Current realities for the need to reposition Africa’s HEIs in ICT era.
\\n\\n
IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\\n\\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\\n\\nLaunching 2021
\\n\\nArtificial Intelligence, ISSN 2633-1403
\\n\\nVeterinary Medicine and Science, ISSN 2632-0517
\\n\\nBiochemistry, ISSN 2632-0983
\\n\\nBiomedical Engineering, ISSN 2631-5343
\\n\\nInfectious Diseases, ISSN 2631-6188
\\n\\nPhysiology (Coming Soon)
\\n\\nDentistry (Coming Soon)
\\n\\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\\n\\nNote: Edited in October 2021
\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/132"}},components:[{type:"htmlEditorComponent",content:'With the desire to make book publishing more relevant for the digital age and offer innovative Open Access publishing options, we are thrilled to announce the launch of our new publishing format: IntechOpen Book Series.
\n\nDesigned to cover fast-moving research fields in rapidly expanding areas, our Book Series feature a Topic structure allowing us to present the most relevant sub-disciplines. Book Series are headed by Series Editors, and a team of Topic Editors supported by international Editorial Board members. Topics are always open for submissions, with an Annual Volume published each calendar year.
\n\nAfter a robust peer-review process, accepted works are published quickly, thanks to Online First, ensuring research is made available to the scientific community without delay.
\n\nOur innovative Book Series format brings you:
\n\nIntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\n\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\n\nLaunching 2021
\n\nArtificial Intelligence, ISSN 2633-1403
\n\nVeterinary Medicine and Science, ISSN 2632-0517
\n\nBiochemistry, ISSN 2632-0983
\n\nBiomedical Engineering, ISSN 2631-5343
\n\nInfectious Diseases, ISSN 2631-6188
\n\nPhysiology (Coming Soon)
\n\nDentistry (Coming Soon)
\n\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\n\nNote: Edited in October 2021
\n'}],latestNews:[{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"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"7572",leadTitle:null,fullTitle:"Trauma in Dentistry",title:"Trauma in Dentistry",subtitle:null,reviewType:"peer-reviewed",abstract:"Identifying and treating traumatic dental injuries is an extremely important part of the dentistry profession. The stomatognathic system is a complex structure that is rich with tactile and motor neuron sensors and therefore trauma to the area should be diagnosed and treated as quickly and effectively as possible. Trauma in Dentistry not only covers the scientific basis of dental trauma and dental trauma-related matters, but it also draws attention to advanced diagnostic and treatment methods for dealing with traumatic dental injuries. This volume includes information for treating both adults and children, with two chapters dedicated to pediatric dental trauma. Other chapters focus on occlusal trauma, dental implants, and biomaterials.",isbn:"978-1-83881-127-3",printIsbn:"978-1-78985-626-2",pdfIsbn:"978-1-83881-128-0",doi:"10.5772/intechopen.77126",price:119,priceEur:129,priceUsd:155,slug:"trauma-in-dentistry",numberOfPages:172,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"7cb94732cfb315f8d1e70ebf500eb8a9",bookSignature:"Serdar Gözler",publishedDate:"July 3rd 2019",coverURL:"https://cdn.intechopen.com/books/images_new/7572.jpg",numberOfDownloads:16624,numberOfWosCitations:7,numberOfCrossrefCitations:10,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:12,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:29,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 12th 2018",dateEndSecondStepPublish:"May 3rd 2018",dateEndThirdStepPublish:"July 2nd 2018",dateEndFourthStepPublish:"September 20th 2018",dateEndFifthStepPublish:"November 19th 2018",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Istanbul Aydın University",institutionURL:null,country:{name:"Turkey"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"174",title:"Dentistry",slug:"dentistry"}],chapters:[{id:"67655",title:"Introductory Chapter: Etiology, Diagnostic, and Treatment Procedure at Traumatic Cases in Dentistry",doi:"10.5772/intechopen.86630",slug:"introductory-chapter-etiology-diagnostic-and-treatment-procedure-at-traumatic-cases-in-dentistry",totalDownloads:1051,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:null,signatures:"Serdar Gözler",downloadPdfUrl:"/chapter/pdf-download/67655",previewPdfUrl:"/chapter/pdf-preview/67655",authors:[{id:"204606",title:"Dr.",name:"Serdar",surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler"}],corrections:null},{id:"64637",title:"Dental Implants and Trauma",doi:"10.5772/intechopen.81202",slug:"dental-implants-and-trauma",totalDownloads:953,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"Implant dentistry treatment target to avoid any kind of edentulous state including tooth loss due to trauma. In the literature there are numerous case reports and few clinical studies documenting treatment options of post-trauma patients by dental implants. Principally there are some limitations of dental implant application related to the age and available bone volume of patients. Implant candidate should complete bone growth as the metallic implants do not follow bony development phases. Most often traumatic dental injuries occur in childhood and implant treatment should postponed. In this aspect the major problem associated with dental implant placement is the lack of adequate bone volumes at the future time of surgery as such cases receives traumatic dental injury in the early years and disuse atrophy occurs during waiting period. Future trends and strategies in dental traumatology in general and with special attention to dental implant applications are based on the education of population in terms of emergency treatments and urgent transport of patients to the clinics.",signatures:"Tosun Tosun and Koray Meltem",downloadPdfUrl:"/chapter/pdf-download/64637",previewPdfUrl:"/chapter/pdf-preview/64637",authors:[{id:"255366",title:"Prof.",name:"Tosun",surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun"},{id:"258195",title:"Associate Prof.",name:"Meltem",surname:"Koray",slug:"meltem-koray",fullName:"Meltem Koray"}],corrections:null},{id:"63684",title:"Biomaterial Used in Trauma Patients",doi:"10.5772/intechopen.81004",slug:"biomaterial-used-in-trauma-patients",totalDownloads:785,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The development of bone tissue engineering and bone regeneration is always of interest to improve methods to reduce costs of trauma patient. Ability to use autogenous bone forming cells attached to bone morphogenetic proteins would be ideal. There are many clinical reasons to develop bone tissue engineering alternatives, for use in the reconstruction of large defects and implants. The traditional methods of bone defect management include autografting and allografting cancellous bone, vascularized grafts, and other bone transport techniques. However, these are the standard treatments. Since bone grafts are avascular and dependent on the size of the defect, the viability can limit their application. In large defects, the grafts can be resorbed by the body before osteogenesis is complete; tissue loss develops in the living organism due to infection, trauma, congenital, and physiological reasons. Placing tissue defects in the dentist and maxillofacial surgery and accelerating wound healing are an important issue. From an old Egypt, material used in treatment of different doctors with various causes. Oral surgery, periodontology, and implantology, which are surgical branches of the dentistry, need to increase bone formation in the treatment of bone defects, congenital defects, and defects around the implant. Many years of work have been done to obtain ideal biomaterials, and many materials have been used. We have prepared detailed information on biomaterials used in dentistry, oral, and maxillofacial surgeries in this book to help dentists and dental students.",signatures:"Mehmet Yaltirik, Meltem Koray, Hümeyra Kocaelli, Duygu Ofluoglu and Cevat Tugrul Turgut",downloadPdfUrl:"/chapter/pdf-download/63684",previewPdfUrl:"/chapter/pdf-preview/63684",authors:[{id:"258195",title:"Associate Prof.",name:"Meltem",surname:"Koray",slug:"meltem-koray",fullName:"Meltem Koray"},{id:"260116",title:"Dr.",name:"Mehmet",surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik"},{id:"265270",title:"Dr.",name:"Humeyra",surname:"Kocaelli",slug:"humeyra-kocaelli",fullName:"Humeyra Kocaelli"},{id:"270191",title:"Dr.",name:"Duygu",surname:"Ofluoglu",slug:"duygu-ofluoglu",fullName:"Duygu Ofluoglu"},{id:"270192",title:"Dr.",name:"Cevat Tugrul",surname:"Turgut",slug:"cevat-tugrul-turgut",fullName:"Cevat Tugrul Turgut"}],corrections:null},{id:"66669",title:"Dental Traumatology in Pediatric Dentistry",doi:"10.5772/intechopen.84150",slug:"dental-traumatology-in-pediatric-dentistry",totalDownloads:2179,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:1,abstract:"In this chapter, epidemiology of dental trauma will be discussed in terms of its incidence and prevalence among primary and permanent dentition. Dental trauma causes and its distribution in accordance with age and sex will be highlighted. Classification of dental trauma based on soft and hard tissue injuries will be outlined, and subsequently, clinical examination and diagnosis will be featured. Treatment modalities and variations between permanent and primary dentition will be discussed along with the new treatment era namely regenerative approach and decoronation. Splints, techniques, and follow-up routines will also be discussed. Last but not least, prevention of dental trauma will be discussed.",signatures:"Asli Topaloglu Ak, Didem Oner Ozdas, Sevgi Zorlu and Pinar Kiymet Karataban",downloadPdfUrl:"/chapter/pdf-download/66669",previewPdfUrl:"/chapter/pdf-preview/66669",authors:[{id:"255394",title:"Prof.",name:"Aslı",surname:"Topaloglu-Ak",slug:"asli-topaloglu-ak",fullName:"Aslı Topaloglu-Ak"},{id:"272237",title:"Dr.",name:"Pinar",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban"},{id:"272238",title:"Dr.",name:"Didem",surname:"Oner Ozdas",slug:"didem-oner-ozdas",fullName:"Didem Oner Ozdas"},{id:"290840",title:"Dr.",name:"Sevgi",surname:"Zorlu",slug:"sevgi-zorlu",fullName:"Sevgi Zorlu"}],corrections:null},{id:"65088",title:"Evaluation and Management of Mandibular Fracture",doi:"10.5772/intechopen.83024",slug:"evaluation-and-management-of-mandibular-fracture",totalDownloads:2866,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The mandibular bone is an important component of the facial bone, which has a unique role in digestive system, speech, and facial esthetics. For these important functions of mandibular bone, it is vital that surgeons should not only treat function but also consider the esthetics together. Mandibular fractures are among the most common traumatic injuries of the maxillofacial region. Even though treatment modalities are well established and being practiced for a long time, untreated and postoperative complications still decrease the patient’s quality of life. This chapter aims to describe the cause, clinical presentations, diagnoses, and current treatment methods on the basis of resent literature.",signatures:"Guhan Dergin, Yusuf Emes and Buket Aybar",downloadPdfUrl:"/chapter/pdf-download/65088",previewPdfUrl:"/chapter/pdf-preview/65088",authors:[{id:"178412",title:"Associate Prof.",name:"Guhan",surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin"},{id:"178414",title:"Prof.",name:"Yusuf",surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes"},{id:"202198",title:"Dr.",name:"Buket",surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar"}],corrections:null},{id:"66306",title:"Orthodontic Approach in Facial and Dental Trauma",doi:"10.5772/intechopen.83015",slug:"orthodontic-approach-in-facial-and-dental-trauma",totalDownloads:1112,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"In this review, the prevalence of dental trauma, prevention and diagnosis of traumatic injuries, the effects of dental trauma in patients in need of orthodontic treatment, orthodontic intervention to dental traumatized teeth, and treatment options for poor anterior teeth due to trauma are discussed. Dental trauma is a condition that is frequently encountered in dentistry. When orthodontic treatment of traumatized teeth is planned, the orthodontist should be considered before orthodontic treatment and during orthodontic treatment. Prognosis is divided into two types as treatment options of bad anterior teeth, retaining the tooth in the mouth or pulling the tooth and restoration of the opening. The multidisciplinary teamwork and the role of the orthodontist in this team are important in order to achieve optimal results in the clinical intervention of these cases. Autotransplantation, orthodontic closure, or opening of the space are discussed when tooth extraction and toothless space restoration are required. It is very important to decide if orthodontic forces should be applied or not, and if orthodontic force is necessary, when should it be applied. Information on orthodontic forces applied to traumatized teeth was given in this chapter.",signatures:"Sanaz Sadry",downloadPdfUrl:"/chapter/pdf-download/66306",previewPdfUrl:"/chapter/pdf-preview/66306",authors:[{id:"256417",title:"Associate Prof.",name:"Sanaz",surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry"}],corrections:null},{id:"63335",title:"Platelet-Rich Plasma in Trauma Patients",doi:"10.5772/intechopen.79966",slug:"platelet-rich-plasma-in-trauma-patients",totalDownloads:1021,totalCrossrefCites:2,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Platelet-rich plasma (PRP) was mixed with thrombin and excess calcium resulting in activated platelets trapped within the fibrin network; within the matrix, platelets secrete bioactive substances that diffuse into the surroundings tissues. PRP is prepared from the patient’s own blood, a variety of manufacturing techniques in vastly different cell counts, and growth factor concentrations. The clinical use of PRP is treatment of soft tissue diseases and injuries, treatment of burns, hard-to-heal wounds, tissue engineering, and implantology in dentistry. An essential criterion for PRP is for it to be autologous, for the donor of the blood, and the recipient of the PRP to the same person. Most of the literatures suggest that PRP does not appreciably impact bone healing or induce bone formation. PRP might augment recruitment of osteoblast progenitors to injection sites or in sites expected to experience delayed healing. In this capacity, PRP might be utilized to initiate repair of an otherwise poorly healing bony lesion. PRP stimulates bone repair in fractures. Early through late healing process is compromised with fractures, including reduced cell proliferation, delayed chondrogenesis, and decreased biomechanical properties. In this chapter, the importance of the PRP in oral and maxillofacial surgery in trauma patients is studied",signatures:"Mehmet Yaltirik, Meltem Koray, Hümeyra Kocaelli and Duygu Ofluoglu",downloadPdfUrl:"/chapter/pdf-download/63335",previewPdfUrl:"/chapter/pdf-preview/63335",authors:[{id:"258195",title:"Associate Prof.",name:"Meltem",surname:"Koray",slug:"meltem-koray",fullName:"Meltem Koray"},{id:"260116",title:"Dr.",name:"Mehmet",surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik"},{id:"265270",title:"Dr.",name:"Humeyra",surname:"Kocaelli",slug:"humeyra-kocaelli",fullName:"Humeyra Kocaelli"}],corrections:null},{id:"65714",title:"Oral Mucosal Trauma and Injuries",doi:"10.5772/intechopen.81201",slug:"oral-mucosal-trauma-and-injuries",totalDownloads:6659,totalCrossrefCites:7,totalDimensionsCites:9,hasAltmetrics:1,abstract:"Trauma-related oral lesions are common in clinical practice of dentistry and they can impair patients’ normal oral function and cause pain in patients’ eating, chewing, and talking. An injury to the oral mucosa can result from physical, chemical, or thermal trauma. Such injuries can result from accidental tooth bite, hard food, sharp edges of the teeth, hot food, or excessive tooth brushing. Some injuries can also be caused by iatrogenic damage during dental treatment or other procedures related to oral cavity. In this chapter, oral mucosal trauma and injuries will be examined in four subclasses: physical and mechanical traumas of oral mucosa; chemical injuries of the oral mucosa; radiation injuries; and electrical, thermal burns.",signatures:"Meltem Koray and Tosun Tosun",downloadPdfUrl:"/chapter/pdf-download/65714",previewPdfUrl:"/chapter/pdf-preview/65714",authors:[{id:"255366",title:"Prof.",name:"Tosun",surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun"},{id:"258195",title:"Associate Prof.",name:"Meltem",surname:"Koray",slug:"meltem-koray",fullName:"Meltem Koray"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:{id:"2",series:{id:"3",title:"Dentistry",issn:"2631-6218",editor:{id:"419588",title:"Ph.D.",name:"Sergio",middleName:"Alexandre",surname:"Gehrke",slug:"sergio-gehrke",fullName:"Sergio Gehrke",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038WgMKQA0/Profile_Picture_2022-06-02T11:44:20.jpg",biography:"Dr. Sergio Alexandre Gehrke is a doctorate holder in two fields. The first is a Ph.D. in Cellular and Molecular Biology from the Pontificia Catholic University, Porto Alegre, Brazil, in 2010 and the other is an International Ph.D. in Bioengineering from the Universidad Miguel Hernandez, Elche/Alicante, Spain, obtained in 2020. In 2018, he completed a postdoctoral fellowship in Materials Engineering in the NUCLEMAT of the Pontificia Catholic University, Porto Alegre, Brazil. He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"Universidad Católica San Antonio de Murcia",institutionURL:null,country:{name:"Spain"}}}}},tags:null},relatedBooks:[{type:"book",id:"8837",title:"Human Teeth",subtitle:"Key Skills and Clinical Illustrations",isOpenForSubmission:!1,hash:"ac055c5801032970123e0a196c2e1d32",slug:"human-teeth-key-skills-and-clinical-illustrations",bookSignature:"Zühre Akarslan and Farid Bourzgui",coverURL:"https://cdn.intechopen.com/books/images_new/8837.jpg",editedByType:"Edited by",editors:[{id:"171887",title:"Prof.",name:"Zühre",surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan"}],equalEditorOne:{id:"52177",title:"Prof.",name:"Farid",middleName:null,surname:"Bourzgui",slug:"farid-bourzgui",fullName:"Farid Bourzgui",profilePictureURL:"https://mts.intechopen.com/storage/users/52177/images/system/52177.png",biography:"Prof. Farid Bourzgui obtained his DMD and his DNSO option in Orthodontics at the School of Dental Medicine, Casablanca Hassan II University, Morocco, in 1995 and 2000, respectively. Currently, he is a professor of Orthodontics. He holds a Certificate of Advanced Study type A in Technology of Biomaterials used in Dentistry (1995); Certificate of Advanced Study type B in Dento-Facial Orthopaedics (1997) from the Faculty of Dental Surgery, University Denis Diderot-Paris VII, France; Diploma of Advanced Study (DESA) in Biocompatibility of Biomaterials from the Faculty of Medicine and Pharmacy of Casablanca (2002); Certificate of Clinical Occlusodontics from the Faculty of Dentistry of Casablanca (2004); University Diploma of Biostatistics and Perceptual Health Measurement from the Faculty of Medicine and Pharmacy of Casablanca (2011); and a University Diploma of Pedagogy of Odontological Sciences from the Faculty of Dentistry of Casablanca (2013). He is the author of several scientific articles, book chapters, and books.",institutionString:"University of Hassan II Casablanca",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"7",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"University of Hassan II Casablanca",institutionURL:null,country:{name:"Morocco"}}},equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"9588",title:"Clinical Concepts and Practical Management Techniques in Dentistry",subtitle:null,isOpenForSubmission:!1,hash:"42deab8d3bcf3edf64d1d9028d42efd1",slug:"clinical-concepts-and-practical-management-techniques-in-dentistry",bookSignature:"Aneesa Moolla",coverURL:"https://cdn.intechopen.com/books/images_new/9588.jpg",editedByType:"Edited by",editors:[{id:"318170",title:"Dr.",name:"Aneesa",surname:"Moolla",slug:"aneesa-moolla",fullName:"Aneesa 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Globalization is inevitable worldwide phenomenon regardless of the different countries’ existing social, cultural, economic and political boundaries. “Globalization serves as the impetus for sociopolitical and economic change and… perpetuates a borderless world where practices and ideas are shared across space and time aided by technology, mobility, communication, socioeconomic relationship, and environmental interdependence” ([1], p. 21). Indeed, the impact of globalization may have fueled many new developments, such as, the increased focus on knowledge-related resources (an innovation, an idea, a solution) as opposed to tangible industrial natural resources (land, timber, rubber) in traditional economies. As such, globalization has led to many “unprecedented developments in information technologies and social media; the pervasive impact of economic liberalization and trade agreements; the increased flow of people, ideas, capital, values, services, goods and technology across borders” ([2], p. 5). HE has also been and continues to be impacted by the globalization storm. Therefore, higher education institutions (HEIs) have had to adjust their curricula and the programs they offer to enhance their students’ ability to competently face the globalization challenges and opportunities which are many and complex as reflected in Figure 1. However, HEIs in Africa have been slow in terms of curricula innovation, yet, the globalization and technological influences continue to emerge and will remain so as an important part of our daily lives and society.
Shows the complexity of higher education curricula innovation demands for the 21st century knowledge production.
The method of gathering the information presented in this chapter involved thorough in-depth review of literature on embracing online teaching and learning in HE, with particular focus on barriers, realities, and possibilities. Furthermore, relevant literature on curriculum innovation and online pedagogy were used. We also blended this approach using Makerere University as a case study. The College of Education and External Studies (CEES) conducted a needs assessment survey on preparedness for online teaching and learning. Here we report data for both challenges and coping strategies during online teaching and learning. The Faculty shared their responses which were obtained from the college’s staff WhatsApp platform in the second week of July 2021 about those courses taught online for semester two academic year 2020/2021 during the COVID-19 pandemic. The faculty who participated in this study are those who actually had taught or were teaching online courses. Although the information gathered from one college may not be generalizable it is credible and valid. This due to the fact that faculty shared their own lived experiences in online teaching and learning.
Globalization has influenced the way we do business especially as a driving force of the knowledge-based economies around the world. Knowledge has become a critical resource that is needed to operate in the globalized knowledge economy. The focus is now more on knowledge as opposed to increased emphasis on the accumulation of tangible resources. As such, knowledge is looked at as a commodity or an asset and it is also seen as a catalyst in modern economics ([3], p. 291). Nevertheless, the “use of knowledge is the main driver of economic development and a powerful engine of production” ([4], p. 8). Currently, efforts to accumulate more tangible resources (i.e. building structures, computers, photocopies) without adequate or sufficient knowledge on how to use the resources seems not to make sense anymore. This does not mean that tangible resources are no longer important. However, the value of tangible resources in diminished without the knowledge on how to use them innovatively. Therefore, such people who are capable of generating knowledge or ideas leading to solutions that address current global challenges are on an increasing demand. They are on demand because they contribute both directly and indirectly towards the knowledge production. Knowledge production refers to ability to generate innovative knowledge/ideas and solutions to address real-life situations or challenges. Indeed, innovation is a product of knowledge production. HEIs should play a significant role in knowledge production and likewise incredibly contribute to innovations. In theory, one best way of becoming innovative is by engaging and interacting with innovations [5]. Therefore, HEIs must create conducive environment for students that actually represent the world of innovation through scientific research, technology and knowledge production. Indeed, developed and developing economies of the world increasingly lay much more emphasis on knowledge production in terms of generating innovative ideas and patent creation to optimize their competitive advantage in the globalized market share. “Globalization has also been an important factor in opening new markets and internationalization of trade in knowledge sectors that have exposed the world economies to international competition” ([4], p. 7). This has also stimulated “the creation of global labor markets of highly skilled workers, investment and access to new technologies, information, idea and knowledge flows from around the world that have accelerated the transition to a knowledge-based economy” [4]. Knowledge-based economy refers to economies focusing on “increased specialization, research, innovation, and learning driven by new information technologies” ([6], p. 10). The new information technologies are so important drivers of the knowledge-based economy that if Africa is to remain competitive, it needs to expand its networks for improved information sharing [3]. Most importantly, the knowledge-based economy emphasizes the use of ‘knowledge’ as an asset to leverage the growth and development of world economies. As a matter of fact, some countries have been so good at flexibly creating and producing new knowledge quickly to address current local, regional, and global problems facing society. These countries have been able to obtain significant economic gains through such innovation and knowledge production. Besides, these countries have continued to prosper in spite of the impact of globalization. However, the majority of third world countries have been unable to make the necessary adjustments in terms of globalization responsive curricula especially for higher education and the quality of their education systems is generally low. Consequently, they have tended to stagnate in their economic, social and technological developments. Yet if Africa to remain relevant and competitive in today’s knowledge-based economy, the continent has to revamp her HEIs as centers of excellence for knowledge production.
While HE is not a new concept in Africa, this level of scholarship has been a preserve for the privileged few. Back in the colonial days [1880s–1950s], HE in Africa was first accessed only by the children of the chiefs and loyal families. However, prior- and post-independence in early 1960s and 1970s many governments in Africa recognized the role of HE in economic and human capital development. Much as African governments at that time committed modest resources to HE, these governments extended HE opportunities to children from poor families who academically brilliant. The motivation was to prepare citizens for the few government white color jobs. However, the 1990s on wards have seen declining governments’ commitments towards financing of HE in Africa. Equity in financing of HE remains a huge challenge in Africa [7] and yet, “the doors to HE must be open to all worthy students, regardless of their socioeconomic status, gender, and regional origin” ([7], p. xiv). Interestingly, the demand for HE in Africa is rapidly expanding and the numbers of private HEIs in Africa have more than doubled in the last two decades. For example, “in 2018, there were 1682 universities in Africa, up from 784 in 2000” [8]. HE also contributes to social mobility by enabling low-income students to move up the income ladder [7]. However, Africa’s knowledge capital remains very low due to poor quality of education since most graduates lack the needed competences [9].
It is also important to note that the developed and developing/emerging economies of the world have invested heavily in HE compared to third world countries. Evidence shows that “nations increase their knowledge base by investing heavily in HE and research institutions in order to position themselves in the global competition” ([3], p. 292). Thus, African nations should consolidate their efforts towards ensuring the quality of higher education and training with particular emphasis on laying a firm foundation in scientific research, technology and innovation [8]. This of course has serious implication on financing of HE. Indeed, “production of new knowledge is and [remains to be] the core function of tertiary education” ([10], p. 12). This core function can be enhanced even further when HEIs emphasize and promote cross cutting-edge scientific research, technological knowledge and innovation in response to compelling social, economic, political, and environmental problems facing our society.
“Education leaders regardless of their location will need to position their institutions at the intersections of commerce, culture, and technological transfers to gain the most out of the connectivity and knowledge that benefit their local quality of life” ([11], p. 609). Indeed, society should look up to HEIs for the creation of new knowledge and innovation [12] granted that “Universities can also be important magnets for talent and innovation, when attracting top students” ([13], p. 114). The top students with best brains can make a difference through their contribution to knowledge production and innovation. Thus, HEIs are not only engines of innovation but also incubators for economic transformation and development to meet the global challenges [8].
Regrettably, as earlier indicated, there has been declining investment in HE in most African countries. This is reflected by the fact that most HEIs in Africa with the exception of Egypt and South Africa have tended to lag behind in cutting-edge scientific research, technology and innovation [8]. Indeed, African nations continue to be major knowledge consumers and seekers as opposed to knowledge creators/producers. In fact, the continent’s research output is extremely low accounting for 1.01% of the global research output [8]. As such, Africa as a continent will continue to be alien to the main players that substantively contribute towards the solution formulation to meet real global challenges. Indeed, “The potential of HE’s contribution to Africa’s development remains underdeveloped and often misunderstood, [Yet,] in today’s globalized world, which prioritizes economic growth through liberalized trade and competitive market strategies, much emphasis has been placed on HE’s ability to produce graduates to serve the labor market and produce new knowledge for the knowledge economy” ([2], p. xiii). However, this potential cannot be achieved if HEIs continue to produce graduates with mismatched skills to the current job market [14]. The question of ensuring that the individuals that graduate from HEIs are employable in the twenty-first century remains a huge concern in Africa [8].
This has serious implication for the existing “institutional missions and curricula” ([1], p. 21). There is need to revisit the relevance of the current institutional missions and curricula especially by focusing on their alignment with the twenty-first century job market demands. Thus widening access and opportunities for HE in Africa without actually ensuring that the rising numbers of graduates are employable and have acquired the twenty-first century skills remains a serious dilemma. However, one cannot dream of graduates being endowed with the twenty-first century skills without the curricula integration of such skills into interactive and engaging activities and experiences for students. This requires to focus on the utilization of pedagogical strategies that can enhance student-centered learning [15]. For instance, encouraging student’ led inquiry and collaborations, prepares them to operate effectively, communicate and work independently. Thus, the need to adjust curricula and pedagogical demands of the twenty-first century HE [8] cannot be underestimated.
However, this is unlikely to happen unless HEIs revisit the issue of quality in terms of education and training experiences offered to their young people granted that educational quality is the key to enhancing the quality of citizens/people [9]. Therefore, it takes quality education and training experiences to develop quality knowledge capital. For instance, creating provisions for active participation/engagement of youths in scientific research draws them into increased learning opportunities that can promote the development of innovative ideas [5] and hence, their likelihood to contribute meaningfully in creating innovative projects. In fact those involved in the innovation research projects and processes tend to organically gain competences through interactive learning [5].
The pandemic has disrupted all walks of life and the most affected sector is education. It has been reported that millions of school and college going children are out of school. Thousands of parents and teachers have succumbed to the pandemic. This has left education, the already overburdened sector with fewer teachers as well as other support personnel. HEls closed in 175 countries leaving over 220 million post-secondary students whose studies were disrupted due to COVID-19 [16]. It is also important to note that even long before the pandemic, many countries in Africa were not ready to fully embrace the “New Normal” [17]. As such, the pandemic has worsened the situation for majority of African countries and stopped them from getting ready to embrace the New Normal by disrupting the basic progress already made in terms of their technological innovation and knowledge production. Consequently, it has also compromised Africa’s ongoing economic and social development.
Indeed, if these countries do not adapt modern knowledge systems and tools; they stand a danger of becoming laggards or passive bystanders in the future” ([3], p. 293). Given that the continent’s “natural resources are rapidly depleting, and Africa’s economic survival and prosperity will increasingly depend on its knowledge capacity and human capital investment [12]. Indeed, there is need of glooming innovative individuals in Africa who are better able to generate both new and local knowledge and ideas or make new use of existing knowledge ([12], p. 301). The failure to do so will accordingly undermine Africa’s competitiveness in terms of technological innovation and knowledge production. However, it is important to explore the current realities surrounding information and communications technology (ICT) potential for HEIs in Africa. The following section presents the current realities surrounding ICTs and their impact in the globalized knowledge economy.
The current advancements in ICTs and mobile technologies have stimulated information sharing and knowledge-based economy which have been driven by even those fast moving sharing ICTs [4]. “ICT is both a driving force and enabler of the processes toward a knowledge-driven global economy. It allows HE providers to accommodate the specific needs of students in terms of mode, pace, place and time of study and to cater for different and new target groups and (niche) markets both locally and globally” ([18], p. 36). However, “the integration of ICTs into teaching is still in its infancy in Africa” [18].
In recent years, there has been an increase in blending of ICTs and emerging technologies as drivers of numerous economic and social activities including education. For instance, mobile technologies have been used to transform the teaching and learning processes in higher education [19]. Increasingly, institutions are looking for ways of reducing costs through the use of emerging mobile technologies. Mobile technologies have become part and parcel of our daily life, hence, the ‘New Normal’. Many people also have come to appreciate that more can be achieved with less through the use of emerging mobile technologies.
“This emerging blend will also affect curricula and policy questions, such as what? and what for?” ([20], p. 3). The challenge is to translate the New Normal applications as drivers of interactive learning and innovative ideas. Yet, evidence show that online ICT and emerging mobile technologies could also take education and training to another level in terms of enhancing innovative interactive teaching, learning and skill development post pandemic [21]. The four new roles of technology in helping teachers improve their work include; improved record keeping for student learning, planning for student learning, instructions for student learning, and assessment for and of student learning ([22], p. 370). This allows the teacher to gain control over the facilitation and management of students’ learning experiences.
“Technology and integration have led to increased demand for higher-order general cognitive skills—such as complex problem-solving, critical thinking, and advanced communication—that are transferable across jobs but cannot be acquired through schooling ([23], p. 78) transferable social behavioral skills i.e. teamwork, resilience, self-confidence, negotiation, and self-expression ([23], p. 80). Indeed it is recommended that for online learning there is need to move away from “the recall focus… and concentrate more on how to recapture the powerful improvisational and impromptu conversations and interactions that lead to group innovation” ([24], p. 232). “As we move into online and blended environments, there is also need not to focus on what is easier to teach online (information) instead of what is more difficult but also important (collaboration, creativity, and critical thinking)” ([24], p. 234). The idea is to create activities or tasks that are meaningful and worth of the time that students invest.
However, in an effort for HEIs in Africa to embrace the New Normal it may need to avoid the four most common mistakes in introducing technology into teaching namely: (i) installing learning technology without reviewing student needs and content availability; (ii) imposing technological systems from the top down without involving faculty and students; (iii) using inappropriate content from other regions of the world without customizing it appropriately; and (iv) producing low quality content that has poor instructional design and is not adapted to the technology in use ([18], p. 37). In an effort to move forward HEIs need to avoid the above mentioned common mistakes of integrating technology in teaching. This could enhance their optimum utilization of meager resources as well as avoid unnecessary investments. As earlier indicated that advancing ICTs and emerging mobile technologies such as cloud computing solutions has the potential to actually reduce the cost of education [22, 25]. For instance, digitization of curricula content and instructions could make information storage, sharing and retrieval much easier and cheaper. Subsequently, millions of students and teachers can be able to use and benefit from the same materials without necessarily adding an extra cost for material production. It is also important to note that “knowledge products are inexhaustible and their use is not limited by spatial boundaries or geographical distance” [26]. One of the promises of online technologies is that they can increase access to nontraditional and underserved students by bringing a host of educational resources and experiences to those who may have limited access to on-campus only higher education [20]. However, numerous barriers exist that have tended to undermine the potential of embracing the New Normal in HEIs in Africa. Yet, the New Normal has come to stay which necessitates students to become more tuned to the flexibility and conveniences of programs associated with online/virtual learning compared to face-to-face learning. This almost leaves no chance for those HEIs that shall opt for the traditional option as they are most likely to be outcompeted and will fail to survive.
In Africa, embracing the advancing ICTs and mobile technologies to support virtual learning through enriched pedagogy and curriculum delivery remains a major challenge [12]. As such, HEIs have to proactively deal with these barriers in order to respond effectively with associated global demands. These barriers include but not limited to; lack of digital technologies, high cost of Internet and low broadband connectivity, inadequate ICT literacy, emerging information security threats, and unreliable power supply [25]. Other barriers that also hinder innovative use of ICT include “lack of confidence, experience, motivation, and training; access to resources and timetabled use of dedicated ICT classrooms; unreliability of equipment; classroom practices which clash with the culture of student exploration, collaboration, debate, and interactivity within which much technology-based activity is said to be situated” ([27], p. 28). Indeed, lack of online pedagogical skills of teachers and students, negative attitude about online learning, over emphasis on technology at the expense of learning, lack of support for online learning [28] and the COVID-19 pandemic have also compromised the progress made by majority of HEIs in Africa in their effort to embrace the new normal to support online pedagogy.
In the context of advancing information technology and knowledge production, a lot has changed in the way we do business. Increasingly people are looking for innovative ways of providing better, cheaper, and affordable services and will continue to do so. It is important for Africa as a continent to appreciate the current realities of the impact of globalization (Table 1).
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Current realities for the need to reposition Africa’s HEIs in ICT era.
Basing on these realities, clearly the world is moving towards the adoption of online driven virtual business. Thus, there is no way Africa as a continent could afford to lag behind the rest of the world by its failure to build capacity in online tools and opportunities to advance innovation and knowledge creation. Therefore, HEIs must play a central role to enhance this urgently needed capacity building by equipping students with the ability to maneuver/utilize emerging online tools for creating innovative business opportunities. By doing so, HEIs can transform Africa’s economies to the extent of surviving both anticipated and unanticipated dynamic globalization challenges and opportunities. However, this cannot be realized if African HEIs continue to deliver the same education and training programs introduced during the colonial days. Thus, curricula innovation is inevitably needed to prepare a new e-generation of individuals who are endowed with the required ICT literacy skills. This will demand for a paradigm shift in the curricula innovation enterprise in a sense that all these current realities should be integrated into the curricula design.
At least something must be done about the curricula enterprise for HE in Africa especially in terms of ensuring the enhancing human capacity in online and ICT skills. This will require a holistic curricula transformation in HEIs to be able to produce a new e-generation of individuals that are capable of contributing to the needed knowledge production through the use of emerging innovative technologies and cloud computing solutions. It will also be vital to ensure that each student, whoever graduates from any HEIs in Africa should have been oriented in online mobile technologies and applications. This could expand online ICT literacy in all HEIs in Africa. Furthermore, all computer engineering programs should also emphasize cloud computing skills and information security management skills. As such a generation of individuals who are confident, comfortable and enjoy working with these tools will increase. However, this requires students’ engagement into activities that promote interactive learning in production and application of knowledge [4].
Increasingly there will be need for shifting the focus from curricula content coverage to ensuring learning. As such, “utilizing effective instructional strategies and designing learning experiences that enable the participants to experience the innovation through attributes of innovations” becomes very critical ([31], p. 22). It is also important to note that innovative teaching and learning is much more than just downloading instructional information/materials. Yet, ‘information alone is instruction’ [32] implying the need for careful scrutiny in selecting appropriate online materials for the students.
Life will never be the same again post COVID-19. The pandemic led to lockdown in all countries around the world and businesses have been closed, public transport is closed, public gatherings prohibited, and educational institutions closed. This has disoriented all people in one way or another and their normal daily activities disrupted. Now people need to think deeper and creatively to be able to survive, yet, the twenty-first century skills are on high demand. These skills could be developed/gained through social interactive learning [33]—enhanced by modern tools and applications.
Many HEIs are faced with serious dilemma of how to go forward with their teaching and learning programs post pandemic. The question of what possibilities HEIs may have to remain vibrant in post pandemic to survive the globalization demands is an important one. However, with advancing ICTs and mobile technologies, many options are now possible.
First, opportunities for remote teaching and learning in institutions can easily be made available and readily possible. For instance, many free tools and apps are already available to enhance online pedagogy (i.e. teaching and learning processes) in higher education. Such tools and apps include but not limited to Google classroom, YouTube, Google docs, Google meet; Google Drive; Facebook, Twitter, Slideshare, Linkedin; edX, Open Culture, Skillshare, Plural-sight, a Cloud Guru; Scribd, Prezi; Skype; Zoom podcast; Padlet, whats-up group; Edmodo; among others [30, 34].
Of course if these tools are to work well, support for lecturers and students is needed to enable them optimize the benefits associated with these tools in the teaching and learning processes. Therefore, the need exists in the integration of online pedagogies in curricula design for online teaching and learning; such as blending asynchronous and synchronous approaches.
Second, utilization of existing online resources will become the center of focus for majority of institutions. HEIs in Africa may not have to create new wheels when many others are already available. For instance, many top world universities already offer thousands of free online courses that can be used by students and lecturers around the world-some of these universities include: MIT, Stanford University, Harvard University, University of California, Berkeley; University of Toronto; Yale University, New York University (NYU); Georgia Institute of Technology, The Open University in UK, and many others.
Therefore, HEIs in Africa can learn from these world universities without having to develop their own online pedagogy programs. This approach makes a lot of economic sense because the investment that would otherwise be required to develop online programs could be enormous in terms of money, time, and knowledge/expertise needed to complete the task.
Third, mobile phones can be used to enhance access to education opportunities for men and women [2] and fortunately the coverage of mobile phone access has expanded rapidly in Africa and majority of higher education students own their own personal mobile phones, smart phones and ipads [30]. Therefore, it is strategic to capitalize on the use of commonly accessible mobile technologies to enhance teaching and learning. If HEIs are to continue serving the increasing numbers of students incommensurate to available physical infrastructures and shrinking national budgets mobile technologies and cloud computing solutions could be the answer [34]. HEIs need to do better when it comes to optimizing the utilization of emerging mobile technologies and cloud computing as teaching and learning tools if substantive curricula innovation is to happen. ICTs could also provide opportunities for developing collaborative learning between HEIs and local communities [35] beyond geographical boundaries.
Fourth, cultural integration in curricula is vital.
Culture plays a big part in our lives and the way we relate with others. It is therefore imperative to integrate culture into curricula as it orientates the young to important values, norms and way of life in society. For instance “if education is meant to bear on the people’s cultural background and traditional manner of doing things, remarkable academic achievement would be recorded” ([36], p. 5). Therefore, all curricula should rotate around working with the local environments addressing real life problems. This integration process of cultural values and norms could enrich the preparation of individuals for specific occupational skills and may enhance creativity and innovation relevant to the local environment [36].
Nevertheless, designing curricula in higher education is a complex activity [37] and therefore, HEIs are challenged to produce global citizens who can effectively communicate and work harmoniously to fit in the multicultural context. Thus, universities are required to provide global environments through their adjusted curricula. Withstanding that building some robust curricula that is effective in reflecting global environments is not an easy task. The ultimate goal would be to nurture “among students lifelong learning skills and a mindset for critical thinking, effective communication, creativity, curiosity, collaboration, problem-solving, adaptability, principled, and ethical behavior” [8].
Fifth: utilizing existing social networks.
The use of already established networks offers a huge base of social capital to spearhead HEIs in Africa. Drawing on the Social Network Theory which assumes that the relationship and ties one has in the network determine the kind of resources which one can access [38] given that majority of faculty in Africa have attended and trained from institutions in the north, Asian and Arabian countries potentially represent/hold significant social capital. Therefore, institutions need to invest/tap in the social relationships and networks of their faculty as a strategy through which resources of other institutions can be accessed, borrowed, or leveraged [38]. Through their existing social networks faculty can be able to make valuable connections to identify the needed resources and move forward to form strategic synergies for sharing these resources. In this case the most critical resource may be knowledge. The knowledge resource could take the form, for example, how to develop programs; how to use a computer application, and how to conduct an online assessment. Furthermore, advancing online technologies could actually leapfrog social networking possibilities in HEIs in Africa especially by enabling faculty and students to access international knowledge (journals, papers, databases, courses, presentations) as well as collaborate with peers worldwide [17]. Indeed, “increasing levels of collaboration and collective planning and strategic decision making across institutions creates new spaces and opportunities for peer to peer learning and fosters new innovations and models for the future of cybersecurity practice in higher education” ([29], p. 29).
Sixth: digitization of curriculum content and regulatory ICT policies [39] to facilitate easy access of materials for increasing numbers of students and faculty. Thus, the digitized content could be deposited into a central pool where all university students and teachers can easily access it. Nonetheless, caution must be taken to deal with issues regarding digital information security threats, a subject beyond this chapter [33].
Seventh: integration of indigenous education in HE.
The indigenous education curricula’s focus was/should be on preparing the young to deal with real needs of society and the relevancy of what was being taught [40]. HEIs in Africa have a lot to learn from indigenous education curricula. In Africa, the need to introduce and embrace localized curricula is extremely critical and cannot be underscored. HEIs should focus on localized curricula that target and fully integrate the needs of society. Truly, “HEIs have a core mandate to establish close links with and serve local and national needs as well as society at large” ([2], p. xiii). In essence, therefore, HEIs must respond to the local market demands/needs by offering relevant curricula and educational programs [41] that speak directly to local cultural demands to avoid industrial and economic developments that are divorced to local societal needs. Yet, this is the main essence and core value of indigenous education curricula. Needless to say “curriculum is at the heart of HE and as such, transformation must focus on what is taught what is learned and what is relevant to the teaching and learning to society” ([42], p. 13).
Eighth: participation and involvement of students in curricula issues.
Students’ involvement in curricula activities is needed to optimize their meaning and real learning opportunities. Indeed, with online tools the universities are losing control over the teaching, research and learning activities [43] and time is now for students to drive their own learning. Learners’ ability to construct their own knowledge and experiences through their free interaction with ICT trends show that students’ ownership of devices is rapidly increasing in some countries and that reliance on institutional equipment, often poorly managed, is also decreasing ([44], p. 851). Clearly, the institutional dynamics are changing where students and teachers are now in position to determine what to do/educational path.
Ninth: effective instructional strategies.
The best way to assist someone to enable him/her deeply learn is by doing. Therefore, effective instructional strategies are required to solicit and encourage students’ active engagement. These include, service learning, collaborative learning, active engagement, and problem solving activities. As such, African countries should ensure that students are afforded the opportunity to be part of the new and exciting global world with blended and value-adding ICT applications by giving them opportunities of doing/acting through their participation/involvement ([45], p. 984). This challenges the current curricula being offered by HEIs in Africa, regarding its relevance and innovativeness. Generally, most curricula are more theoretical oriented as opposed to practical/hands-on.
Tenth: ‘Necessity is the mother of invention’ [Plato] or innovation. During the post pandemic, there will be need for people to look for better innovative ways of surviving that are divorced from the traditional means with standard operating procedures (SOPs) in place. For example, people may engage in online businesses startups, e-marketing, e-medicine, e-spare parts, e-foods, e-transport, home-based business and factory/industry, etc. given the available cloud computing applications such as YouTube, Google go, Chrome, Google app, etc. Many young people can also gain a broad range of valuable ideas and skills in gardening, sawing, landscaping, carpentry, homemaking, engineering, camping and survival skills from online resources. As such, young people have so much to learn and gain from online virtual environments through interactive engagements with resources/materials, peers, and teachers. Interestingly, the majority of young people do not only enjoy but are motivated to use these tools confidently and comfortably.
What comes out clearly from ongoing discussion in this chapter is that, we learn by doing. This implies that any curricula innovation and reform should be responsive to current demand of society. For instance, in preparation of a generation to spur the knowledge production the curricula must be responsive to these demands of the technological innovation. If young people are to organically become creative and innovative, they should exploit online advancing mobile technologies for knowledge production and national economic development. This preparation has to starts from curricula experiences and the training they receive.
Curricula innovation in higher education in Africa will take a new direction. “Not only instructional formats will need to change, but degree programs and course content will too…. Higher education will increasingly move from knowledge acquisition to skills development, with a shift toward inter and multidisciplinary” [46]. The motivation is to produce graduates who are multi-skilled and multidisciplinary [46]. Attention is needed to promote a holistic and innovative curricula that impacts the job skills of the twenty-first century [8], yet, the current curricula and delivery method are too theoretical and utilize outdated skills [17] for twenty-first century higher education.
Similarly, Africa cannot expect different results without making substantial adjustments in the quality of education and training experiences available to its youth and without actually interrogating the curricula content being offered, how it is delivered, and how it is being assessed. Thus, the curricula business success will also depend on ensuring that HEIs are capable of glooming and nurturing highly skilled individuals that are endowed with transferable twenty-first century skills who will be able to support Africa’s economies [12]. Therefore, there is also need for implementing curricula innovation in order to meet the twenty-first century skills through enhanced interactive learning [18].
Tracer studies in Africa indicate that many graduates of professional courses do not actually practice their professions. For instance, Makerere University SIDA/SEREC study revealed that majority of the graduating veterinary doctors from the university do not actually practice veterinary medicine or engage in active animal farming activities, but rather end up in other business sectors, i.e. pharmacy, car dealers, real estates, among others. The overarching question is that why are such highly trained people opting not to engage with their professions after graduation? Yet, Makerere University offers some of the top/best Agriculture and Veterinary programs in Africa. There is need to interrogate the curricula of these programs in terms of their content, innovativeness in delivery, and assessment. This may also apply to almost all other courses and professions for HEIs in Africa.
Table 2 shows the keys to guide the curricula innovation and addressing such questions could inform the curricula design process.
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Possible questions to guide curricula innovation.
These questions may aid the process of undertaking curricula renovation process on issues which are highly complex, embedded and interlinked as reflected in Figure 1. We envisage the need to work towards developing a general curricula design framework that identifies the various factors and drivers that are essential to sustain important curricula innovation within the globalization context. Numerous curricula design models on contemporary higher education can be consulted [37, 47].
The College of Education and External Studies (CEES) is one of the nine colleges at Makerere University. CEES conducted a needs assessment survey on preparedness for online teaching and learning. The Faculty whose courses were taught or were being taught online were invited to participate in study via CEES’ staff WhatsApp platform. The information was gathered during the second week of July 2021 for those courses that had been taught online for semester two of academic year 2020/2021 during the Covid-19 pandemic. Here we report data for both challenges and coping strategies during online teaching and learning presented in Tables 3 and 4 respectively.
|
Challenges encountered during online teaching and learning.
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Coping strategies for online teaching and learning.
What comes out clearly from Table 3 shows that most of the challenges faced by MUK faculty in online teaching and learning were consistent with the barriers highlighted in literature [48]. However, lack of skills in online learning and pedagogies for both faculty and students, negative attitudes about online learning, connectivity issues and lack of gadgets suitable for online learning stood to be very critical. Digital divide also remains to be a serious concern [33]. As such numerous technical problems arose and the need for support in online learning is urgently required without compromising the educational experiences for students [33]. In addition, digital divide may continue to exist [30] and yet, it negatively impacts on the teaching and learning experiences [49] as well as extends inequalities in higher education access [17, 50].
Table 4 shows share responses for faculty regarding the coping strategies for online teaching and learning. They shared their insights into what they thought could be done to make online teaching and learning successful.
Clearly, Table 4 reveals that faculty see the need for technical support for both faculty and students as being vital. The support should focus on promoting skills in online pedagogies for both faculty and students. The need to motivate and encourage positive attitudes about online learning cannot be underscored. It is also crucial to university management to deal with connectivity and digital divide issues for both faculty and students. However, Table 5 shows recommended action points for institutional leaders and managers in their efforts to embrace online teaching and learning. We find these action points ideal in providing a starting point for all HEIs wanting to embark on the online teaching and learning journey.
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The action point presented in Table 5 are consistent with our understanding of what we perceive to be new possibilities to online teaching and learning. However, African nations can also take a leaf from Senegal as a step to embrace online teaching and learning. In Senegal, each student in higher education is given a laptop subsidized by the government and is paid for by the student in installments within a period of 12 months. Furthermore, the government has taken the lead in providing connectivity to HEIs. With increased connectivity, the Ministry signed an agreement with Elsevier and other publishers to provide access to journals and databases. Other initiatives of the government which leverage broadband connectivity, include establishment of the Senegal Virtual University, the Knowledge City and Technology Park. Internet access is free for students in all public universities [17].
What comes out clearly from this work is that where we have reached there is no point of return. Globalization, knowledge based economy, and the pandemic are all here to stay. HEIs must take a mantle to boldly address human development and social, cultural, health and governance issues as required [2]. The role of HE in providing relevant skills, technical and entrepreneurial trainings that are on demand, as well as those relevant in developing and promoting technological innovations is critical [12]. The demand for new knowledge and educational opportunities will not only continue to grow but will be password to economic survival in Africa. With declining government spending towards higher education, HEIs must develop alternative affordable options to support high quality education for diverse student’ populations [13]. Blended learning in higher education in Africa will become the order of the day. With advancing ICT technologies, mobile and cloud computing solutions are capable of rendering higher education affordable [34] for the increasing number of students who could not otherwise have been able to access it before.
These ICTs technologies especially mobile technologies could easily make education more flexible and accessible in many amazing and unlimited ways [25].
Currently, curricula innovation in HE has become the order of the day especially being able to deliver education amidst the COVID-19 pandemic. HEIs are increasingly challenged to focus on the curricula integration promote/stimulate knowledge production, creativity and innovation of higher level skills that may to be more important in the globalized knowledge economy. Interestingly, more students and teachers are now not only beginning to appreciate online teaching and learning but are becoming more comfortable and confident with it [20]. The need to upgrade online infrastructure to meet the changing demographics of students, curricula and pedagogical demands of the twenty-first century HE [8] cannot be underscored. Additionally, embracing pedagogical changes in terms of curricula design and delivery that involves students as active participants in the learning process rather than passive consumers [8] is the way to go.
This will be vital especially during the pandemic and post pandemic era where online learning/virtual learning environment has become part of our daily lives. Indeed, African nations cannot continue to drag their feet by their failure to do what the rest of the world are doing as far as making available quality and equitable education opportunities to all college going cohorts.
Unfortunately, millions of college students in Africa are at home out of school due to the pandemic lockdown. However, their counterparts in the developed countries are accessing quality educational experiences through virtual/remote learning environments. Tough decisions have to be made for Africa to become innovative in terms of building capacity for their citizens. Given that the quality of any nation/country cannot surpass the quality of its citizens.
The future of Africa’s HEIs will depend on improved collaboration, networking, and information sharing. Indeed, advancing online mobile technologies and cloud computing facilities could enable Africa’s HEIs to develop communities of practice [35] and embrace the ‘new normal’ for the knowledge production and economic growth. This chapter has emphasized curricula innovation effort that are current realities’ driven if these reforms are to make a difference. However, further research is needed on how to carry out curricula design intended to integrate current realities associated with the New Normal to meet the demands of the globalized knowledge society. Further research should generate innovative curricula design frameworks to guide future curricula innovation interventions and processes that target technological knowledge production and innovation.
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\n\nThe first step in obtaining funds for your Open Access publication begins with your institution or library. IntechOpen’s publishing standards align with most institutional funding programs. Our advice is to petition your institution for help in financing your Open Access publication.
\n\nHowever, as Open Access becomes a more commonly used publishing option for the dissemination of scientific and scholarly content, in addition to institutions, there are a growing number of funders who allow the use of grants for covering OA publication costs, or have established separate funds for the same purpose.
\n\nPlease consult our Open Access Funding page to explore some of these funding opportunities and learn more about how you could finance your IntechOpen publication. Keep in mind that this list is not definitive, and while we are constantly updating and informing our Authors of new funding opportunities, we recommend that you always check with your institution first.
\n\nFor Authors who are unable to obtain funding from their institution or research funding bodies and still need help in covering publication costs, IntechOpen offers the possibility of applying for a Waiver.
\n\nOur mission is to support Authors in publishing their research and making an impact within the scientific community. Currently, 14% of Authors receive full waivers and 6% receive partial waivers.
\n\nWhile providing support and advice to all our international Authors, waiver priority will be given to those Authors who reside in countries that are classified by the World Bank as low-income economies. In this way, we can help ensure that the scientific work being carried out can make an impact within the worldwide scientific community, no matter where an Author might live.
\n\nThe application process is open after your submitted manuscript has been accepted for publication. To apply, please fill out a Waiver Request Form and send it to your Author Service Manager. If you have an official letter from your university or institution showing that funds for your OA publication are unavailable, please attach that as well. The Waiver Request will normally be addressed within one week from the application date. All chapters that receive waivers or partial waivers will be designated as such online.
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After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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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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Finally, we turn our focus on contemporary applications of curriculum design, including the application of simulation to medical education, the rise of massive open online courses (MOOC), and the implementation of free open access medical education (FOAM) within undergraduate and graduate medical curricula.",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:"Simiao Li-Sauerwine and Andrew King",authors:null},{id:"64979",title:"Teaching Balanced Patient Care Using Principles of Reductionism and Holism: The Example of Chronic Low Back Pain",slug:"teaching-balanced-patient-care-using-principles-of-reductionism-and-holism-the-example-of-chronic-lo",totalDownloads:1011,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"This chapter explores how integrating holistic and reductionistic approaches to care may better optimize value based care. First, we define the terms ‘Holistic,’ ‘Reductionistic’ and ‘Integrative’. Then we explore their scope in the arenas of teaching and patient care, with the advantages, disadvantages and pitfalls of each approach. We review how these styles are embedded in and interact with the cultures of medicine and western societies at large. As an example of a balanced care approach, we focus on the example of chronic low back pain (CLBP), an increasingly common and expensive medical problem. We present practical examples of teaching and practicing these different styles, Holism and Reductionism, illustrating when each may be appropriate to optimize value of patient care. Study questions are included. A list of further readings and resources is included for the interested reader.",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:"Alan Remde, Stephen DeTurk and Thomas Wojda",authors:null},{id:"66801",title:"Physician Burnout",slug:"physician-burnout",totalDownloads:891,totalCrossrefCites:1,totalDimensionsCites:1,abstract:"Burnout is pervasive among physicians and is rapidly becoming a pandemic in healthcare. It is characterized by increasing demands without adequate support and hallmarked by depersonalization, emotional exhaustion, and a reduced sense of personal accomplishment. It is essential to address burnout, as it can lead to decreased productivity, increased healthcare costs, medical errors, workforce attrition, depression, and even suicide. Many factors contribute to burnout, and it occurs at all stages of medicine: it can begin during medical school, intensify during the years of graduate medical education (GME) or residency training, and persist as residents become staff physicians. It affects both sexes, but may impact female physicians disproportionately. Impact can also vary among specialties. Recognizing the problem and intervening with unified physician and organization-directed solutions centered on well-being, efficient practice models, and goal prioritization may help to reduce the prevalence and effects of burnout.",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:"Bess Connors, Charlotte Horne, Valery Vilchez and Sofya Asfaw",authors:null}],onlineFirstChaptersFilter:{topicId:"1317",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:317,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:105,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:15,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{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"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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He is a full professor of signal processing and pattern recognition and is head of the Signals and Communications Department at ULPGC, teaching from 2001 on subjects on signal processing and learning theory. His research lines are biometrics, biomedical signals and images, data mining, classification system, signal and image processing, machine learning, and environmental intelligence. He has researched in 52 international and Spanish research projects, some of them as head researcher. He is co-author of 4 books, co-editor of 27 proceedings books, guest editor for 8 JCR-ISI international journals, and up to 24 book chapters. He has over 450 papers published in international journals and conferences (81 of them indexed on JCR – ISI - Web of Science). He has published seven patents in the Spanish Patent and Trademark Office. He has been a supervisor on 8 Ph.D. theses (11 more are under supervision), and 130 master theses. 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His research interests include computer/machine vision, machine learning, pattern recognition, computational intelligence. \nDr. Papakostas served as a reviewer in numerous journals, as a program\ncommittee member in international conferences and he is a member of the IAENG, MIR Labs, EUCogIII, INSTICC and the Technical Chamber of Greece (TEE).",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null},{id:"25",title:"Evolutionary Computation",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",isOpenForSubmission:!0,editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",slug:"sebastian-ventura-soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",biography:"Sebastian Ventura is a Spanish researcher, a full professor with the Department of Computer Science and Numerical Analysis, University of Córdoba. 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His research interests include intelligent and embedded systems.",institutionString:"Universidad Autonoma de Queretaro",institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}}]},{type:"book",id:"7726",title:"Swarm Intelligence",subtitle:"Recent Advances, New Perspectives and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/7726.jpg",slug:"swarm-intelligence-recent-advances-new-perspectives-and-applications",publishedDate:"December 4th 2019",editedByType:"Edited by",bookSignature:"Javier Del Ser, Esther Villar and Eneko Osaba",hash:"e7ea7e74ce7a7a8e5359629e07c68d31",volumeInSeries:2,fullTitle:"Swarm Intelligence - Recent Advances, New Perspectives and Applications",editors:[{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. 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He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. 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Radiotherapy and Nuclear Medicine Technology has always been my aspiration and my life. As years passed I accumulated a tremendous amount of skills and knowledge in Radiotherapy and Nuclear Medicine, Conventional Radiology, Radiation Protection, Bioinformatics Technology, PACS, Image processing, clinically and lecturing that will enable me to provide a valuable service to the community as a Researcher and Consultant in this field. My method of translating this into day to day in clinical practice is non-exhaustible and my habit of exchanging knowledge and expertise with others in those fields is the code and secret of success.",institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"313277",title:"Dr.",name:"Bartłomiej",middleName:null,surname:"Płaczek",slug:"bartlomiej-placzek",fullName:"Bartłomiej Płaczek",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/313277/images/system/313277.jpg",biography:"Bartłomiej Płaczek, MSc (2002), Ph.D. (2005), Habilitation (2016), is a professor at the University of Silesia, Institute of Computer Science, Poland, and an expert from the National Centre for Research and Development. His research interests include sensor networks, smart sensors, intelligent systems, and image processing with applications in healthcare and medicine. He is the author or co-author of more than seventy papers in peer-reviewed journals and conferences as well as the co-author of several books. He serves as a reviewer for many scientific journals, international conferences, and research foundations. Since 2010, Dr. Placzek has been a reviewer of grants and projects (including EU projects) in the field of information technologies.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"35000",title:"Prof.",name:"Ulrich H.P",middleName:"H.P.",surname:"Fischer",slug:"ulrich-h.p-fischer",fullName:"Ulrich H.P Fischer",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/35000/images/3052_n.jpg",biography:"Academic and Professional Background\nUlrich H. P. has Diploma and PhD degrees in Physics from the Free University Berlin, Germany. He has been working on research positions in the Heinrich-Hertz-Institute in Germany. Several international research projects has been performed with European partners from France, Netherlands, Norway and the UK. He is currently Professor of Communications Systems at the Harz University of Applied Sciences, Germany.\n\nPublications and Publishing\nHe has edited one book, a special interest book about ‘Optoelectronic Packaging’ (VDE, Berlin, Germany), and has published over 100 papers and is owner of several international patents for WDM over POF key elements.\n\nKey Research and Consulting Interests\nUlrich’s research activity has always been related to Spectroscopy and Optical Communications Technology. Specific current interests include the validation of complex instruments, and the application of VR technology to the development and testing of measurement systems. He has been reviewer for several publications of the Optical Society of America\\'s including Photonics Technology Letters and Applied Optics.\n\nPersonal Interests\nThese include motor cycling in a very relaxed manner and performing martial arts.",institutionString:null,institution:{name:"Charité",country:{name:"Germany"}}},{id:"341622",title:"Ph.D.",name:"Eduardo",middleName:null,surname:"Rojas Alvarez",slug:"eduardo-rojas-alvarez",fullName:"Eduardo Rojas Alvarez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341622/images/15892_n.jpg",biography:null,institutionString:null,institution:{name:"University of Cuenca",country:{name:"Ecuador"}}},{id:"215610",title:"Prof.",name:"Muhammad",middleName:null,surname:"Sarfraz",slug:"muhammad-sarfraz",fullName:"Muhammad Sarfraz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/215610/images/system/215610.jpeg",biography:"Muhammad Sarfraz is a professor in the Department of Information Science, Kuwait University. His research interests include computer graphics, computer vision, image processing, machine learning, pattern recognition, soft computing, data science, intelligent systems, information technology, and information systems. Prof. Sarfraz has been a keynote/invited speaker on various platforms around the globe. He has advised various students for their MSc and Ph.D. theses. He has published more than 400 publications as books, journal articles, and conference papers. He is a member of various professional societies and a chair and member of the International Advisory Committees and Organizing Committees of various international conferences. Prof. Sarfraz is also an editor-in-chief and editor of various international journals.",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"32650",title:"Prof.",name:"Lukas",middleName:"Willem",surname:"Snyman",slug:"lukas-snyman",fullName:"Lukas Snyman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/32650/images/4136_n.jpg",biography:"Lukas Willem Snyman received his basic education at primary and high schools in South Africa, Eastern Cape. He enrolled at today's Nelson Metropolitan University and graduated from this university with a BSc in Physics and Mathematics, B.Sc Honors in Physics, MSc in Semiconductor Physics, and a Ph.D. in Semiconductor Physics in 1987. After his studies, he chose an academic career and devoted his energy to the teaching of physics to first, second, and third-year students. After positions as a lecturer at the University of Port Elizabeth, he accepted a position as Associate Professor at the University of Pretoria, South Africa.\r\n\r\nIn 1992, he motivates the concept of 'television and computer-based education” as means to reach large student numbers with only the best of teaching expertise and publishes an article on the concept in the SA Journal of Higher Education of 1993 (and later in 2003). The University of Pretoria subsequently approved a series of test projects on the concept with outreach to Mamelodi and Eerste Rust in 1993. In 1994, the University established a 'Unit for Telematic Education ' as a support section for multiple faculties at the University of Pretoria. In subsequent years, the concept of 'telematic education” subsequently becomes well established in academic circles in South Africa, grew in popularity, and is adopted by many universities and colleges throughout South Africa as a medium of enhancing education and training, as a method to reaching out to far out communities, and as a means to enhance study from the home environment.\r\n\r\nProfessor Snyman in subsequent years pursued research in semiconductor physics, semiconductor devices, microelectronics, and optoelectronics.\r\n\r\nIn 2000 he joined the TUT as a full professor. Here served for a period as head of the Department of Electronic Engineering. Here he makes contributions to solar energy development, microwave and optoelectronic device development, silicon photonics, as well as contributions to new mobile telecommunication systems and network planning in SA.\r\n\r\nCurrently, he teaches electronics and telecommunications at the TUT to audiences ranging from first-year students to Ph.D. level.\r\n\r\nFor his research in the field of 'Silicon Photonics” since 1990, he has published (as author and co-author) about thirty internationally reviewed articles in scientific journals, contributed to more than forty international conferences, about 25 South African provisional patents (as inventor and co-inventor), 8 PCT international patent applications until now. Of these, two USA patents applications, two European Patents, two Korean patents, and ten SA patents have been granted. A further 4 USA patents, 5 European patents, 3 Korean patents, 3 Chinese patents, and 3 Japanese patents are currently under consideration.\r\n\r\nRecently he has also published an extensive scholarly chapter in an internet open access book on 'Integrating Microphotonic Systems and MOEMS into standard Silicon CMOS Integrated circuitry”.\r\n\r\nFurthermore, Professor Snyman recently steered a new initiative at the TUT by introducing a 'Laboratory for Innovative Electronic Systems ' at the Department of Electrical Engineering. The model of this laboratory or center is to primarily combine outputs as achieved by high-level research with lower-level system development and entrepreneurship in a technical university environment. Students are allocated to projects at different levels with PhDs and Master students allocated to the generation of new knowledge and new technologies, while students at the diploma and Baccalaureus level are allocated to electronic systems development with a direct and a near application for application in industry or the commercial and public sectors in South Africa.\r\n\r\nProfessor Snyman received the WIRSAM Award of 1983 and the WIRSAM Award in 1985 in South Africa for best research papers by a young scientist at two international conferences on electron microscopy in South Africa. He subsequently received the SA Microelectronics Award for the best dissertation emanating from studies executed at a South African university in the field of Physics and Microelectronics in South Africa in 1987. In October of 2011, Professor Snyman received the prestigious Institutional Award for 'Innovator of the Year” for 2010 at the Tshwane University of Technology, South Africa. This award was based on the number of patents recognized and granted by local and international institutions as well as for his contributions concerning innovation at the TUT.",institutionString:null,institution:{name:"University of South Africa",country:{name:"South Africa"}}},{id:"317279",title:"Mr.",name:"Ali",middleName:"Usama",surname:"Syed",slug:"ali-syed",fullName:"Ali Syed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/317279/images/16024_n.png",biography:"A creative, talented, and innovative young professional who is dedicated, well organized, and capable research fellow with two years of experience in graduate-level research, published in engineering journals and book, with related expertise in Bio-robotics, equally passionate about the aesthetics of the mechanical and electronic system, obtained expertise in the use of MS Office, MATLAB, SolidWorks, LabVIEW, Proteus, Fusion 360, having a grasp on python, C++ and assembly language, possess proven ability in acquiring research grants, previous appointments with social and educational societies with experience in administration, current affiliations with IEEE and Web of Science, a confident presenter at conferences and teacher in classrooms, able to explain complex information to audiences of all levels.",institutionString:null,institution:{name:"Air University",country:{name:"Pakistan"}}},{id:"75526",title:"Ph.D.",name:"Zihni Onur",middleName:null,surname:"Uygun",slug:"zihni-onur-uygun",fullName:"Zihni Onur Uygun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/75526/images/12_n.jpg",biography:"My undergraduate education and my Master of Science educations at Ege University and at Çanakkale Onsekiz Mart University have given me a firm foundation in Biochemistry, Analytical Chemistry, Biosensors, Bioelectronics, Physical Chemistry and Medicine. After obtaining my degree as a MSc in analytical chemistry, I started working as a research assistant in Ege University Medical Faculty in 2014. In parallel, I enrolled to the MSc program at the Department of Medical Biochemistry at Ege University to gain deeper knowledge on medical and biochemical sciences as well as clinical chemistry in 2014. In my PhD I deeply researched on biosensors and bioelectronics and finished in 2020. Now I have eleven SCI-Expanded Index published papers, 6 international book chapters, referee assignments for different SCIE journals, one international patent pending, several international awards, projects and bursaries. In parallel to my research assistant position at Ege University Medical Faculty, Department of Medical Biochemistry, in April 2016, I also founded a Start-Up Company (Denosens Biotechnology LTD) by the support of The Scientific and Technological Research Council of Turkey. Currently, I am also working as a CEO in Denosens Biotechnology. The main purposes of the company, which carries out R&D as a research center, are to develop new generation biosensors and sensors for both point-of-care diagnostics; such as glucose, lactate, cholesterol and cancer biomarker detections. My specific experimental and instrumental skills are Biochemistry, Biosensor, Analytical Chemistry, Electrochemistry, Mobile phone based point-of-care diagnostic device, POCTs and Patient interface designs, HPLC, Tandem Mass Spectrometry, Spectrophotometry, ELISA.",institutionString:null,institution:{name:"Ege University",country:{name:"Turkey"}}},{id:"267434",title:"Dr.",name:"Rohit",middleName:null,surname:"Raja",slug:"rohit-raja",fullName:"Rohit Raja",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/267434/images/system/267434.jpg",biography:"Dr. Rohit Raja received Ph.D. in Computer Science and Engineering from Dr. CVRAMAN University in 2016. His main research interest includes Face recognition and Identification, Digital Image Processing, Signal Processing, and Networking. Presently he is working as Associate Professor in IT Department, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur (CG), India. He has authored several Journal and Conference Papers. He has good Academics & Research experience in various areas of CSE and IT. He has filed and successfully published 27 Patents. He has received many time invitations to be a Guest at IEEE Conferences. He has published 100 research papers in various International/National Journals (including IEEE, Springer, etc.) and Proceedings of the reputed International/ National Conferences (including Springer and IEEE). He has been nominated to the board of editors/reviewers of many peer-reviewed and refereed Journals (including IEEE, Springer).",institutionString:"Guru Ghasidas Vishwavidyalaya",institution:{name:"Guru Ghasidas Vishwavidyalaya",country:{name:"India"}}},{id:"246502",title:"Dr.",name:"Jaya T.",middleName:"T",surname:"Varkey",slug:"jaya-t.-varkey",fullName:"Jaya T. Varkey",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246502/images/11160_n.jpg",biography:"Jaya T. Varkey, PhD, graduated with a degree in Chemistry from Cochin University of Science and Technology, Kerala, India. She obtained a PhD in Chemistry from the School of Chemical Sciences, Mahatma Gandhi University, Kerala, India, and completed a post-doctoral fellowship at the University of Minnesota, USA. She is a research guide at Mahatma Gandhi University and Associate Professor in Chemistry, St. Teresa’s College, Kochi, Kerala, India.\nDr. Varkey received a National Young Scientist award from the Indian Science Congress (1995), a UGC Research award (2016–2018), an Indian National Science Academy (INSA) Visiting Scientist award (2018–2019), and a Best Innovative Faculty award from the All India Association for Christian Higher Education (AIACHE) (2019). She Hashas received the Sr. Mary Cecil prize for best research paper three times. She was also awarded a start-up to develop a tea bag water filter. \nDr. Varkey has published two international books and twenty-seven international journal publications. She is an editorial board member for five international journals.",institutionString:"St. Teresa’s College",institution:null},{id:"250668",title:"Dr.",name:"Ali",middleName:null,surname:"Nabipour Chakoli",slug:"ali-nabipour-chakoli",fullName:"Ali Nabipour Chakoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/250668/images/system/250668.jpg",biography:"Academic Qualification:\r\n•\tPhD in Materials Physics and Chemistry, From: Sep. 2006, to: Sep. 2010, School of Materials Science and Engineering, Harbin Institute of Technology, Thesis: Structure and Shape Memory Effect of Functionalized MWCNTs/poly (L-lactide-co-ε-caprolactone) Nanocomposites. Supervisor: Prof. Wei Cai,\r\n•\tM.Sc in Applied Physics, From: 1996, to: 1998, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Determination of Boron in Micro alloy Steels with solid state nuclear track detectors by neutron induced auto radiography, Supervisors: Dr. M. Hosseini Ashrafi and Dr. A. Hosseini.\r\n•\tB.Sc. in Applied Physics, From: 1991, to: 1996, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Design of shielding for Am-Be neutron sources for In Vivo neutron activation analysis, Supervisor: Dr. M. Hosseini Ashrafi.\r\n\r\nResearch Experiences:\r\n1.\tNanomaterials, Carbon Nanotubes, Graphene: Synthesis, Functionalization and Characterization,\r\n2.\tMWCNTs/Polymer Composites: Fabrication and Characterization, \r\n3.\tShape Memory Polymers, Biodegradable Polymers, ORC, Collagen,\r\n4.\tMaterials Analysis and Characterizations: TEM, SEM, XPS, FT-IR, Raman, DSC, DMA, TGA, XRD, GPC, Fluoroscopy, \r\n5.\tInteraction of Radiation with Mater, Nuclear Safety and Security, NDT(RT),\r\n6.\tRadiation Detectors, Calibration (SSDL),\r\n7.\tCompleted IAEA e-learning Courses:\r\nNuclear Security (15 Modules),\r\nNuclear Safety:\r\nTSA 2: Regulatory Protection in Occupational Exposure,\r\nTips & Tricks: Radiation Protection in Radiography,\r\nSafety and Quality in Radiotherapy,\r\nCourse on Sealed Radioactive Sources,\r\nCourse on Fundamentals of Environmental Remediation,\r\nCourse on Planning for Environmental Remediation,\r\nKnowledge Management Orientation Course,\r\nFood Irradiation - Technology, Applications and Good Practices,\r\nEmployment:\r\nFrom 2010 to now: Academic staff, Nuclear Science and Technology Research Institute, Kargar Shomali, Tehran, Iran, P.O. Box: 14395-836.\r\nFrom 1997 to 2006: Expert of Materials Analysis and Characterization. Research Center of Agriculture and Medicine. Rajaeeshahr, Karaj, Iran, P. O. Box: 31585-498.",institutionString:"Atomic Energy Organization of Iran",institution:{name:"Atomic Energy Organization of Iran",country:{name:"Iran"}}},{id:"248279",title:"Dr.",name:"Monika",middleName:"Elzbieta",surname:"Machoy",slug:"monika-machoy",fullName:"Monika Machoy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248279/images/system/248279.jpeg",biography:"Monika Elżbieta Machoy, MD, graduated with distinction from the Faculty of Medicine and Dentistry at the Pomeranian Medical University in 2009, defended her PhD thesis with summa cum laude in 2016 and is currently employed as a researcher at the Department of Orthodontics of the Pomeranian Medical University. She expanded her professional knowledge during a one-year scholarship program at the Ernst Moritz Arndt University in Greifswald, Germany and during a three-year internship at the Technical University in Dresden, Germany. She has been a speaker at numerous orthodontic conferences, among others, American Association of Orthodontics, European Orthodontic Symposium and numerous conferences of the Polish Orthodontic Society. She conducts research focusing on the effect of orthodontic treatment on dental and periodontal tissues and the causes of pain in orthodontic patients.",institutionString:"Pomeranian Medical University",institution:{name:"Pomeranian Medical University",country:{name:"Poland"}}},{id:"252743",title:"Prof.",name:"Aswini",middleName:"Kumar",surname:"Kar",slug:"aswini-kar",fullName:"Aswini Kar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252743/images/10381_n.jpg",biography:"uploaded in cv",institutionString:null,institution:{name:"KIIT University",country:{name:"India"}}},{id:"204256",title:"Dr.",name:"Anil",middleName:"Kumar",surname:"Kumar Sahu",slug:"anil-kumar-sahu",fullName:"Anil Kumar Sahu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204256/images/14201_n.jpg",biography:"I have nearly 11 years of research and teaching experience. I have done my master degree from University Institute of Pharmacy, Pt. Ravi Shankar Shukla University, Raipur, Chhattisgarh India. I have published 16 review and research articles in international and national journals and published 4 chapters in IntechOpen, the world’s leading publisher of Open access books. I have presented many papers at national and international conferences. I have received research award from Indian Drug Manufacturers Association in year 2015. My research interest extends from novel lymphatic drug delivery systems, oral delivery system for herbal bioactive to formulation optimization.",institutionString:null,institution:{name:"Chhattisgarh Swami Vivekanand Technical University",country:{name:"India"}}},{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:null},{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",country:{name:"Canada"}}},{id:"254463",title:"Prof.",name:"Haisheng",middleName:null,surname:"Yang",slug:"haisheng-yang",fullName:"Haisheng Yang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/254463/images/system/254463.jpeg",biography:"Haisheng Yang, Ph.D., Professor and Director of the Department of Biomedical Engineering, College of Life Science and Bioengineering, Beijing University of Technology. He received his Ph.D. degree in Mechanics/Biomechanics from Harbin Institute of Technology (jointly with University of California, Berkeley). Afterwards, he worked as a Postdoctoral Research Associate in the Purdue Musculoskeletal Biology and Mechanics Lab at the Department of Basic Medical Sciences, Purdue University, USA. He also conducted research in the Research Centre of Shriners Hospitals for Children-Canada at McGill University, Canada. Dr. Yang has over 10 years research experience in orthopaedic biomechanics and mechanobiology of bone adaptation and regeneration. He earned an award from Beijing Overseas Talents Aggregation program in 2017 and serves as Beijing Distinguished Professor.",institutionString:null,institution:{name:"Beijing University of Technology",country:{name:"China"}}},{id:"89721",title:"Dr.",name:"Mehmet",middleName:"Cuneyt",surname:"Ozmen",slug:"mehmet-ozmen",fullName:"Mehmet Ozmen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/89721/images/7289_n.jpg",biography:null,institutionString:null,institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"243698",title:"M.D.",name:"Xiaogang",middleName:null,surname:"Wang",slug:"xiaogang-wang",fullName:"Xiaogang Wang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243698/images/system/243698.png",biography:"Dr. Xiaogang Wang, a faculty member of Shanxi Eye Hospital specializing in the treatment of cataract and retinal disease and a tutor for postgraduate students of Shanxi Medical University, worked in the COOL Lab as an international visiting scholar under the supervision of Dr. David Huang and Yali Jia from October 2012 through November 2013. Dr. Wang earned an MD from Shanxi Medical University and a Ph.D. from Shanghai Jiao Tong University. Dr. Wang was awarded two research project grants focused on multimodal optical coherence tomography imaging and deep learning in cataract and retinal disease, from the National Natural Science Foundation of China. He has published around 30 peer-reviewed journal papers and four book chapters and co-edited one book.",institutionString:"Shanxi Eye Hospital",institution:{name:"Shanxi Eye Hospital",country:{name:"China"}}},{id:"242893",title:"Ph.D. Student",name:"Joaquim",middleName:null,surname:"De Moura",slug:"joaquim-de-moura",fullName:"Joaquim De Moura",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/242893/images/7133_n.jpg",biography:"Joaquim de Moura received his degree in Computer Engineering in 2014 from the University of A Coruña (Spain). In 2016, he received his M.Sc degree in Computer Engineering from the same university. He is currently pursuing his Ph.D degree in Computer Science in a collaborative project between ophthalmology centers in Galicia and the University of A Coruña. His research interests include computer vision, machine learning algorithms and analysis and medical imaging processing of various kinds.",institutionString:null,institution:{name:"University of A Coruña",country:{name:"Spain"}}},{id:"294334",title:"B.Sc.",name:"Marc",middleName:null,surname:"Bruggeman",slug:"marc-bruggeman",fullName:"Marc Bruggeman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/294334/images/8242_n.jpg",biography:"Chemical engineer graduate, with a passion for material science and specific interest in polymers - their near infinite applications intrigue me. \n\nI plan to continue my scientific career in the field of polymeric biomaterials as I am fascinated by intelligent, bioactive and biomimetic materials for use in both consumer and medical applications.",institutionString:null,institution:null},{id:"255757",title:"Dr.",name:"Igor",middleName:"Victorovich",surname:"Lakhno",slug:"igor-lakhno",fullName:"Igor Lakhno",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255757/images/system/255757.jpg",biography:"Igor Victorovich Lakhno was born in 1971 in Kharkiv (Ukraine). \nMD – 1994, Kharkiv National Medical Univesity.\nOb&Gyn; – 1997, master courses in Kharkiv Medical Academy of Postgraduate Education.\nPh.D. – 1999, Kharkiv National Medical Univesity.\nDSC – 2019, PL Shupik National Academy of Postgraduate Education \nProfessor – 2021, Department of Obstetrics and Gynecology of VN Karazin Kharkiv National University\nHead of Department – 2021, Department of Perinatology, Obstetrics and gynecology of Kharkiv Medical Academy of Postgraduate Education\nIgor Lakhno has been graduated from international training courses on reproductive medicine and family planning held at Debrecen University (Hungary) in 1997. Since 1998 Lakhno Igor has worked as an associate professor in the department of obstetrics and gynecology of VN Karazin National University and an associate professor of the perinatology, obstetrics, and gynecology department of Kharkiv Medical Academy of Postgraduate Education. Since June 2019 he’s been a professor in the department of obstetrics and gynecology of VN Karazin National University and a professor of the perinatology, obstetrics, and gynecology department. He’s affiliated with Kharkiv Medical Academy of Postgraduate Education as a Head of Department from November 2021. Igor Lakhno has participated in several international projects on fetal non-invasive electrocardiography (with Dr. J. A. Behar (Technion), Prof. D. Hoyer (Jena University), and José Alejandro Díaz Méndez (National Institute of Astrophysics, Optics, and Electronics, Mexico). He’s an author of about 200 printed works and there are 31 of them in Scopus or Web of Science databases. Igor Lakhno is a member of the Editorial Board of Reproductive Health of Woman, Emergency Medicine, and Technology Transfer Innovative Solutions in Medicine (Estonia). He is a medical Editor of “Z turbotoyu pro zhinku”. Igor Lakhno is a reviewer of the Journal of Obstetrics and Gynaecology (Taylor and Francis), British Journal of Obstetrics and Gynecology (Wiley), Informatics in Medicine Unlocked (Elsevier), The Journal of Obstetrics and Gynecology Research (Wiley), Endocrine, Metabolic & Immune Disorders-Drug Targets (Bentham Open), The Open Biomedical Engineering Journal (Bentham Open), etc. He’s defended a dissertation for a DSc degree “Pre-eclampsia: prediction, prevention, and treatment”. Three years ago Igor Lakhno has participated in a training course on innovative technologies in medical education at Lublin Medical University (Poland). Lakhno Igor has participated as a speaker in several international conferences and congresses (International Conference on Biological Oscillations April 10th-14th 2016, Lancaster, UK, The 9th conference of the European Study Group on Cardiovascular Oscillations). His main scientific interests: are obstetrics, women’s health, fetal medicine, and cardiovascular medicine. \nIgor Lakhno is a consultant at Kharkiv municipal perinatal center. He’s graduated from training courses on endoscopy in gynecology. He has 28 years of practical experience in the field.",institutionString:null,institution:null},{id:"244950",title:"Dr.",name:"Salvatore",middleName:null,surname:"Di Lauro",slug:"salvatore-di-lauro",fullName:"Salvatore Di Lauro",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0030O00002bSF1HQAW/ProfilePicture%202021-12-20%2014%3A54%3A14.482",biography:"Name:\n\tSALVATORE DI LAURO\nAddress:\n\tHospital Clínico Universitario Valladolid\nAvda Ramón y Cajal 3\n47005, Valladolid\nSpain\nPhone number: \nFax\nE-mail:\n\t+34 983420000 ext 292\n+34 983420084\nsadilauro@live.it\nDate and place of Birth:\nID Number\nMedical Licence \nLanguages\t09-05-1985. Villaricca (Italy)\n\nY1281863H\n474707061\nItalian (native language)\nSpanish (read, written, spoken)\nEnglish (read, written, spoken)\nPortuguese (read, spoken)\nFrench (read)\n\t\t\nCurrent position (title and company)\tDate (Year)\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. Private practise.\t2017-today\n\n2019-today\n\t\n\t\nEducation (High school, university and postgraduate training > 3 months)\tDate (Year)\nDegree in Medicine and Surgery. University of Neaples 'Federico II”\nResident in Opthalmology. Hospital Clinico Universitario Valladolid\nMaster in Vitreo-Retina. IOBA. University of Valladolid\nFellow of the European Board of Ophthalmology. Paris\nMaster in Research in Ophthalmology. University of Valladolid\t2003-2009\n2012-2016\n2016-2017\n2016\n2012-2013\n\t\nEmployments (company and positions)\tDate (Year)\nResident in Ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl.\nFellow in Vitreo-Retina. IOBA. University of Valladolid\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. \n\t2012-2016\n2016-2017\n2017-today\n\n2019-Today\n\n\n\t\nClinical Research Experience (tasks and role)\tDate (Year)\nAssociated investigator\n\n' FIS PI20/00740: DESARROLLO DE UNA CALCULADORA DE RIESGO DE\nAPARICION DE RETINOPATIA DIABETICA BASADA EN TECNICAS DE IMAGEN MULTIMODAL EN PACIENTES DIABETICOS TIPO 1. Grant by: Ministerio de Ciencia e Innovacion \n\n' (BIO/VA23/14) Estudio clínico multicéntrico y prospectivo para validar dos\nbiomarcadores ubicados en los genes p53 y MDM2 en la predicción de los resultados funcionales de la cirugía del desprendimiento de retina regmatógeno. Grant by: Gerencia Regional de Salud de la Junta de Castilla y León.\n' Estudio multicéntrico, aleatorizado, con enmascaramiento doble, en 2 grupos\nparalelos y de 52 semanas de duración para comparar la eficacia, seguridad e inmunogenicidad de SOK583A1 respecto a Eylea® en pacientes con degeneración macular neovascular asociada a la edad' (CSOK583A12301; N.EUDRA: 2019-004838-41; FASE III). Grant by Hexal AG\n\n' Estudio de fase III, aleatorizado, doble ciego, con grupos paralelos, multicéntrico para comparar la eficacia y la seguridad de QL1205 frente a Lucentis® en pacientes con degeneración macular neovascular asociada a la edad. (EUDRACT: 2018-004486-13). Grant by Qilu Pharmaceutical Co\n\n' Estudio NEUTON: Ensayo clinico en fase IV para evaluar la eficacia de aflibercept en pacientes Naive con Edema MacUlar secundario a Oclusion de Vena CenTral de la Retina (OVCR) en regimen de tratamientO iNdividualizado Treat and Extend (TAE)”, (2014-000975-21). Grant by Fundacion Retinaplus\n\n' Evaluación de la seguridad y bioactividad de anillos de tensión capsular en conejo. Proyecto Procusens. Grant by AJL, S.A.\n\n'Estudio epidemiológico, prospectivo, multicéntrico y abierto\\npara valorar la frecuencia de la conjuntivitis adenovírica diagnosticada mediante el test AdenoPlus®\\nTest en pacientes enfermos de conjuntivitis aguda”\\n. National, multicenter study. Grant by: NICOX.\n\nEuropean multicentric trial: 'Evaluation of clinical outcomes following the use of Systane Hydration in patients with dry eye”. Study Phase 4. Grant by: Alcon Labs'\n\nVLPs Injection and Activation in a Rabbit Model of Uveal Melanoma. Grant by Aura Bioscience\n\nUpdating and characterization of a rabbit model of uveal melanoma. Grant by Aura Bioscience\n\nEnsayo clínico en fase IV para evaluar las variantes genéticas de la vía del VEGF como biomarcadores de eficacia del tratamiento con aflibercept en pacientes con degeneración macular asociada a la edad (DMAE) neovascular. Estudio BIOIMAGE. IMO-AFLI-2013-01\n\nEstudio In-Eye:Ensayo clínico en fase IV, abierto, aleatorizado, de 2 brazos,\nmulticçentrico y de 12 meses de duración, para evaluar la eficacia y seguridad de un régimen de PRN flexible individualizado de 'esperar y extender' versus un régimen PRN según criterios de estabilización mediante evaluaciones mensuales de inyecciones intravítreas de ranibizumab 0,5 mg en pacientes naive con neovascularización coriodea secunaria a la degeneración macular relacionada con la edad. CP: CRFB002AES03T\n\nTREND: Estudio Fase IIIb multicéntrico, randomizado, de 12 meses de\nseguimiento con evaluador de la agudeza visual enmascarado, para evaluar la eficacia y la seguridad de ranibizumab 0.5mg en un régimen de tratar y extender comparado con un régimen mensual, en pacientes con degeneración macular neovascular asociada a la edad. CP: CRFB002A2411 Código Eudra CT:\n2013-002626-23\n\n\n\nPublications\t\n\n2021\n\n\n\n\n2015\n\n\n\n\n2021\n\n\n\n\n\n2021\n\n\n\n\n2015\n\n\n\n\n2015\n\n\n2014\n\n\n\n\n2015-16\n\n\n\n2015\n\n\n2014\n\n\n2014\n\n\n\n\n2014\n\n\n\n\n\n\n\n2014\n\nJose Carlos Pastor; Jimena Rojas; Salvador Pastor-Idoate; Salvatore Di Lauro; Lucia Gonzalez-Buendia; Santiago Delgado-Tirado. Proliferative vitreoretinopathy: A new concept of disease pathogenesis and practical\nconsequences. Progress in Retinal and Eye Research. 51, pp. 125 - 155. 03/2016. DOI: 10.1016/j.preteyeres.2015.07.005\n\n\nLabrador-Velandia S; Alonso-Alonso ML; Di Lauro S; García-Gutierrez MT; Srivastava GK; Pastor JC; Fernandez-Bueno I. Mesenchymal stem cells provide paracrine neuroprotective resources that delay degeneration of co-cultured organotypic neuroretinal cultures.Experimental Eye Research. 185, 17/05/2019. DOI: 10.1016/j.exer.2019.05.011\n\nSalvatore Di Lauro; Maria Teresa Garcia Gutierrez; Ivan Fernandez Bueno. Quantification of pigment epithelium-derived factor (PEDF) in an ex vivo coculture of retinal pigment epithelium cells and neuroretina.\nJournal of Allbiosolution. 2019. ISSN 2605-3535\n\nSonia Labrador Velandia; Salvatore Di Lauro; Alonso-Alonso ML; Tabera Bartolomé S; Srivastava GK; Pastor JC; Fernandez-Bueno I. Biocompatibility of intravitreal injection of human mesenchymal stem cells in immunocompetent rabbits. Graefe's archive for clinical and experimental ophthalmology. 256 - 1, pp. 125 - 134. 01/2018. DOI: 10.1007/s00417-017-3842-3\n\n\nSalvatore Di Lauro, David Rodriguez-Crespo, Manuel J Gayoso, Maria T Garcia-Gutierrez, J Carlos Pastor, Girish K Srivastava, Ivan Fernandez-Bueno. A novel coculture model of porcine central neuroretina explants and retinal pigment epithelium cells. Molecular Vision. 2016 - 22, pp. 243 - 253. 01/2016.\n\nSalvatore Di Lauro. Classifications for Proliferative Vitreoretinopathy ({PVR}): An Analysis of Their Use in Publications over the Last 15 Years. Journal of Ophthalmology. 2016, pp. 1 - 6. 01/2016. DOI: 10.1155/2016/7807596\n\nSalvatore Di Lauro; Rosa Maria Coco; Rosa Maria Sanabria; Enrique Rodriguez de la Rua; Jose Carlos Pastor. Loss of Visual Acuity after Successful Surgery for Macula-On Rhegmatogenous Retinal Detachment in a Prospective Multicentre Study. Journal of Ophthalmology. 2015:821864, 2015. DOI: 10.1155/2015/821864\n\nIvan Fernandez-Bueno; Salvatore Di Lauro; Ivan Alvarez; Jose Carlos Lopez; Maria Teresa Garcia-Gutierrez; Itziar Fernandez; Eva Larra; Jose Carlos Pastor. Safety and Biocompatibility of a New High-Density Polyethylene-Based\nSpherical Integrated Porous Orbital Implant: An Experimental Study in Rabbits. Journal of Ophthalmology. 2015:904096, 2015. DOI: 10.1155/2015/904096\n\nPastor JC; Pastor-Idoate S; Rodríguez-Hernandez I; Rojas J; Fernandez I; Gonzalez-Buendia L; Di Lauro S; Gonzalez-Sarmiento R. Genetics of PVR and RD. Ophthalmologica. 232 - Suppl 1, pp. 28 - 29. 2014\n\nRodriguez-Crespo D; Di Lauro S; Singh AK; Garcia-Gutierrez MT; Garrosa M; Pastor JC; Fernandez-Bueno I; Srivastava GK. Triple-layered mixed co-culture model of RPE cells with neuroretina for evaluating the neuroprotective effects of adipose-MSCs. Cell Tissue Res. 358 - 3, pp. 705 - 716. 2014.\nDOI: 10.1007/s00441-014-1987-5\n\nCarlo De Werra; Salvatore Condurro; Salvatore Tramontano; Mario Perone; Ivana Donzelli; Salvatore Di Lauro; Massimo Di Giuseppe; Rosa Di Micco; Annalisa Pascariello; Antonio Pastore; Giorgio Diamantis; Giuseppe Galloro. Hydatid disease of the liver: thirty years of surgical experience.Chirurgia italiana. 59 - 5, pp. 611 - 636.\n(Italia): 2007. ISSN 0009-4773\n\nChapters in books\n\t\n' Salvador Pastor Idoate; Salvatore Di Lauro; Jose Carlos Pastor Jimeno. PVR: Pathogenesis, Histopathology and Classification. Proliferative Vitreoretinopathy with Small Gauge Vitrectomy. Springer, 2018. ISBN 978-3-319-78445-8\nDOI: 10.1007/978-3-319-78446-5_2. \n\n' Salvatore Di Lauro; Maria Isabel Lopez Galvez. Quistes vítreos en una mujer joven. Problemas diagnósticos en patología retinocoroidea. Sociedad Española de Retina-Vitreo. 2018.\n\n' Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor Jimeno. iOCT in PVR management. OCT Applications in Opthalmology. pp. 1 - 8. INTECH, 2018. DOI: 10.5772/intechopen.78774.\n\n' Rosa Coco Martin; Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor. amponadores, manipuladores y tinciones en la cirugía del traumatismo ocular.Trauma Ocular. Ponencia de la SEO 2018..\n\n' LOPEZ GALVEZ; DI LAURO; CRESPO. OCT angiografia y complicaciones retinianas de la diabetes. PONENCIA SEO 2021, CAPITULO 20. (España): 2021.\n\n' Múltiples desprendimientos neurosensoriales bilaterales en paciente joven. Enfermedades Degenerativas De Retina Y Coroides. SERV 04/2016. \n' González-Buendía L; Di Lauro S; Pastor-Idoate S; Pastor Jimeno JC. Vitreorretinopatía proliferante (VRP) e inflamación: LA INFLAMACIÓN in «INMUNOMODULADORES Y ANTIINFLAMATORIOS: MÁS ALLÁ DE LOS CORTICOIDES. 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Topics include, but are not limited to: Advanced techniques of cellular and molecular biology (Molecular methodologies, imaging techniques, and bioinformatics); Biological activities at the molecular level; Biological processes of cell functions, cell division, senescence, maintenance, and cell death; Biomolecules interactions; Cancer; Cell biology; Chemical biology; Computational biology; Cytochemistry; Developmental biology; Disease mechanisms and therapeutics; DNA, and RNA metabolism; Gene functions, genetics, and genomics; Genetics; Immunology; Medical microbiology; Molecular biology; Molecular genetics; Molecular processes of cell and organelle dynamics; Neuroscience; Protein biosynthesis, degradation, and functions; Regulation of molecular interactions in a cell; Signalling networks and system biology; Structural biology; Virology and microbiology.",annualVolume:11410,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"79367",title:"Dr.",name:"Ana Isabel",middleName:null,surname:"Flores",fullName:"Ana Isabel Flores",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRpIOQA0/Profile_Picture_1632418099564",institutionString:null,institution:{name:"Hospital Universitario 12 De Octubre",institutionURL:null,country:{name:"Spain"}}},{id:"328234",title:"Ph.D.",name:"Christian",middleName:null,surname:"Palavecino",fullName:"Christian Palavecino",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000030DhEhQAK/Profile_Picture_1628835318625",institutionString:null,institution:{name:"Central University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",fullName:"Francisco Javier Martin-Romero",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",institutionString:null,institution:{name:"University of Extremadura",institutionURL:null,country:{name:"Spain"}}}]},{id:"15",title:"Chemical Biology",keywords:"Phenolic Compounds, Essential Oils, Modification of Biomolecules, Glycobiology, Combinatorial Chemistry, Therapeutic peptides, Enzyme Inhibitors",scope:"Chemical biology spans the fields of chemistry and biology involving the application of biological and chemical molecules and techniques. In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. 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Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. 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Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. 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