cdn.intechopen.com/books/images_new/6502.jpg",editedByType:"Edited by",editors:[{id:"72383",title:"Prof.",name:"Hesham",surname:"Abdeldayem",slug:"hesham-abdeldayem",fullName:"Hesham Abdeldayem"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"5155",title:"Frontiers in Transplantology",subtitle:null,isOpenForSubmission:!1,hash:"f358194cd9d33671b03808b346f354dc",slug:"frontiers-in-transplantology",bookSignature:"Hesham Abdeldayem, Ahmed F. 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Sanitarian Raimi Morufu Olalekan received his M.Phil in Environmental Health Science from Kwara State University in August 2018 and MSc in Environmental Health Management from the University of Uyo in March 2017, Diploma in Environmental Health from Public Health Training Institute and Bsc in Geography and Environmental Management from Niger Delta University. \nHe has taught classes at the Niger Delta University (department of community medicine), University of Maiduguri (department of geography), University of Uyo (center for wetlands and waste management studies) and Kwara State University (department of environmental health). Raimi Morufu Olalekan is the author or coauthor of more than 100 scientific publications and expert papers in American, European and Asian journal to his credit, 20 research projects under way including cumulative impact assessment of air quality and assessment of digital debris management in health Institutions in South-South, Nigeria. 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1. Introduction
Today’s modern world caters for a great variety in applications and practices for education. The development of technologies and the Internet has also diversified the opportunities for students and teachers in this context. The students who are attending the schools are more diverse and come from various segments of the societies. This is more demanding on the side of the schools and teachers, and one size fits them all does not work in this respect. The awareness of the learner differences has risen among all societies and educational circles, and thus curricula have been changing more rapidly. In Turkey, for example, the curricula for all levels have been changed almost every 4 years now. Previously, the curricula changes were taking place in almost every 10 years [1].
The changes of curricula are necessary because the diversity of the students and the learning styles of those students need to be recognized. However, the recognition of the learning preferences is not enough in itself and requires taking more action. Thus, the concept of differentiation brings about an immediate answer for recognition and could readily play an important role in actionizing a proactive execution of this action. Most of the time, students and teachers are aware of the diversity taking place in the classroom, but the teachers cannot act on that due to reasons like heavy content, centralized curriculum, and school culture. They need a solid ground rooted in pedagogy to be able to address this caveat. Differentiation can bring a relief to those teachers and students. According to [2] “a key goal of differentiated instruction is maximizing the learning potential of each student” (p. 3). Differentiation could be implemented not only on an individual or classroom level but also on a curriculum level. Curriculum differentiation, which is defined as “the process of modifying or adapting the curriculum according to the different ability levels of the students in one class” [3], involves the modification of the content and presentation of information as well as variation in practice and performance on the side of the students.
The introduction of the Internet into the classrooms has enabled the use of new technologies and in particular mobile technologies like tablets in the classroom. The use of tablets in the classroom has also brought about new opportunities to recognize the differences of the students in the learning process. The awareness of this on the teacher’s side is a key component in using tablets in classrooms for differentiating their classrooms and curriculum. The teachers should have a positive attitude toward technology integration and then be aware of the advantages and disadvantages of using tablets for implementing the differentiated curriculum. The variety of apps that could suit each student in the classroom and meet the different needs of different students make the technology integration and the tablets useful tools for differentiation.
2. Technology integration in education
The twenty-first century, which is defined as the age of technology, brought many requirements in the name of meaningful and permanent learning and thus necessitated new structures within the educational systems. It is aimed to design the environments where education is carried out with appropriate and various technologies and to enable students and teachers to use these technologies both in the classroom and outside the classroom.
It is easy to defend the effective use of technology in the world as technology both assists learning environments and also supports alternative learning-teaching approaches. In this context, computers, tablets, smartphones, video conferencing devices, etc. gain different usage opportunities in educational environments every day. Of course, using these technologies in learning environments to improve the quality of education can be made possible only by planning activities that support the productivity of students, not only with technology but also with pedagogy. Mishra and Koehler’s technological pedagogical content knowledge (TPACK) model provides a road map for the effective integration of technology and pedagogy in learning environments [4, 5, 6].
In an era of highly valued technological knowledge, it is important that teachers develop an integrated knowledge of teaching, content, and technology, called Technology Pedagogy and Content Knowledge (TPACK); as suggested by [7], TPACK (Figure 1) is becoming a required area of expertise for teachers in new learning environments in the twenty-first century.
Figure 1.
TPACK framework (tpack.org).
With the transfer of technology into the classroom environment, the teachers’ TPACK knowledge has developed to ensure meaningful and permanent learning and the ability to use technology within the classroom.
The introduction of technology into schools as a product only does not provide an effective use of technology. It is important that teachers, students, parents, and the management use the technology for real aims and the technology fosters learning in the process, that it is included in the school culture, and that it can be a premise for further innovations [8]. This is possible only with the integration of technology. To [9] technology integration is to improve students’ thinking ability, whereas to Griffin it is the use of instructional technologies consciously and purposefully in the development and transfer of teaching process [10].
As the use of technology becomes widespread in institutions, better services are provided, more productive studies are carried out, and as a result more quality products are introduced; thus, technology has become an indispensable element of life as a center of attention in all segments [11]. To emphasize the necessity of technology integration in education, Alkan has defended that in order to provide quality education services to individuals, it is necessary to meet the different needs and demands of the society, using human resources effectively and ensuring equal opportunities in education as well as the use of educational technologies in the classroom [12]. However, Yıldırım argues that there should be widespread cooperation between researchers, decision-makers, and practitioners in terms of improving the learning process for the use of technology in the classroom [13].
According to [14] integrating technology into the school curriculum requires taking a number of elements into account. These elements can be summarized as the needs of learners, the availability of resources, the identification of instructional needs and technology design for technology, and the provision of technical support and guidance in the use of technology for teachers. Based on the studies, two main objectives in technology integration can be proposed for the effective use of technology in schools: one is to teach how to use technology and how to access information on the computer. The other goal is to use information technology (IT) and its facilities effectively. According to [15], in order to achieve these objectives, educators should consider the contextual factors that influence the findings of the studies in the field of educational technology, student achievement, and learning objectives. In addition, today’s teachers have stated that they frequently encounter computer-based technologies in the schools they work for or in the programs they prepare for teaching [16, 17]. The field of differentiation could also benefit from the body of information presented by the proponents of TPACK and technology integration. The knowledge from these fields can enrich the opportunities for classroom differentiation and add invaluable depth to differentiation activities. In addition, teachers who want to apply the principles of differentiation in their classrooms could find such in-depth model for the integration of technology degradation and tablets for differentiation in their classroom in the SAMR model.
3. SAMR model
Ruben R. Puentedura developed the SAMR model—which is the acronym made up from substitution, augmentation, modification, and redefinition—in 2006 as part of his work with the Maine Learning Technology Initiative [18]. The SAMR model consists of the following four classifications of technology use for learning activities [19]:
Substitution: the technology provides a substitute for other learning activities without functional change.
Augmentation: the technology provides a substitute for other learning activities but with functional improvements.
Modification: the technology allows the learning activity to be redesigned.
Redefinition: the technology allows for the creation of tasks that could not have been done without the use of the technology (Figure 2).
Figure 2.
SAMR model (eagleschools.net).
According to the SAMR model, these two dimensions (substitution and augmentation) play an enhancement role in teaching and learning processes. But when ICTs are used to transform (modify and redefine) the teaching and learning processes, we significantly realize a redesign of tasks. This model clearly describes how technology can sequentially be integrated in education without skipping any stage of development.
The SAMR model is not a pedagogical method but a tool that guides pedagogues and shows what kind of assignments they should give in their learning process. It reveals the ways to integrate the techniques to ensure in-depth learning in environments where all students have access to computers and how the expectations from the students in these classrooms should change with the digital technology [20]. Teachers can integrate the technology for differentiation and find various applications for the individual needs of their students (Figure 3).
Figure 3.
SAMR model and Bloom’s taxonomy (schrockguide.net).
4. Differentiation
Tomlinson and Eidson define differentiation as “a conceptual approach to teaching and learning that involves careful analysis of learning goals, continual assessment of student needs, and instructional modifications in response to data about readiness levels, interests, learning profiles, and affects” [2]. The definition stresses the importance of continuous engagement with the students in the learning process as well as their cognitive and affective states. In their concept map, the TABLIO Project funded by the European Union has pointed out that differentiation aims for the inclusion of all students; the inclusion brings in a higher motivation to learn and to participate in a lifelong learning and for achieving learning outcomes more efficiently [21]. They believe that the objectives of differentiation are self-realization and self-actualization between the cognitive, emotional, and social levels and striving for harmonious and pluralistic citizens for the society and humanity. In this context, differentiation serves more than just the recognition of student differences and needs but a holistic aim. Thus, differentiation works on both individual and social levels; the immediate outcomes in the classroom affect the whole life of the society. Due to these reasons, differentiation should be considered to be a necessary aspect of all education. [22] proposes that there are certain benefits to differentiated instruction such as effectiveness for high-ability students as well as students with mild to severe disabilities, taking on more responsibility for their own learning, more engagement in learning, and reportedly fewer discipline problems in classrooms. On the other hand, some drawbacks include ever-increasing workload while planning and executing and lack of professional development resources.
According to [22] differentiation could be reflected into the curriculum in many ways. These would include the differentiation of the instruction and presentation by changing the content to be learned. They can also differentiate the learning process in which students are participating. The outcome or the product of the learning process could also be differentiated as well as the classroom environment. IIn this effort, though, students’ readiness, interests or learning profiles could also play a defining role. To [22] “in differentiated classrooms, teach provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s (p. 2).” The TABLIO Project [21] has also pinpointed those aspects but added that differentiation also requires cooperation from stakeholders between the microlevel (classroom level), meso-level (school level), and macro-level (policy level). They have also stated that the differentiation can appear in two main types: organizational differentiation and educational differentiation. Organizational differentiation can be actionized in many ways like grouping strategy of the classroom, individualized programs for special needs, extracurricular acceleration programs, and remedial programs. On the other hand, educational differentiation works on a classroom level. The classroom has two important players, the students and the teachers. Student’s readiness, interests, and learning profile should be taken into consideration if differentiation is to be achieved for students. Teacher-oriented differentiation works on content, process, and product aspects. There is a reciprocal influence of teacher-oriented and learner-oriented differentiation techniques. As seen above, the teacher can plan differentiation on students’ needs, abilities, and interests and also by incorporating many other aspects like content, process, and product. Thus, the teachers can achieve effective curriculum differentiation as a whole. According to [23], curriculum differentiation emphasizes the need to modify and match curriculum objectives and teaching methods to the “pupil’s individual abilities, educational needs and learning styles” (p. 1).
Applying differentiation in education for major gains requires the collaboration among many stakeholders. The first and foremost of those stakeholders is in macro-level, also defined as policy level. This is the national and/or regional policy makers’ level. The educational documents and aims should reflect and include differentiation as an application in the learning process. Politicians and the Ministry of Education should support the idea and should also work toward the implementation and the evaluation of the learning process. Inspectors and teacher trainers can also work to transfer and promote the idea of differentiation into schools and classrooms and then proceed with the meso-level support. Meso-level means the practices and the policies in schools among principals and teachers. These parties should also recognize the need and understand the concept of differentiation; this can be defined as the school level as well. Microlevel requires not only the teacher and the student but also other classroom assistants and most importantly the parents to be engaged in the process of differentiation. Initially all of these levels should actively participate in the process of differentiation and also in negotiation to make the process more transparent and effective for all parties.
When the idea and the policies require the teachers to apply differentiation, they could start from organizational differentiation. Organizational differentiation is about implementing individualized programs for special needs, gifted students, and other groups with different needs like learning disabilities, some disorders, and various disabilities. In this way the teachers can help students with special needs succeed personally in school and in their community. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, or a resource room. Teachers can also design remedial programs and extracurricular acceleration programs in small groups such as developmental education, basic skills education, compensatory education, preparatory education, and academic upgrading as well as sports, music, arts, academic clubs and many other after-school activities [21].
Educational differentiation necessitates taking both students’ readiness, interest, and profiles and teachers into account. Students’ readiness is about students’ previous knowledge or skills. Students’ interest areas could be used to increase the motivation toward learning and create links between the content and the student; finally students’ learning profiles are their preferred way of learning.
When teachers are considered in the differentiation process, what they can differentiate first is content. Content-oriented differentiation reflects the ways of modifying the content and also varying methods of presentation. Content is dependent on subject, text, and age of the learners. Content information should be provided through a variety of sensory inputs, e.g., audio, visual, or kinesthetic. To differentiate the content, [22] recommends designing activities around Bloom’s taxonomy including remembering, understanding, applying, analyzing, evaluating, and creating. Some students can prefer to learn in certain ways. Thus, delivering the content materials by taking the learning preferences such as visual, auditory, and kinesthetic into account makes up a successful process differentiation. The process-oriented differentiation could be achieved by letting students explore the content in pairs, in small groups, or individually. The students should be given multiple options for taking in information and making sense of concepts to be learned. In the end of the learning process, students are expected to produce outcomes to evaluate their takeaway from the content. This product could be differentiated as well. These products could be in the form of tests, projects, reports, portfolio, performance assignments, concept maps, structured grids, self-evaluation, or peer evaluation.
Terwel views schools as places where the task of guiding students to learn to think for themselves and creating conditions for developing this “disciplined intelligence” as a habit of mind are emphasized. This of course necessitates different approaches to the function of the curriculum that emphasizes one fit for all. Thus, offering different curricula to different groups of students is becoming more and more common in modern education. In Germany and in many other European countries, students from the age of 10 are selected into different school types or streams according to ability and career perspectives. Streaming, tracking, and ability grouping are the most persistent issues in curriculum theory and practice [24]. Furthermore, in the context of gifted students, [25] identified four ways that the curriculum can be modified to address the needs of learners:
Acceleration: adjusting the pace of learning
Enrichment: allowing for more depth and exploration within the content area
Sophistication: bringing more complexity and abstraction to the subject
Novelty: providing for learning opportunities not generally included in the curriculum, often through self-directed, interest-based projects
5. Pedagogical design principles on classroom differentiation with tablets
Tablets could be a very practical way for differentiation in the classroom. Pedagogical implications relating to the tablets are that they can work on all content, process, and product differentiation phases. The apps that can be used on tablets are various, and this very nature of the tablets enables a diverse use in the classroom. Differentiation needs to be proactive and should allow many stakeholders in the process to be successful. Differentiation with tablets is student-centered in nature, and being aware of the many differences in the group could be considered a significant influencer in achieving inclusion of all students. Thus, differentiation entails quality rather than quantity. This is not a static concept but rather an organic, dynamic process.
The tablets could be used to differentiate the content by using a varied set of learning materials, such as various apps for various presentation types. It will also be wise to use materials that are meaningful for the students and are also reflecting authenticy. Student-generated content as learning materials for other students or classes could also help in varying the content and to break the course book domination. When process is taken into account, the teachers should approach the students with a coaching attitude and should support their students where needed. Moreover, peer teaching can also be part of the classroom as well as streaming, and different grouping techniques could be used variously. Teachers can vary the learning environment by changing places around the school as well as outside the classroom in real-life environments and even virtual environments. Students should be stimulated to assess themselves and their peers; the teachers should also give timely and concrete feedback to students and therefore integrate ICT tools as a solution. Product differentiation across the learning process could encompass the use of alternative assessment techniques in addition to traditional assessment techniques in order to adapt more to individual needs, changes, and differences. The products need to enable the students to use higher-level thinking skills. These can be made apparent by using transparent evaluation rubrics. The final products of the lessons should reflect students’ different characters, needs, levels, and preferences, and the teachers should be prepared to allow for a variety and perform summative and formative assessments interchangeably. Teachers should take advantage of the available ICT tools for assessment as well. Teachers should be aware of differences between students based on special needs, gender, culture, linguistic preferences, strengths and weaknesses, confidence, self-awareness, and self-efficacy [21].
When tablets or other mobile devices are planned to be used for differentiation in the classroom, teachers should be aware that implementing those devices requires some considerations to be taken. The first of those could be the security of the devices; the use of mobile devices for differentiated learning should comply with the policies, legalities, guidelines, protocols, and structures that are aimed at protecting the health and well-being of both the learner and the teacher. Both the students and the teachers should be media and digital literate, and if they are not, they should be given previous training. In all levels, teachers should inform the parents and the school management and get permissions for profiles and other online accounts and shares. The teachers should provide secure online and digital environments. If a school decides to use tablets, a clear policy on privacy, security, and storing/deleting user content has to be ensured. A multi-platform approach should be adopted, and apps that function platform independently should be favored.
When apps are selected to be used, there has to be previous consideration on app availability and access; the choice of the right app for learning should be influenced by the differentiated needs of the learners. It is suggested to use the apps that work well on all devices. Flexible approach to apps is also advisable as when an app is getting old-fashioned, teachers should consider a change. Initially free apps should be preferred, and if they do not meet the differentiation needs, paid apps can be selected as well. A group of teachers can come together to decide what the common educational needs are and adapt the apps that will be used. A “line of apps” could be an interesting approach in order to have alignment within a grade and across grades. The school can provide the tablets and the apps as well as BOYD approach. The Internet and Wi-Fi infrastructure should be reliable and robust. Students and teachers should take account of the restrictions associated with individual mobile devices such as screen size, memory to save apps, and outputs such as images and infrastructural limitations, e.g., bandwidth, availability of Wi-Fi, etc. There has to be clear statements about what student may and may not do with the tablet, during classes, but also in between classes [21].
6. Differentiation examples
The differentiation scenarios have been designed according to the deficiencies teachers who attended the 3-day TABLIO Project Bootcamp have observed in their classrooms, schools, and curriculum. The practical workshops included three full-day meetings with classroom, English, and mathematics teachers. The first meeting introduced the TABLIO Project concept map about the integration of tablets for differentiation. The second meeting was held a month later and required the teachers to work in groups and design their own lesson and action plans based on their needs and contexts. The last meeting that was held a month later was about reporting, evaluation, and reflection on their experience with their lesson plans. The differentiation scenarios which the classroom, English, and mathematics teachers have designed and organized during the TABLIO Project Bootcamp have been included in this section.
6.1 Differentiation examples for classroom teachers
6.1.1 Learning objectives
Topic: fractions
The teacher shows the whole, half, and quarter with suitable models and explains the relationship between whole, half, and quarter.
The students use fractional representations of all half and quarter models.
The students identify simple, compound, and integer fractions and models.
Students show the whole, half, and quarter with suitable models and explain the relationship between whole, half, and quarter.
Students compare and sort the unit fractions.
Students make adding and subtracting with fractions with equal denominators.
6.1.2 Student profiles
Grade 2, Grade 3, and Grade 4 students.
Group work will be done since there is no tablet in each class.
6.1.3 Process differentiation: learning activities
An animation prepared with “Scratch” will be used in the teaching process.
“Fraction for Kids” and “Simply Fractions 2” will be used as an activity. Both applications can work without an Internet connection.
“Kahoot!” and “Learning Apps” applications will be used in the evaluation process.
Space adventure animation will be prepared with “Scratch” by coding. In the animation, two characters are going into space. There is a problem about the food. They have little bread and try to share the bread. In this process, the characters who use the concepts of full, half, and quarter will try to teach these concepts. At the same time, concepts such as equality and justice will be emphasized.
In the practice phase, Kahoot!, Plickers, and Learning Apps will be used to reinforce the concepts of full, half, and quarter.
During the evaluation process, a test created by the teacher on Kahoot! will be used to measure the learning outcomes. The teacher will make observations during the application and perform video recordings. The teacher will note down the important events and situations.
Applications that are going to be used during the application will be announced to the parents via WhatsApp, and the apps will be uploaded to the tablets in advance. Applications vary depending on the versions or brands of some tablets. It is important for the teacher to make checks before the class to avoid any problems during the course. During the teaching-learning process, videos that are uploaded to the “Padlet” will be monitored. Then, the link for the “Padlet” will be shared with the QR code. The animation that is prepared with Scratch will be watched in the class. “Dot Day” coloring page 2 will be used in the Quiver application (I say - you guess). The special information given in the videos will be repeated. Because of slow Internet speed, “Fractions for Kids” and “Plickers” (instant student evaluation) will be used for individual study. “Learning Apps” will be used as a group work in the classroom with the multi-connection tool. The game pins and extensions of “Kahoot!” and “Learning Apps” work will be announced to parents for use at home and to perform evaluation again. Students will be asked for a product like movie posters, etc. (any application that the students prefer can be used) during the evaluation process. The products that are delivered to the teacher will be shared on “ClassDojo” as an example to other students and parents. Each student will be asked to express his/her understanding. The goal here is not to prepare a homework but to learn in a fun way and self-realize themselves.
6.1.4 Content differentiation: teaching materials and educational technologies
Technological devices: tablet
Tablet applications:
Scratch
Fraction for Kids
Simply Fractions 2
Kahoot!
Learning Apps
Padlet
Plickers
Quiver
Inigma
6.1.5 Content differentiation: accessibility and availability
Applications (Fraction for Kids, Simply Fractions 2) are downloadable and executable to Android devices.
Fraction for Kids and Simply Fractions 2 applications are available without an Internet connection.
The course content produced with the Scratch application will be output as video.
Kahoot!, Flickers, and Learning Apps are applications that can be used on all devices because they are applications that are open on the web.
The applications are designed so that the elementary school students can easily adapt and use them.
6.1.6 Product differentiation: evaluation and progress control
Kahoot! will be used during the evaluation phase. The students’ achievement as a group will be determined with the Kahoot!, and additional activities will be done with the groups that cannot reach the desired level.
Evaluation will also be done using videos and “Learning Apps.” The videos will be used as a tool for the students to transfer their learning as individual homework.
6.2 Differentiation example for English teachers
6.2.1 Learning objectives
To increase the participation of students in speaking activities
Minimizing errors in pronunciation
To address the concerns of shy students in the field of speaking
To reach the synthesis step by using higher cognitive skills
Integrating existing knowledge into everyday life by speaking
6.2.2 Student profiles
Primary, secondary, and high school students. Not every student has a tablet. Therefore, group studies can be done. Each tablet has access to the Internet.
6.2.3 Process differentiation: learning activities
Brainstorming: students read the code with the QR code and connect to Menti.com as a group. As a group, they create a word cloud.
The following activities are used at different age and language levels:
Students use the cards (color classification) to stand up and produce a sentence.
Students are divided into groups by the group organizing application or ClassDojo.
Students use QR code to connect to Padlet and color their sentences and write anonymous sentences without writing their names.
For the elementary-secondary school level, the “Toontastic 3D” and for high school level “Voki” are used to create the digital stories, and the students voice over their characters/avatars.
Students share their video products on “Padlet” page by linking with a “QR code reader.”
Students should watch and comment on at least one video on “Padlet” (these can be evaluated as an instant feedback or homework according to the atmosphere of the class).
Assessment and evaluation of the content can be done by using “Plickers” application. 5 × 3 (true-false and multiple choice and visual use and question type) is prepared with five questions in three different areas.
Students are asked to use their favorite word in a sentence to express and illustrate how they feel on a Dot Day page by using “QuiverVision” app. The application also offers them the opportunity to record in their own voice; the students experience their products in a concrete way.
High school students complete the activity with the “Flipgrid” app. By using their favorite word in a sentence, they record their voice or video recording into the application.
Using the “QuiverVision” Dot Day app, students are expected to write a sentence using place prepositions and phrases and then visualize it. Then, the products are animated, and the students record their voice.
6.2.4 Content differentiation: teaching materials and educational technologies
Worksheets
Computer
Projection
Wi-Fi
Smart board
Tablet
Tablet applications
QR code creator
QR code reader
Mentimeter
Padlet
Toontastic
Voki
Flipgrid
Quiver
Plickers
Wordwall
ClassDojo
VoiceTooner
6.2.5 Content differentiation: accessibility and availability
Applications are compatible with different operating systems (iOS and Android), and students can use them easily when they have Internet and tablets.
6.2.6 Product differentiation: evaluation and progress control
Applications created with “Toontastic” or “Voki” are shared in the classroom with the “Padlet” app, and students are allowed to comment and like. In this evaluation, it is aimed not to repeat the mechanical errors.
“Quiver” or “Flipgrid” can also be used for the evaluation phase.
Students can use “Toontastic” to produce a film of their own and to practice language more self-confidently.
6.3 Differentiation example for mathematics lesson
6.3.1 Learning objectives
Students can understand that the integer fraction is the sum of a natural number and a simple fraction.
Students can convert an integer fraction into a compound fraction and a compound fraction into an integer fraction.
Students can make calculations of simplification and expansion on integer fractions and compound fractions.
Students can perform addition and subtraction of fractions with or without equal denominators.
6.3.2 Student profiles
Differentiation scenarios were prepared for the 4th, 5th, and 6th grade students. Students are experiencing problems in Grades 5 and 6 because they cannot conceptualize the concept “full-half-quarter” that they learned in the Fractions Unit in the 4th Grade. Not every student has a tablet. Therefore, group work can be done. Each tablet has access to the Internet.
6.3.3 Process differentiation: learning activities
With the “Edpuzzle” program, students are given quizzes. Students watch a question-and-answer video, and students’ quiz results are presented as a graphic.
Stories are combined in the “Storybird” editing program and turned into a book.
The mind map of differentiated education is created with the “Xmind” or “MindMeister” programs. Students create a concept map on fractions.
An activity is gamified and applied within the class.
An animation is created on “Morpho” program.
Course feedback is taken with the “Plickers” program.
Objects are shown in augmented reality via “Quiver” program.
Students draw a 3D object on the subject with the “GeoGebra” program.
The word cloud of the delivered lesson is prepared with “Tagul word cloud art creator” program.
Storyboard stories about the subject are prepared in the graphic design tool “Canva.”
Stories are combined in the “Storybird” editing program and turned into a book.
The story is combined with the LEGO educational tools and turned into a cartoon with the “LEGO Stop Motion” program; thus it is conceptualized.
The story is improvised in the classroom. Students are videotaped. The captured video is turned into a film with the “Apple iMovie” program.
Virtual materials are prepared and animated with augmented reality application “HP Reveal,” and interactive panels are created. Filmed video is prepared and recorded in HP Reveal application.
The augmented reality projects are saved as links with the “QR code reader” program. With “HP Reveal” projects and “QR code reader,” a treasure hunt game is prepared, and the event is created, where students can play outside the classroom.
The subject of the lesson is animated with “Powtoon.”
A “YouTube channel” is created. The story created with “Powtoon” is shared in the “Youtube channel.”
Students watch the story shared on the “YouTube channel,” and they are asked to draw conclusions from the video. In order to get the feedback about the story, students are asked to brainstorm in the “Padlet” program that is used to create the online virtual board.
To reinforce the subject, students are asked to prepare an online presentation on “Prezi.”
Class evaluation is performed with “Kahoot!”
A quiz is given to students with the “Edpuzzle” program. Students watch a question-and-answer video, and students’ quiz results are presented as a graphic.
A 3D code game is created on the Code Game Lab program developed by Microsoft. Students from different grade levels are asked to try the coding game related to the subject, and feedback is requested. A report of whether the desired goal has been reached is created.
A 3D animation about the subject is created on “SketchUp.”
A site with Blogger is created. Applications that are learned and acquired information are shared.
A 3D design work is carried out on the subject with 3D modeling program “Tinkercad” application.
The 3D design project is printed from the 3D printer. 3D designs made within the school are offered for sale. The income of the projects sold is donated to the Spinal Cord Paralytics Association.
Each teacher selects one or more of the programs above on the basis of the subject and performs their applications in the classroom.
6.3.4 Content differentiation: teaching materials and educational technologies
Technological devices: table, PC, and smartphone
Tablet applications:
Xmind
Tagul
Morpho
Plickers
Quiver
GeoGebra
LEGO Stop Motion
iMove
HP Reveal
QR code reader
Powtoon
Padlet
Prezi
Kahoot!
Edpuzzle
Kodu Game Lab
SketchUp
Weebly
Tinkercad
6.3.5 Content differentiation: accessibility and availability
The platforms to be used were chosen as teacher, student, and course oriented. Because each student has different interests, the applications are selected with “what kind of a lesson students want” point of view of and from among the ones that they will enjoy according to their age level. An enjoyable lesson should be considered as an efficient lesson. Platforms that can be used in future life and contribute to their individual lives have been selected.
6.3.6 Product differentiation: evaluation and progress control
Each teacher will make an assessment of how successful the learning of the subject is through the use of digital platforms, graphics, and feedback:
The success of the lesson outcomes will be assessed by the questions and answers in the “Edpuzzle” program; the students’ answers to the questions will be turned into graphs and charts.
Students will be asked to take a working video for themselves and share them with their friends so that both subject gains and technology skills will be measured.
The students are asked to form a group of 5 with their friends and to create a story about fractions and to visualize this story using the “Storybird” program. Stories are combined in the “Storybird” editing program and turned into a book. Thus, both the topic gains and the skills of using technology will be measured.
7. Conclusion
This chapter aims at bringing the use of tablets and classroom differentiation together. Recognizing students’ needs and making use of the best resources to enable the students achieve the best they can for their society is the aim of the differentiated instruction. The integration of technologies into the classroom practice has become a mainstream approach in many educational contexts now, and making use of those new approaches for differentiation should add a depth to the activities. According to Hilton [26], both of the “educational technology integration models, SAMR and TPACK, provide important directions for ways that teachers can think specifically about how to integrate technology into their classrooms to maximize their use of resources and the learning possibilities of their students.” In this respect, the learning process can be enriched by differentiation and integrating technology into the classroom. The learning process could be differentiated in terms of content, process, and product by taking students’ readiness, interest, and needs into account. Teachers who apply differentiated instruction should be aware of what kind of opportunities the mobile technologies like tablets could bring to their classrooms. The lesson design principles for successful integration of tablets for differentiation have been developed in the course of the TABLIO Project, and these principles have been presented to ICT, English, math, and class teachers from Turkish schools during a boot camp. Our experience has shown that using tablets in classrooms provides a useful implementation tool for differentiation. These teachers developed lesson plans and applications to differentiate their classrooms and reported beneficial results and comments from their students. They pointed out that differentiation via technology is able to meet the different needs of different students. They reported that technology degradation and tablets were useful tools for differentiation. However, they all agreed that a successful organization was needed to be able to include technology to the existing practice and curriculum. Integration of technology into education is one of the multiple paths to reach a learning goal that addresses students’ learning styles, interests, needs, and readiness levels; thus, the teacher can engage all students in differentiated instruction that is appealing, developmentally appropriate, and motivational [27]. In fact, technology integration serves as differentiation globally for education and locally for the classroom.
Acknowledgments
This study includes some of the activities carried out within the scope of the TABLIO Project funded by the EU Erasmus+ KA2. Please visit http://tablio.eu for more details.
Notes/thanks
We would like to thank the teachers who joined TABLIO Bootcamp in Istanbul and prepared differentiation scenarios:
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However, attitudes and beliefs of teachers are as important as experimental studies to understand the advantages of using tablets to ensure the differentiated curriculum and its implementation. Participants’ ideas on using tablets in classrooms for differentiating the classroom were documented in a bootcamp that includes ICT, English, Math, and class teachers who use tablets, ICT experts, and academicians. Questions included topics like the need for differentiation, the advantages and disadvantages of using tablets for implementing the differentiated curriculum, and the teachers’ attitudes on using tablets. They pointed out that differentiation via technology is able to meet the different needs of students. They reported that technology degradation and tablets were useful tools for differentiation. However, they all agreed that a successful organization was needed to be able to include technology to the existing practice and curriculum.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/66595",risUrl:"/chapter/ris/66595",signatures:"Irfan Simsek and Tuncer Can",book:{id:"7803",type:"book",title:"The Role of Technology in Education",subtitle:null,fullTitle:"The Role of Technology in Education",slug:"the-role-of-technology-in-education",publishedDate:"March 11th 2020",bookSignature:"Fahriye Altlnay",coverURL:"https://cdn.intechopen.com/books/images_new/7803.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-78984-663-8",printIsbn:"978-1-78984-662-1",pdfIsbn:"978-1-78985-862-4",isAvailableForWebshopOrdering:!0,editors:[{id:"189778",title:"Dr.",name:"Fahriye",middleName:null,surname:"Altınay",slug:"fahriye-altinay",fullName:"Fahriye Altınay"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"288158",title:"Ph.D.",name:"Irfan",middleName:null,surname:"Simsek",fullName:"Irfan Simsek",slug:"irfan-simsek",email:"irfan@istanbul.edu.tr",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Istanbul University",institutionURL:null,country:{name:"Turkey"}}},{id:"288159",title:"Dr.",name:"Tuncer",middleName:null,surname:"Can",fullName:"Tuncer Can",slug:"tuncer-can",email:"tcan@istanbul.edu.tr",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:{name:"Istanbul University",institutionURL:null,country:{name:"Turkey"}}}],sections:[{id:"sec_1",title:"1. 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Conclusion",level:"1"},{id:"sec_29",title:"Acknowledgments",level:"1"},{id:"sec_29",title:"Notes/thanks",level:"1"}],chapterReferences:[{id:"B1",body:'Hamurcu H. Comparative examination of the primary school science curricula in Turkey (curricula of 1992, 2001, 2005, 2013 and 2017). Journal of Education and Learning. 2018;7(2):261-279'},{id:"B2",body:'Tomlinson CA, Strickland CA. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12. Alexandria, VA, USA: ASCD; 2005. ISBN: 978-1416600503'},{id:"B3",body:'UNESCO. Changing Teaching Practices: Using Curriculum Differentiation to Respond to Student Diversity. Paris: UNESCO; 2004'},{id:"B4",body:'Hofer M, Grandgenett N. TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed program. Journal of Research on Technology in Education. 2012;45(1):83-106'},{id:"B5",body:'Harris J, Mishra P, Koehler M. Teacher’s technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education. 2009;41(4):393-416'},{id:"B6",body:'Graham CR. Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education. 2011;57(3):1953-1960'},{id:"B7",body:'Mishra P, Koehler MJ. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record. 2006;108(6):1017'},{id:"B8",body:'Çakır R, Yıldırım S. Bilgisayar öğretmenleri okullardaki teknoloji entegrasyonu hakkında ne düşünürler? İlköğretim Online. 2009;8(3):952-964'},{id:"B9",body:'Hew KF, Brush T. Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development. 2007;55(3):223-252'},{id:"B10",body:'Samancıoğlu M, Summak MS. Öğretmenlerin derslerde teknoloji kullanımlarını etkileyen faktörler: Kişisel bilgisayar kullanımı ve öğretim yaklaşımları. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2014;18(2):195-207'},{id:"B11",body:'Başak MH, Ayvacı HŞ. Teknoloji entegrasyonunun eğitim alanında uygulanmasına yönelik bir karşılaştırma: Türkiye-Güney Kore örneği. Eğitim ve Bilim. 2017;42(190):465-492'},{id:"B12",body:'Alkan C. Bilgisayar Destekli Öğrenme Modülleri. Ankara: Anı Yayıncılık; 1991'},{id:"B13",body:'Yildirim S. Current utilization of ICT in Turkish basic education schools: A review of Teacher’s ICT use and barriers to integration. International Journal of Instructional Media. 2007;34(2):171-186'},{id:"B14",body:'Cradler J. Implementing Technology in Education: Recent Findings from Research and Evaluation Studies. 1996 [Accessed: 05 December 2018]'},{id:"B15",body:'Melmed A, editor. The Costs and Effectiveness of Educational Technology: Proceedings of a Workshop. DRU-1205-CTI. Santa Monica: RAND Corporation; 1995'},{id:"B16",body:'Christiensen R. Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education. 2002;34(4):411-433'},{id:"B17",body:'Vrasidas C, McIsaac MS. Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International. 2001;38(2/3):127-132'},{id:"B18",body:'Puentedura R. Transformation, Technology, and Education [Blog post]. 2006. Available from: http://hippasus.com/resources/tte/'},{id:"B19",body:'Hamilton ER, Rosenberg JM, Akcaoglu M. The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends. 2016;60(5):433-441'},{id:"B20",body:'Romrell D, Kidder L, Wood E. The SAMR model as a framework for evaluating mLearning. Online Learning Journal. 2014;18(2):1-15'},{id:"B21",body:'TABLIO. Tablets for Classroom Differentiation and Inclusion [Internet]. 2016-2019. Available from: http://tablio.eu'},{id:"B22",body:'Tomlinson CA. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA, USA: ASCD; 2001. ISBN 978-0871205124'},{id:"B23",body:'Bird G, Alton S, Mackinnon C. Accessing the Curriculum: Strategies for Differentiation for Pupils with Down Syndrome. DSE Enterprises; 2000. Available at: http://www.down-syndrome.org/information/education/curriculum/'},{id:"B24",body:'Terwel J. Curriculum differentiation: Multiple perspectives and developments in education. Journal of Curriculum Studies. 2005;37(6):653-670'},{id:"B25",body:'Gallagher J, Gallagher S. Teaching the Gifted Child. 4th ed. Boston: Allyn and Bacon; 1994'},{id:"B26",body:'Hilton JT. A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies. 2016;107(2):68-73'},{id:"B27",body:'Taylor BK. Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record. 2015;51(1):13-17'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Irfan Simsek",address:"irfan@istanbul.edu.tr",affiliation:'
Hasan Ali Yucel Faculty of Education, Istanbul University-Cerrahpasa, Istanbul, Turkey
Hasan Ali Yucel Faculty of Education, Istanbul University-Cerrahpasa, Istanbul, Turkey
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This chapter examines many questions that need to be considered and the role of the key individual with oversight of the GME, the designated institutional official (DIO). Topics examined are the leadership theories, practices and strategies for the DIO, dealing with change when the DIO starts, using authority versus power, effective problem-solving and decision-making, adaptive leadership style, the historical function of the DIO, as well as the many tools available to the DIO including networking. The chapter concludes with several pearls of wisdom to positively help the DIO meet the many challenges of this very important role in GME.",book:{id:"8645",slug:"contemporary-topics-in-graduate-medical-education",title:"Contemporary Topics in Graduate Medical Education",fullTitle:"Contemporary Topics in Graduate Medical Education"},signatures:"Jay M. 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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:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:"2753-6580",scope:"
\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
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\r\n\tThis Series focuses on covering research and applied research involving the five Ps through the following topics:
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\r\n\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
\r\n
\r\n\t
\r\n
\r\n\t4. Climate Change and Environmental Sustainability comprising SDG 13 on Climate Action, SDG 14 on Life Below Water, and SDG 15 on Life on Land
\r\n
\r\n\t
\r\n
\r\n\t5. Urban Planning and Environmental Management embracing SDG 7 on Affordable Clean Energy, SDG 9 on Industry, Innovation and Infrastructure, and SDG 11 on Sustainable Cities and Communities.
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\r\n\tThe series also seeks to support the use of cross cutting SDGs, as many of the goals listed above, targets and indicators are all interconnected to impact our lives and the decisions we make on a daily basis, making them impossible to tie to a single topic.
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He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"94311",title:"Prof.",name:"Martins",middleName:"Ochubiojo",surname:"Ochubiojo Emeje",slug:"martins-ochubiojo-emeje",fullName:"Martins Ochubiojo Emeje",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94311/images/system/94311.jpeg",biography:"Martins Emeje obtained a BPharm with distinction from Ahmadu Bello University, Nigeria, and an MPharm and Ph.D. from the University of Nigeria (UNN), where he received the best Ph.D. award and was enlisted as UNN’s “Face of Research.” He established the first nanomedicine center in Nigeria and was the pioneer head of the intellectual property and technology transfer as well as the technology innovation and support center. Prof. Emeje’s several international fellowships include the prestigious Raman fellowship. He has published more than 150 articles and patents. He is also the head of R&D at NIPRD and holds a visiting professor position at Nnamdi Azikiwe University, Nigeria. He has a postgraduate certificate in Project Management from Walden University, Minnesota, as well as a professional teaching certificate and a World Bank certification in Public Procurement. Prof. Emeje was a national chairman of academic pharmacists in Nigeria and the 2021 winner of the May & Baker Nigeria Plc–sponsored prize for professional service in research and innovation.",institutionString:"National Institute for Pharmaceutical Research and Development",institution:{name:"National Institute for Pharmaceutical Research and Development",country:{name:"Nigeria"}}},{id:"436430",title:"Associate Prof.",name:"Mesut",middleName:null,surname:"Işık",slug:"mesut-isik",fullName:"Mesut Işık",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/436430/images/19686_n.jpg",biography:null,institutionString:null,institution:{name:"Bilecik University",country:{name:"Turkey"}}},{id:"268659",title:"Ms.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/268659/images/8143_n.jpg",biography:"Dr. Zhan received his undergraduate and graduate training in the fields of preventive medicine and epidemiology and statistics at the West China University of Medical Sciences in China during 1989 to 1999. He received his post-doctoral training in oncology and cancer proteomics for two years at the Cancer Research Institute of Human Medical University in China. In 2001, he went to the University of Tennessee Health Science Center (UTHSC) in USA, where he was a post-doctoral researcher and focused on mass spectrometry and cancer proteomics. Then, he was appointed as an Assistant Professor of Neurology, UTHSC in 2005. He moved to the Cleveland Clinic in USA as a Project Scientist/Staff in 2006 where he focused on the studies of eye disease proteomics and biomarkers. He returned to UTHSC as an Assistant Professor of Neurology in the end of 2007, engaging in proteomics and biomarker studies of lung diseases and brain tumors, and initiating the studies of predictive, preventive, and personalized medicine (PPPM) in cancer. In 2010, he was promoted to Associate Professor of Neurology, UTHSC. Currently, he is a Professor at Xiangya Hospital of Central South University in China, Fellow of Royal Society of Medicine (FRSM), the European EPMA National Representative in China, Regular Member of American Association for the Advancement of Science (AAAS), European Cooperation of Science and Technology (e-COST) grant evaluator, Associate Editors of BMC Genomics, BMC Medical Genomics, EPMA Journal, and Frontiers in Endocrinology, Executive Editor-in-Chief of Med One. He has\npublished 116 peer-reviewed research articles, 16 book chapters, 2 books, and 2 US patents. His current main research interest focuses on the studies of cancer proteomics and biomarkers, and the use of modern omics techniques and systems biology for PPPM in cancer, and on the development and use of 2DE-LC/MS for the large-scale study of human proteoforms.",institutionString:null,institution:{name:"Xiangya Hospital Central South University",country:{name:"China"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"418340",title:"Dr.",name:"Jyotirmoi",middleName:null,surname:"Aich",slug:"jyotirmoi-aich",fullName:"Jyotirmoi Aich",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038Ugi5QAC/Profile_Picture_2022-04-15T07:48:28.png",biography:"Biotechnologist with 15 years of research including 6 years of teaching experience. Demonstrated record of scientific achievements through consistent publication record (H index = 13, with 874 citations) in high impact journals such as Nature Communications, Oncotarget, Annals of Oncology, PNAS, and AJRCCM, etc. Strong research professional with a post-doctorate from ACTREC where I gained experimental oncology experience in clinical settings and a doctorate from IGIB where I gained expertise in asthma pathophysiology. A well-trained biotechnologist with diverse experience on the bench across different research themes ranging from asthma to cancer and other infectious diseases. An individual with a strong commitment and innovative mindset. Have the ability to work on diverse projects such as regenerative and molecular medicine with an overall mindset of improving healthcare.",institutionString:"DY Patil Deemed to Be University",institution:null},{id:"349288",title:"Prof.",name:"Soumya",middleName:null,surname:"Basu",slug:"soumya-basu",fullName:"Soumya Basu",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035QxIDQA0/Profile_Picture_2022-04-15T07:47:01.jpg",biography:"Soumya Basu, Ph.D., is currently working as an Associate Professor at Dr. D. Y. Patil Biotechnology and Bioinformatics Institute, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India. With 16+ years of trans-disciplinary research experience in Drug Design, development, and pre-clinical validation; 20+ research article publications in journals of repute, 9+ years of teaching experience, trained with cross-disciplinary education, Dr. Basu is a life-long learner and always thrives for new challenges.\r\nHer research area is the design and synthesis of small molecule partial agonists of PPAR-γ in lung cancer. She is also using artificial intelligence and deep learning methods to understand the exosomal miRNA’s role in cancer metastasis. Dr. Basu is the recipient of many awards including the Early Career Research Award from the Department of Science and Technology, Govt. of India. She is a reviewer of many journals like Molecular Biology Reports, Frontiers in Oncology, RSC Advances, PLOS ONE, Journal of Biomolecular Structure & Dynamics, Journal of Molecular Graphics and Modelling, etc. She has edited and authored/co-authored 21 journal papers, 3 book chapters, and 15 abstracts. She is a Board of Studies member at her university. She is a life member of 'The Cytometry Society”-in India and 'All India Cell Biology Society”- in India.",institutionString:"Dr. D.Y. Patil Vidyapeeth, Pune",institution:{name:"Dr. D.Y. Patil Vidyapeeth, Pune",country:{name:"India"}}},{id:"354817",title:"Dr.",name:"Anubhab",middleName:null,surname:"Mukherjee",slug:"anubhab-mukherjee",fullName:"Anubhab Mukherjee",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y0000365PbRQAU/ProfilePicture%202022-04-15%2005%3A11%3A18.480",biography:"A former member of Laboratory of Nanomedicine, Brigham and Women’s Hospital, Harvard University, Boston, USA, Dr. Anubhab Mukherjee is an ardent votary of science who strives to make an impact in the lives of those afflicted with cancer and other chronic/acute ailments. He completed his Ph.D. from CSIR-Indian Institute of Chemical Technology, Hyderabad, India, having been skilled with RNAi, liposomal drug delivery, preclinical cell and animal studies. He pursued post-doctoral research at College of Pharmacy, Health Science Center, Texas A & M University and was involved in another postdoctoral research at Department of Translational Neurosciences and Neurotherapeutics, John Wayne Cancer Institute, Santa Monica, California. In 2015, he worked in Harvard-MIT Health Sciences & Technology as a visiting scientist. He has substantial experience in nanotechnology-based formulation development and successfully served various Indian organizations to develop pharmaceuticals and nutraceutical products. He is an inventor in many US patents and an author in many peer-reviewed articles, book chapters and books published in various media of international repute. Dr. Mukherjee is currently serving as Principal Scientist, R&D at Esperer Onco Nutrition (EON) Pvt. Ltd. and heads the Hyderabad R&D center of the organization.",institutionString:"Esperer Onco Nutrition Pvt Ltd.",institution:null},{id:"319365",title:"Assistant Prof.",name:"Manash K.",middleName:null,surname:"Paul",slug:"manash-k.-paul",fullName:"Manash K. Paul",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/319365/images/system/319365.png",biography:"Manash K. Paul is a Principal Investigator and Scientist at the University of California Los Angeles. He has contributed significantly to the fields of stem cell biology, regenerative medicine, and lung cancer. His research focuses on various signaling processes involved in maintaining stem cell homeostasis during the injury-repair process, deciphering lung stem cell niche, pulmonary disease modeling, immuno-oncology, and drug discovery. He is currently investigating the role of extracellular vesicles in premalignant lung cell migration and detecting the metastatic phenotype of lung cancer via machine-learning-based analyses of exosomal signatures. Dr. Paul has published in more than fifty peer-reviewed international journals and is highly cited. He is the recipient of many awards, including the UCLA Vice Chancellor’s award, a senior member of the Institute of Electrical and Electronics Engineers (IEEE), and an editorial board member for several international journals.",institutionString:"University of California Los Angeles",institution:{name:"University of California Los Angeles",country:{name:"United States of America"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/219081/images/system/219081.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. He is currently working on the protective activity of phenolic compounds in disorders associated with oxidative stress and inflammation.",institutionString:null,institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Dr.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329248",title:"Dr.",name:"Md. Faheem",middleName:null,surname:"Haider",slug:"md.-faheem-haider",fullName:"Md. Faheem Haider",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329248/images/system/329248.jpg",biography:"Dr. Md. Faheem Haider completed his BPharm in 2012 at Integral University, Lucknow, India. In 2014, he completed his MPharm with specialization in Pharmaceutics at Babasaheb Bhimrao Ambedkar University, Lucknow, India. He received his Ph.D. degree from Jamia Hamdard University, New Delhi, India, in 2018. He was selected for the GPAT six times and his best All India Rank was 34. Currently, he is an assistant professor at Integral University. Previously he was an assistant professor at IIMT University, Meerut, India. He has experience teaching DPharm, Pharm.D, BPharm, and MPharm students. He has more than five publications in reputed journals to his credit. Dr. Faheem’s research area is the development and characterization of nanoformulation for the delivery of drugs to various organs.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/system/329795.png",biography:"Dr. Mohd Aftab Siddiqui is an assistant professor in the Faculty of Pharmacy, Integral University, Lucknow, India, where he obtained a Ph.D. in Pharmacology in 2020. He also obtained a BPharm and MPharm from the same university in 2013 and 2015, respectively. His area of research is the pharmacological screening of herbal drugs/natural products in liver cancer and cardiac diseases. He is a member of many professional bodies and has guided many MPharm and PharmD research projects. Dr. Siddiqui has many national and international publications and one German patent to his credit.",institutionString:"Integral University",institution:null}]}},subseries:{item:{id:"4",type:"subseries",title:"Fungal Infectious Diseases",keywords:"Emerging Fungal Pathogens, Invasive Infections, Epidemiology, Cell Membrane, Fungal Virulence, Diagnosis, Treatment",scope:"Fungi are ubiquitous and there are almost no non-pathogenic fungi. Fungal infectious illness prevalence and prognosis are determined by the exposure between fungi and host, host immunological state, fungal virulence, and early and accurate diagnosis and treatment. \r\nPatients with both congenital and acquired immunodeficiency are more likely to be infected with opportunistic mycosis. Fungal infectious disease outbreaks are common during the post- disaster rebuilding era, which is characterised by high population density, migration, and poor health and medical conditions.\r\nSystemic or local fungal infection is mainly associated with the fungi directly inhaled or inoculated in the environment during the disaster. The most common fungal infection pathways are human to human (anthropophilic), animal to human (zoophilic), and environment to human (soilophile). Diseases are common as a result of widespread exposure to pathogenic fungus dispersed into the environment. \r\nFungi that are both common and emerging are intertwined. In Southeast Asia, for example, Talaromyces marneffei is an important pathogenic thermally dimorphic fungus that causes systemic mycosis. Widespread fungal infections with complicated and variable clinical manifestations, such as Candida auris infection resistant to several antifungal medicines, Covid-19 associated with Trichoderma, and terbinafine resistant dermatophytosis in India, are among the most serious disorders. \r\nInappropriate local or systemic use of glucocorticoids, as well as their immunosuppressive effects, may lead to changes in fungal infection spectrum and clinical characteristics. Hematogenous candidiasis is a worrisome issue that affects people all over the world, particularly ICU patients. CARD9 deficiency and fungal infection have been major issues in recent years. Invasive aspergillosis is associated with a significant death rate. Special attention should be given to endemic fungal infections, identification of important clinical fungal infections advanced in yeasts, filamentous fungal infections, skin mycobiome and fungal genomes, and immunity to fungal infections.\r\nIn addition, endemic fungal diseases or uncommon fungal infections caused by Mucor irregularis, dermatophytosis, Malassezia, cryptococcosis, chromoblastomycosis, coccidiosis, blastomycosis, histoplasmosis, sporotrichosis, and other fungi, should be monitored. \r\nThis topic includes the research progress on the etiology and pathogenesis of fungal infections, new methods of isolation and identification, rapid detection, drug sensitivity testing, new antifungal drugs, schemes and case series reports. It will provide significant opportunities and support for scientists, clinical doctors, mycologists, antifungal drug researchers, public health practitioners, and epidemiologists from all over the world to share new research, ideas and solutions to promote the development and progress of medical mycology.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/4.jpg",hasOnlineFirst:!0,hasPublishedBooks:!1,annualVolume:11400,editor:{id:"174134",title:"Dr.",name:"Yuping",middleName:null,surname:"Ran",slug:"yuping-ran",fullName:"Yuping Ran",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bS9d6QAC/Profile_Picture_1630330675373",biography:"Dr. Yuping Ran, Professor, Department of Dermatology, West China Hospital, Sichuan University, Chengdu, China. Completed the Course Medical Mycology, the Centraalbureau voor Schimmelcultures (CBS), Fungal Biodiversity Centre, Netherlands (2006). 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The area covers many techniques that offer solutions to emerging problems in robotics and enterprise-level software systems. Collaborative intelligence is highly and effectively achieved with multi-agent systems. Areas of application include swarms of robots, flocks of UAVs, collaborative software management. Given the level of technological enhancements, the popularity of machine learning in use has opened a new chapter in multi-agent studies alongside the practical challenges and long-lasting collaboration issues in the field. It has increased the urgency and the need for further studies in this field. We welcome chapters presenting research on the many applications of multi-agent studies including, but not limited to, the following key areas: machine learning for multi-agent systems; modeling swarms robots and flocks of UAVs with multi-agent systems; decision science and multi-agent systems; software engineering for and with multi-agent systems; tools and technologies of multi-agent systems.",annualVolume:11423,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",editor:{id:"148497",title:"Dr.",name:"Mehmet",middleName:"Emin",surname:"Aydin",fullName:"Mehmet Aydin",profilePictureURL:"https://mts.intechopen.com/storage/users/148497/images/system/148497.jpg",institutionString:null,institution:{name:"University of the West of England",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"275140",title:"Dr.",name:"Dinh Hoa",middleName:null,surname:"Nguyen",fullName:"Dinh Hoa Nguyen",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRbnKQAS/Profile_Picture_1622204093453",institutionString:null,institution:{name:"Kyushu University",institutionURL:null,country:{name:"Japan"}}},{id:"20259",title:"Dr.",name:"Hongbin",middleName:null,surname:"Ma",fullName:"Hongbin Ma",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRhDJQA0/Profile_Picture_2022-05-02T08:25:21.jpg",institutionString:null,institution:{name:"Beijing Institute of Technology",institutionURL:null,country:{name:"China"}}},{id:"28640",title:"Prof.",name:"Yasushi",middleName:null,surname:"Kambayashi",fullName:"Yasushi Kambayashi",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYOQxQAO/Profile_Picture_1625660525470",institutionString:null,institution:{name:"Nippon Institute of Technology",institutionURL:null,country:{name:"Japan"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/38151",hash:"",query:{},params:{id:"38151"},fullPath:"/chapters/38151",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()