Fruit production by country. No data availableFreshel, 2012.
\r\n\t
",isbn:"978-1-80356-357-2",printIsbn:"978-1-80356-356-5",pdfIsbn:"978-1-80356-358-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!1,isSalesforceBook:!1,hash:"3aba1eb3600a8c9ff880c628f70b3298",bookSignature:"Ph.D. Delfín Ortega-Sánchez",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11481.jpg",keywords:"Integrated Curriculum, Transdisciplinarity, Integrated Active Learning, Educational Programs, Contemporary Social Problems, Critical Thinking, Creative Thinking, Social Thinking, Agenda 2030, Sustainable Development Goals, Educational Paradigm, Social Reality",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"February 18th 2022",dateEndSecondStepPublish:"March 18th 2022",dateEndThirdStepPublish:"May 17th 2022",dateEndFourthStepPublish:"August 5th 2022",dateEndFifthStepPublish:"October 4th 2022",remainingDaysToSecondStep:"2 months",secondStepPassed:!0,currentStepOfPublishingProcess:4,editedByType:null,kuFlag:!1,biosketch:"Internationally recognized researcher in the field of historical and social science education. Author of more than 100 publications, awarded three Doctorate degrees and the National End of Degree Award, granted by the Ministry of Education to the best academic records of Bachelor's degrees in Spain. Dr. Ortega-Sánchez has been Vice-Rector for Social Responsibility, Culture, and Sports at the University of Burgos since 2021.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"302925",title:"Ph.D.",name:"Delfín",middleName:null,surname:"Ortega-Sánchez",slug:"delfin-ortega-sanchez",fullName:"Delfín Ortega-Sánchez",profilePictureURL:"https://mts.intechopen.com/storage/users/302925/images/system/302925.jpg",biography:"I hold a PhD in Didactics of Social Sciences from the Autonomous University of Barcelona, a PhD in Educational Sciences from the University of Burgos, and a PhD in History from the University of Extremadura. My research interests focus on the construction of identities in the History and Geography teaching, gender mainstreaming in initial education and training for teachers, the didactic treatment of relevant social problems and controversial issues in the teaching of the social and human sciences, and the application of educational technology in the specific field of social sciences. I am currently a Social Sciences teacher and researcher at University of Burgos (Spain).",institutionString:"University of Burgos",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"University of Burgos",institutionURL:null,country:{name:"Spain"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"23",title:"Social Sciences",slug:"social-sciences"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"429339",firstName:"Jelena",lastName:"Vrdoljak",middleName:null,title:"Ms.",imageUrl:"https://mts.intechopen.com/storage/users/429339/images/20012_n.jpg",email:"jelena.v@intechopen.com",biography:"As an Author Service Manager, my responsibilities include monitoring and facilitating all publishing activities for authors and editors. From chapter submission and review to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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Presently, many investigations are underway to explore its use as fuel. However, cellulose, properly treated, could be used as a source of nutrients for animals. Thus, in this chapter, a case for use of cellulose, accompanying polysaccharides and nutrients in fruit and vegetable by-products (waste) as feed ingredients in animal feed is developed. The production of fruits and vegetables throughout the world and the concomitant loss of by-products are discussed. Potentially, nutrients from by-products could be included in feed for monogastric animals, a source of protein for expanding populations, especially in food insecure parts of the world. The reasons for low use of by-products are delineated with particular attention focused on the indigestibility of lignocellulosic material. Selected treatments to reduce these compounds are examined.
As shown below in Figure 1, cellulose is the primary polysaccharide in plant cell walls and vegetable fibers. Wood, some clothing, food and feed (grain, stalk, straw) all contain cellulose.
In 1977, Ratledge estimated that about 911 tonnes of cellulose were synthesized and replenished through photosynthesis annually. Fadel (1999) studied the status of selected by-products containing high quantities of cellulose and found that they represented almost two trillion Mcal of energy. The investigator also noted that the world’s total by-products almost equaled one billion tonnes of dry matter. Since 1999, quantities of by-products containing high amounts of cellulose and associated compounds have increased in developed and developing countries. In their review, Das and Singh (2004) noted that, “Cellulose is the most abundant material in the universe and makes up more than 50% of the total organic carbon in the biosphere and one third of the vegetation.” When considering the use of all cellulosic compounds for fuel, it has been noted that globally, they represent 670 billion barrels of oil; this is 20 times the present worldwide oil consumption (Anon, 2011a).
Cellulose is an abundant material. Shown: (1) tomatoes; (2) tomato epidermis and cuticle – A. light micrograph of an unstained section; B. confocal optical section showing the cuticle and lipids stained orange and cellulose of the polysaccharide cell wall stained blue and (3) chemical structure of cellulose. 1. Biology-blog, 2011.2
China, India and Brazil produce the most fruits in the world and the first two countries along with the United States produce the most vegetables (Tables 1 and 2, Freshel, 2012).
Some cellulose is used for food, feed and fuel while a large quantity, along with valuable nutrients, is wasted as agricultural by-products. For the purposes of discussion in this chapter, fruit and vegetable by-products are defined as nutritious plant material not harvested and/ or wasted during and after production of food products (Figure 2).
Country | 2008 (in T) | Average 03-07 (in T) | Var ø 03-07/08 (%) |
China | 184,560,585 | 160,912,654 | 14.70 |
India | 53,133,000 | 40,034,665 | 26.40 |
Brazil | 40,784,014 | 39,194,830 | 4.05 |
United States | 30,404,237 | 30,420,653 | -0.05 |
Italy | 18,620,221 | 18,266,318 | 1.94 |
Iran* | |||
Turkey | 18,418,811 | 17,503,291 | 5.23 |
Spain | 17,518,300 | 18,072,322 | -3.07 |
Mexico | 17,105,610 | 16,307,257 | 4.90 |
Indonesia | 12,647,246 | 14,814,412 | -14.43 |
Other | 228,723,846 | 242,734,060 | 5.77 |
Total | 621,915,870 | 613,869,842 | 1.31 |
Total EU-27 | 65,910,712 | 67,858,847 | 2.87 |
% of EU share Of Total | 10.60 |
Fruit production by country. No data availableFreshel, 2012.
Fruit and vegetable by-products: a. waste, possibly from a home or restaurant and b. apples discarded during processing.
The nutrient composition of selected by-products has been evaluated (Chedly and Lee, 2001). More recently, Mirzaei-Aghsaghali and Maheri-Sis (2008) reviewed nutrients in several fruit and vegetable by products. Results for research at the University of California, Davis indicated that tomato pomace, a by-product from the processing of various types of tomato products, contains 25.4 µg/g of α-tocopherol, 3.32 µg/g of lycopene and 3.89 µg/g of β-carotene (Assi and King, 2007). As shown in Table 3, other important nutrients in tomato pomace include crude protein, crude fat, vitamins and minerals.
Country | 2008 (in T) | Average 03-07 (in T) | Var ø 03-07/08 |
China | 228,208,174 | 363,905,398 | -13.53 |
India | 48,868,700 | 60,985,290 | -19.87 |
United States | 32,686,925 | 33,945,851 | -3.71 |
Turkey | 20,818,183 | 19,870,895 | 4.77 |
Russia | 10,957,800 | 14,018,032 | -21.83 |
Spain | 10,386,800 | 10,848,069 | -4.25 |
Italy | 10,933,710 | 13,875,821 | -21.20 |
Egypt | 10,926,895 | 13,926,043 | -21.54 |
Iran* | |||
Mexico | 9.672,171 | 9,265,987 | 4.38 |
Other | 142,390,924 | 177,893,627 | -19.96 |
Total | 525,850,281 | 627,300,111 | -16.17 |
Total EU-27 | 52,747,418 | 60,543,485 | -12.88 |
% of EU-share of Total | 10.03 |
Selected nutrient content of tomato pomace. AMEn, gross energy of feed with corrections for gross energy of the excreta after correcting for retention of nitrogen by the body.
Figures 3 shows
Production volumes of each commodity group, per region (million tonnes). Bars for each commodity show countries as listed in the legion box (top to bottom) from left to right.
Fehr and Romão (2001), using a 1998 report (discussing elevated food losses) by the Center for Packaging Technology (Centro de Tecnologia de Embalagem), estimated that for a typical Brazilian city of 440,000 people, the daily total loss of fruits and vegetables was 204 grams per person. This loss/person resulted in a total loss for the typical city of about 82 tonnes per day.
Part of the initial production lost or wasted at different stages of the food supply chain for fruits and vegetables in different regions. Percentage loss at various stages of the food supply chain in the bars is shown as listed in the legion box from top to bottom.
India, ranking second for worldwide production of fruits (10%) and vegetable (14%), can have loses as great as 30% to 100%, possibly due to climate, storage and handling conditions (Ashok, 1998; Gautam and Guleria, 2007). With Indian production of fruits and vegetables estimated at 150 million tonnes, the total waste could be 50 million tonnes per year (Gautam and Guleria, 2007).
According to Cuéllar and Webber (2010), in 1995, the United States Department of Agriculture reported waste for many agricultural commodities. Waste for products containing cellulose included grain (6.6 billion kg), raw and processed fruits (5.1 billion kg) and raw and processed vegetables (7.2 kg.). This loss amounted to 32.0%, 23.4% and 25.3%, respectively, of the food supply in each of the categories.
In many parts of the world, a majority of food waste clogs landfills and emits methane, a greenhouse gas in very rich to extremely poor countries. In addition to polluting the air, by-products can cause water pollution because it is difficult to burn materials with very high moisture content (Mirzaei-Aghsaghali and Maheri-Sis, 2008).
Although in the statement below, Apaak (2011) was referring to the transformation of by-products to energy, the statement indicates how waste, especially that from fruits and vegetables, is discarded in municipal areas.
“A walk from Circle to the STC yard, a drive between the Achimota interchange and Lapaz, a visit to the vicinity of the landfill at Nungua, and a drive in sections of any of our regional capitals will prove that Ghana has a major waste management and disposal problem that can be a deterrent to economic development.” Apaak, 2011.
In developed parts of the world, research is underway and technology is being used to convert fruit and vegetable waste to ethanol and remove coloring agents and antioxidants (Pap et al., 2004; Garcia-Salis et al.; 2010; Zhang, 2006; Yoshimurai 2012; Scalime Nutrition, 2012). Presently, the website for Scalime Nutrition promises one-stop shopping for determination of nutrients (especially polyphenols) from fruit and vegetable by-products and an analysis of the potential applications for nutrient use.
Certainly, in communities across the globe, some by-products will be composted or used for energy; however, in poverty stricken areas where protein consumption is limited, by-product use in the production of feed to produce more protein from small animals seems most urgent. For this discussion, these animals, easy to maintain in small numbers or large groups, include pigs, meat-type chicken, laying hens, turkeys and ducks. Presently, pig meat is the principal meat product consumed in the EU-27 (22.0 million tonnes in 2010) and in many parts of the world. Experts believe that consumption of chicken and turkey products will surpass that of pork in 2012 (Agricultural Products, 2011; Anon, 2011b).
Developing alternative feed sources for monogastric animals is especially important as traditional feed sources (especially corn and wheat) are converted into ethanol in the United States and other developed countries while greatly affecting the availability and price of these commodities in poor countries. Additionally, the cost of grain is expected to continue to rise in extremely food insecure countries due to consumption of traditional grain by humans, growing food needs of populations in emerging economies and harvesting problems associated with climate change (Yegani, 2007; FAO, 2011; Marcela and Ashitey, 2011).
“One billion people suffer from hunger every day. Yet the earth’s population is expected to increase from seven billion in 2011 to more than nine billion people by 2050. The Food and Agriculture Organization of the United Nations predicts that food production will need to increase by 70% over the next four decades to meet anticipated demand. Part of the increase will be driven by higher demand for
In many poverty stricken rural areas of the world, women and girls comprise the bulk of the agricultural workforce. They are actively involved in backyard poultry rearing due to benefits of providing meat and eggs for meals and supplemental income for their families. Backyard and small-scale meat-type chicken and layer production (the combination hereafter referred to as poultry production) continues even though there are many constraints. Indeed, poultry production is promoted by humanitarian efforts to reverse poverty, increase food security and enhance nutrition/health of family members, especially children (ENAM, 2008). Some challenges affecting the success of nutrition programs are associated with education and communication structures. However, there is another challenge that is central to successful improvement of family nutrition by consumption of animal protein. The challenge is that many small scale farmers may not know how to produce alternative feed sources for poultry as the price of corn rises globally and becomes too costly for use. Indeed, lack of feed for small-scale production of poultry could have a significantly adverse effect on programs like ENAM.
Ghanaian poultry production, based on the use of corn and soy, makes a good case study. In their report, Ghana Poultry and Products Annual 2008, Flake and Ashitey highlighted the on-going condition for poultry production in the country. Due to government initiatives in the 1960’s, the combined (small-, medium- and large-scale) poultry industry produced almost 95% of Ghana’s chicken meat and eggs during the 1980’s and 1990’s. However, by 2001, a precipitous decline in production caused supply to slip to about 10 %. By 2008, low production was due to increased imports of cheaper poultry and the cost of grains, chiefly wheat bran or white and yellow corn. Whereas 50 kg of yellow corn cost $24.70 in 2007, it rose to $45.00 in 2008 due to the worldwide economic downturn. In 2008, feed cost represented up to 82% of variable production costs.
According to Marcela and Ashitey (2011), corn - a major staple food crop for the Ghanaian population – is presently produced in the country. Though data is sketchy, best estimates are that human consumption of all Ghanaian corn is at 85% while 15% is used to feed livestock with the greater quantity for poultry (
As Ghanaian corn production increases from an average annual supply of 1.5 million tonnes (Marcela and Ashitey, 2011) or remains steady, more of it may be substituted for malt in the growing brewing industry; ultimately less than 15% of the corn produced may be available at very high prices for the small poultry industry. As noted by the Food and Agricultural Organization (FAO), the International Fund for Agricultural Development and the World Food Program, “Food price volatility featuring high prices is likely to continue and possibly increase, making poor farmers, consumers and countries more vulnerable to poverty and food insecurity (FAO, 2011a).” If corn is not available for poultry feed during extremely stressful economic and environmental conditions, small-scale production certainly will not improve. It may not survive.
Flaherty et al. (2010) calculated that 1.5% of the Ghanaian higher education full time teaching equivalents were devoted to poultry research as compared to 93.1% for crops including cassava, cereals (maize, millet, and rice), cocoa, plantain, potatoes, oil palms, shea nuts and yams. If small family farmers in Ghana and other developing countries are to gain health and economic benefits from production of poultry meat and eggs, more research needs to focus on poultry production. In order to increase poultry production by small-scale farmers, research on alternative feed sources is needed.
Through international assistance in 2012/2013, Rwanda plans to develop Master’s Degree programs in Animal and Plant Sciences at the National University of Rwanda (NUR) (USAID, 2012). A cooperative effort for experts in the Faculty of Agriculture at NUR to use fruit and vegetable by-products as well as that from other plant sources in developing feeding programs for mongastric animals would insure the availability of alternative feed sources for small-scale farmers in this country.
As noted by Agudelo (2009), there are many challenges associated with use of alternative feedstuffs. These include anti-nutritional factors (disease or toxic factors), availability of raw material; composition and metabolizabilty of nutrients, consistency, cost (labor, processing, storage and transportation), health hazards, legality of use, palatability and overall effect of new feed on the resultant quality of the food. Each of these factors has to be considered and effectively minimized or totally eliminated when using alternative feed sources.
Two possibilities for inclusion of fruit and vegetable by-products in feedstuffs are discussed below.
Chedly and Lee (2001) proposed a number of tropical by-products (containing cellulose) that could be used as ingredients in alternative feed sources for pigs (Table 4). Additional by-products from Sub Suharan African countries for consideration include discarded cereals (maize, millet, and rice), cocoa, plantain, oil palms, shea nuts and other crops in rural and urban agricultural areas (agriculture on open urban lands) that are deposited as waste (In an email from P. Akowua, October, 2011; akowua963@yahoo.com). Researchers have tested fruit and vegetable waste from shops in Salamanca, Spain and to a market place in Medellin, Columbia for use in bovine feedstuffs (Garcia et al, 2005; Angula et al., 2012).
High fiber agricultural products and by-products have been used as unconventional feedstuffs in non-feed-removal diets of laying hens. Diets containing 94% wheat middlings and various combinations such as 71% wheat middlings and 23% corn (Biggs et al., 2003, 2004) have been tested. Guar meal (10 and 15%) (Zimmerman et al., 1987), grape pomace with added thyroxin (Keshavarz and Quimby, 2002), various combinations of alfalfa (Landers et al., 2005; Donaldson 2005), and cottonseed meal (Davis et al., 2002) were also evaluated. Coconut meal and cumin seed meal were successfully used in layer and non-feed-removal molt diets in Asian and Middle Eastern countries (Ravindran and Blaire, 1992; Mansoori 2007).
Analysis | Tomato pomacea |
AMEn | 892.41 calories/lb (8.22MJ/kg) |
Protein | 26.9% |
Crude fat | 11.9% |
Crude fiber | 26.3% |
Moisture | 5.1% |
Ash | 3.5% |
Tropical by-products proposed for ensiling. Key to columns: DM = dry matter. ME = metabolizable energy. CP = crude protein. CF = crude
In California, the producer of close to 50% of the fruits, nuts and vegetables grown in the United States, the number of by-products that could be used in feed for poultry and other monogastric animals is quite abundant. Tomato pomace is one of these by-products.
Patwardhan and King (2010) reviewed types of non-feed withdrawal diets and suggested that tomato pomace as well as safflower meal, an abundant by-product from processing of safflower seed (Davies, 2002), could be used in molt diets. When comparing weight gain, feed consumption, and egg production, results revealed the usefulness of tomato pomace in non-feed-removal molt diets (Patwardhan et al., 2011a). Due to a decrease in bone density of hens fed tomato pomace, it was recommended that post molt diets of hens previously fed this alternative feed source contain an additional source of calcium (Patwardhan and King, 2011b). Research on the palatability of tomato pomace indicated that commercial feed pellets containing pomace (10%) and invert sugar (10%) could support adequate egg production (King and Griffin, 2012a, unpublished data) for a period of 14-days.
A very popular food, eaten fresh or in many commercial products, tomatoes are produced in several regions of the world with China leading production followed by the United States where over 95% of the tomatoes are grown in California (USDA, 2012). Two developing countries - Egypt and India - are among the ten countries that produce 65% of processed tomatoes and concomitant tomato pomace (Branthôme, 2010). Tunisia (engaged in recent tomato wars over the differential in prices between fresh tomatoes and those used for processing) produces processed tomatoes in Africa and the Mediterranean (Republic of Tunisia, 2011). Nigeria is ready for increased tomato production and processing also (IITA, 2011). Additionally, tomato production and processing is underway in EU countries, African countries, Southeast Asian countries (Vietnam, Cambodia, and Laos), Mexico, Central America and South America (Branthôme, 2010; AVRDC, 2011).
Tomato pomace - a mixture of cores, culls, trimmings, seeds, peels, liquor and unprocessed green tomatoes remaining after processing - is not in constant high demand for use in feed products in developed countries (Patwardhan et al., 2010) or developing ones (In an email from P. Akowua, October, 2011; akowua963@yahoo.com Akowua, 2011). It is usually treated as waste and discarded. Wet tomato pomace, combined with wheat, may be fed to ruminants to enhance their growth performance (Denek and Can, 2006; Abdollahzadeh, 2010). Holistic Natural Pet Food (2010) reported that tomato pomace improved the palatability of cat food.
Tomato pomace is a high protein and high fiber by-product (Table 3). Furthermore, it contains α-tocopherol (Vitamin E, an antioxidant) and lycopene (an antioxidant and a coloring agent) that could be additional feed ingredients for poultry (King and Zeidler, 2004; Al-Betawi, 2005; Assi and King, 2008). However, use of this by-product and many others that could be added to feed of monogastric animals is limited due to high fiber content (Assi and King, 2007, 2008; Patwardhan et al., 2011a, b). As with many by-products, the major fiber components - cellulose, hemicellulose and lignin - of tomato pomace are difficult to digest by non-ruminant animals like poultry because the greatly dispersed physical and chemical structure created by lignin polymers and their cross linking with other polysaccharides prevent free enzymatic access to cellulose and hemicelluloses (Figure 4).
Structurally, cellulose microfibrils are ordered polymer chains of β-1,4 linked D-glucose units with tightly packed crystalline regions (Figures 5). A diverse group of carbohydrates that are referred to as hemicelluloses, are soluble in strong alkali solutions, linear (no microfibril formation) and flat, with a β-1,4 backbone. Having relatively short side chains, hemicellulose, known as cross-linking glycans, form hydrogen bonds with cellulose (Saupe, 2011, Figure 5). Lignin, a cross-linked macromolecule composed of phenylpropanoid monomers, adds strength and rigidity to cell walls (Smook, 2002, Figure 5).
Cellulose strands surrounded by hemicelluloses and lignin. Doherty et al., 2010.
Partial or total elimination of cellulose and accompanying polysaccharides in fruit and vegetable by-products is paramount for digestion by monogastric animals. Moreover, retention of nutrients for incorporation into feed is equally important. Polygastric animals can consume high fiber by-products which are often good sources of protein. However, consumption of these by-products by monograstric animals can result in diarrhea and ultimately weight loss. Ensiling, enzymatic conversion and use of calcium hydroxide under various condition are a few of the approaches discussed below.
Ensiling is generally used to store excess grain that might otherwise deteriorate over time. During ensiling, some bacteria secrete enzymes to degrade cellulose and hemicellulose to various simple sugars while others reduce simple sugars to acetic, lactic and butyric acids, causing a low pH that helps to preserve surplus grains. High lignin vegetable and fruit by-products, with or without ensiling, can be degraded to various nutrients by rumen herbivores (cattle, sheep, goat and deer) through digestion. These by-products cannot be included at high concentration in diets of monogastric animals like poultry. Therefore, probably, this treatment could only be used for low lignin (≤ 5%) by-products. Chedly and Lee (2001) proposed a list of by-products that could be ensiled or otherwise treated (Table 3). Another deterrent to ensiling is that when a specific ensiled by-product has been analyzed, the resultant material is usually lacking key vitamins, minerals or amino acids (Ly, 2006).
Bioconversion by enzymatic reactions during solid state fermentation by several organisms has been studied (Joshi and Sandhu, 1996; King and Assi, 2007, 2008, 2009; Demers et al, 2009). When comparing untreated and treated samples, Joshi and Sandhu (1996) found that after removal of ethanol, dried apple pomace had more protein, fat, vitamin C, zinc, manganese, copper and iron after solid state fermentation with
Enzymatic hydrolysis is not as quick as chemical catalytic hydrolysis; however, it (1) requires less time in the reactor, (2) can be performed at much lower temperatures which may be needed to conserve ingredients in feedstuffs, (3) has lower utility costs and (4) allows for a higher conversion rate than acid hydrolysis which is more equilibrium driven and can produce many end products (Purwadi, 2004; Purwadi et al., 2006; Demers et al, 2009). Although their main application was for production of biofuels rather than the release of valuable components for use in animal feeds, Demers et al. (2009) chose enzymatic hydrolysis to investigate the break down of available cellulose in apple pomace, wood shavings and swithchgrass feedstocks. Other investigators refined the use of enzymatic hydrolysis as well by utlilization of the cellulose enzyme complex of
Work on enzymatic hydrolysis has been enhanced by use of catalysts needed to accelerate enzymatic activity. In their work on “cellulose enhancing factors” for oxidative degradation of biomass component, Quinlan et al. (2011) revealed that (1) GH61 enzymes need copper for maximal activity (2) that ascorbate and gallate (small molecule redox-active cofactors) enhance development of cellodextrin and oxidized products by GH61 and (3) methylated histidine was located in the coordination sphere of type II copper in the enzyme’s active site. While most studies are focused on the final production of ethanol, hopefully, some research will focus on controlling enzymatic breakdown of cellulose in order to preserve protein and other nutrients for feed inclusion.
Various methods for solid state bioconversion and enzymatic conversion are proposed often for the ultimate breakdown of lignocellulosics to ethanol. However, nutrients needed for feed inclusion will be lost and even if modified when further developed, cost will prohibit their use by small-scale farmers in developing countries. Combinations of heat, treatment with calcium hydroxide and other methods to remove varying quantities of fiber may be more feasible for small- and large-scale use of by-products for feed ingredients.
Research has been conducted on the use of heat to reduce lignocellulosics in by-products (Squires, 1992; Carmen, 2003; Al-Betawi, 2005; Mondragon et al., 2010; King et al., 2012). According to Carmen (2003) and Mondragon et al. (2010), alkalinity and heat used during nixtamalization improved the availability of some nutrients in corn while reducing the amount of others. King and Griffin (2012b) are continuing studies that reduce cellulose, hemicelluloses and lignin after using combinations of heat (autoclave and microwave) and calcium hydroxide, which is less caustic than sodium hydroxide.
Calcium hydroxide (or inexpensive slaked lime) is available in many parts of the world (Goats, 2010). Where it is not readily available, other methods of producing it are possible. In communities near oceans, ash containing calcium hydroxide can be produced from burning pulverized oyster shell (without lead) or egg shells. In geographical zones away from the ocean, egg shells can be a source of calcium hydroxide.
In a recent study, Janker-Obermeier et al. (2012) found that at least 4–5 wt% of NaOH (~ 0.4 g/g biomass) was needed to dissolve hemicellulose (xylan) from straw at high amounts (73%) in the supernatant. Moreover, solubility of lignin was increased by microwave energy (between 120 and 735 J/g dry mass). In solid wheat straw, excessive amounts of hemicelluloses (>80%) and lignin (90%) could be removed without inordinate degradation of saccharide or solubilization of cellulose. These recent results suggest that, eventually, mild treatments for removal of lignocellulosics from fruit and vegetable by-products will be developed so that remaining nutrients can be incorporated into feed for monogastric animals.
As noted above, during processing of fruit and vegetable by-products for monogastric animals, some fiber and, ideally, all of the nutrients should be maintained. A schematic for processing of fruit and vegetable for this purpose is proposed (Figure 6). As mentioned above, procedures that combine various amounts of heat (no heat, autoclave and microwave) and calcium hydroxide are being investigated (King and Griffin, 2012). While cellulose in fruit and vegetable by-products could be used as fuel, potentially, it, along with associated nutrients, could be used as feed ingredients in the diets of animals. Procedures that maximize the amount of ligninocellulosics that can be removed while minimizing nutrient loss should be investigated thoroughly. Once fully developed these procedures, characterized by low technology input, can be made available to small-scale farmers in developed and developing countries where enzymatic reduction of high fiber content in by-products may not be a viable alternative.
Removal of lignocellulosics from fruit and vegetable by-products.
Education is both a human right and a force for sustainable development and peace [1]. Every goal of the 2030 Agenda requires education to equip people with the knowledge, skills, and values they need to live with dignity, build their lives, and contribute to their societies [1, 2, 3, 4].
The novel coronavirus disease (COVID-19) is the most significant public health emergency in the 21st century to date. In higher education institutions, teaching practices have been profoundly disrupted by the closure of their physical campuses, and the crisis has highlighted the urgent need for policymakers and institutional leaders to adapt their educational and policy models accordingly [5]. The ongoing pandemic has thus increased the interest in online education, as many educational institutions, such as schools and campuses, as well as societies, in most countries around the world have been on lockdown since March 2020. Consequently, the largest massive open online course (MOOC) providers have experienced dramatic growth since the onset of the pandemic [6, 7].
The year 2012 was coined the year of the MOOC [8]. However, 2020 marked another milestone for MOOCs because of the COVID-19 pandemic. Millions of people around the world are now using MOOCs to learn for a variety of reasons, such as professional development, career transition, college preparation, supplemental learning, lifelong learning, and corporate e-learning and training.
MOOCs are free online courses in which anyone can enroll. MOOCs offer an affordable and flexible way to learn new skills, advance careers, and deliver quality educational experiences at scale. MOOCs have dramatically changed the way the world learns. According to Mooc.org [6]. traditional classrooms can only serve a limited number of students, but millions of people around the world want—and need—a quality education.
The United Nations Educational Science and Cultural Organization (UNESCO) considers that open education and the open movement, such as Open Educational Resources (OER), MOOCs, Open Science, and Open Access, are the most efficient ways to achieve the United Nations UNESCO Sustainability Goals (SDG), particularly SDG4 on education, as well as to promote resilience and sustainability in quality education for all, equity, lifelong learning, and well-being [9]. The use of the term “global commons” underscores the universality of education and the collective global responsibility for education. Education, particularly open education, is a global common goal in achieving equity, social justice, and human rights. Another initiative of UNESCO, which goes beyond the SDGs and aims at empowering individuals to achieve their personal goals, is the global initiative Futures of Education: Learning to Become [2]. This initiative serves as a catalyst for reimagining how knowledge and learning can shape the future of humanity and the planet. The most coherent means of giving shape to this vision of regenerative education is through the principle of education as a global common, which was initially outlined in the 2015 UNESCO report Rethinking Education [10]. In this context, education, knowledge, and their importance for a prosperous future are among the most important global commons, which include water, the atmosphere, and biodiversity.
In this chapter, the focus is on global initiatives in education as a global common. MOOCs are highlighted in relation to the goal of achieving human rights, equality, lifelong learning, liberation, and social justice. Issues of quality are also addressed in this context.
This chapter was conducted as part of a systematic review of the literature, including official reports. The purpose of a literature review is to provide an overview of the current state of knowledge in a defined area. Previous research is analyzed to determine what is known from the past, and any inadequacies or gaps in knowledge are [11, 12, 13]. The review is conducted systematically using a structured approach to examine each document’s process of information gathering, evaluating, and data analysis.
In addition, the chapter is based on the mixed methods approach [11, 12, 13], and moreover the chapter is based on the author’s own research, experience, and perspectives in a period of almost 20 years. The author has selected examples from the ongoing discourse and debate on the challenges and opportunities of MOOCs in lifelong learning and the future of education, mainly based on official sources, such as the Commonwealth of Learning (COL), the European Commission (EC), UNESCO, the Organization for Economic Cooperation and Development (OECD), and the World Economic Forum (WEF). In addition, research and information from the largest and most well-known MOOC providers were used as sources. However, these sources do not always represent the official view.
This chapter does not claim to provide a comprehensive overview of international developments on MOOCs in the field and in the world. Instead, it highlights key international developments. The chapter focuses on the challenges and opportunities related to MOOCs regarding lifelong learning, equity, and liberation.
In this section, MOOCs are described according to typology, definitions, and numbers. The largest MOOCs providers are then reviewed. The initiatives by the largest global organizations on open education and lifelong learning and the case for education as a human right, equity and liberation are reviewed. The chapter ends with a discussion of the findings, a conclusion based on them, and recommendations for further research.
Massive open online courses (MOOC) are free online courses in which anyone can enroll. MOOCs offer an affordable and flexible way to learn new skills, advance careers, and deliver high-quality educational experiences at scale [6, 7].
In response to an open online course designed and led by George Siemens at Athabasca University and Stephen Downes at the National Research Council, Dave Cormier at the University of Prince Edward Island and Bryan Alexander at the National Institute for Technology in Liberal Education coined the term MOOC in 2008 [14]. Downes [14, 15] later argued that every letter in the abbreviation MOOC could be negotiated (Figure 1), and the concept has evolved over time.
MOOC (see [
The first successful MOOC was Sebastian Thrun and Peter Norvig’s course, “Artificial Intelligence,” at Stanford University in the fall of 2011. More than 160,000 people around the world enrolled to learn together, which was the first time in history that a course had attracted so many participants [6].
MOOCs have dramatically changed the way the world learns. According to Mooc.org [6] traditional classrooms can only serve a limited number of students, but millions of people around the world want–and need–a quality education.
The phenomenon of MOOCs stems from connectivism theory. Siemens [16] defined connectivism as a theory of learning that describes the process of learning through the establishment of online connections between people. While each MOOC has a unique structure and style, MOOCs in general can be divided into two categories: cMOOCs and xMOOCs. According to George Siemens [17].
…
The original MOOC was a cMOOC. The terms “cMOOC” and “xMOOC” were coined by Stephen Downes, the co-creator of the first cMOOC that was published on the Internet. Launched in 2008, the course was called “Connectivism and Connective Knowledge” (CCK08) and attracted 2,200 enrolled participants. cMOOCs are based on the learning theory of connectivism. Connectivism was first introduced in a blog post in 2004, which was later published in an article by Siemens (16). It was later extended in two publications in 2005: Siemens’ Connectivism: Learning as Network Creation and Downes’ An Introduction to Connective Knowledge [15, 18].
The theory of connectivism emphasizes the power of networking with other individuals, gathering diverse opinions, and focusing on end goals as the basis of learning. Connectivism is a learning theory aimed at understanding learning in the digital age. Connectivism explains how Internet technologies have created new ways for people to learn and share information over the World Wide Web and with each other. It emphasizes how Internet technologies, such as web browsers, search engines, email, wikis, social networks, online discussion forums, YouTube, and any other tool that allows users to learn and share information with other people, have contributed to new ways of learning. Technologies have enabled people to learn and share information on the World Wide Web and with each other in ways that were not possible before the digital age [15, 18]. Learning occurs not only within an individual, but also within and across networks. A key feature of connectivism is that much of the learning can take place through peer networks that occur online. In connectivism learning, a teacher guides students to information and answers important questions when they arise to help students learn and share independently. Students are also encouraged to search for information online and express what they find. A networked community often develops around such shared information.
Connectivism is based on the idea that learning occurs in networks [14, 16] and that some networks can “support [learners’] agency and cognition” [15, p. 117]. Furthermore, “knowledge is distributed across a network of connections, and therefore learning consists of the ability to construct and traverse these networks” [15]. According to Siemens [16, n.p.], the principles of connectivism include the following:
Connectivism views learning as a process of creating connections and expanding or increasing network complexity. Connections can have different directions and strengths [19]. Siemens, argued that cMOOCs are:
A connective MOOC (i.e., cMOOC) is open to anyone. Courses are online for a specific period and according to a specific syllabus. The web with its open systems and software is used to facilitate learning, but also to share information and knowledge. Participants in a cMOOC are responsible for what they learn and what and how they share it. As the course progresses, the networking among the learners helps to shape and form the course content in a rhizome-like and agile manner as it moves along. The teacher serves only as a facilitator.
In a cMOOC, participants take on many roles, both as learners, teachers, and facilitators. All are responsible as peer learners, sharing information and engaging in collaborative experiences and discussions. Haber [8] argues that cMOOC reflects the open vision of the web itself, namely that content continuously is generated by the online community and shared with others in an open manner.
Some top universities, such as Harvard, MIT, and Stanford, have begun offering MOOCs in a slightly different format called xMOOC (extended MOOCs). xMOOCs are built around professors and are more oriented toward a traditional classroom structure, rather than the structure as an open online community of learners based on connectivism theory. xMOOCs mostly mirror classroom instruction by combining a pre-recorded video lecture with quizzes, tests, or other assessments. The xMOOCs landscape is expanding daily and now covers an increasing number of topics in all disciplines. The largest providers today are Coursera [20], edX [21], FutureLearn [22], SWAYAM [23], Udacity [24], and ClassPert (a free search engine for online courses).
Although cMOOCs and xMOOCs share the common goal of providing open and free (or relatively low-cost) education to the public, they have distinctly different modalities, structures, and qualities. The learning environment set up for each of the MOOC forms is suitable for different learners and different methods of knowledge acquisition.
In the years before 2020, the growth of MOOC providers had stagnated, garnering a similar number of learners each year. However, in 2020, providers collectively gained over 60 million new learners. Coursera alone accounted for half that number, gaining almost as many users in one year as its closest competitor edX had garnered since it was founded. By the end of 2020, 16.3 million MOOCs had been announced or launched by some 950 universities worldwide. Around 2.8 million courses were added in 2020 alone (Figure 2) [7].
Growth in MOOCs (see [
Boosted by the pandemic, MOOCs garnered 180 million learners in their ninth year (Figure 3) [21].
MOOCs according to number (see [
One-third of learners who had ever registered on a MOOC platform did so in 2020. The pandemic brought many people into online education. MOOC providers benefited immensely by attracting many learners to register in free online courses from top universities. Class Central was no exception. Of all people who had used Class Central, 40% did so for the first time in 2020. Now in its nineth year, the modern MOOC movement has surpassed 180 million learners, excluding China. In 2020, providers launched over 2,800 courses, 19 online degrees, and 360 micro-credentials. Figure 4 shows the top MOOC providers in terms of users and offerings.
The largest MOOC providers in numbers (see [
Currently, the largest MOOC providers are Coursera [20], edX [21], FutureLearn [22], and SWAYAM [23], and Udacity [24], which are described in brief in alphabetic order in the following subsections.
Based on a vision to create life-changing learning experiences for learners around the world, Daphne Koller and Andrew Ng founded Coursera in 2012. In partnership with the world’s leading universities and companies, Coursera provides access to high-quality online courses and degrees for anyone, anywhere, to bring the best learning opportunities to every corner of the world. Today, Coursera partners with more than 200 leading universities and companies. More than 82 million learners, over 100 Fortune 500 companies, and more than 6,000 colleges, businesses, and governments use Coursera to access world-class learning. In February 2021, Coursera received B-Corp certification, so they not only have a legal obligation to their shareholders, but also positively impact the broader community as they continue their efforts to lower the barriers to world-class education for all. Anytime, anywhere. Coursera’s most important core belief is that learning is the source of human progress, and that learning is considered a human right. They believe that education and knowledge have the power to change the world by transforming disease into health, poverty into prosperity, and conflict into peace. They also argue that education has the power to transform lives, families, communities, and societies. Regardless of who the learners are and where they live, learning empowers everyone to change and grow and redefine what is possible. That’s why access to the best learning is a right, not a privilege - it’s Coursera’s mission. Everyone everywhere has the power to change their lives through learning [20].
The story of edX began as an experiment and expanded to a global movement [21]. Spearheaded by edX, the concept began as a way for organizations to offer free online courses to millions of students around the world. While the Internet enabled innovation on a massive scale across a wide range of industries, higher education reached only a tiny fraction of the world’s curious minds. One afternoon in a lab at Massachusetts Institute of Technology (MIT), Professor Anant Agarwal and his colleagues at MIT and Harvard outlined a far-reaching experiment: a platform that would offer their courses online and freely available to anyone who wanted to take the challenge. In February 2012, Professor Agarwal’s course at MIT, Circuits and Electronics, was launched, and edX.org was born (edX, 2021). By opening the classroom through MOOCs, edX brings the best courses from the best schools to millions of learners around the world. The edX platform is designed to enable educators to deliver education at a scale that is equal to or better than on-site learning.
MOOC providers have changed education in many ways and continue to do so. edX, for example, has developed innovative modular degrees - MicroMasters® programs and Professional Certificate, which provide flexible and affordable educational opportunities that learners at all levels can use to succeed in an increasingly complex and technologically advanced world, in addition to their full online master’s degrees.
In connection with its MicroMasters™ program, other educational programs, and related services, edX regularly works with many types of organizations from around the world: academic institutions (e.g., major research universities, technical colleges, and liberal arts colleges), nonprofit organizations, national governments, nongovernmental organizations (NGOs), and multinational corporations.
An institution that strongly aligns with edX’s mission and offers the opportunity to contribute strategically, content-wise, and/or financially to the consortium is very welcome to collaborate with edX and discuss where it is today and where it wants to go with online/blended learning and MOOCs. In return, edX provides a range of technical, marketing, and educational services (e.g., training, onboarding, high-level program management, learner technical assistance, course strategy, design, build, delivery, and repeat consultations that include data analytics, etc.) to its members who participate in the MicroMasters program and other educational programs. edX offers the highest quality online courses from institutions that share the commitment to excellence in teaching and learning. More than 34 million learners worldwide are enrolled in 100 million enrollments in 2,800 edX courses in subjects such as the humanities, math, and computer science [21].
In 2012, edX realized that it was time for a seismic shift in education from the tried and true to the new and from “for some” to “for all.” By opening up the classroom through online learning, edX has empowered millions of learners to unlock their potential and become changemakers [21].
edX offers opportunities to learn from more than 160 member universities. It has made three commitments to the world. From the beginning, they have stayed true to these commitments:
Increase access to quality education for everyone everywhere.
Improve teaching and learning on campus and online.
Advance teaching and learning through research.
Figure 5 shows the statistics for edX in 2020.
EdX statistics in 2020 (see [
FutureLearn is a private company jointly owned by the Open University United Kingdom and the SEEK Group [22]. The Open University has over 50 years of experience in distance learning and online education. SEEK is a diverse group of companies with the common goal of helping people lead more fulfilling and productive work lives and helping organizations succeed.
FutureLearn launched its first courses in September 2013. Since then, millions of people have registered in its courses. FutureLearn offers a wide range of courses from leading universities and cultural institutions around the world. Courses are delivered step-by-step, and they are accessible via mobile devices, tablets, and desktops, which allows students to integrate learning into their lives [22].
FutureLearn works with several internationally renowned organizations of professional associations, such as the Association of Chartered Certified Accountants (ACCA) and the Institution of Engineering and Technology (IET), businesses such as the BBC and Marks & Spencer, and the UK Government. With over hundreds of partners around the world, including many of the best UK and international universities as well as institutions with vast archives of cultural and educational material, such as the British Council, the British Library, the British Museum and the National Film and Television School [22] is one of the world’s leading providers of MOOCs.
FutureLearn believes that learning should be an enjoyable social experience. Their courses offer the opportunity to discuss what students are learning with others, which helps in making discoveries and developing new ideas. FutureLearns’ (2021) values are based on three pillars: learning everything, learning together, and learning with experts [22]:
In 2014, the Ministry of Human Rights Development (MHRD) in India announced Study Webs of Active Learning for Young Aspiring Minds (SWAYAM) as the national platform for MOOCs under its National Mission on Education through Information and Communication Technology (NME-ICT) [23].
In February 2012, Thrun founded the Udacity company, which began developing and offering MOOCs for free. Udacity is where lifelong learners come to learn the skills, they need to get the jobs they want and to build the lives they deserve. Udacity reaches out to individuals, governments, and businesses. Their mission is to train the world’s workforce for the jobs of the future. They partner with leading tech companies to learn how technology is changing industries and to teach the critical technological skills that companies require in their workforce. Udacity’s Nanodegree programs are developed in partnership with the world’s most innovative tech companies and taught by industry leaders Udacity [24].
Udacity students are a community of global learners who share the common goals of progress and change. Their unique learning model allows for unprecedented levels of engagement with students, and students are accompanied through their learning journey from the first moment a member of the marketing team answers a question on Facebook to the penultimate moment when a member of the careers team receives news that a graduate has landed a new job. Udacity’s mantra is “Students First,” which is the guiding light as the company continues its mission to provide the highest quality learning possible for as many students as possible [24].
Udacity [24] has claimed that their powerful and flexible digital education platform can prepare even the hardest working learners to take on the most in-demand tech roles. They also have claimed that their active learning offerings have the critical factors required to deliver real results and teach real, employable skills that are project-based. Moreover, students can learn on their own schedules and get help whenever they need it, as shown in Figure 6.
Udacity services and offers (see [
Every goal of the 2030 Agenda requires education to equip people with the knowledge, skills, and values they need to live with dignity, shape their lives and contribute to their societies [1, 10]. Education is both a human right and a force for sustainable development and peace.
The educational goals are stated in SDG 4 of the 2030 Agenda, which aims to ensure inclusive and equitable quality education by 2030 and promote lifelong learning opportunities for all. It requires political will, global and regional collaboration, and commitment from all governments, civil society, the private sector, youth, the UN, and other multilateral organizations to address education challenges and build systems that are inclusive, equitable, and relevant for all learners. Open education is probably the only way to achieve these goals. The first cMOOC was based on OER, which played a crucial role, as all the materials in the course were in the Creative Commons (CC). The MOOC movement and OER movement are related and strongly connected. The OER movement subsequently resulted in the UNESCO OER Recommendation in 2019 [9]. The UNESCO OER Recommendation outlined five areas of action:
In 2019, the International Commission on the Futures of Education was launched by UNESCO to reconsider how knowledge and learning could shape the future of humanity and the planet [2]. The Global Futures of Education initiative of UNESCO, Learning to Become, aims to rethink education and shape the future. The initiative, which involves broad public and professional engagement, aims to stimulate a global debate on how to reimagine knowledge, education, and learning in an increasingly complex, uncertain, and precarious world.
Although the Futures of Education initiative was animated by the recognition that the world’s uncertainty, complexity, and fragility were rapidly increasing, it could not have foreseen the global health pandemic in only a few months, which was a reminder that dramatic changes can occur more suddenly and unexpectedly than anyone expects. On one hand, the pandemic has exposed many weaknesses and vulnerabilities, including increased inequalities, risks associated with the privatization of education, and the lack of preparation for the massive shift to digital and distance learning. On the other hand, some positive aspects have also become increasingly visible in society. It is evident that the answer to the challenges facing many societies involves solidarity and strong resilience. There is increased attention to the common good. The same is true of the ingenuity, commitment, and creativity of the many teachers, families, and students who have created remarkable learning experiences.
The pandemic has forced a massive shift away from learning and teaching in traditional settings that depend on physical interaction. The COVID-19 pandemic has compromised public education and increased the risk of fragmentation and disintegration. There has been an increased awareness of the multiple roles that schools play in addition to academic learning, such as child and adolescent well-being, health, and nutrition. The increased awareness and appreciation could serve as the basis for a new way forward in public education.
The Lifelong Learning Initiative of UNESCO [3, 4], which rethinks lifelong learning beyond the conceptual boundaries of education, emphasizes the possible reconnection of learning to larger social–emotional domains. This expands thinking about the “future of education” to include new perspectives on strategic areas such as the role of institutions, the use of technology, sources of knowledge and well-being, and people’s access to learning and education.
Even in the richest economies, millions of people face financial and other barriers that exclude them from learning and prevent them from reaching their potential. The multidimensionality and complexity of the challenges people face require the implementation of a holistic vision and an ecosystem of lifelong learning. Moreover, the Fourth Industrial Revolution (4IR) combined with the dislocations caused by climate change, demographic change and the transformation of the labor market have implications for education. Therefore, the education policy agenda must prioritize lifelong learning beyond education and labor market policies [3, 4].
UNESCO has thus argued that the challenges facing humanity, not to mention those posed by the pandemic COVID-19 and the inequalities it exacerbates, requires people who identify as learners throughout their lives, in a society that is a learning society. Achieving this requires a needs-based, learner-centered approach to education that empowers individuals of all ages and backgrounds to dynamically profile and use every learning process and its outcomes to reach their full potential, so that they can become what they want to become. Learning must be a collective process that recognizes the value of peer and intergenerational learning. This social-ethical dimension emphasizes learning to care for one another, foster diverse communities, and ensure the well-being of the planet. A collectively built global learning ecosystem should fluidly integrate formal, non-formal and informal learning, as well as different learning modalities, both online and offline. Such an ecosystem enables planned or spontaneous, individual, or collective learning in all domains throughout the life course and beyond. Legal foundations and mechanisms that recognize lifelong learning as a human right, social justice and liberation must not only ensure the recognition, validation and accreditation of learning outcomes acquired in different contexts. It also requires the democratization of the negotiation of individual and social emotions in learning. It builds on the free availability of educational resources as an ‘educational commons’ while strengthening learning opportunities through transformed educational institutions, reinvented (public) spaces for learning and revitalized learning in the workplace.
The UN Lifelong Learning Initiative is based on the argument that generating a global culture of lifelong learning is key to addressing the challenges fronting humanity, such as the climate crisis, technological and demographic change, the challenges posed by the pandemic COVID -19 and the inequalities it has exacerbated [3, 4]. Therefore, there is an urgent need to create a culture of lifelong learning. Ten action points are emphasized by UNESCO: (i) recognize the holistic character of lifelong learning; (ii) promote transdisciplinary research and intersectoral collaboration for lifelong learning; (iii) place vulnerable groups at the core of the lifelong learning policy agenda; (iv) establish lifelong learning and equitable access to learning technology for the common and the public good; (vi) transform schools and universities into lifelong learning institutions, and transform pedagogies to be open to the community; (vii) recognize and promote the collective dimension of learning; (viii) encourage and support local lifelong learning initiatives, including learning cities; (ix) reengineer and revitalize workplace learning; and (x) recognize that lifelong learning is a human right.
Learning to learn thus represents a key competence in lifelong learning, and it is a prerequisite for acquiring and improving skills, knowledge, and attitudes. It is a key resource of personal development and active citizenship. It is seen as a skill that can be developed by all, which could ultimately promote the development of democracy. Briefly, learning to learn is defined as giving the learner responsibility for the activity of learning and orchestrating their own learning [3, 4].
Learning to learn concerns the ability to absorb and continue learning, to organize learning individually or collectively, and to make the best use of time, information, and learning opportunities. It includes the ability to set goals, identify the means of and obstacles to achieving these goals according to an individual learning strategy, and effectively monitor and evaluate one’s learning process.
This competence means acquiring, processing, and assimilating new knowledge and skills, as well as seeking and using guidance. In learning to learn, the learner builds on previous learning and life experiences to use and apply knowledge and skills in a variety of contexts: personal, professional, and social. Identifying opportunities to increase one’s motivation and confidence is critical to learning to learn. Learners and trainers function as motivators and facilitators of participants’ learning in their educational work, with the aim of developing positive attitudes toward learning throughout the life course.
The OECD initiative The Future of Education and Skills 2030 [5] aims to help education systems determine the knowledge, skills, attitudes, and values that students need to succeed and shape their futures. The initiative aims to create a shared understanding of the knowledge, skills, attitudes, and values that learners will need in the 21st century [25, 26].
The World Economic Forum (WEF) is the International Organization for Public–Private Cooperation. The Forum brings together political, business, cultural, and other leaders in society to shape global, regional, and industrial agendas [27].
It is critical that individuals take an active attitude toward their own lifelong learning, according to Schwab, the founder, and Executive Chairman of WEF. The Future of Jobs 2018 report points out that businesses and governments need to dynamically encourage workforces to learn and develop skills. Artificial intelligence, robotization, and automation will create new jobs and wealth for millions of people. In addition, people worldwide will need to change, upskill, re-skill, and un-skill their work and careers during their lifespan, and throughout the transition. In all sectors the world needs people with talents and diversity in every way, but especially those who can offer a unique perspective. Fortunately, the digital world has given us new opportunities to reinvent ourselves, continue to learn, and be competitive. To take advantage of these opportunities and participate in the digital workplace, a lifelong learning plan is imperative.
Quality education for all is a human right, and it aims at achieving social justice and liberation. All global organizations, such as the Commonwealth of Learning (COL), the European Commission (EC), OECD, UNESCO, and WEF, therefore have emphasized the urgent need to implement an open approach to education to achieve the global goals of quality education and the SDG 4 of accessibility, equity, equality, lifelong learning, inclusiveness, and democracy. During the COVID-19 pandemic, the education system was challenged, and the limitations became highly visible, especially the difficulties faced by vulnerable groups. Lifelong learning, equality, and liberation were key issues dealt with by societies to ease tensions between inside and outside organizations and enable boundaryless thinking and seamless learning [28]. Seamless learning involves the integration of learning experiences across different dimensions, including formal and informal learning contexts, individual and social learning, and the physical world and cyberspace.
During the pandemic, all MOOC providers confirmed the increased interest in MOOCs by both education institutions and users [7, 20, 21, 22, 23, 24]. There was a new peak in the MOOC year of 2020, which was called the second year of the MOOC field. The first one was in 2012. However, it was argued that MOOCs were limited because enrollment was low at about 10%. However, MOOCs are a different type of learning opportunity, and they are usually aimed at a very different audience: lifelong learners and learners who want to take control of and design their own learning journey [25, 26]. Most MOOC learners are self-directed learners [25, 26, 29, 30] and they often choose to learn through MOOCs for the joy of learning, up-skilling, or reskilling. Sometimes, learners just have the goal of networking in a rhizome way. Rhizomatic learning, according to Gilles and Guattari [31, 32, 33], is a variety of pedagogical practices recently identified as a methodology for network-based education [33]. Rhizomatic theory emphasizes that learning is most effective when it allows learners to respond to evolving circumstances, fluidly and seemingly effortlessly, in a kind of serendipity. Cormier argued that in this way “the community is the curriculum” and the focus is on the flow and engagement of learners [32, 33].
It is crucial to understand this form of learning pathway, which can be formal, informal, and non-formal in nature. Furthermore, it is therefore crucial to understand the theories and practices of the theories that underlie MOOCs, as it has already become clear that the first MOOC, Siemens, and Downs’ cMOOC, was based on connectivism. Connectivism pedagogies, such as connectivism and rhizomatic learning, propose giving learners responsibility and agency in online learning ecologies so that they can tailor learning experiences to their learning needs using all means, including time, space, mode, path, and media. According to networked learning theories, networked online spaces provide multiple entry points [34, 35, 36, 37], and learners in these spaces should take the lead in their own lifelong learning journey [25] and in learning from their experiences.
MOOC learners are usually self-directed. Self-directed learning builds on heutagogy [37]. Like connectivism and rhizomatic learning, self-directed learning is based on a networked theory of learning that promotes learner agency while further expanding other aspects of learning and the role of the learner as an agent of learning. The theory builds on established learner-centered learning theories, such as constructivism, humanism, reflection, and transformational learning [38]. Central to heutagogy is the concept of the learner as the primary agent in their learning [39]. The learner makes decisions about learning based on what is learned and how and whether and to what extent learning has been achieved (e.g., self-assessment). Also central to the theory are the following principles: (i) self-efficacy, which is the learner’s belief in their own abilities; and (ii) capability, which is the learner’s ability to demonstrate an acquired competency or skill in new and unique settings. The resulting experience of both has the potential to create transformative learning. In addition, reflection, and critical thinking about what has been learned and the learning process in the form of double-loop learning (metacognition) is another principle of heutagogy. Finally, self-directed learning is characterized by non-linear learning, in which the learning path is learner-driven and not predefined or sequential, as the learner determines what to learn and how to learn it. As a result, this path can often be chaotic and divergent, like learning in a connectivism and rhizomatic learning environment [39].
It is important to understand the role that MOOCs play in individual learning in terms of self-directed and rhizome learning pathways. This role is paramount in understanding the bigger picture of open learning, the role of MOOCs in this context, and how they contribute to the lifelong learning, equity, and liberation of individuals, communities, and societies.
This chapter is based on the argument that knowledge is a universal entity and that it is constructed by individuals and belongs to anyone who asks for it wherever they need it. The theories of connected learning and learner-centered learning support the view that learning should be designed to enhance learners’ agency by harnessing and nurturing learners’ intrinsic motivation to learn. Learner agency through heutagogy and online learning ecologies provides sustainable learning experiences, as autonomy is given to the learner, which is highlighted in connectivism and rhizomatic learning. Rather than being constrained by predefined goals or objectives, learning is defined by the needs of learners. It is meaningful if it meets these needs and involves learners in deciding what and how to learn. This approach, which is already characteristic of informal learning, can help establish learner agency as the standard for learning, develop learner self-efficacy and skills as a pathway to active, meaningful, and satisfying learning, and promote critical thinking and reflection in formal learning environments.
Before the advent of MOOCs and OER, quality education was a preserve of the privileged few. Therefore, the MOOC raise in 2012, the COVID-19 pandemic [40], and the UNESCO OER recommendation for implementation of its five areas have made a dramatic change in the educational landscape. The direction of education has shifted toward the fulfillment of human rights, quality education for all, equity, and liberation. Every person has the potential to create change, whether in their own lives, in their communities, or in the world. The transformative power of education can unlock this potential. In this regard, the UNESCO initiative on the future of learning, Learning to Become, is crucial in liberating learners to fulfill their self-goals and assume responsibility as global citizens. MOOCs play a critical role in this liberation because well-educated citizens are more likely to be healthy, responsible, and happy. Well-being and education are strongly linked, which the pandemic has demonstrated to the world.
MOOCs have the potential to help individuals enjoy learning, acquire knowledge in diverse ways, and be part of a learning society. In changing “learning landscapes” and the future of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and as modules integrated into formal education. The advantages of MOOCs include the possibilities of upscaling and thus offering all global citizens high-quality learning opportunities [41, 42, 43, 44, 45]. In addition, the potential of micro-credentials is promising, which is another departure from the elitist education system that has been predominant for the past several centuries. It is time for agile, seamless, rhizomatic learning opportunities and a learning curriculum for individuals’ personal choices in the global learning landscape, which must be open to everyone across the globe to achieve lifelong learning, equity, and liberation. MOOCs can play a key role in the achievement of these goals.
The authors declare no conflict of interest.
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Dr. Ekinci serves as the Editor in Chief of four international books and is involved in the Editorial Board of several international journals.",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null},{id:"17",title:"Metabolism",coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",isOpenForSubmission:!0,editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",slug:"yannis-karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",biography:"Yannis Karamanos, born in Greece in 1953, completed his pre-graduate studies at the Université Pierre et Marie Curie, Paris, then his Masters and Doctoral degree at the Université de Lille (1983). He was associate professor at the University of Limoges (1987) before becoming full professor of biochemistry at the Université d’Artois (1996). He worked on the structure-function relationships of glycoconjugates and his main project was the investigations on the biological roles of the de-N-glycosylation enzymes (Endo-N-acetyl-β-D-glucosaminidase and peptide-N4-(N-acetyl-β-glucosaminyl) asparagine amidase). From 2002 he contributes to the understanding of the Blood-brain barrier functioning using proteomics approaches. He has published more than 70 papers. His teaching areas are energy metabolism and regulation, integration and organ specialization and metabolic adaptation.",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null},{id:"18",title:"Proteomics",coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",isOpenForSubmission:!0,editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",slug:"paolo-iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",biography:"Paolo Iadarola graduated with a degree in Chemistry from the University of Pavia (Italy) in July 1972. He then worked as an Assistant Professor at the Faculty of Science of the same University until 1984. In 1985, Prof. Iadarola became Associate Professor at the Department of Biology and Biotechnologies of the University of Pavia and retired in October 2017. Since then, he has been working as an Adjunct Professor in the same Department at the University of Pavia. His research activity during the first years was primarily focused on the purification and structural characterization of enzymes from animal and plant sources. During this period, Prof. Iadarola familiarized himself with the conventional techniques used in column chromatography, spectrophotometry, manual Edman degradation, and electrophoresis). Since 1995, he has been working on: i) the determination in biological fluids (serum, urine, bronchoalveolar lavage, sputum) of proteolytic activities involved in the degradation processes of connective tissue matrix, and ii) on the identification of biological markers of lung diseases. In this context, he has developed and validated new methodologies (e.g., Capillary Electrophoresis coupled to Laser-Induced Fluorescence, CE-LIF) whose application enabled him to determine both the amounts of biochemical markers (Desmosines) in urine/serum of patients affected by Chronic Obstructive Pulmonary Disease (COPD) and the activity of proteolytic enzymes (Human Neutrophil Elastase, Cathepsin G, Pseudomonas aeruginosa elastase) in sputa of these patients. More recently, Prof. Iadarola was involved in developing techniques such as two-dimensional electrophoresis coupled to liquid chromatography/mass spectrometry (2DE-LC/MS) for the proteomic analysis of biological fluids aimed at the identification of potential biomarkers of different lung diseases. He is the author of about 150 publications (According to Scopus: H-Index: 23; Total citations: 1568- According to WOS: H-Index: 20; Total Citations: 1296) of peer-reviewed international journals. He is a Consultant Reviewer for several journals, including the Journal of Chromatography A, Journal of Chromatography B, Plos ONE, Proteomes, International Journal of Molecular Science, Biotech, Electrophoresis, and others. He is also Associate Editor of Biotech.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",slug:"simona-viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",biography:"Simona Viglio is an Associate Professor of Biochemistry at the Department of Molecular Medicine at the University of Pavia. She has been working since 1995 on the determination of proteolytic enzymes involved in the degradation process of connective tissue matrix and on the identification of biological markers of lung diseases. She gained considerable experience in developing and validating new methodologies whose applications allowed her to determine both the amount of biomarkers (Desmosine and Isodesmosine) in the urine of patients affected by COPD, and the activity of proteolytic enzymes (HNE, Cathepsin G, Pseudomonas aeruginosa elastase) in the sputa of these patients. Simona Viglio was also involved in research dealing with the supplementation of amino acids in patients with brain injury and chronic heart failure. She is presently engaged in the development of 2-DE and LC-MS techniques for the study of proteomics in biological fluids. The aim of this research is the identification of potential biomarkers of lung diseases. She is an author of about 90 publications (According to Scopus: H-Index: 23; According to WOS: H-Index: 20) on peer-reviewed journals, a member of the “Società Italiana di Biochimica e Biologia Molecolare,“ and a Consultant Reviewer for International Journal of Molecular Science, Journal of Chromatography A, COPD, Plos ONE and Nutritional Neuroscience.",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null}]},overviewPageOFChapters:{paginationCount:49,paginationItems:[{id:"80495",title:"Iron in Cell Metabolism and Disease",doi:"10.5772/intechopen.101908",signatures:"Eeka Prabhakar",slug:"iron-in-cell-metabolism-and-disease",totalDownloads:2,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Iron Metabolism - Iron a Double‐Edged Sword",coverURL:"https://cdn.intechopen.com/books/images_new/10842.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"81799",title:"Cross Talk of Purinergic and Immune Signaling: Implication in Inflammatory and Pathogenic Diseases",doi:"10.5772/intechopen.104978",signatures:"Richa Rai",slug:"cross-talk-of-purinergic-and-immune-signaling-implication-in-inflammatory-and-pathogenic-diseases",totalDownloads:7,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"81764",title:"Involvement of the Purinergic System in Cell Death in Models of Retinopathies",doi:"10.5772/intechopen.103935",signatures:"Douglas Penaforte Cruz, Marinna Garcia Repossi and Lucianne Fragel Madeira",slug:"involvement-of-the-purinergic-system-in-cell-death-in-models-of-retinopathies",totalDownloads:4,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Purinergic System",coverURL:"https://cdn.intechopen.com/books/images_new/10801.jpg",subseries:{id:"17",title:"Metabolism"}}},{id:"81756",title:"Alteration of Cytokines Level and Oxidative Stress Parameters in COVID-19",doi:"10.5772/intechopen.104950",signatures:"Marija Petrusevska, Emilija Atanasovska, Dragica Zendelovska, Aleksandar Eftimov and Katerina Spasovska",slug:"alteration-of-cytokines-level-and-oxidative-stress-parameters-in-covid-19",totalDownloads:9,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Chemokines Updates",coverURL:"https://cdn.intechopen.com/books/images_new/11672.jpg",subseries:{id:"18",title:"Proteomics"}}}]},overviewPagePublishedBooks:{paginationCount:27,paginationItems:[{type:"book",id:"7006",title:"Biochemistry and Health Benefits of Fatty Acids",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/7006.jpg",slug:"biochemistry-and-health-benefits-of-fatty-acids",publishedDate:"December 19th 2018",editedByType:"Edited by",bookSignature:"Viduranga Waisundara",hash:"c93a00abd68b5eba67e5e719f67fd20b",volumeInSeries:1,fullTitle:"Biochemistry and Health Benefits of Fatty Acids",editors:[{id:"194281",title:"Dr.",name:"Viduranga Y.",middleName:null,surname:"Waisundara",slug:"viduranga-y.-waisundara",fullName:"Viduranga Y. 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She has more than fifteen years of teaching and research experience. She has published more than 550 scientific publications/communications, including 15 books, 50 book chapters, 100 original research papers, 380 research communications in national and international conferences, and 12 patents. She is a member of the editorial board of five journals and acts as a reviewer for several national and international journals. Her research interests include microalgal biotechnology with an emphasis on microalgae-based products.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",institutionURL:null,country:{name:"Brazil"}}}]},{type:"book",id:"7953",title:"Bioluminescence",subtitle:"Analytical Applications and Basic Biology",coverURL:"https://cdn.intechopen.com/books/images_new/7953.jpg",slug:"bioluminescence-analytical-applications-and-basic-biology",publishedDate:"September 25th 2019",editedByType:"Edited by",bookSignature:"Hirobumi Suzuki",hash:"3a8efa00b71abea11bf01973dc589979",volumeInSeries:4,fullTitle:"Bioluminescence - Analytical Applications and Basic Biology",editors:[{id:"185746",title:"Dr.",name:"Hirobumi",middleName:null,surname:"Suzuki",slug:"hirobumi-suzuki",fullName:"Hirobumi Suzuki",profilePictureURL:"https://mts.intechopen.com/storage/users/185746/images/system/185746.png",biography:"Dr. Hirobumi Suzuki received his Ph.D. in 1997 from Tokyo Metropolitan University, Japan, where he studied firefly phylogeny and the evolution of mating systems. He is especially interested in the genetic differentiation pattern and speciation process that correlate to the flashing pattern and mating behavior of some fireflies in Japan. He then worked for Olympus Corporation, a Japanese manufacturer of optics and imaging products, where he was involved in the development of luminescence technology and produced a bioluminescence microscope that is currently being used for gene expression analysis in chronobiology, neurobiology, and developmental biology. Dr. Suzuki currently serves as a visiting researcher at Kogakuin University, Japan, and also a vice president of the Japan Firefly Society.",institutionString:"Kogakuin University",institution:null}]}]},openForSubmissionBooks:{paginationCount:5,paginationItems:[{id:"11576",title:"Malaria - Recent Advances, and New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/11576.jpg",hash:"5a01644fb0b4ce24c2f947913d154abe",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"April 26th 2022",isOpenForSubmission:!0,editors:[{id:"76041",title:"Prof.",name:"Pier Paolo",surname:"Piccaluga",slug:"pier-paolo-piccaluga",fullName:"Pier Paolo Piccaluga"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11577",title:"Tick-Borne Diseases - A Review and an Update of Knowledge on Infections in Human and Animal Population",coverURL:"https://cdn.intechopen.com/books/images_new/11577.jpg",hash:"3d72ae651ee2a04b2368bf798a3183ca",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"April 29th 2022",isOpenForSubmission:!0,editors:[{id:"51521",title:"Prof.",name:"Elisa",surname:"Pieragostini",slug:"elisa-pieragostini",fullName:"Elisa Pieragostini"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11570",title:"Influenza - New Approaches",coverURL:"https://cdn.intechopen.com/books/images_new/11570.jpg",hash:"157b379b9d7a4bf5e2cc7a742f155a44",secondStepPassed:!0,currentStepOfPublishingProcess:3,submissionDeadline:"May 10th 2022",isOpenForSubmission:!0,editors:[{id:"139889",title:"Dr.",name:"Seyyed Shamsadin",surname:"Athari",slug:"seyyed-shamsadin-athari",fullName:"Seyyed Shamsadin Athari"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11569",title:"Bacterial Sexually Transmitted Infections - New Findings, Diagnosis, Treatment, and Prevention",coverURL:"https://cdn.intechopen.com/books/images_new/11569.jpg",hash:"069d6142ecb0d46d14920102d48c0e9d",secondStepPassed:!1,currentStepOfPublishingProcess:2,submissionDeadline:"May 31st 2022",isOpenForSubmission:!0,editors:[{id:"189561",title:"Dr.",name:"Mihaela Laura",surname:"Vica",slug:"mihaela-laura-vica",fullName:"Mihaela Laura Vica"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{id:"11568",title:"Staphylococcal Infections - Recent Advances and Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/11568.jpg",hash:"92c881664d1921c7f2d0fee34b78cd08",secondStepPassed:!1,currentStepOfPublishingProcess:2,submissionDeadline:"June 1st 2022",isOpenForSubmission:!0,editors:[{id:"59719",title:"Dr.",name:"Jaime",surname:"Bustos-Martínez",slug:"jaime-bustos-martinez",fullName:"Jaime Bustos-Martínez"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},onlineFirstChapters:{},subseriesFiltersForOFChapters:[],publishedBooks:{},subseriesFiltersForPublishedBooks:[],publicationYearFilters:[],authors:{paginationCount:617,paginationItems:[{id:"158492",title:"Prof.",name:"Yusuf",middleName:null,surname:"Tutar",slug:"yusuf-tutar",fullName:"Yusuf Tutar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/158492/images/system/158492.jpeg",biography:"Prof. Dr. Yusuf Tutar conducts his research at the Hamidiye Faculty of Pharmacy, Department of Basic Pharmaceutical Sciences, Division of Biochemistry, University of Health Sciences, Turkey. He is also a faculty member in the Molecular Oncology Program. He obtained his MSc and Ph.D. at Oregon State University and Texas Tech University, respectively. He pursued his postdoctoral studies at Rutgers University Medical School and the National Institutes of Health (NIH/NIDDK), USA. His research focuses on biochemistry, biophysics, genetics, molecular biology, and molecular medicine with specialization in the fields of drug design, protein structure-function, protein folding, prions, microRNA, pseudogenes, molecular cancer, epigenetics, metabolites, proteomics, genomics, protein expression, and characterization by spectroscopic and calorimetric methods.",institutionString:"University of Health Sciences",institution:null},{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",biography:"Hiroyuki Kagechika received his bachelor’s degree and Ph.D. in Pharmaceutical Sciences from the University of Tokyo, Japan, where he served as an associate professor until 2004. He is currently a professor at the Institute of Biomaterials and Bioengineering (IBB), Tokyo Medical and Dental University (TMDU). From 2010 to 2012, he was the dean of the Graduate School of Biomedical Science. Since 2012, he has served as the vice dean of the Graduate School of Medical and Dental Sciences. He has been the director of the IBB since 2020. Dr. Kagechika’s major research interests are the medicinal chemistry of retinoids, vitamins D/K, and nuclear receptors. He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNVJQA4/Profile_Picture_2022-03-07T13:23:04.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. His research interests include biochemistry, oxidative stress, reactive species, antioxidants, lipid peroxidation, inflammation, reproductive hormones, phenolic compounds, female infertility.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Associate Prof.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/15648_n.jpg",biography:"Dr. Mohd Aftab Siddiqui is currently working as Assistant Professor in the Faculty of Pharmacy, Integral University, Lucknow for the last 6 years. He has completed his Doctor in Philosophy (Pharmacology) in 2020 from Integral University, Lucknow. He completed his Bachelor in Pharmacy in 2013 and Master in Pharmacy (Pharmacology) in 2015 from Integral University, Lucknow. He is the gold medalist in Bachelor and Master degree. He qualified GPAT -2013, GPAT -2014, and GPAT 2015. His area of research is Pharmacological screening of herbal drugs/ natural products in liver and cardiac diseases. He has guided many M. Pharm. research projects. He has many national and international publications.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. degree from Integral University. Currently, he’s working as an Assistant Professor of Pharmaceutics in the Faculty of Pharmacy, Integral University. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than 32 original articles published in reputed journals, 3 edited books, 5 book chapters, and a number of scientific articles published in ‘Ingredients South Asia Magazine’ and ‘QualPharma Magazine’. He is a member of the American Association for Cancer Research, International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs that aim to provide practical solutions to current healthcare problems.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}},{id:"297507",title:"Dr.",name:"Charles",middleName:"Elias",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/297507/images/system/297507.jpg",biography:"Charles Elias Assmann is a biologist from Federal University of Santa Maria (UFSM, Brazil), who spent some time abroad at the Ludwig-Maximilians-Universität München (LMU, Germany). He has Masters Degree in Biochemistry (UFSM), and is currently a PhD student at Biochemistry at the Department of Biochemistry and Molecular Biology of the UFSM. His areas of expertise include: Biochemistry, Molecular Biology, Enzymology, Genetics and Toxicology. He is currently working on the following subjects: Aluminium toxicity, Neuroinflammation, Oxidative stress and Purinergic system. Since 2011 he has presented more than 80 abstracts in scientific proceedings of national and international meetings. Since 2014, he has published more than 20 peer reviewed papers (including 4 reviews, 3 in Portuguese) and 2 book chapters. He has also been a reviewer of international journals and ad hoc reviewer of scientific committees from Brazilian Universities.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",country:{name:"Brazil"}}},{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",institution:{name:"Universidade Federal da Fronteira Sul",country:{name:"Brazil"}}},{id:"226275",title:"Ph.D.",name:"Metin",middleName:null,surname:"Budak",slug:"metin-budak",fullName:"Metin Budak",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226275/images/system/226275.jfif",biography:"Metin Budak, MSc, PhD is an Assistant Professor at Trakya University, Faculty of Medicine. He has been Head of the Molecular Research Lab at Prof. Mirko Tos Ear and Hearing Research Center since 2018. His specializations are biophysics, epigenetics, genetics, and methylation mechanisms. He has published around 25 peer-reviewed papers, 2 book chapters, and 28 abstracts. He is a member of the Clinical Research Ethics Committee and Quantification and Consideration Committee of Medicine Faculty. His research area is the role of methylation during gene transcription, chromatin packages DNA within the cell and DNA repair, replication, recombination, and gene transcription. His research focuses on how the cell overcomes chromatin structure and methylation to allow access to the underlying DNA and enable normal cellular function.",institutionString:"Trakya University",institution:{name:"Trakya University",country:{name:"Turkey"}}},{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",biography:"Anca Pantea Stoian is a specialist in diabetes, nutrition, and metabolic diseases as well as health food hygiene. She also has competency in general ultrasonography.\n\nShe is an associate professor in the Diabetes, Nutrition and Metabolic Diseases Department, Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. She has been chief of the Hygiene Department, Faculty of Dentistry, at the same university since 2019. Her interests include micro and macrovascular complications in diabetes and new therapies. Her research activities focus on nutritional intervention in chronic pathology, as well as cardio-renal-metabolic risk assessment, and diabetes in cancer. She is currently engaged in developing new therapies and technological tools for screening, prevention, and patient education in diabetes. \n\nShe is a member of the European Association for the Study of Diabetes, Cardiometabolic Academy, CEDA, Romanian Society of Diabetes, Nutrition and Metabolic Diseases, Romanian Diabetes Federation, and Association for Renal Metabolic and Nutrition studies. She has authored or co-authored 160 papers in national and international peer-reviewed journals.",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",country:{name:"Romania"}}},{id:"279792",title:"Dr.",name:"João",middleName:null,surname:"Cotas",slug:"joao-cotas",fullName:"João Cotas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279792/images/system/279792.jpg",biography:"Graduate and master in Biology from the University of Coimbra.\n\nI am a research fellow at the Macroalgae Laboratory Unit, in the MARE-UC – Marine and Environmental Sciences Centre of the University of Coimbra. My principal function is the collection, extraction and purification of macroalgae compounds, chemical and bioactive characterization of the compounds and algae extracts and development of new methodologies in marine biotechnology area. \nI am associated in two projects: one consists on discovery of natural compounds for oncobiology. The other project is the about the natural compounds/products for agricultural area.\n\nPublications:\nCotas, J.; Figueirinha, A.; Pereira, L.; Batista, T. 2018. An analysis of the effects of salinity on Fucus ceranoides (Ochrophyta, Phaeophyceae), in the Mondego River (Portugal). Journal of Oceanology and Limnology. in press. DOI: 10.1007/s00343-019-8111-3",institutionString:"Faculty of Sciences and Technology of University of Coimbra",institution:null},{id:"279788",title:"Dr.",name:"Leonel",middleName:null,surname:"Pereira",slug:"leonel-pereira",fullName:"Leonel Pereira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279788/images/system/279788.jpg",biography:"Leonel Pereira has an undergraduate degree in Biology, a Ph.D. in Biology (specialty in Cell Biology), and a Habilitation degree in Biosciences (specialization in Biotechnology) from the Faculty of Science and Technology, University of Coimbra, Portugal, where he is currently a professor. In addition to teaching at this university, he is an integrated researcher at the Marine and Environmental Sciences Center (MARE), Portugal. His interests include marine biodiversity (algae), marine biotechnology (algae bioactive compounds), and marine ecology (environmental assessment). Since 2008, he has been the author and editor of the electronic publication MACOI – Portuguese Seaweeds Website (www.seaweeds.uc.pt). He is also a member of the editorial boards of several scientific journals. Dr. Pereira has edited or authored more than 20 books, 100 journal articles, and 45 book chapters. He has given more than 100 lectures and oral communications at various national and international scientific events. He is the coordinator of several national and international research projects. In 1998, he received the Francisco de Holanda Award (Honorable Mention) and, more recently, the Mar Rei D. Carlos award (18th edition). He is also a winner of the 2016 CHOICE Award for an outstanding academic title for his book Edible Seaweeds of the World. In 2020, Dr. Pereira received an Honorable Mention for the Impact of International Publications from the Web of Science",institutionString:"University of Coimbra",institution:{name:"University of Coimbra",country:{name:"Portugal"}}},{id:"61946",title:"Dr.",name:"Carol",middleName:null,surname:"Bernstein",slug:"carol-bernstein",fullName:"Carol Bernstein",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61946/images/system/61946.jpg",biography:"Carol Bernstein received her PhD in Genetics from the University of California (Davis). She was a faculty member at the University of Arizona College of Medicine for 43 years, retiring in 2011. Her research interests focus on DNA damage and its underlying role in sex, aging and in the early steps of initiation and progression to cancer. In her research, she had used organisms including bacteriophage T4, Neurospora crassa, Schizosaccharomyces pombe and mice, as well as human cells and tissues. She authored or co-authored more than 140 scientific publications, including articles in major peer reviewed journals, book chapters, invited reviews and one book.",institutionString:"University of Arizona",institution:{name:"University of Arizona",country:{name:"United States of America"}}},{id:"182258",title:"Dr.",name:"Ademar",middleName:"Pereira",surname:"Serra",slug:"ademar-serra",fullName:"Ademar Serra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/182258/images/system/182258.jpeg",biography:"Dr. Serra studied Agronomy on Universidade Federal de Mato Grosso do Sul (UFMS) (2005). He received master degree in Agronomy, Crop Science (Soil fertility and plant nutrition) (2007) by Universidade Federal da Grande Dourados (UFGD), and PhD in agronomy (Soil fertility and plant nutrition) (2011) from Universidade Federal da Grande Dourados / Escola Superior de Agricultura Luiz de Queiroz (UFGD/ESALQ-USP). Dr. Serra is currently working at Brazilian Agricultural Research Corporation (EMBRAPA). His research focus is on mineral nutrition of plants, crop science and soil science. Dr. Serra\\'s current projects are soil organic matter, soil phosphorus fractions, compositional nutrient diagnosis (CND) and isometric log ratio (ilr) transformation in compositional data analysis.",institutionString:"Brazilian Agricultural Research Corporation",institution:{name:"Brazilian Agricultural Research Corporation",country:{name:"Brazil"}}}]}},subseries:{item:{id:"7",type:"subseries",title:"Bioinformatics and Medical Informatics",keywords:"Biomedical Data, Drug Discovery, Clinical Diagnostics, Decoding Human Genome, AI in Personalized Medicine, Disease-prevention Strategies, Big Data Analysis in Medicine",scope:"Bioinformatics aims to help understand the functioning of the mechanisms of living organisms through the construction and use of quantitative tools. The applications of this research cover many related fields, such as biotechnology and medicine, where, for example, Bioinformatics contributes to faster drug design, DNA analysis in forensics, and DNA sequence analysis in the field of personalized medicine. Personalized medicine is a type of medical care in which treatment is customized individually for each patient. Personalized medicine enables more effective therapy, reduces the costs of therapy and clinical trials, and also minimizes the risk of side effects. Nevertheless, advances in personalized medicine would not have been possible without bioinformatics, which can analyze the human genome and other vast amounts of biomedical data, especially in genetics. The rapid growth of information technology enabled the development of new tools to decode human genomes, large-scale studies of genetic variations and medical informatics. The considerable development of technology, including the computing power of computers, is also conducive to the development of bioinformatics, including personalized medicine. In an era of rapidly growing data volumes and ever lower costs of generating, storing and computing data, personalized medicine holds great promises. Modern computational methods used as bioinformatics tools can integrate multi-scale, multi-modal and longitudinal patient data to create even more effective and safer therapy and disease prevention methods. Main aspects of the topic are: Applying bioinformatics in drug discovery and development; Bioinformatics in clinical diagnostics (genetic variants that act as markers for a condition or a disease); Blockchain and Artificial Intelligence/Machine Learning in personalized medicine; Customize disease-prevention strategies in personalized medicine; Big data analysis in personalized medicine; Translating stratification algorithms into clinical practice of personalized medicine.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/7.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11403,editor:{id:"351533",title:"Dr.",name:"Slawomir",middleName:null,surname:"Wilczynski",slug:"slawomir-wilczynski",fullName:"Slawomir Wilczynski",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035U1loQAC/Profile_Picture_1630074514792",biography:"Professor Sławomir Wilczyński, Head of the Chair of Department of Basic Biomedical Sciences, Faculty of Pharmaceutical Sciences, Medical University of Silesia in Katowice, Poland. His research interests are focused on modern imaging methods used in medicine and pharmacy, including in particular hyperspectral imaging, dynamic thermovision analysis, high-resolution ultrasound, as well as other techniques such as EPR, NMR and hemispheric directional reflectance. Author of over 100 scientific works, patents and industrial designs. Expert of the Polish National Center for Research and Development, Member of the Investment Committee in the Bridge Alfa NCBiR program, expert of the Polish Ministry of Funds and Regional Policy, Polish Medical Research Agency. Editor-in-chief of the journal in the field of aesthetic medicine and dermatology - Aesthetica.",institutionString:null,institution:{name:"Medical University of Silesia",institutionURL:null,country:{name:"Poland"}}},editorTwo:null,editorThree:null,series:{id:"7",title:"Biomedical Engineering",doi:"10.5772/intechopen.71985",issn:"2631-5343"},editorialBoard:[{id:"5886",title:"Dr.",name:"Alexandros",middleName:"T.",surname:"Tzallas",slug:"alexandros-tzallas",fullName:"Alexandros Tzallas",profilePictureURL:"https://mts.intechopen.com/storage/users/5886/images/system/5886.png",institutionString:"University of Ioannina, Greece & Imperial College London",institution:{name:"University of Ioannina",institutionURL:null,country:{name:"Greece"}}},{id:"257388",title:"Distinguished Prof.",name:"Lulu",middleName:null,surname:"Wang",slug:"lulu-wang",fullName:"Lulu Wang",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRX6kQAG/Profile_Picture_1630329584194",institutionString:null,institution:{name:"Shenzhen Technology University",institutionURL:null,country:{name:"China"}}},{id:"225387",title:"Prof.",name:"Reda R.",middleName:"R.",surname:"Gharieb",slug:"reda-r.-gharieb",fullName:"Reda R. 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