",isbn:"978-1-80355-607-9",printIsbn:"978-1-80355-606-2",pdfIsbn:"978-1-80355-608-6",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"6cf0b844f6881c758c61cca10dc8b134",bookSignature:"Associate Prof. Gülşen Akın Evingür and Dr. Önder Pekcan",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11830.jpg",keywords:"Elasticity, Toughness, Modulus, Compression, Extension, Optical Properties, Swelling, Drying, Diffusion, Release, Transmission Loss, Sound Absorption Coefficient",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 5th 2022",dateEndSecondStepPublish:"June 15th 2022",dateEndThirdStepPublish:"August 14th 2022",dateEndFourthStepPublish:"November 2nd 2022",dateEndFifthStepPublish:"January 1st 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"20 days",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"Dr. Evingür is a researcher in polymer composites and a lecturer at a maritime university. She has edited 2 books and has had 5 chapters published in international books, and 3 international and 5 national projects, respectively.",coeditorOneBiosketch:"Prof. Pekcan received their Ph.D. from the University of Wyoming, United States of America, in 1974. He has more than 362 SCI articles, 26 chapters, and 10 projects and is a member Science Academy in Turkey.",coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"180256",title:"Associate Prof.",name:"Gülşen",middleName:null,surname:"Akın Evingür",slug:"gulsen-akin-evingur",fullName:"Gülşen Akın Evingür",profilePictureURL:"https://mts.intechopen.com/storage/users/180256/images/system/180256.jpeg",biography:"Gülşen Akın Evingür graduated from Physics Department at the Yıldız Technical University (YTU, İstanbul, Turkey) in 1996. She completed her Master of Science degree in 2002 at the same department. The titled of her thesis was 'Electrical Properties of Polystyrene”. She received her PhD from Physics Engineering at İstanbul Technical University in 2011. The title of the thesis was 'Phase Transitions in Composite Gels”. She worked as an Assistant Professor between 2011 and 2018, and she is currently working as an Assosciate Professor at Pîrî Reis University, Istanbul, Turkey. She has been engaged in various academic studies in the fields of composites and their mechanical, optical, electrical, and acoustic properties. She has authored more than 60 SCI articles, 92 proceedings in national and international journals, respectively. She has edited \n 2 book, and has had 5 chapters published in international books, 3 international and 5 national projects, respectively.",institutionString:"Piri Reis University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Piri Reis University",institutionURL:null,country:{name:"Turkey"}}}],coeditorOne:{id:"27949",title:"Dr.",name:"Önder",middleName:null,surname:"Pekcan",slug:"onder-pekcan",fullName:"Önder Pekcan",profilePictureURL:"https://mts.intechopen.com/storage/users/27949/images/system/27949.jpeg",biography:"Prof. Pekcan received his MS Degree in Physics at the University of Chicago in June 1971, and then in May 1974 his PhD thesis on solid state physics was accepted at the University of Wyoming. \n\nHe started his career at Hacettepe University, Ankara, Turkey as Assistant Professor in 1974. Habilitation thesis on solid state physics was accepted in 1979. He became Associate Professor at Hacettepe University in 1979. \nHe visited ICTP Trieste, Italy as Visiting Scientist between June and August 1980. Between 1980 and 1981 he was a Visiting Scientist at the Technical University of Gdansk, Poland. \nHe worked as Visiting Professor at the Department of Chemistry, University of Toronto, Canada between 1981 and 1988. \nHe was appointed as full Professor at the Department of Physics, Istanbul Technical University, Turkey and worked there between 1988 and 2005. \nHe became an Elected Member of the Turkish Academy of Sciences (TÜBA) in January 1995. \nHe became the Dean of School of Arts and Sciences at the Istanbul Technical University in 1997. \nHe received the Science Award from the Scientific and Technological Research Council of Turkey (TÜBİTAK) in 1998. Prof. Pekcan was elected as Member of the Council of TÜBA in 2001 and Scientific Board of TÜBİTAK in 2003, respectively. \nHe was Head of the Department of Physics, and then became Dean of School of Arts and Sciences at the Işık University between 2005 and 2008.\nHe worked as Dean at the School of Art and Sciences, Kadir Has University (2008—2012). \nNow he is Professor at the Department of Bioinformatics and Genetics, Kadir Has University. Since 2012 he is a member of Science Academy. In the last few years Prof. Pekcan’s work covers mostly the area of biopolymers and nanocomposites.",institutionString:"Kadir Has University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"Kadir Has University",institutionURL:null,country:{name:"Turkey"}}},coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"14",title:"Materials Science",slug:"materials-science"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"185543",firstName:"Maja",lastName:"Bozicevic",middleName:null,title:"Mrs.",imageUrl:"https://mts.intechopen.com/storage/users/185543/images/4748_n.jpeg",email:"maja.b@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. Whether that be identifying an exceptional author and proposing an editorship collaboration, or contacting researchers who would like the opportunity to work with IntechOpen, I establish and help manage author and editor acquisition and contact."}},relatedBooks:[{type:"book",id:"6320",title:"Advances in Glass Science and Technology",subtitle:null,isOpenForSubmission:!1,hash:"6d0a32a0cf9806bccd04101a8b6e1b95",slug:"advances-in-glass-science-and-technology",bookSignature:"Vincenzo M. 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\n
1. Introduction
\n
The rapidly expanding world population, which is estimated to reach 9 billion people on 2040, underlines the urgent need to develop new sources of food proteins as a complement for the traditionally consumed proteins of plant and animal origin [1–3]. Among the new sources of food and feed proteins, insect proteins appear as a valuable candidate with respect to their good nutritional value for humans and animals [4] and their ability to be produced at a very large industrial scale [5]. However, insect proteins have to be checked for food and feed security before the launching of any large-scale production [6–9]. In this respect, both the chemical (heavy metal and pesticide contamination) and biological safeties including the potential parasitic microbial and parasitic load, and the potential allergenicity, should be evaluated. Depending on the forthcoming predictable introduction of edible insect proteins in both the human and cattle diets, the potential allergic risk associated to the consumption of edible insects has been stressed out, due to the occurrence in insects of pan-allergens common to arthropods, mollusks, and nematodes [8–10]. To date, however, our knowledge on the diversity of insect allergens remains too limited to properly address the potential allergic risk associated to entomophagy, especially for people living in European countries where insect consumption is not a part of their eating habits. In the present chapter, we report the results of a bioinformatic approach aimed at filling the gaps in our existing knowledge about the variety of allergens occurring in some edible insect species.
\n
\n
\n
2. Assessing the complexity of the IgE-binding allergen repertoire of edible insects
\n
A bioinformatic approach based on the AllergenOnline server (http://allergenonline.org) was used for assessing the allergenic character of the putative IgE-binding cross-reactive allergens of some edible insects. Analysis of the available amino acid sequences of putative allergens from yellow mealworm (Tenebrio molitor), silkworm (Bombyx mori), house fly maggot (Musca domestica), migratory locust (Locusta migratoria), house cricket (Acheta domesticus), grater wax moth (Galleria mellonella), black soldier fly (Hermetia illucens), American grasshopper (Schistocerca americana), and Indian mealmoth (Plodia interpunctella) was performed using two large (80 amino acid residues) and restricted (8 amino acid residues) sliding windows, respectively. Positive hits from the AllergenOnline data bank correspond to allergens exhibiting >35% identity over an 80-residue window and 100% identity over an 8-residue window, respectively. The FASTA search algorithm (FASTA 35.04, 2009) was used with the standard E-value cutoff of 1. For each assayed putative insect allergen, the number of positive hits for both the global (80mer window) and the local (8mer window) identities is indicated in Table 1.
\n
\n
\n
\n
\n
\n\n
\n
Insect
\n
Putative allergen
\n
(No. hits 80mer)
\n
(No. hits 8mer)
\n
\n\n\n
\n
Tenebrio molitor
\n
Alpha-amylase
\n
6
\n
41
\n
\n
\n
Chitinase
\n
2
\n
0
\n
\n
\n
Cockroach allergen
\n
10
\n
0
\n
\n
\n
Glutathione S-transferase
\n
3
\n
57
\n
\n
\n
HSP 70
\n
7
\n
389
\n
\n
\n
Hexamerin
\n
9
\n
37
\n
\n
\n
Serine protease
\n
11
\n
0
\n
\n
\n
Triosephosphate isomerase
\n
4
\n
132
\n
\n
\n
Bombyx mori
\n
Actin
\n
0
\n
0
\n
\n
\n
Alpha-amylase
\n
4
\n
43
\n
\n
\n
Arginine kinase
\n
14
\n
1431
\n
\n
\n
Chitinase
\n
2
\n
3
\n
\n
\n
Glutathione S-transferase
\n
4
\n
24
\n
\n
\n
HSP 70
\n
7
\n
218
\n
\n
\n
Hemocyanin
\n
9
\n
12
\n
\n
\n
Sarcoplasmic Ca-binding protein
\n
4
\n
6
\n
\n
\n
Serine protease
\n
3
\n
0
\n
\n
\n
Triosephosphate isomerase
\n
4
\n
107
\n
\n
\n
Tropomyosin
\n
75
\n
866
\n
\n
\n
Troponin C
\n
12
\n
115
\n
\n
\n
Trypsin
\n
10
\n
0
\n
\n
\n
Beta-tubulin
\n
0
\n
0
\n
\n
\n
Musca domestica
\n
Actin
\n
0
\n
0
\n
\n
\n
Alpha-amylase
\n
6
\n
25
\n
\n
\n
Arginine kinase
\n
14
\n
1045
\n
\n
\n
Chitinase
\n
2
\n
0
\n
\n
\n
Glutathione S-transferase
\n
3
\n
9
\n
\n
\n
HSP 70
\n
7
\n
633
\n
\n
\n
Hemocyanin
\n
9
\n
3
\n
\n
\n
Sarcoplasmic Ca-binding protein
\n
0
\n
0
\n
\n
\n
Serine protease
\n
14
\n
6
\n
\n
\n
Triosephosphate isomerase
\n
4
\n
106
\n
\n
\n
Tropomyosin
\n
76
\n
4547
\n
\n
\n
Troponin C
\n
10
\n
19
\n
\n
\n
Trypsin
\n
15
\n
19
\n
\n
\n
Beta-tubulin
\n
0
\n
0
\n
\n
\n
Locusta migratoria
\n
Actin
\n
0
\n
0
\n
\n
\n
Arginine kinase
\n
14
\n
1329
\n
\n
\n
Chitinase
\n
2
\n
0
\n
\n
\n
Glutathione S-transferase
\n
3
\n
4
\n
\n
\n
HSP 70
\n
8
\n
602
\n
\n
\n
Hexamerin
\n
9
\n
0
\n
\n
\n
Serine protease
\n
16
\n
13
\n
\n
\n
Tropomyosin
\n
76
\n
5455
\n
\n
\n
Trypsin
\n
16
\n
13
\n
\n
\n
Beta-tubulin
\n
0
\n
0
\n
\n
\n
Acheta domesticus
\n
Triosephosphate isomerase
\n
4
\n
27
\n
\n
\n
Galleria mellonella
\n
Glutathione S-transferase
\n
3
\n
22
\n
\n
\n
Hemocyanin
\n
9
\n
23
\n
\n
\n
Trypsin
\n
16
\n
12
\n
\n
\n
Hermetia illucens
\n
Alpha-amylase
\n
6
\n
56
\n
\n
\n
Serine protease
\n
16
\n
19
\n
\n
\n
Trypsin
\n
16
\n
57
\n
\n
\n
Schisto americana
\n
Arginine kinase
\n
14
\n
1383
\n
\n\n
Table 1.
Global (80mer) and local (8mer) identities found for the putative insect allergens.
\n
\n
\n
3. IgE-binding allergens of edible insects belong to conserved protein families
\n
Bioinformatic investigations using a sliding window of 80 amino acids resulted in a large number of positive hits for the putative allergen proteins of all the insect species, with the exception of actin, sarcoplasmic Ca-binding protein (SCBP), and β-tubulin (Table 1). However, some of the global identities do not necessarily coincide with local identities, since no hit was found with a more restricted sliding window of eight amino acid residues. Both global and local identities were found with the thioredoxin allergen of silkworm, house fly maggot, and the Indian mealmoth (P. interpunctella).
\n
Most of the hits found with the 80mer and 8mer windows consist of allergens from arthropods such as dust mites, crustaceans, and insects and, more rarely, of allergens from mollusks, nematodes, and fungi (Alternaria alternata, Aspergillus oryzae, Aspergillus fumigatus, Cladosporium herbaceum, Malassezia sympodialis) (Table 2). For a limited number of putative insect allergens like the widely distributed heat shock protein HSP 70, serine protease, trypsin, triosephosphate isomerase (TPI), and thioredoxin, hit allergens of plant (the blue cypress Cupressus arizonica, the maize Zea mays, the wheat Triticum aestivum, the common ragweed Ambrosia artemisiifolia, the olive tree Olea europaea) and animal (the Mozambique tilapia Oreochromis mossambicus, the dog Canis familiaris) origin were identified. Obviously, these allergens consist of ubiquitous pan-allergens that occur in so distantly phylogenetically related or phylogenetically unrelated organisms.
\n
\n
\n
\n
\n
\n
\n\n
\n
Protein family
\n
Insects
\n
Dust mites
\n
Crustaceans
\n
Mollusks/Nematodes
\n
\n\n\n
\n
Actin
\n
–
\n
(1)
\n
–
\n
–
\n
\n
\n
Alpha-amylase
\n
Bla g 11
\n
Blo t 4
\n
–
\n
–
\n
\n
\n
\n
Per a 11
\n
Der f 4
\n
\n
\n
\n
\n
\n
(+2)
\n
Der p 4
\n
\n
\n
\n
\n
\n
\n
Eur m 4 (+2)
\n
\n
\n
\n
\n
Arginine kinase
\n
Bomb m 1
\n
Der f 20
\n
Cra c 2
\n
(4)
\n
\n
\n
\n
Per a 9
\n
Der p 20 (+3)
\n
Lit v 2
\n
\n
\n
\n
\n
Plo i 1 (+5)
\n
\n
Pen m 2 (+23)
\n
\n
\n
\n
Chitinase
\n
Per a 12 (+1)
\n
Der f 15 (+5)
\n
–
\n
–
\n
\n
\n
Glutathione
\n
Bla g 5 (+1)
\n
Blo t 8
\n
–
\n
–
\n
\n
\n
S-transferase
\n
\n
Der f 8
\n
\n
Asc l 13 (N)
\n
\n
\n
\n
\n
Der p 8 (+6)
\n
\n
Asc s 13 (N)
\n
\n
\n
HSP 70 (heat shock protein)
\n
Aed a 8 (+2)
\n
Der f 28
\n
–
\n
–
\n
\n
\n
\n
\n
Tyr p 28
\n
\n
\n
\n
\n
Hemocyanin
\n
Bla g 3
\n
–
\n
(1)
\n
–
\n
\n
\n
\n
Per a 3
\n
\n
\n
\n
\n
\n
Hexamerin
\n
(6)
\n
–
\n
–
\n
–
\n
\n
\n
Myosin
\n
Bla g 8 (+1)
\n
Der f 26
\n
Art fr 5
\n
–
\n
\n
\n
\n
\n
\n
Cra c 5
\n
–
\n
\n
\n
\n
\n
\n
Hom a 3
\n
\n
\n
\n
\n
\n
\n
Lit v 3
\n
\n
\n
\n
\n
\n
\n
Pen m 3 (+1)
\n
\n
\n
\n
Sarcoplasmic Ca-binding protein
\n
Aed a 5 (+2)
\n
–
\n
Cra c 4
\n
–
\n
\n
\n
\n
\n
\n
Eri s 4
\n
\n
\n
\n
\n
\n
\n
Lit v 4
\n
\n
\n
\n
\n
\n
\n
Mac r 4
\n
\n
\n
\n
\n
\n
\n
Pen m 4
\n
\n
\n
\n
\n
\n
\n
Pon l 4 (+24)
\n
\n
\n
\n
Serine protease
\n
Api m 7
\n
Der f 6
\n
–
\n
–
\n
\n
\n
\n
Bom t 4
\n
Der p 6
\n
\n
\n
\n
\n
\n
Per a 10
\n
Eur m 1 (+12)
\n
\n
\n
\n
\n
Triosephosphate isomerase
\n
Pol d 4
\n
\n
\n
\n
\n
\n
\n
Pol e 4 (+14)
\n
\n
\n
\n
\n
\n
Tropomyosin
\n
(2)
\n
Der f 25
\n
Arc s 8, Cra c 8
\n
–
\n
\n
\n
\n
Aed a 10
\n
Blo t 10
\n
Cha f 1
\n
Ani s 3 (N)
\n
\n
\n
\n
Bla g 7
\n
Cho a 10
\n
Cra c 1
\n
Asc l 3 (N)
\n
\n
\n
\n
Chi k 10
\n
Der f 10
\n
Hom a 1
\n
Hel as 1 (+50)
\n
\n
\n
\n
Lep s 1
\n
Der p 10
\n
Lit v 1
\n
\n
\n
\n
\n
Per a 7 (+29)
\n
Lep d 10
\n
Mac r 1
\n
\n
\n
\n
\n
\n
Tyr p 10 (+11)
\n
Mel l 1
\n
\n
\n
\n
\n
\n
\n
Met e 1
\n
\n
\n
\n
\n
\n
\n
Pan s 1
\n
\n
\n
\n
\n
\n
\n
Pen a 1
\n
\n
\n
\n
\n
\n
\n
Pen m 1
\n
\n
\n
\n
\n
\n
\n
Por p 1 (+54)
\n
\n
\n
\n
Troponin C
\n
Bla g 6, Per a 6
\n
Tyr p 34
\n
Cra c 6
\n
\n
\n
\n
\n
\n
\n
Hom a 6
\n
(1 N)
\n
\n
\n
\n
\n
\n
Pen m 6 (+2)
\n
\n
\n
\n
Trypsin
\n
(4)
\n
Blo t 3
\n
–
\n
–
\n
\n
\n
\n
\n
Der f 3
\n
\n
\n
\n
\n
\n
\n
Der p 3
\n
\n
\n
\n
\n
\n
\n
Eur m 3
\n
\n
\n
\n
\n
\n
\n
Tyr p 3 (+3)
\n
\n
\n
\n
\n
Alpha-tubulin
\n
–
\n
Der f 33 (+2)
\n
–
\n
–
\n
\n\n
Table 2.
Nomenclature of the IgE-binding allergens belonging to the main allergenic protein families identified in insects, dust mites, crustaceans, mollusks, and nematodes (N) .
The Internaional Union of Immunological Societies (IUIS) nomenclature (the three first initial of the genus name, followed by the initial of the species name, followed by a number indicating the ranking of discover, e.g., Lit v 2 for the shrimp Litopenaeusvannamei2 allergen) was used. Allergens referenced by IUIS (2016) are indicated; numbers into brackets represent other allergens nonreferenced by IUIS but included into the AllergenOnline data bank.
\n
All the insect allergens identified so far consist of proteins which belong to families of highly conserved proteins, namely, muscle proteins such as tropomyosin, myosin, and the sarcoplasmic Ca-binding protein and enzymes such as α-amylase, chitinase, glutathione S-transferase (GST), arginine kinase, serine protease, and trypsin. Most of these proteins have been already identified as allergens of both the German (Blattella germanica) and American cockroach (Periplaneta americana) (http://Allergome.org). According to the high degree of conservation, all of these allergens are distributed among phylogenetically related clusters in the phylogenetic trees built up from their amino acid sequence alignments. As an example, Figure 1 illustrates the phylogenetic tree built up from the glutathione S-transferase multiple alignment. Very similar trees were built up from the multiple alignments of other enzyme allergens from edible insects, crustaceans, mollusks, and nematodes (results not shown), except for the tropomyosin tree, in which insect tropomyosins cluster in two separate groups that are differently phylogenetically related to the dust mite tropomyosin cluster [11]. This discrepancy observed in the distribution of insect tropomyosins is consistent with the fact that some of the dust mite tropomyosin-reactive patient sera strongly interacted with a tropomyosin-containing mealworm extract in western blot experiments, whereas other dust mite tropomyosin-reactive patient sera did not react at all [11].
\n
Figure 1.
Phylogenetic tree built up from the amino acid sequence alignment of glutathione S-transferase allergens of dust mites, insects, crustaceans, mollusks, and nematodes. Clusters corresponding to dust mites, insects, crustaceans, mollusks, and nematodes are differently shaded.
\n
\n
3.1. Muscle proteins
\n
The muscle proteins tropomyosin, myosin, and sarcoplasmic Ca-binding protein (SCBP) have been identified as major allergens of edible insects. Especially, tropomyosin appears as a major pan-allergen largely distributed among dust mites, insects, crustaceans, mollusks, and nematodes [12–16]. Major allergens of dust mites, e.g., Aca s 10 from Acarus siro, Blo t 10 from Blomia tropicalis, Der f 10 and Der p 10 from Dermatophagoides farinae and Dermatophagoides pteronyssinus, Gly d 10 from Glycyphagus destructor, Ixo sc 10 from the shoulder tick Ixodes scapularis, and Tyr p 10 from Tyrophagus putrescentiae, consist of tropomyosins (Allergome.org). Many other tropomyosins consist of the major allergens of insects, e.g., Bla g 7 and Per a 7 from the cockroaches B. germanica and P. americana, Bomb m 7 from the edible pupa of B. mori, Aed a 7, and Cul q 7 from the mosquitos Aedes aegypti and Culex quinquefasciatus, and Chi k 10 from the chironomid Chironomus kiiensis, Dro m 7 from the fruit fly Drosophila melanogaster, Glo m 7 from the tsetse fly Glossina morsitans, and Loc m 7 from the edible locust L. migratoria (Allergome.org). Many crustacean species also contain tropomyosin as a major muscle allergen, e.g., Cra c 1 from the common shrimp Crangon crangon, Eri s 1 from the crab Eriocheir sinensis, Hom a 1 from the American lobster Homarus americanus, Lit v 1 and Pen m 1 from the prawns Litopenaeus vannamei and Penaeus monodon, Nep n 1 from the scampi Nephrops norvegicus, etc. (Allergome.org). Tropomyosin also occurs as a major allergen in various mollusks like Cra g 1 from the oyster Crassostrea gigas, Hel a from the snail Helix aspersa, Hal a 1 from the abalone Haliotis asinina, Lol b 1 from the spear squid Loligo bleekeri, Myt e 1 from the blue mussel Mytilus edulis, Oct v 1 from Octopus vulgaris, Por t 1 from the Japanese blue crab Portunus trituberculatus, and Sep of 1 from the common cuttlefish Sepia officinalis (Allergome.org). Finally, tropomyosin also consists of the major allergen Ani s 3 of the nematode Anisakis simplex (http://Allergome.org).
\n
Other muscle protein allergens like troponin and the sarcoplasmic Ca-binding protein (SCBP) also provide a number of allergens like the troponins Tyr p 24 from the dust mite T. putrescentiae, Bla g 6 and Per a 6 from the cockroaches B. germanica and P. americana, Cra c 6 and Pen m 6 from the shrimps C. crangon and P. monodon, Hom a 6 from the American lobster H. americanus, and the troponin of the nematode A. simplex (Allergome.org). The sarcoplasmic Ca-binding protein also occurs as an allergen in insects (Aed a 4 and Cul q 4 from the mosquitos Aedes aegypti and C. quinquefasciatus) and crustaceans (Cra c 4 from C. crangon, Eri s 4 from the Chinese crab E. sinensis, Hom a 4 from the lobster H. americanus, Mac r 4 from the giant freshwater prawn Macrobrachium rosenbergii, Pen m 4 from P. monodon, Scy pa 4 from the green mud crab Scylla paramamosain) (Allergome.org). To date, no SCBP has been identified as an allergen in mollusks and nematodes.
\n
All of these muscle protein allergens display a rather high resistance to both the proteolysis and heat denaturation, as exemplified by the experiments performed on the tropomyosin of different species of mealworm [17] and the oyster Crassostrea gigas [18].
\n
\n
\n
3.2. Enzymes
\n
A number of enzymes including hydrolases like α-amylase, chitinase, serine protease, and trypsin and metabolic enzymes like arginine kinase (AK), glutathione S-transferase (GST), and triosephosphate isomerase (TPI) have been identified as cross-reacting allergens of edible insects [11, 19–23].
\n
Arginine kinase has been previously identified as a pan-allergen widely distributed in various insects such as the yellow mealworm (T. molitor) [20], the field cricket (Gryllus bimaculatus) [23], and the house cricket (A. domesticus) [11]; shrimps like the black tiger prawn (P. monodon) and the king prawn (Penaeus latisulcatus) [24]; the giant freshwater prawn (M. rosenbergii) [23, 25]; and crabs like the blue swimming crab (Portunus pelagicus) [26] and the red crab (c) [27]. Arginine kinases consist of the major allergens Bla g 9 of the German cockroach (B. germanica) and Per a 9 of the American cockroach (P. americana) (Allergome.org). Many other allergens of dust mites like Blo t 20 of B. tropicalis, Der f 20 of D. farinae, Der p 20 of D. pteronyssinus, and Gly d 20 of G. destructor also consist of arginine kinases (Allergome.org). The list of arginine kinase allergens of crustaceans is also consistent (http://Allergome.org).
\n
Alpha-amylase, a hydrolase of paramount importance for the digestion of starch by herbivorous and omnivorous organisms, occurs as an allergens in dust mites (Aca s 4 of A. siro, Blo t 4 of B. tropicalis, Der p 4 of D. pteronyssinus, Eur m 4 of Euroglyphus maynei, Tyr p 4 of T. putrescentiae) and insects (Sim v 3 and Sim v 4 of the striped black fly Simulia vittata, Bla g 11 and Per a 11 of the cockroaches B. germanica and P. americana) (http://Allergome.org).
\n
Other metabolic enzymes like the glutathione S-transferase GST (Aca s 8 of A. siro, Blo t 8 of B. tropicalis, Der f 8 and Der p 8 of D. farinae and D. pteronyssinus, Tyr p 8 of Tyroglyphus putrescentiae, Bla g 5 and Per a 5 of B. germanica and P. americana), chitinase (Blo t 15 of B. tropicalis, Der f 15 and Der p 15 of D. farinae and D. pteronyssinus, and Per a 12 of the cockroach P. americana), and triosephosphate isomerase TPI (Der f 25 of D. farinae, Bla g TPI of the cockroach B. germanica, For t TPI of the biting midge Forcipomyia taiwana, and Cra c 8 of the shrimp C. crangon) also consist of allergens essentially in dust mites and insects (Allergome.org). However, they seem to be less widely distributed in arthropods than other enzymes like arginine kinase.
\n
\n
\n
3.3. Other proteins
\n
Other proteins involved in metabolic pathways (HSP70, thioredoxin) or displaying structural (tubulin) or physiological (hemocyanin and hexamerin) functions also occur as minor allergens in edible insects (Table 2). The hemolymph proteins hemocyanin and hexamerin both consist of homotetrameric proteins of high molecular mass, which share very conserved amino acid sequences and three-dimensional conformations. Hexamerin is widely distributed among insects and crustaceans, and it has been identified as an allergen of the fly maggot [28]. The hemolymph protein hemocyanin has been identified as an allergen of the German cockroach (Bla g 3) and American cockroach (Per a 3) and of the giant freshwater prawn M. rosenbergii as well (Allergome.org).
\n
Owing to the conserved character, all the IgE-binding cross-reacting allergens of edible insects share very similar and readily superposable three-dimensional conformations. These structural similarities are illustrated in Figure 2, which shows the nice superposition of α-amylase, arginine kinase, glutathione S-transferase, trypsin, and hexamerin models of different origins. In fact, as shown for most of the members in different groups of evolutionary-related proteins, the three-dimensional conformations are much more conserved than the corresponding amino acid sequences.
\n
Figure 2.
(A) Superimposition of the three-dimensional ribbon diagrams of α-amylase allergens of Bombyx mori, Hermetia illucens, Musca domestica and Apis mellifera. (B) Superimposition of the three- dimensional ribbon diagrams of arginine kinase allergens of Bombyx mori, Locusta migratoria, Musca domestica, Apis mellifera and Schistocerca americana. (C) Superimposition of the three-dimensional ribbon diagrams of glutathione S-transferase allergens of Tenebrio molitor, Locusta migratoria, Galleria mellonella, Musca domestica and Apis mellifera. (D) Superimposition of the three-dimensional ribbon diagrams of trypsin allergens of Bombyx mori, Galleria mellonella, Hermetia illucens, Locusta migratoria and Musca domestica. (E) Superimposition of the three-dimensional ribbon diagrams of hexamerin allergens of Bombyx mori, Locusta migratoria, Galleria mellonella, Tenebrio molitor and Schistocerca americana.
\n
\n
\n
\n
4. Resistance of the insect allergens to proteolysis by digestive enzymes
\n
Resistance to proteolysis consists of a property of paramount importance for food allergens, allowing them to escape the proteolytic degradation along the digestive tract and, thus, preserving their ability to stimulate the peripheral lymph nodes, e.g., Peyer’s patches, associated with the intestinal tract. In this respect, all of the putative insect allergenic enzymes such as α-amylase, arginine kinase, glutathione S-transferase, and trypsin exhibit a number of predicted cleavage sites by pepsin and trypsin distributed along their polypeptide chain and, especially, exposed on their molecular surface (Figure 3). Accordingly, the multiple proteolysis of all of these enzymes by pepsin, trypsin, and chymotrypsin generate a number of amino acids and short peptides apparently devoid of efficient IgE-binding properties (Figure 3). However, a limited number of peptides would keep a sufficient size (>10 amino acid residues), to properly stimulate the digestive immune system. In this respect, the allergenicity of tropomyosin, myosin, α-amylase, and hexamerin from the yellow mealworm (T. molitor), the giant mealworm beetle (Zophobas atratus), and the litter beetle (Alphitobius diaperinus) was reduced but not abolished following both in vitro simulated gastric fluid (SGF) and in vitro simulated intestinal fluid (SIF) digestion and heat treatment [17, 29]. The heat resistance of the major allergens of edible insects implies that both cooked insects and insect protein-containing food products retain some intact allergenicity. Heat and proteolysis stability of tropomyosin from the mud crab (Scylla serrata) [30] and the tropical oyster Crassostrea belcheri [18] have been similarly pointed out.
\n
Figure 3.
Size (number of amino acid residues) diagram of the peptides resulting from the predicted multiple proteolysis by pepsin, trypsin, and chymotrypsin of α-amylase of Tenebrio molitor, arginine kinase of Bombyx mori, glutathione S-transferase of Galleria mellonella, and trypsin from Locusta migratoria. Peptides of ≥10 amino acid residues in length are indicated by stars (★). Overlay images showing the localization of the predicted cleavage sites by pepsin (pale grey) and trypsin (deep grey) on the molecular surface of the corresponding allergens are presented.
\n
\n
\n
5. What extent for the allergy to edible insects?
\n
To date, only a few cases of allergenic manifestations caused by the consumption of edible insects have been reported in the literature. The first case reports deal with occupational allergies of particularly exposed environmental searchers, fishers, and food industry workers [21, 28, 31–37]. Similarly, the well-known “pancake syndrome” (oral mite anaphylaxis), caused by the unintended consumption of mite-contaminated foods, has been identified in Refs. [38, 39]. Interestingly, most or less severe cases of anaphylaxis caused by the ingestion of various edible insects, reported in Chinese journals [40–51], were collated by Ji et al. [52], who counted up to 358 episodes of anaphylactic shock caused by food ingestion from 1980 to 2007. The most common offending allergens were identified as pineapple (25%), the soft-shelled turtle (Trionychidae) (19%), crabs (9%), and edible insects (locust + grasshopper) (14%). Other cases of anaphylaxis caused by the ingestion of edible insects were subsequently reported, mainly in Asia [53–55]. More recently, a majority of shrimp-allergic people (13 over 15) were confirmed as being allergic to yellow mealworm (T. molitor) when tested in double-blind, placebo-controlled food challenge (DBPCFC) [56]. In this respect, yellow mealworm appears as a food at least as allergenic as shrimps to trigger anaphylactic responses in shrimp-allergic patients.
\n
The limited number of reported cases of anaphylaxis due to edible insect consumption seems to be largely underestimated, especially in countries like China, where a great variety of insects are traditionally consumed as a source of dietary proteins. The occurrence in all of the edible insects of IgE-binding allergens which cross-react with the major allergens tropomyosin and arginine kinase of shrimps, dust mites, mollusks, and even nematodes suggests that shrimp-allergic and mollusk-allergic patients are at risk when consuming edible insects or insect-containing food products. However, further large-scale investigations among a broad population of shrimp- and mollusk-allergic patients will be necessary to appreciate the real allergenic risk edible insects pose to previously sensitized individuals. In the meantime, it would be wise to inform the consumers for such a potential risk, e.g., by a proper labeling of insect foods and insect-containing food products.
\n
\n
\n
6. Conclusion
\n
Obviously, the repertoire of food allergens from edible insects consists of a number of IgE-binding cross-reactive allergens common to other arthropods, e.g., dust mites and crustaceans, mollusks, and, more scarcely, nematodes. These pan-allergens refer to muscle proteins, enzymes, and proteins with structural and physiological functions. However, the search of identities the insect proteins share with known allergens of the allergen bank as a criterion for identifying allergens of edible insects suffers from some limitations associated to the completeness and quality of the bank. Most of the allergenic proteins of animal or plant origin essentially belong to abundant and widespread protein families in both animal and plant species like tropomyosins, lipocalins, and caseins for animals and cupins, profilins, and prolamins for plants [57]. Moreover, depending on the data bank used for searching the identities with known allergens, the accuracy and exhaustiveness of the results might vary considerably. In this respect, the continuously updated FARRP AllergenOnline bank offers a maximum of guarantee for the retrieved information [58]. Accordingly, all of the allergens identified to date correspond to proteins already known for their allergenic properties. Other allergens more specific of insects remain to be identified and characterized, in order to have a more accurate idea about the variability and specificity of the edible insect allergens. A serological approach using IgE-containing sera from allergic patients will be necessary to fulfill such a requirement, instead of the computational approach reported in this chapter. As insect food could be so allergenic that it can trigger strong anaphylactic responses in allergic persons, it is recommended that all insect food and insect-containing food products should mention this allergy possibility very clearly in the product labels.
\n
\n\n',keywords:"allergen repertoire, edible insects, shrimps, dust mites, mollusks, IgE-binding cross-reactivity",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/54930.pdf",chapterXML:"https://mts.intechopen.com/source/xml/54930.xml",downloadPdfUrl:"/chapter/pdf-download/54930",previewPdfUrl:"/chapter/pdf-preview/54930",totalDownloads:1799,totalViews:435,totalCrossrefCites:2,totalDimensionsCites:4,totalAltmetricsMentions:2,impactScore:1,impactScorePercentile:62,impactScoreQuartile:3,hasAltmetrics:1,dateSubmitted:"September 2nd 2016",dateReviewed:"February 24th 2017",datePrePublished:null,datePublished:"October 4th 2017",dateFinished:"April 21st 2017",readingETA:"0",abstract:"Allergic manifestations to the ingestion of edible insects have been reported, especially in countries where edible insects are traditionally consumed. However, to date, allergens of edible insects have been poorly investigated. The AllergenOnline server was used for assessing the allergenic character of the putative IgE-binding cross-reactive allergens from the consumed yellow mealworm, silkworm, house fly maggot, migratory locust, house cricket, greater wax moth, black soldier fly, American grasshopper and Indian mealmoth. Positive hits correspond to allergens exhibiting >35% identity over an 80-residue sliding window and 100% identity over an 8-residue sliding window, respectively. Most of the hits consist of allergens from arthropods such as dust mites, crustaceans and insects, and more rarely, of allergens from mollusks, nematodes, and fungi. All the identifed allergens share conserved amino acid sequences and three-dimensional structures. Accordingly, the allergens of edible insects form clusters closely related to crustacean, mollusk and nematode clusters into the phylogenetic trees built up from the sequence alignments. Our computational investigations suggest edible insects possess a large repertoire of IgE-binding allergens they share with phylogenetically related groups of arthropods, mollusks, and nematodes. These cross-reacting allergens are susceptible to trigger allergic reactions in individuals previously sensitized to shellfish or mollusks.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/54930",risUrl:"/chapter/ris/54930",book:{id:"5705",slug:"future-foods"},signatures:"Pierre Rougé and Annick Barre",authors:[{id:"147822",title:"Prof.",name:"Pierre",middleName:null,surname:"Rougé",fullName:"Pierre Rougé",slug:"pierre-rouge",email:"pierre.rouge@free.fr",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Assessing the complexity of the IgE-binding allergen repertoire of edible insects",level:"1"},{id:"sec_3",title:"3. IgE-binding allergens of edible insects belong to conserved protein families",level:"1"},{id:"sec_3_2",title:"3.1. Muscle proteins",level:"2"},{id:"sec_4_2",title:"3.2. Enzymes",level:"2"},{id:"sec_5_2",title:"3.3. Other proteins",level:"2"},{id:"sec_7",title:"4. Resistance of the insect allergens to proteolysis by digestive enzymes",level:"1"},{id:"sec_8",title:"5. What extent for the allergy to edible insects?",level:"1"},{id:"sec_9",title:"6. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'Rumpold BA, Schluter OK. Potential and challenges of insects as an innovative source for food and feed production. Innovative Food Science & Emerging Technologies. 2013;17:1–11.\n'},{id:"B2",body:'DeFoliart G, Nakagaki B, Sunde M. Protein quality of the house cricket Acheta domestica when fed to broiler chicks. Poultry Science. 1987;66:1367–1371.\n'},{id:"B3",body:'Belluco S, Losasso C, Maggioletti M, Alonzi CC, Paoletti MG, Ricci A. 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International Archives of Allergy and Immunology. 2009;150:8–14.\n'},{id:"B20",body:'Verhoeckx KCM, van Broekhoven S, den Hartog-Jager CF, Gaspari M, de Jong GAH, Wichers HJ, van Hoffen E, Houben GF, Knulst AC. House dust mite (Der p 10) and crustacean allergic patients may react to food containing yellow mealworm proteins. Food and Chemical Toxicology. 2014;65:364–373.\n'},{id:"B21",body:'Debaugnies F, Francis F, Delporte C, Doyen V, Lendent C, Mairesse M, Van Antwerpen P, Corraza F. Identification de l’α-amylase comme allergène du ver de farine chez des patients professionnellement exposés (article in French). Revue Française d’Allergologie. 2016;56:281.\n'},{id:"B22",body:'Binder M, Mahler V, Hayek B, Sperr WR, Schöller M, Prozell S, Wiedermann G, Valent P, Valenta R, Duchêne M. Molecular and immunological characterization of arginine kinase from the Indian meal moth, Plodia interpunctella, a novel cross-reactive invertebrate pan-allergen. 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Identification of tropomyosin and arginine kinase as major allergens of Portunus pelagicus (blue swimming crab). Tropical Biomedicine. 2012;29:467–478.\n'},{id:"B27",body:'Misnan R, Murad S, Yadzir ZH, Abdullah N. Identification of the major allergens of Charybdis feriatus (red crab) and its cross-reactivity with Portunus pelagicus (blue crab). Asian Pacific Journal of Allergy and Immunology. 2012;30:285–293.\n'},{id:"B28",body:'Just N, Lièvre K, Lallemand K, Leduc V. Implication de l’hexamérine dans un cas d’allergie aux larves de mouches (article in French). Revue Française d’Allergologie. 2012;52:258.\n'},{id:"B29",body:'Van Broekhoven S, Bastiaan-Net S, de Jong NW, Wichers HJ. Influence of processing and in vitro digestion on the allergic cross-reactivity of three mealworm species. Food Chemistry. 2016;196:1075–1083.\n'},{id:"B30",body:'Huang YY, Liu GM, Cai QF, Weng WY, Maleki SJ, Su WJ, Cao MJ. Stability of major allergen tropomyosin and other food proteins of mud crab (Scylla serrata) by in vitro gastrointestinal digestion. Food and Chemical Toxicology. 2010;48:1196–1201.\n'},{id:"B31",body:'Bernton HS, Brown H. Insects as potential sources of ingestant allergens. Annals of Allergy. 1967;25:381–387.\n'},{id:"B32",body:'Meier-Davis S, Bush RK. Occupational sensitivity to Tenebrio molitor Linnaeus (yellow mealworm). The Journal of Allergy and Clinical Immunology. 1990;86:182–188.\n'},{id:"B33",body:'Phillips J, Burkholder W. Allergies related to food insect production and consumption. The Food Insects Newsletter. 1995;8:1–2.\n'},{id:"B34",body:'Teranishi H, Kawai K, Murakami G, Miyao M, Kasuya M. Occupational allergy to adult chironomid midges among environmental researchers. International Archives of Allergy and Immunology. 1995;106:271–277.\n'},{id:"B35",body:'Freye HB, Esch RE, Litwin CM, Sorkin L. Anaphylaxis to the ingestion and inhalation of Tenebrio molitor (mealworm) and Zophobas morio (superworm). Allergy and Asthma Proceedings. 1996;17:215–219.\n'},{id:"B36",body:'Aldunate MT, Echechipía S, Gómez B, García BE, Olaguibel JM, Rodríguez A, Moneo I, Tabat AI. Chironomids and other causes of fish food allergy. Alergología e inmunología clínica. 1999;14:140–145.\n'},{id:"B37",body:'Meseguer Arce J, Sánchez-Guerrero Villajos IM, Iraola V, Carnés J, Fernández Caldas E. Occupational allergy to aquarium fish food: Red midge larva, freshwater shrimp, and earthworm. A clinical and immunological study. Journal of Investigational Allergology and Clinical Immunology. 2013;23:462–470.\n'},{id:"B38",body:'Sánchez-Borges M, Capriles-Hulett A, Fernández-Caldas E, Suárez-Chacón R, Caballero F, Castillo S, Sotillo E. Mite-contaminated foods as a cause of anaphylaxis. The Journal of Allergy and Clinical Immunology. 1997;99:738–743.\n'},{id:"B39",body:'Sánchez-Borges M, Suárez-Chacón R, Capriles-Hulett A, Caballero-Fonseca F, Iraola V, Fernández-Caldas E. Anaphylaxis from ingestion of mites: Pancake anaphylaxis. The Journal of Allergy and Clinical Immunology. 2013;131:31–35.\n'},{id:"B40",body:'Wei SZ, Jia LL, Wang SX. A case of anaphylactic shock caused by silkworm pupa (article in Chinese). Chinese Journal of Medicine. 1981;299:43.\n'},{id:"B41",body:'Cheng XL, Lin HZ, Zhang SY. Successful curative treatment of a patient with anaphylactic shock caused by ingestion of silk worm pupa (article in Chinese). Guangzhou Med. 1987;3:36.\n'},{id:"B42",body:'Wang YL, Niu CX, Liu Y. Three cases of anaphylactic shock caused by ingestion of silkworm pupa (article in Chinese). China Journal of Leprosy and Skin Diseases. 1999;15:56–57.\n'},{id:"B43",body:'Qiao X. A case of anaphylactic shock caused by locust consumption (article in Chinese). Medical Journal of the Chinese People’s Armed Police Forces. 1999;7:414.\n'},{id:"B44",body:'Zhang H. A case of anaphylactic shock caused by ingestion of silkworm pupa (article in Chinese). Lit. Inf. Prev. Med. 2002;8:458–459.\n'},{id:"B45",body:'Pao DH, Zhao, GS. A case of anaphylactic shock caused by cicada pupa consumption (article in Chinese). People’s Military Surgeon. 2003;46;246.\n'},{id:"B46",body:'Wan YF, Wei ZF. A case of anaphylactic shock caused by bee pupa consumption (article in Chinese). Clinical Journal of Medical Officer. 2003;31:52.\n'},{id:"B47",body:'Wang Y, Feng SH. A case of anaphylactic shock caused by ingestion of bee larva (article in Chinese). Medical Journal of National Defending Forces in Southern China. 2003;13:346.\n'},{id:"B48",body:'Wang DJ, Zhang DL, Yang FX, Chen YZ, Wei L, Yang HX et al. Eight cases of severe type-1 allergic reaction caused by consumption of silkworm pupa (article in Chinese). Henan Journal of Preventive Medicine. 2005;16:148.\n'},{id:"B49",body:'Liu XP. Nineteen cases of anaphylactic shock caused by grasshopper consumption (article in Chinese). China Modern Doctor. 2007;45:41.\n'},{id:"B50",body:'Zhang YZ. A case of anaphylactic reaction caused by ingestion of Clanis bilineata (article in Chinese). Clinical Wrong Diagnosis and Wrong Therapy. 2007;20:125.\n'},{id:"B51",body:'Ji KM, Zhan ZK, Chen JJ, Liu ZG. Anaphylactic shock caused by silkworm pupa consumption in China (article in Chinese). Allergy. 2008;63:1407–1408.\n'},{id:"B52",body:'Ji K, Chen J, Li M, Liu Z, Wang C, Zhan Z, Wu X, Xia Q. Anaphylactic shock and lethal anaphylaxis caused by food consumption in China. Trends in Food Science and Technology. 2009;20:227–231.\n'},{id:"B53",body:'Choi GS, Shin Y, Kim JE, Ye YM, Park HS. Five cases of food allergy to vegetable worm (Cordyceps sinensis) showing cross-reactivity with silkworm pupae. Allergy. 2010;65:1196–1197.\n'},{id:"B54",body:'Yew KL, Kok VSL. Exotic food anaphylaxis and the broken heart: sago worm and Takotsubo cardiomyopathy. The Medical Journal of Malaysia. 2012;5:540–541.\n'},{id:"B55",body:'Okezie OA, Kgomotso KK, Letswiti MM. Mopane worm allergy in a 36-year-old woman: a case report. Journal of Medical Case Reports. 2010;4:42.\n'},{id:"B56",body:'Broekman H, Verhoeckx KC, den Hartog Jager CF, Kruizinga AG, Pronk-Kleinjan M, Remington BC, Bruijnzeel-Koomen CA, Houben GF, Knulst AC. Majority of shrimp-allergic patients are allergic to mealworm. The Journal of Allergy and Clinical Immunology. 2016;137:1261–1263.\n'},{id:"B57",body:'Radauer C, Bublin M, Wagner S, Mari A, Breiteneder H. Allergens are distributed into few protein families and possess a restricted number of biochemical functions. The Journal of Allergy and Clinical Immunology. 2008;121:847–852.\n'},{id:"B58",body:'Sircar G, Sarkar D, Bhattacharya SG, Saha S. Allergen databases. Methods in Molecular Biology. 2014;1184:165–181.\n'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Pierre Rougé",address:"pierre.rouge@free.fr",affiliation:'
University Paul Sabatier – Tolouse 3, Research Institute for Development, Research Unit 152 Pharma-Dev, Faculty of Pharmacy, Toulouse, France
University Paul Sabatier – Tolouse 3, Research Institute for Development, Research Unit 152 Pharma-Dev, Faculty of Pharmacy, Toulouse, France
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1. Introduction
Workplace accommodation for job seekers and employees with a disability, does not necessarily aim to create near perfect workplace resources adjustments, but rather a reasonable and affordable infrastructural and ideological engagement which embrace diversity. Aptly, to democratise the workplace, in a way that citizens with disabilities feel they are genuinely accommodated. Discussions throughout Part 2 place an emphasis on sustaining a democratised, thus decent, and accommodative workplace adjustments with the sustainability of a democratic workplace culture and the eradication of unfair discrimination. Part 2 further concurs with South Africa’s Employment Equity Act’s (EEA’s) Section 6 which assess the long-term impact of workplace adjustments to reasonably accommodate historically vulnerable population groups [1]. This aspect can best become an obtainable objective if constant engagements between stakeholders are sustained through short- and medium-term plans and actions. Across all the discussion in this chapter, the focus population group will be contextualised as job seekers and employees with a disability, whose decent treatment will determine a country’s progress, as observed within the realm of the United Nations’ Agenda 2030 for Sustainable Development and the International Labour Organisation’s Decent Work Agenda [2, 3, 4].
2. Workplace contexts of disability and collaborative engagements
The social ecological relationship between an employee with a disability and the employer, traverses the diverse contextual factors, crucial for a democratised inclusive education aura in contemporary South Africa, as illustrated by Figure 1, below.
Figure 1.
South Africa’s disability context as a socio-educational subsystem.
Mhlongo and Alexander adapted Figure 1 from the original document of the World Health Organisation, which is called the Classification of Functioning, Disability and Health document [5]. Its essence in Part 2 is to put diagrammatic emphasis on South Africa’s Labour Legislation as a crucial subsystem as narrated in Part 1. The adaption focuses on the EEA 55 of 1998 (Employment Equity Act 55 of 1998), as an umbrella policy covering the LRA 44 of 1995 (Labour Relations Act 44 of 1995) SDA 97 of 1998 (Skills Development Act 97 of 1998) and the BBBEE 53 of 2003 (Broad Based Black Economic Empowerment 53 of 2003).
In consideration of the diagram above, the ILO’s School to Work Transition programmes [6, 7, 8] strongly agree with the WHO’s Classification of Functioning, Disability and Health document [5], in demonstrating the social ecological subsystem to subsystem interaction according to the relationship between the environmental and personal factors impacting on the well-being of a person with a disability. With insights from international literature, a culture of democracy can be cemented from within the classroom through to the post-school contexts of job search and successful job entry via both productive and decent employment or workplace contexts. School curricula contents which are transparent enough to cover social inclusion aspects such as (a) getting to work through disability-friendly transportation infrastructure and (b) working in a reasonably accommodative place, are ideal examples of a democratic classroom culture. Who else except the teacher to determine the shape and design of any day, a week or a term’s lesson plan format?
A cascade from the international (ILO and WHO) to the country-level is necessary. It is a step-down narrative indicating the laws that South Africa has availed in its quest to fulfil the global mandate to address long-standing human rights issues, such as perceptions and visible trends affecting the disability social subsystem. Hopefully, vibrant collaborative engagements within classrooms through the postmodernist teacher, could possibly assist, accelerate and sustain the re-shaping of South Africa’s inclusive education terrain. The notion that democracy can never be separated from politics as it has strong social development foundations. Certainly, classrooms remain politicised not by accident, but by virtue of children, openly or subtly carrying the burden of society into classrooms [9, 10]. Teachers who have a democratic mindset would strive to entwine human rights or legislative literature contributions from other countries during their normal classroom lessons, thus fulfilling their citizenship moral obligation to address future discriminations by default, intention or through ignorance in the workplace as future adults.
While numerous RSA labour laws are availed only four (as listed above) are highlighted by this chapter as forming both the conceptual and operational crystallisation of the socio-educational contexts to which teachers should expose future citizens. Paulo Freire’s notion of critical value of participatory community engagements should be naturalised. Authentic interactions by social scientists or politicians through spending more time in natural surroundings of societies could intensify the success of legislative frameworks intent to empower them [11, 12, 13]. The aim of these laws is to create an equitable balance between the socio-educational factors, reflective of challenges facing contemporary South Africa. While delivering the prescribed curriculum in South African schools, it would indeed be highly enriching for a teacher to democratise the classroom context, thus equally navigating through the inclusive education terrain. School-based scenarios focusing on two critical labour laws relevant to this disability empowerment and equality are discussed extensively below.
2.1 Legislative guidance to enhance workplace disability contexts
A culture of democracy becomes implanted and realised when issues revolving around empowerment and equality, are casually discussed in the classroom or become enmeshed in the lesson by inviting other social subsystems through an intensive review of relevant discourses. Naturally, a teacher with a democratised mindset can expose learners to or request them to search the internet in obtaining laws meant to promote decent workplace integration and reduce polarising trends, such as South Africa’s Broad Based Black Economic Empowerment Act(BBBEEA), no.53 of 2003 and the Employment Equity Act(EEA), no. 55 of 1998 [1, 14].
Two scenarios are discussed to relay the crux of these two labour law pieces.
Scenario 1: Creating a culture for economic empowerment through democratic classroom practice: A teacher with a democracy education mindset should strive to recognise discourses relating to South Africa’s economic empowerment issues regarding disability populations’ decent participation on the economy.
For example, the BBBEEA, was designed to address economic inequalities of the past by broadening the country’s economic base thus accelerate growth, job creation and poverty eradication. This policy had to be broadened to economically include the historically disadvantaged citizens, namely black people, people with disabilities and women. White women and the Chinese population now qualify as designated population groups covered fully by the BBBEEA Act [14, 15].
As a follow-up example, certain scholars have harvested data which validate that numerous job creation initiatives currently exists in South Africa; through empowerment deals and public or tender contracts [16]. They have pointed to how these opportunities are found in the resources sector (mining, oil, gas and paper), the financial sector (real estate, life insurance and banks) and the industrial sector (general retailing, software and computer services and construction). In terms of the range of employment opportunities to democratise workplaces by creating and sustaining accessibility amenities available in South Africa, teachers have a duty to both verbalise and simulate classroom contexts showing how the same data relate to the plight for a visible democratised empowerment of capable citizens with disabilities. Crucial to research upon, is the presence and practice related to Agenda 2030 across all school subjects - this is so that today’s learners, as future employees and employers should find it easy to collaboratively engage, create and spontaneously sustain democratised workplaces. In this way, the forthcoming 2030 milestone assessment will harvest data, reflective of socially just and reasonably accommodative workplaces in South Africa [2].
The most fitting pedagogic approach would be to pose explorative questions to students via a design of an inclusive lesson plan. Two critical questions could be shaped to inquire about the relevance of the measurable level or visibility of an enabling participation criterion in the job market. The first one could be: Does the job market in contemporary South Africa allow for normalised access for the educated job seeker from a population with a disability, especially based on racial background? The second question is based on the awareness level of the existent workplace accessibility amenities to create and sustain decent employment avenues and job creation opportunities by the disability population group, offered by the BBBE Act. Irrespective of the variety or depth of answers provided by students, the crux of these questions would expose these learners to the historically sensitive supremacist dual stereotype of race and disability. The apparent or hidden stigma attached to being excluded on the basis of skin colour and physiological (dis-)ability certainly delivers a gruelling internal or psychological blow to an “able bodied” student requested to simulate a role of a wheelchair bound job seeker, of any racial population. Secondly, having taxi fare does not equate to an accommodative transport mode in all cities or towns for wheelchair bound citizens, embarking on job search trips. A variety of classroom-based assessment activities could be availed if teachers formalise forum discussions as a pilot stage of formulating inclusive lessons.
2.2 Evaluating employment equity legislation towards the 2030 milestone
In the contemporary South African context, there exist numerous legislation meant to promote equal opportunity of participation in the economy, especially through productive yet decent workplace and economic empowerment. Furthermore, fundamental role of South Africa’s Employment Equity Act No. 55 of 1998, amended 2008 (EEA) has been entrenched as part of the basic education curriculum through the subject Business Studies. The impact of Agenda 2030 is thus ideologically present in South Africa’s classrooms when a democratic culture becomes idealised when decent future workplaces are well-resourced to accommodate contexts of disability by having accessible amenities. Institution to institution engagements best display a harmonious atmosphere of collaboration when the current teacher engages the current employer/workplaces, thus constructively contributing towards the national benchmark of measuring and entrenching reasonable accommodation.
According to the Department of Trade and Industry’s Codes of Good Practice within the Broad-Based Black Empowerment Act 53 (2003), all enterprises in South Africa should be BBBEE compliant [14]. When compared to Part 1, the authors present Part 2 to demonstrate how compliance should refer to meeting visible specific criteria which serve as a compulsory certification for the enterprise to enter into business with any state-owned-entity. Simply, employment equity policies in the workplace should be visible in job adverts inviting capable citizens to apply for work.
Scenario 2: Promoting a democratic culture of employment equity through inclusive lesson planning:
The government, as a social subsystem mandated to plan, popularise and monitor legislations should always guard against becoming an agent which unintentionally creates socio-economic contexts which delimits or polarises opportunities for certain population groups. Teachers have a critical role to play when they (re) image classroom lessons to idealise decent, disability-accessible workplaces of the future.
Simulations are an inherent aspect of assessment activities in South Africa’s basic education subject, namely, Business Studies [15]. Sustaining such type of classrooms, pro-decent workplaces, role play scenarios is a valuable variable to monitor and evaluate a country’s collaborative engagements efforts between institutions, such as schools, labour unions, disability rights advocacy groups and workplaces/employers. The EEA should become a vital vehicle to promote equality through equity, to cement a culture of democracy in the classroom, specifically to accommodate the disability population as a social subsystem. A user-friendly guideline booklet provided by Tinarelli could be used by democracy-minded inclusive education teachers to orientate themselves with the landscape of reasonable accommodation for the people with disabilities [17]. Ensuring employment equity in the USA while neglecting to invite the participation of private social diversity programs makes not much of a difference to affirmative action progress, especially if citizens do not perform actions which promote these policies [18]. Modern teachers should realise that they are influential citizens by virtue of having a daily audience of future citizens.
By inviting the Employment Equity Act No. 55 of 1998 EEA, the democratised teacher could possibly contribute towards a vibrant classroom lesson and in the process, re-image highly enlightened future adults in the area of social responsibility, as employers and colleagues. Once more, through simulations in the classroom, teachers with a democratised mindset would be assisting the government to shape future citizens who are not just educated but are also empathetic towards the needs of historically marginalised populations. By merely thinking about your impact in the future, makes you a postmodernist. For instance, a teacher with a democratised mindset stimulates classroom settings designed to ascertain the rate of the employment equity trends, whilst embracing contemporary African values. African societies refer to spontaneous collaboration among neighbours as Ubuntu. The Prevalence of Ubuntu is most observed, firstly, and occasionally - the sharing of parables or ditshomo in Sesotho language which enriches the relationships between the young and the old, with the purpose to disperse wisdom [19]. Secondly, and as events occur, neighbours spontaneously pool together their material resources as a gesture of charity to benefit those befallen by both minor and huge disasters such a funeral. An African stance of ubuntu, becomes operationalised or visible when both the private and public sector employers ignite an aura of neighbourly by narratively inviting, critiquing and magnifying inter- or multi-national constructive events and good practices to reasonably accommodate the historically vulnerable, yet economically active population cohorts. Earlier, Figure 1 highlighted both the external and internal socio-educational polarities traversed by qualified job seeker citizens with disabilities. Hopefully, a re-direction of the curriculum to fully embrace inclusive education when workplace employment equity simulations in modern classrooms could prevail, thus contributing towards an ideal pathway towards the Agenda 2030 milestone [2].
2.3 Collaborations between the education and labour subsystems
To gain transformative traction towards achieving the Agenda 2030 milestone, both educational institutions, entrepreneurs, labour rights unions, disability rights advocacy groups and business corporations should establish and sustain collaborative engagements as soon as possible. Teachers are identified as the most relevant catalysts to entrench a democratised culture of sustained collaborations which will persist beyond the classroom when the once young learners are now leaders of industry in the next decade - towards the year 2030. Both lectures and researchers (as knowledge producers and influencers of societal change) have a valuable role to play with regards to how they collaboratively engage the teachers in-training from year one to the year of graduation. Hence, a default inclusion of concepts such as economic empowerment, democracy, social justice, equality, affirmative action, employment equity and others in a lesson goes a long way to indicate a re-curriculation mindset and a democratised classroom practice. The year 2000, was the official launch of Outcome Based Education (OBE) in South Africa and it coincides with the year when Education White Paper 6 was distributed [20]. Through OBE training initiatives via the Department of Education, a teacher was only issued the official learning programme guidelines, national learning outcomes and lesson objectives per subject. The teacher in turn would design an entire annual lesson programme according to own his/her teaching approaches and skills. Aptly, this was a seed of a democratised schooling system, where the same subject across two schools, would differ on the basis of responding to the diverse and thus special circumstances for each learner as well as for specific community needs. The paper intensive OBE curriculum as it was labelled by the South African teacher fraternity, was perceived by teachers as an unnecessary administrative burden. OBE created democratic scenarios within classrooms, and the most creative teacher identities one has ever encounter since apartheid years. The OBE curriculum was however found to be both irrelevant and inadequate for the South African context and replaced by the National Curriculum Statement (NCS) in 2004. Therefore, any discussions of ways to accommodate learners with disabilities in mainstream South African schools are also essential to the democratisation of education virtue to make special needs analysis not just an inclusive education policy ideal but a visible act to embrace diversity in the present.
A clear philosophical distinction should be drawn between the two socio-educational context terminologies used hereunder. The first context, system would denote the official enterprise to plan and implement the official curriculum; which is a centralised duty of the government subsystem represented by the Departments of Basic Education and Higher Education. Whereas, a mindset stands for how a teacher relates to her surroundings, and shapes her approach to pedagogic content of her subject to reflect current, probable, delayed or future realities impacting on her classroom as translocated from the wider community. Accordingly, collaborative engagements should depart from the conservative tradition of teachers awaiting a cue from a specific official document to promote and implement curriculum; wherein officials will also visit the school to monitor delivery of the proposed curriculum. Unfortunately, inclusive education curriculum in South Africa has refused to take off in an official sense within or via each school subject as visiting government and Department of Education officials tend to focus curriculum pace challenges within specific subjects, not on the learning acquisition challenges vis a vis learner with special needs database and recommended or innovated remedial avenues to mitigate these inclusive education delivery events. Hence, a postmodernist teacher has a professional duty to disrupt the dominant and traditional view, by reflecting on mitigating circumstances in order to create and sustain inclusive classroom-based learning contexts. Therefore, disability in the special needs education sector require highly modified classroom settings. Segregated educational offerings according to racial classification has made it easy for South Africans to easily accept that: “learners with disabilities are different”. When the ideals of acceptance are entrenched within teachers’ lesson plans it would become a spontaneous opportunity for an authentic interaction with individuals with disabilities to occur, thus making transformation very possible. Unfortunately, the Education White Paper 6 has promised to evaluate the impact of its two decades of promise, to determine if indeed praxis towards a democratic culture iconic of inclusive and transformative teachers, classrooms and schools became an achievable reality by the year 2021. Certainly, the possibility of achieving this ideal, lies with the discerning social scientist-lecturer too, whose community engagements plans, and praxis are designed to reflect a genuine Ubuntu approach to inclusive education for it to become democratised.
Inclusive education delivery should be alive in every classroom, through every subject. The teacher’s innovations of lessons to integrate democratic education is an immeasurable contribution towards a socially just future. Innovative classroom lesson alternatives remain available when a culture of discussions on past and current affairs is sustained between teachers across different subjects. Also, reflecting on the future path towards economic participation and empowerment of educated youth with a disability should be encouraged, by visibly democratising mainstream school settings. The constant conscientising of prevalent stereotypes in both schools and communities should become an inherent intellectual trait of a teacher, in a contemporary inclusive education context. Across all subjects, ideal neo-inclusive education teachers would expose learners to the basic tenets of a democratic world of work, such as the transparency of policies, equal opportunities for promotion, respect and elevation of population diversity as a demography within the traditional workplace’s three levels of management.
Contextualising the value and application of these laws in the post-school workplace or job search environment, proposes that a physical sciences teacher, just like the history teacher should prepare future citizens to have a lucid conscience about how a democratised engagements based on an ethos of empowerment and equality should look like. As professionalised citizens, both teachers, at work and in training should be intellectually and morally bound and stimulated to contribute effort and skill in creating a visible and vibrant democratised culture of promoting disability self-empowerment through critical dialogue forums- these efforts are to reduce both obvious and subtle stereotypes and inhumane practices. Visionary teachers are sensitive to societal issues which accentuates both the educational rights and economic participation efforts of historically marginalised populations. Fundamentally, an apparent lack of a culture of democratic engagements on issues pertaining to disability rights has to necessitate a revivalist voice or a reshape mode of the South Africa’s inclusive education context. Teachers who are visionary inclined tend to undertake a neo-inclusive education lens on discourses pertinent to a democratic political setting. They intend to entrench both empathic and authentic democratic role-playing traits as the education and training service providers, specifically in-service and pre-service teachers. Gradually, these teachers become a valuable human resource vehicle and asset in the creation and sustenance of meaningful inclusive education curriculum delivery and visible diversity promotion in South Africa.
Certainly, the socio-educational challenges confronting teachers often hamper their effort to deliver good academic results and address perennial failure rates. A psycho-educational element is apparent here via students who suffer mental depression due to the burden of unknowingly carrying these social issues with them to the classroom, from a few months to sometimes years. When we openly ignore or passively chastise these societal issues, we promote an aristocratic societal approach. The blatant or innocent stereotypes we hold to ourselves harvest a polarised society where a chasm of we and them becomes traditionalised. In lay terms, we are subconsciously saying we are better off than others or privileged enough to consider their problem as also ours. Engage with the insert box below:
(Please visit Scenario 1 and Scenario 2).
How would you advise a democracy-minded teacher to respond to diverse socio-educational situations?
Consult A Case in Context X provided below, iconic of serious challenges standing in the path of creating and sustaining a culture of democratising the inclusive education landscape in South Africa.
HINT 1: Lesson planning or design cannot remain rigid but has to be flexible to accommodate specific or generic issues and contextual challenges.
HINT 2: Autocratic and oppressive stereotypes regarding school-based or workplace-based contexts of disability can also emerge from figures of leaderships such as subject heads and principals – posing as a challenge to the ideals, plans and actions to democratise the school’s culture.
A Case in Context X - Disability-specific socio-educational issues impeding on the transformative path towards Agenda 2030 milestone.
“At least, I am not the father of that crippled child. I would have found him a special needs school or home-based education service instead of facing the humiliation of being wheelchair-driven to a school for normal children”.
This case study is targeted at the student/teacher-in training and as well as in-service teachers (school visiting officials and school-based teachers) to work as collaborators within the educational services sub-system. Afterwards, learners in the classrooms will have a lesson planned according to the same teamwork setting.
As a team, via cellular phone-initiated social networking or face-to-face focus group settings - they are to de-contextualise the scenario above, from entrenching discriminatory trends towards a country or institution’s journey on its Agenda 2030 milestone:
How will we respond if the owner of the statement above is either a school principal in a mainstream school or is a manager of a large corporation?
How best to debate and repel the potential future workplace stereotypes and stigma which will be attached to any job seeker or employee having a disability?
By virtue of being specifically trained and educationally qualified in a child-oriented career, teachers become both the moral and official custodians of clients they interact with in the classrooms. It is shocking indeed, to realise that the de-humanising phrases above; although simulated, could reflect opinions of teachers who were not given a developmental platform (training) to orientate themselves with issues translocatable between schools and communities. Hence, inclusive education knowledge production and dissemination with focus on disability, should become equilibrated for the benefit of both the intransigent or innocently ignorant teachers and citizens. From contexts above, readers will certainly discern between dialectics which represent either a hostile or oppressive engagement versus liberating or collaborative engagements. To counteract both the seemingly and openly oppressive nuances and practices, the authors of this chapter strongly believe that since the social sciences discipline of postmodernism is all about embracing diversity of progressive and transformative and liberating ideologies and praxis – what was once de-humanised or treated inhumanely throughout history can be re-humanised through the philosophy and praxis of Ubuntu. The discussion below will demonstrate this aspect.
3. Ubuntu as a fundamental basis for collaborative engagements
Various scholars use the term ‘ubuntu’ to donate a human quality, African humanism, a philosophy, an ethic, or a worldview that encapsulates a belief in a universal bond of sharing that connects all of humanity. Ubuntu or Africanisation of institutions’ governance systems can bring transformative outcomes to benefit citizens within the historically marginalised population groups. Aptly, the noun ‘ubuntu’, belongs to a group of Nguni dialects. It loosely means “humanity”, yet it richly signifies and promotes a visible sense of political collaboration between members of a community [19, 21, 22, 23]. When a policy is debated and voted upon, it gains popularity thus operationality through a majority vote, the political collective becomes entrusted with the political custodianship of societal progress. In Sotho dialects ubuntu it is called ‘Botho’. The root word is ‘umuntu’ or ‘motho’, meaning human. Across both dialects, a popular adage is Umuntu ngu Muntu nga Bantu/Motho ke motho ka batho –these words mean: A human becomes a being through other human beings. It is often translated as “I am because we are”, or “humanity towards others” or translated as ‘a person is a person through other persons. When one considers the fundamental basis for establishing a democratic culture in either an institution or country, all members deemed matured are given the eligibility to participate in a voting electoral system as to maturely compete in choosing another human being to become a leader. In contrast, in both autocratic and aristocratic institutions or states, the position of leadership is not determined by the fundamental rule of proportional representation, but through a coercive or lineage system.
Ubuntu is a comprehensive ancient African world perspective based on the values of humanness, caring, sharing, respect, compassion and associated values [24]. Therefore, in optimally supporting people with disabilities, democratic educational settings should equip students with values such as honesty, integrity, tolerance, diligence, responsibility, compassion, altruism, justice and respect, which are deemed necessary for a post-apartheid South African dispensation [25, 26]. For a democratised socio-educational framework of empowerment and equality to exist, the Decent Work Agenda (DWA) programme for youth has to be visibly engaged by the postmodernity minded teacher in an inclusive education setting [6, 7, 8]. Recently, South Africa’s government subsystem hosted ILO country-members at the city of Durban to discuss and monitor recent DWA trends for youth. When democratising the inclusive education landscape, the context of disability would assume a socio-educational shape. As both a medical and social condition, it should be thus understood that accessibility and barrier confines are not purely intrinsic (deformity-related) or within the person with a disability. Accordingly, these barriers are extrinsic, and part of environmental constructs too, as represented by the school and work ecological settings which individuals with disabilities have to traverse in the quest for economic survival via decent employment. These environmental factors influence the participation of this person in life activities by being fully, partially accommodative or totally not being reasonably accommodated. Certain scholars agree that the African ethos of Ubuntu, or humane-ness, richly recognises empathy as a communal trait [27, 28]. In an ideal community functioning within the tenets of Ubuntu, where sharing resources and emotional conditions is envisaged; marginalisation and exploitation of citizens with a disability would become visibly and tackled dialectically emancipatory fashion to promote advocacy initiatives geared towards achievement of most if not all of Agenda 2030’s targets.
3.1 Ubuntu-ism: From a philosophy to sustainable praxis
In this subsection of the chapter, we will attempt to assert the notion that any reference to Ubuntu remains purely and mainly ideological, especially if there is no follow-up planned actions to justify why transformation is essential. Maodzwa-Taruvinga has written extensively on a decade in which Jansen’s ideology of how a progressive thus inclusive curriculum should look like for a genuinely democratised schooling system, to be created across all schools, in all of the nine provinces of South Africa [29]. Recently, Jansen has played a highly influential social justice role in aiding to democratise the inclusionary classroom practices and school leadership by promoting collaborative engagements between the corporate sector, teachers and school leaders [30]. In consistently successful attempts to re-shape contemporary South African schools, Jansen’s praxis of Ubuntu - as legislatively entrenched in the Constitution of South Africa’s Corporate Social Responsibility (CSR). As a Vice Chancellor at the University of the Free State (UFS) between 2012 and 2017, he has motivated the need for collaborative engagements to large corporations which have been operating in South Africa for more than 100 years each, in the mining and banking sectors. By the end of the year 2016, UFS reported that it has directly spent R50 million South African Rands or $3,3 million US dollars, as the year 2021 exchange rates. The funds are spent across South Africa’s academically struggling; by sending veteran curriculum experts as mentors who have been excelling consistently in their roles as either teachers or principals in the schools they once worked at (UFS-CSR, 2020). From 2012, to date UFS mentors travel to schools on a daily basis and become classroom or principal’s-office-embedded for a 3-year project term [31].
ACTIVITY BOX
Visit YouTube to search for video-based stories relating to CSR collaborative engagements between institutions in your country, town, state, province, or district. Ask yourself: WHY did this CSR project start? In WHICH year? How does it report about its impact and most importantly, HOW does it sustain its operations?
Applying the praxis of Ubuntu in collaborative engagement approach as above reflects a pro-Agenda 2030 contribution between institutions at country level namely, a university, schools, the DBE and businesses. To symbolise sustainability of valuable and transformative collaborative engagements, such Ubuntu engagments require intensive, critical yet progress driven approach. Certainly, a visible element of inclusive education through the sharing of intellectual resources trickled down between both rural and urban school settings. A moment of re-awakening through the case presented as context Y below, was experienced in the year 2020, by one of the authors of this chapter.
A Case in Context Y: Ubuntu as a cornerstone of a genuine democratic culture in schools.
Imagine a White middle-aged man capable to demonstrate how a multi-cultural society is best represented by striving to be multi-lingual at a school for learners with profound disabilities. Sharing the same shopping mall bench waiting for our spouses (myself being Zulu, proficient in Sotho), I (Duma Mhlongo) greeted the stranger sitting next to me – a White gentleman in the mix of both English and Afrikaans languages whom responded in kind. We had a warm conversation in both these neo-European languages until his phone rang and he went straight fluent Xhosa on the phone, shifting to Sotho. I immediately felt linguistically naked, both amazed and shocked. I had to interject: “Greetings Sir. With due utmost respect. How did you BEGIN to juggle two native African languages with so much ease and amusement?” He responded by saying that working with severely disabled children who struggle with the simplicities of life was an added inhumanity to burden them with a language foreign to their households? So, as a gesture of Ubuntu, he had to learn their home languages and relegate his own. Simply, going an extra moral mile to accommodate others is a genuine epitome of Ubuntu as a democratic culture.
It would be a prudent gesture for the readers to compare and to critically consolidate contexts X and Y presented in herein. Hostile engagements, which are difficult to evolve into actionable transformative impacts, seldom display a democratic principle of sustainability as the strongly opposing parties are bent on permanently disrupting one another’s vision and structures. In contrast, the CSR case study in this chapter’s Reflection Box 1 indicated that it is for institutions to hold and sustain collaborative engagements through a shared vision and co-owned actions. These contexts were developed as a means to stimulate collaborative engagements to democratise pedagogic strategies or lesson plans and actions which are accommodative of diversity. To simulate workplace reasonable accommodation scenarios to tackle oppressive contexts of disability, a teacher has to think and behave beyond the demands of the current classroom context in any given day, week or term. Nevertheless, a teacher with ideals of postmodernity should never run out of solutions to create a vibrant democratic atmosphere. An ideal teacher should be technology savvy where she will access relevant discourses and documents to aid in shaping lessons which resemble visible inclusive education pedagogy. She does not have to leave the school premises, but can make virtual contact with the government as an ecological social subsystem, by downloading media and learning support material from the highly data rich Government Communications and Information Systems (GCIS) [32, 33, 34]. Therein, essential official papers such as South Africa’s Department of Labour’s Technical Assistance Guidelines on the Employment of People with Disabilities [26] and Office of the Deputy President’s White Paper on Integrated National Disability Strategy [35] could be studied thoroughly or in a relaxed, and innovated or modified approach to fit a discussion lesson in any school subject. To illustrate, forum discussions at teacher-to-teacher and teacher-to- student levels as to co-design and reshape lesson plans. Teachers as school-based leaders, can create classroom contexts which seek to balance the technical and the dialectical aspects of enhancing and sustaining democratic or accommodating future workplace setting for citizens from diverse disability backgrounds. You are requested to reflect on Part 1’s Figure 1 to build both dialectical and technical database of relevant concepts to engage collaboratively with pertinent Agenda 2030 issues.
Succinctly, the African continent has become a leading hub of information, commutation and technology (ICT), where teachers can reach out for help from anywhere, as offered freely by agencies such as the GCIS. Internationally, numerous open-network service providers such as The Bulletin, quarterly publication from Japan (http://www.contactpoint.ca.jp, 2005:1) could contribute neo-inclusive education material for free, specific to disability issues. Undoubtedly, the communal trait of Ubuntu via free access to social justice for disability discourses assists in entrenching a vibrant aura of democratised engagements in classroom settings at various educational settings. The educational services provision subsystem has been represented by leaders and academics from some of South Africa’s higher education institutions, who promulgate the Africanisation of universities governance and curriculation. Earlier, Part 2 briefly discussed the how Nkoane, Steyn, Horsthenke, Le Grange, Pityana and Ntuli via their presented papers, dialectically contributed to an ideal of Africanised notion of socio-educational equity at universities [23]. Strong traits of Ubuntu were reflected in all these papers, thus promoting hope that a culture of democratised pedagogy would rub off on modern teachers-in-training at these universities. Putting A Case in Context X into consideration, it would show that community engagements plan by lecturers should strive to introduce students [teachers-in-training] to prolific veterans in-service or retired [just like the multilingual gentleman I met who is so valuable yet he has already left the system]. Indeed, there is hope that future teachers can become democratised through such exceptional interactions. In this way, setting up of collaborative engagements, become spontaneous by being easy to form, manage and thus sustain.
Through empathy, every educator should know that a rigid delivery of lesson content delimits the moral duty of mentally preparing students about the socio-economic challenges of the future. Moreover, the workplace’s relationship with the disability as a social subsystem with regard to productivity and workplace access could assist in the failure to promote an authentic delivery of the curriculum, as designed and prescribed to mould future citizens. Indeed, democracy education should remain an inherent tool to re-shape how South Africa imagine its future. Teachers are attuned to the knowledge that students operate with, both the subconscious goal and overt aspiration of getting a formal educational qualification, to primarily undertake a desired career path and open doors to economically decent participation in the job market via employment. In contrast, post-school contexts avail further challenges, such as the strict and rigid demand for experienced job seekers who can educationally adapt to a modernised, digitally intensive workplace. Demands of the 4th Industrial revolution-ready job seeker would always mean that either job search or employment contexts for people with disabilities greatly compete with better educated youth. Historically, the contraction of economies leading to retrenchments is another unavoidable challenge which teachers of today should image as workplace simulations in their lesson plans as to enhance traits of collaborative engagements by stakeholders.
The identification and confrontation of community or societal issues which share strong connections with the formal educational environment, such as curriculum deliverables, either at primary or secondary school stages has become an inherent by default duty of the majority of teachers in South Africa. Numerous social issues such as poverty, invisible malnutrition, divorce, invisible first trimester teenage pregnancy, unemployment, being an orphan, HIV/AIDS, silenced sexual abuse trauma, illegal or prescriptive drug misuse and others usually become translocated into the classroom, and pose as a challenge to any teacher’s management of timeous and quality curriculum delivery versus learner competence academically. We should recognise that these issues unintentionally or subtly compete for space and time with the educational content which squarely lies on the shoulders of the teachers employed to successfully deliver it. On the whole, a polarised view of this situation is likely to stimulate a politicised outlook of contemporary South Africa’s socio-educational context. While teachers are pedagogically called to shape future citizens through the delivery of pre-set learning material in a formalised setting, the burdens emanating from societies enter the classroom uninvited and forcefully reimage the teacher’s surrogacy responsibilities, thereby disrupting curriculum outcomes. Two alternatives abound. The curriculum-pace focused teacher may opt to become a silent visionary who has the needs and expectations of his duty given that he functions to satisfy the superiority value-adding figure of authority, by a drive to produce academic excellence above the obvious or suspect social issues sharing space and time with the children. To demonstrate, a geography teacher known for finishing the syllabus will focus more on the conservative didactic aspects namely, coverage of syllabus content, mastery of content, regurgitation of content and gross promotion to the next grade. The postmodern or democratised didactic aspects, such as disability category issues which challenge ordinary or normal academic attainment will become seldom accommodate. The likelihood is to view the student as the problem, not the disability issues affecting smooth learning or the acquisition of content.
In contrast, if he epitomises the Ubuntu-ist teacher in A Case in Context Y the curriculum-pace focused teacher may radicalise, thus transform it into Ubuntuism. In this scenario, the teacher’s view of the modern classroom openly and humanely invite opinions and stimulate diverse responses of both lay and expert citizens at both near and wider communities’ contexts. South Africa’s Screening, Identification, Assessment and Support (SIAS) policy standardise procedures as to identify, assess and provide programmes for all students requiring additional support to enhance their participation and inclusion in an educational setting [36]. The SIAS document sternly promotes the notion of a teacher who plans and applies the principle of expanded opportunities, where each learner has the curriculum paced according to their diverse individual learning style needs, without compromising the whole-school conclusion of curriculum-pace. Unfortunately, the above ideal reflects the OBE administrative burden. The latter alternative represents the ideal teacher while being more political, she refuses to compromise the core business of the teacher to teach. She is political by virtue of recognising that formal teaching is entwined with the live of the community wherein the teacher was once a child- this in essence enforce this teacher to remain possibly alert not silent. Secondly, after work, the same teacher becomes part of the community which has entrusted her to shape its future citizens. Whether she chooses to just purely vocalise her concerns or opts to publicly attract opinions on the pertinent social issue through the principal’s office, in the church meeting, via newspapers’ editorial sections in national or regional tabloids, is realistically inconsequential.
Simply, the where question does not have to be geographic and visible first, but rather should become found and sustained at an intellectual place, for it to be labelled as vibrant democracy or postmodernity. At most, it might have to do with where as a country is South Africa compared to other countries in as far as the pace of its role and intervention programmes relate to the United Nations’ Agenda 2030 for the achievement of Sustainable Development Goals. The crux of the moral matter is that the teacher has taken a radical stance, or publicised social platform to highlight educational challenges which hamper both curriculum delivery (the silent teacher’s methodology) as well as social development (politicised teacher’s view). Hence, this chapter aims to stimulate an argument which may be raised by readers to magnify the distinct of prominent traits representing democratised versus aristocratised role playing. Worse, any country or institution’s sustainability of collaborative engagements towards the year 2030 milestone can suffer greatly if any leader thereof subtly or openly opts for the autocratisation of operations by paralysing progressive policies designed to reasonably accommodate the historically vulnerable citizens. For clarity, please visit Reflection Box 2 below.
Agenda 2030 milestone for sustainable development.
Visit this website and take relevant content from it to include as part of your Assessment Activity.
Disability, without focus on its type, intensity, prevalence or occurrence is regarded as a sensitive socio-educational context. If all these issues are ignored or permitted to sustain; teachers can become morally responsible for committing gross human rights violations, on an equal basis with the wider societies who might have observed, yet not acted drastically on these troubled children’s unintentional burden. Succinctly, the authors of this chapter envisage readers to understand the concept of socio-educational recurriculation from this stance. A democratic approach to address critical human rights issues by societies as well as professionals within the school settings or receiving tertiary training to become teachers, is considered to be well suited to a collaborative effort as a means of empowering people with disability through the creation of a dialogical atmosphere of equality. After two decades (1994–2014) of South Africa’s journey into becoming an ideal democratic state in the African continent. Recent socio-educational research on legislative efforts towards the development of both a solid and visible pragma to protect and promote human rights of citizens with a disability has pointed to a dearth of reciprocating actions among concerned stakeholders.
The hope therefore, is to idealise future interactions wherein employers and employees would be sensitive regarding which social trends would emulate harassment or the marginalisation of certain population groups and thus guard against being perpetrators by ignorance. One the best ways to solidify a culture of democracy within the conscience of future citizens is by making classrooms visually and verbally sensitised to issues relating to disability. Modern teachers should stimulate a sustained atmosphere of inquiry as to how students as educated adult citizens should raise questions and seek responses which could shape the future ideals of empowered communities.
4. Reflections on the future of empowered citizens with a disability
A democratised teacher should openly cherish the vision of an educated citizen who could contribute ideas, visible effort and emotions to shape the future on how society should normalise or modify opinions, beliefs, policies, facilities and infrastructure for the population with disabilities. The job seeker who is educated with a physical disability could possibly be supported in a more constructive manner, especially in class situations where democratic education is uphold. Being sensitive to the notion that disability is unpredictable and its severity and onset can affect any citizen in the future. Case Study 2 below, is highlighted to stimulate innovative ideas and discussions on the re-curriculation of a democratised teacher with a post-modernity mindset, against the conservative-immediate academic goal driven teacher. The case studies to follow, are discussed against the backdrop of Mhlongo and Alexander’s research studies in 2013, wherein contemporary South Africa’s socio-educational landscape was found to represent a fragmented relationship between various prominent subsystems [37]. The following research findings reflected the currently fragmented employment equity context:
The young and educated job seeker with a disability showed great motivation to seek decent employment and contribute towards a productive workplace.
Inadequate and non-existent monitoring and evaluation of employment equity trends and legislative frameworks in the workplace vis a vis the EEA’s Section 6 [1]
A great dearth of print job adverts which failed visually, to attract educated people with a disability meant majority of South Africa’s workplaces do not display a democratised atmosphere to reasonably accommodate job seekers and potential employees from diverse vulnerable population groups.
The first scenario, Case Study 1 reflects the traditional teachers’ probable or simulated contribution towards the perpetuation of a polarised future. Case Study 2 represents the ideal inclusive education minded teacher.
The traditional teacher.
Practices and perceptions which limits access and participation in the economy, tend to create dualized barriers for the disability population of job seeker. Mhlongo and Alexander [3, 4, 37] have noted that while all educated young people struggle to find employment; the notion of disability and normal prolonged job search doubles the effort to secure a job or acceptance into a decent workplace. The unperturbed or apparent negative attitude against people with disabilities as unproductive; by the future employer (let us say, by the year 2019) who received little or no democracy education in the past (during the year 2015) is the greatest socially unjust influence. With certainty, the departure point of this chapter would also put the blame for the supposedly educated employer, squarely on the shoulders of the modern teacher. This would be a teacher who misconstrued the objective of the prescribed curriculum, by equating it with a quest for excellent academic results instead of reducing unjust future human rights practices.
Tips for Transformation into a Democratised Teacher:
How can learners become sensitised to possible classroom barriers relating to disability?
Suggestion 1: Familiarisation with the Education White Paper 6 policy document and SIAS document for classroom inclusion instruments.
Suggestion 2: Form a group discussion for Recommended Reading 2
How to set a democratic culture within a school where all learners are represented?
Suggestion 1: Form a discussion forum wherein the group brainstorms values and attitudes which impede and promote workplace participation for people with disabilities.
Suggestion 2: Visit Recommended Reading 8
Now, compare Case Study 1 with Case Study 2 to help you shape objective outcomes from your discussion.
The postmodern teacher
(Also view Table 4: The Influence of Fundamental Human Rights on Modern Legislative Framework; in the chapter titled: Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1)
Alternatively, the inclusiveness of policies in all subsystems such as the monitoring and evaluation of structural designs of buildings and neo-disability functionality technologies could become a vibrant part of a graphic design and construction engineering lesson in a school. Having a policy on disability sensitivity being actualized, where ramps are built to reasonably accommodate learners, visitors and teachers using wheelchairs; fittingly represents this democratic ideal. An inclusive school would practically contribute in creating a future world which would reflect the mandate of the ILO and WHO, as envisioned by the social justice aura found in
A question to consider:
>Which critical values and attitudes can be selected by the schools and the broader community to shape a policy on disability sensitivity?
Suggestion 1: Propose an action plan wherein you debate the essential human, financial and infrastructural resource needed to operationalise the policy, i.e. building material and labour costs.
Being in the position of a person with a disability you can use a wheelchair for a while so that you get the feeling of disability reality and become sensitive to the challenges faced by these citizens. Authentic engagements concerning contextual factors for both personal and environmental influences; impacting on the daily live experiences of a person with a disability. South Africa’s disability context as a socio-educational subsystem from being a mere theoretical diagram towards becoming a rational reflection of the realities and complexities associated with disability. Where assets for youth development are lacking the community should develop dialogue and device self-help projects [38, 39]. After two decades, the Standard Rules on the Equalisation of Opportunities for Persons with Disabilities social justice proposal, could be accelerated if modern teachers carry the torch of a democratised view of critical classroom interactions synonymous to collaborative engagements as an essential community asset to promote disability diversity [40]. An ideal democratised inclusive education context ensures self-help mechanisms should be designed with innovation from the assets that the community has; instead of always looking at the government as a social subsystem only for assistance. We can lament that governments, such as South Africa are neglecting their social justice mandates, while we do our little bit to address modern social concerns through sustainable collaborative engagements.
5. Conclusion
Running across the entire chapter, discussions focused on sustainable collaborative engagements as a social sciences suggestion, to pave a successful route to achieve all the Sustainable Development Goals. The chapter aligned with the postmodernist vision of availing self-help techniques, such as critical dialogue and resource innovation for decent economic participation in the future was discussed within the philosophical realm of the social ecology theory. In contrast to the internal-psychological trait of learned helplessness by being a discouraged job seeker or passive to stigmatisation, the modern mainstream schooling system should legislatively and morally bind teachers to be visibly democratised through neo-inclusive pedagogic strategies. To have a successful journey towards reaching the United Nations’ Agenda 2030 milestone for creating and sustaining transformative contexts of disability on the workplace of the future, this chapter emphasised that school management and the classrooms settings should remain one crucial and vibrant community outlets. To stimulate the reader’s critical thinking and the teacher of today’s inclusive lesson planning and actions, numerous reflective boxes and assessment activities were developed as part of discussions across this chapter.
ASSESSMENT ACTIVITY
FORMULATE PROPOSAL TITLED: ‘SUSTAINING DISABILITY RIGHTS ADVOCACY AS A RESPOND TO THE AGENDA 2030 MILESTONE’
Assessment Guideline: To determine your competency in the application of inclusive education terminology and design of inclusive classroom lesson planning, with the objective of democratising future workplace contexts to accommodate citizens with disabilities.
Open and study the website link in Reflection Box 2: Use some of its relevant details to enhance your dual approach
Consult the glossary below to address future disability issues
ASSESSMENT THEME: Socio-Educational Taxonomy of Disability Issues
Assessment Objective: You are expected to academically demonstrate an intellectual capability to distinguish between acceptable and discriminatory social trends towards people with a disability in both educational and social contexts. A scientific approach is thus strongly recommended with an introduction, body, conclusion and bibliography.
Research and Debate: The classification (taxonomy) of thoughts and actions which citizens purposefully exhibit regarding disability issues. These are represented by the terminology which symbolises unfair, unjust or discriminatory tendencies towards citizens with any form of disability. The democratic ideal; which is the opposite of discriminations based on disability; contains terminology which promote acceptance and fair treatment of the historically disadvantaged populations or citizens. Please familiarise yourself with these concepts through internet or library research and conduct informed or inquisitive debate platforms with experts, as well as teaching and student mates.
Reflect: Both Case Studies 1 and 2 synergises with A Case in Context X. Here, the aim is to address the pedagogic dilemma posed by traditionally generic lesson plan designs which homogenises every child in a classroom. Reflect on contrasts between the traditional and postmodern/inclusive education lesson templates.
Reflect: Visit Case Studies 1 and 2 which intentionally overlap with Scenario 1. The pedagogic objective is to stimulate self-interrogation by the teachers in training or in practice as to which ideal they would like to visibly inculcate in their present classrooms and its desired future actions of learners.
To Do: Write a 300–350 words proposal, wherein you use at least eight of the terminology below to make a convincing argument in support of Citizen Y’s plight. Motivate why Citizen X should visibly treat job seekers and employees with disabilities fairly. Also, formulate a glossary of your eight chosen concepts at the end of your essay.
1.1. Ability supremacy mindset
1.10. Employment equity
1.2. Affirmative action
1.11. Historically marginalised population
1.3. Capability stigmatism
1.12. Mindset modification
1.4. Decent work policies
1.13. Modernism versus Postmodernism
1.5. Disability rights advocacy
1.14. Participation limitations
1.6. Economic empowerment
1.15. Population Diversity
1.7. Economically active citizens
1.16. Reasonable accommodation
1.8. Employment equity
1.17. Resource modification
1.9. Economically active citizens
1.18. Workplace stereotypes
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Historically, citizens with disabilities have been hit the hardest regarding decent work opportunities and inaccessible basic education classroom amenities. The existence of a democratic culture in an ideal classroom setting should be where all learners are mentored to display the democratic principles of unity, uniformity, diversity and homogeneity. This chapter aims to contribute towards the imaging of teachers who succeed in creating and sustaining a democratic classroom environment, guided by the ethos of inclusive education, wherein both classrooms and workplaces of the year 2030 and beyond, iconise a democratic aura and praxis by adopting an institutional collaborative culture. As an ideal, all learners and employees will entrench the ethos of democratic co-existence by embracing diverse contexts of disability, when empathising with citizens with a disability. In this way a genuine democratic culture could possibly become spontaneously sustainable.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/76098",risUrl:"/chapter/ris/76098",signatures:"Duma Mhlongo and Gregory Alexander",book:{id:"7827",type:"book",title:"Interpersonal Relationships",subtitle:null,fullTitle:"Interpersonal Relationships",slug:null,publishedDate:null,bookSignature:"Dr. Martha Peaslee Levine",coverURL:"https://cdn.intechopen.com/books/images_new/7827.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-83962-695-1",printIsbn:"978-1-83962-694-4",pdfIsbn:"978-1-83962-696-8",isAvailableForWebshopOrdering:!0,editors:[{id:"186919",title:"Dr.",name:"Martha",middleName:null,surname:"Peaslee Levine",slug:"martha-peaslee-levine",fullName:"Martha Peaslee Levine"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:null,sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Workplace contexts of disability and collaborative engagements",level:"1"},{id:"sec_2_2",title:"2.1 Legislative guidance to enhance workplace disability contexts",level:"2"},{id:"sec_3_2",title:"2.2 Evaluating employment equity legislation towards the 2030 milestone",level:"2"},{id:"sec_4_2",title:"2.3 Collaborations between the education and labour subsystems",level:"2"},{id:"sec_6",title:"3. Ubuntu as a fundamental basis for collaborative engagements",level:"1"},{id:"sec_6_2",title:"3.1 Ubuntu-ism: From a philosophy to sustainable praxis",level:"2"},{id:"sec_8",title:"4. Reflections on the future of empowered citizens with a disability",level:"1"},{id:"sec_9",title:"5. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'Department of Labour and Employment. Employment Equity Act of No. 55 of 1998, amended 2014. Government Communications and Information Systems. Pretoria; 2015'},{id:"B2",body:'United Nations. Agenda 2030 for Sustainable Development [Internet]. 2020. 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Education Draft White Paper 5: Special Needs Education – Building an Inclusive Education and Training System. Pretoria: Government Printers, Republic of South Africa; 1999'},{id:"B26",body:'Department of Labour. Technical Assistance Guidelines on the Employment of People with Disabilities. Pretoria; 2003'},{id:"B27",body:'Makgoba, W. African Renaissance. Cape Town: Mafube Tafelberg Publishers; 1999'},{id:"B28",body:'Biko S. No Fears Expressed. Edited by M, Arnold. Houghton: Mutloatse Heritage Trust; 2007'},{id:"B29",body:'Maodzwa-Taruvinga, M. Jonathan Jansen and the Curriculum Debate in South Africa. An Essay Review of Jansen’s Writings between 1999 and 2009 [Internet]. 2012. Available from https://www.researchgate.net/publication/230547690_Jonathan_Jansen_and_the_Curriculum_Debate_in_South_Africa_An_Essay_Review_of_Jansen%27s_Writings_Between_1999_and_2009?enrichId=rgreq2a15e029ea0007d11f86ce5c704dec35XXX&enrichSource=Y292ZXJQYWdlOzIzMDU0NzY5MDtBUzo3Mjc5MjgxMjM5NzM2MzJAMTU1MDU2Mjk5NzAxMw%3D%3D&el=1_x_2&_esc=publicationCoverPdf Accessed on 2020-10-02'},{id:"B30",body:'Jansen J. Policy Implications of Research in Education. Inequality in Education: What is to be Done?. South African Schooling: The Enigma of Inequality. Vol. 10, 355–371. Springer; 2019'},{id:"B31",body:'University of the Free State – Corporate Social Responsibility (UFS-CSR) [Internet]. 2020. Available from https://www.ufs.ac.za/southcampus/social-responsibility/about-social-responsibility-projects Accessed on 2020 October 3'},{id:"B32",body:'Ngwena C. Equality of People with Disabilities in the Workplace: An Overview of the Emergence of Disability as a Human Rights Issue. Journal for Juridical Science, vol. 29, Issue 2: 167–197; 2004'},{id:"B33",body:'Ngwena C. Deconstructing the Definition of “Disability” under the Employment Equity Act: Social Deconstruction. South African Journal on Human Rights. Vol. 22, Issue 4: 613–646; 2007'},{id:"B34",body:'Ngwena C. Disabled People and the Search for Equality in the Workplace. University of the Free State; 2010'},{id:"B35",body:'Office of the Deputy President. White Paper on Integrated National Disability Strategy. Pretoria: Government Printers, Republic of South Africa; 1997'},{id:"B36",body:'Department of Basic Education. Screening, Identification, Assessment and Support of Learners. Pretoria: Government Printers, Republic of South Africa; 2005'},{id:"B37",body:'Mhlongo D and Alexander G. Creating an Enabling Employment Environment for School-Leavers with a Physical Disability in the Free State Province. Dissertation for Masters’ degree in Psychology of Education – Inclusive Education. Faculty of Education. University of the Free State; 2013'},{id:"B38",body:'Ebersohn L, and Eloff I. Life Skills & Assets. Pretoria: Van Schaik; 2004'},{id:"B39",body:'Erten, O. and Savage, S. 2012. Moving forward in Inclusive Education Research [Internet]. 2012. International Journal of Inclusive Education, 16 (2): 221-233 From. http://dx.doi.org/10.1080/13603111003777496 Accessed on 2020-01-16'},{id:"B40",body:'United Nations. The Standard Rules on the Equalization of Opportunities for Persons with Disabilities. New York: United Nations; 1994'}],footnotes:[],contributors:[{corresp:null,contributorFullName:"Duma Mhlongo",address:null,affiliation:'
'}],corrections:null},book:{id:"7827",type:"book",title:"Interpersonal Relationships",subtitle:null,fullTitle:"Interpersonal Relationships",slug:null,publishedDate:null,bookSignature:"Dr. Martha Peaslee Levine",coverURL:"https://cdn.intechopen.com/books/images_new/7827.jpg",licenceType:"CC BY 3.0",editedByType:null,isbn:"978-1-83962-695-1",printIsbn:"978-1-83962-694-4",pdfIsbn:"978-1-83962-696-8",isAvailableForWebshopOrdering:!0,editors:[{id:"186919",title:"Dr.",name:"Martha",middleName:null,surname:"Peaslee Levine",slug:"martha-peaslee-levine",fullName:"Martha Peaslee Levine"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}}},profile:{item:{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",email:"mroy2612@gmail.com",fullName:"Mrinmoy Roy",slug:"mrinmoy-roy",position:null,biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",totalCites:0,totalChapterViews:"0",outsideEditionCount:0,totalAuthoredChapters:"2",totalEditedBooks:"0",personalWebsiteURL:null,twitterURL:null,linkedinURL:null,institution:{name:"Lovely Professional University",institutionURL:null,country:{name:"India"}}},booksEdited:[],chaptersAuthored:[{id:"76783",title:"AI-Powered Workforce Management and Its Future in India",slug:"ai-powered-workforce-management-and-its-future-in-india",abstract:"Day in and day out, the Workforce Department faces new problems and operational demands. It is very important for the department to respond quickly and understand the best possible action to be taken in each single case. It is unknown in a compromised setting of near-constant shifts in forecast and scheduling, increased customer demands, and changing recruitment and retention of employees. Workforce management around the world has begun to use artificial intelligence (AI)-based workforce management (WFM) software to solve the above problems and reach goals. These tools transform workforce management by helping to anticipate and plan short- and long-term planning. These tools improve Workforce Management by helping to predict short- and long-term scheduling and recruiting requirements, communicate with staff, and at the right time bring customers in contact with the right agent. This chapter addresses AI workforce management intervention and WFM instruments with industry-specific case studies and its experience with the product Workforce Dimensions. Present status and future expectations are also critically reviewed. Techniques of AI and machine learning (ML) are transforming industries, as are goods from thermostats to cars. The global enterprise value generated from AI continues to grow, according to Gartner, and is projected to reach up to $ 3.9 trillion by 2022. But what do these approaches mean for workforce management in the field? The current chapter examines the growing use of artificial intelligence (AI) in various HRM functions, as well as the ongoing debate about the expected decline in the usability of human resources in organizations. In the presence of AI in the workplace, HR practitioners are constantly afraid of being replaced by computers/robots/smart business machines. The study aims to recognize AI’s important contribution to enhancing organizational decision-making processes, as well as to enhance awareness of AI’s acceptability and inclusion in the HRM department. Despite the fact that the combination of AI and HRM is attracting a large number of researchers, many aspects of the field remain unexplored. The current research proposes a collaborative approach by stressing the complementary role of HRM in the successful use of AI, and it contributes to the existing literature. Since AI and HR are so intertwined, organizations should concentrate on incorporating AI as a supporting tool for HR rather than attempting to take over HR’s function. Business systems and smart business machines should be designed in such a way that they cannot produce results without the help of HR.",signatures:"Mrinmoy Roy",authors:[{id:"339677",title:"Dr.",name:"Mrinmoy",surname:"Roy",fullName:"Mrinmoy Roy",slug:"mrinmoy-roy",email:"mroy2612@gmail.com"}],book:{id:"9958",title:"Artificial Intelligence",slug:"artificial-intelligence-latest-advances-new-paradigms-and-novel-applications",productType:{id:"1",title:"Edited Volume"}}},{id:"79666",title:"Good Pharmacy Practice in India: Its Past, Present and Future with Need and Status in COVID 19",slug:"good-pharmacy-practice-in-india-its-past-present-and-future-with-need-and-status-in-covid-19",abstract:"The pandemic of COVID-19 has highlighted the importance of emergency preparedness and response (EP and R) in India’s education, training, capacity building, and infrastructure growth. Healthcare professionals, especially pharmacy professionals (PPs) in India, continued to provide drugs, supplies, and services during the pandemic. The public-private healthcare system in India is complicated and of varying quality. Patients face problems as a result of gaps in pharmacy practice education and training, as well as a lack of clarity about pharmacists’ positions. Job requirements and effective placement of healthcare professionals in patient care, as well as on (EP and R) task forces or policy representation, are complicated by this lack of distinction. We have also seen malpractice and spurious distribution in the healthcare and pharmaceutical domain in terms of personal protective kits, medications, injectable, life-saving oxygen, and other items during this unprecedented pandemic situation. A few of the incidents are as follows. The central division police in Bangalore (the Global BPO & IT Hub of India) booked a case of bed-blocking at a private hospital and arrested three people, one of whom is an Arogya Mitra (primary contact for the beneficiaries at every empaneled hospital care provider), for allegedly extorting ₹1.20 lakh from the son of a COVID-19 patient who later passed away. At least 178 COVID-19 patients in India have died because of oxygen shortage in recent weeks. Another 70 deaths have been attributed to an oxygen shortage by patients’ families, but this has been denied by the authorities. The Allahabad High court made a remark “Death of COVID patients due to non-supply of oxygen not less than genocide” on reports circulating on social media regarding the death of COVID-19 patients due to lack of oxygen in Lucknow and Meerut. A day ago, the Delhi police busted an industrial manufacturing unit in Uttarakhand’s Kotdwar where fake Remdesivir injections were being manufactured and arrested five people. These depict the ground reality and ethical standards of good pharmacy practice in this country. There is an utmost necessity to relook and re-establish the standards of pharmacy practice in healthcare setups available in each and every corner of the country in line with guidelines provided by the World Health Organization (WHO) and the International Pharmaceutical Federation (FIP). For that, the dependency and responsibilities are very high on healthcare professionals, particularly in this pandemic situation. The pharmacy zone is adaptable, evolving, and increasingly diverse, offering a wide range of work and management opportunities to execute. PPs are human service professionals whose responsibilities include safeguarding individuals by dispensing medications based on prescriptions. Representing the world’s third-largest medicinal services with active gathering, and in India, there are over 1,000,000 (1 million) enrolled PPs employed in various capacities and readily contributing to the country’s well-being. Pharmacy practice, which includes clinical, community, and hospital pharmacy, is referred to as total healthcare in its true sense. Through adaptation and implementation of GPP in healthcare setup, PPs form an essential link between physicians, nurses, and patients in the social community group, with an ultimate emphasis on patient well-being and protection. To instill quality and raise the standard in this chaotic situation there are strict measures required in the country. The International Pharmaceutical Federation and World Health Organization define good pharmacy practice (GPP) as practices that meet the personal needs of patients or those using pharmacy services by offering appropriate evidence-based care. In developed countries, pharmaceutical assistance is defined as a pharmaceutical practice model that involves attitudes, ethical values, behaviors, skills, appointments, and co-responsibility to prevent diseases, promote and recovery health in an integrated manner as part of the healthcare process, highlighting, among other, the requirement that the institution fully adopts the GPP. There is a need for a GPP Program designed by the Indian Govt. or its stakeholders in the context of the Indian healthcare system and adopting “new normal” due to the unprecedented event of COVID 19 and also raising the standard and importance of GPP for the healthcare professionals in the current scenario.",signatures:"Mrinmoy Roy",authors:[{id:"339677",title:"Dr.",name:"Mrinmoy",surname:"Roy",fullName:"Mrinmoy Roy",slug:"mrinmoy-roy",email:"mroy2612@gmail.com"}],book:{id:"10878",title:"Bioethical Issues in Healthcare",slug:null,productType:{id:"1",title:"Edited Volume"}}}],collaborators:[{id:"248931",title:"Dr.",name:"Valentina",surname:"Talimonchik",slug:"valentina-talimonchik",fullName:"Valentina Talimonchik",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"305195",title:"Dr.",name:"Juan Jose",surname:"Saucedo-Dorantes",slug:"juan-jose-saucedo-dorantes",fullName:"Juan Jose Saucedo-Dorantes",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"305305",title:"Dr.",name:"Arturo Yosimar",surname:"Jaen-Cuellar",slug:"arturo-yosimar-jaen-cuellar",fullName:"Arturo Yosimar Jaen-Cuellar",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},{id:"305315",title:"Dr.",name:"David Alejandro",surname:"Elvira-Ortiz",slug:"david-alejandro-elvira-ortiz",fullName:"David Alejandro Elvira-Ortiz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},{id:"321922",title:"Mrs.",name:"Wided",surname:"Ali",slug:"wided-ali",fullName:"Wided Ali",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"332535",title:"Mrs.",name:"Fatima",surname:"Bouakkaz",slug:"fatima-bouakkaz",fullName:"Fatima Bouakkaz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Université Larbi Tebessi",institutionURL:null,country:{name:"Algeria"}}},{id:"332603",title:"Prof.",name:"Kumar S.",surname:"Ray",slug:"kumar-s.-ray",fullName:"Kumar S. Ray",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"334734",title:"Associate Prof.",name:"Aran",surname:"Hansuebsai",slug:"aran-hansuebsai",fullName:"Aran Hansuebsai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"335794",title:"Prof.",name:"Gideon",surname:"Samid",slug:"gideon-samid",fullName:"Gideon Samid",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:null},{id:"344374",title:"Dr.",name:"Manuel",surname:"Toledano-Ayala",slug:"manuel-toledano-ayala",fullName:"Manuel Toledano-Ayala",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}}]},generic:{page:{slug:"horizon-2020-compliance",title:"Horizon 2020 Compliance",intro:'
General requirements for Open Access to Horizon 2020 research project outputs are found within Guidelines on Open Access to Scientific Publication and Research Data in Horizon 2020. The guidelines, in their simplest form, state that if you are a Horizon 2020 recipient, you must ensure open access to your scientific publications by enabling them to be downloaded, printed and read online. Additionally, said publications must be peer reviewed.
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Publishing with IntechOpen means that your scientific publications already meet these basic requirements. It also means that through our utilization of open licensing, our publications are also able to be copied, shared, searched, linked, crawled, and mined for text and data, optimizing our authors' compliance as suggested by the European Commission.
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Metadata for all publications is also automatically deposited in IntechOpen's OAI repository, making them available through the Open Access Infrastructure for Research in Europe's (OpenAIRE) search interface further establishing our compliance.
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In other words, publishing with IntechOpen guarantees compliance.
When choosing a publication, Horizon 2020 grant recipients are encouraged to provide open access to various types of scientific publications including monographs, edited books and conference proceedings.
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IntechOpen publishes all of the aforementioned formats in compliance with the requirements and criteria established by the European Commission for the Horizon 2020 Program.
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Laptops, tablets, smartphones and wearable devices are the major source of this digital data transformation and are becoming the core part of our daily life. As a result of this transformation, we are becoming the soft target of various types of cybercrimes. Digital forensic investigation provides the way to recover lost or purposefully deleted or hidden files from a suspect’s device. However, current man power and government resources are not enough to investigate the cybercrimes. Unfortunately, existing digital investigation procedures and practices require huge interaction with humans; as a result it slows down the process with the pace digital crimes are committed. Machine learning (ML) is the branch of science that has governs from the field of AI. This advance technology uses the explicit programming to depict the human-like behaviour. 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The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:null,scope:"
\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
\r\n
\r\n\t
\r\n
\r\n\tThis Series focuses on covering research and applied research involving the five Ps through the following topics:
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\r\n
\r\n\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
\r\n
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
\r\n
\r\n\t
\r\n
\r\n\t4. Climate Change and Environmental Sustainability comprising SDG 13 on Climate Action, SDG 14 on Life Below Water, and SDG 15 on Life on Land
\r\n
\r\n\t
\r\n
\r\n\t5. Urban Planning and Environmental Management embracing SDG 7 on Affordable Clean Energy, SDG 9 on Industry, Innovation and Infrastructure, and SDG 11 on Sustainable Cities and Communities.
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\r\n\tThe series also seeks to support the use of cross cutting SDGs, as many of the goals listed above, targets and indicators are all interconnected to impact our lives and the decisions we make on a daily basis, making them impossible to tie to a single topic.
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Usha has been a keynote speaker as well as an invited speaker at national and international conferences, seminars and workshops. Her teaching experience includes teaching in Asian countries. She has advised Austrade, APEC, national, state and local governments. She serves as a reviewer and a member of the scientific committee for national and international refereed journals and refereed conferences. She is on the editorial board for refereed journals and has worked on Special Issues. Usha has served and continues to serve on the Boards of several not-for-profit organisations and she has also served as panel judge for a number of awards including the Premiers Sustainability Award in Victoria and the International Green Gown Awards. Usha has published over 100 publications, including research and consulting reports. Her publications cover a wide range of scientific and technical research publications that include edited books, book chapters, refereed journals, refereed conference papers and reports for local, state and federal government clients. She has also produced podcasts for various organisations and participated in media interviews. She has received state, national and international funding worth over USD $25 million. Usha has been awarded the Quarterly Franklin Membership by London Journals Press (UK). Her biography has been included in the Marquis Who's Who in the World® 2018, 2016 (33rd Edition), along with approximately 55,000 of the most accomplished men and women from around the world, including luminaries as U.N. Secretary-General Ban Ki-moon. 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He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. Voyich",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Montana State University",country:{name:"United States of America"}}},{id:"330412",title:"Dr.",name:"Muhammad",middleName:null,surname:"Farhab",slug:"muhammad-farhab",fullName:"Muhammad Farhab",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"349495",title:"Dr.",name:"Muhammad",middleName:null,surname:"Ijaz",slug:"muhammad-ijaz",fullName:"Muhammad Ijaz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}}]}},subseries:{item:{id:"95",type:"subseries",title:"Urban Planning and Environmental Management",keywords:"Circular economy, Contingency planning and response to disasters, Ecosystem services, Integrated urban water management, Nature-based solutions, Sustainable urban development, Urban green spaces",scope:"
\r\n\tIf we aim to prosper as a society and as a species, there is no alternative to sustainability-oriented development and growth. Sustainable development is no longer a choice but a necessity for us all. Ecosystems and preserving ecosystem services and inclusive urban development present promising solutions to environmental problems. Contextually, the emphasis on studying these fields will enable us to identify and define the critical factors for territorial success in the upcoming decades to be considered by the main-actors, decision and policy makers, technicians, and public in general.
\r\n
\r\n\tHolistic urban planning and environmental management are therefore crucial spheres that will define sustainable trajectories for our urbanizing planet. This urban and environmental planning topic aims to attract contributions that address sustainable urban development challenges and solutions, including integrated urban water management, planning for the urban circular economy, monitoring of risks, contingency planning and response to disasters, among several other challenges and solutions.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/95.jpg",hasOnlineFirst:!1,hasPublishedBooks:!1,annualVolume:11979,editor:{id:"181079",title:"Dr.",name:"Christoph",middleName:null,surname:"Lüthi",slug:"christoph-luthi",fullName:"Christoph Lüthi",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRHSqQAO/Profile_Picture_2022-04-12T15:51:33.png",biography:"Dr. Christoph Lüthi is an urban infrastructure planner with over 25 years of experience in planning and design of urban infrastructure in middle and low-income countries. He holds a Master’s Degree in Urban Development Planning from the University College of London (UCL), and a Ph.D. in Urban Planning & Engineering from TU Berlin. He has conducted applied research on urban planning and infrastructure issues in over 20 countries in Africa and Asia. In 2005 he joined Eawag-Sandec as Leader of the Strategic Environmental Sanitation Planning Group. Since 2015 he heads the research department Sanitation, Water and Solid Waste for Development (Sandec) at the Swiss Federal Institute of Aquatic Research and Technology (Eawag).",institutionString:"Swiss Federal Institute of Aquatic Science and Technology, Switzerland",institution:null},editorTwo:{id:"290571",title:"Dr.",name:"Rui Alexandre",middleName:null,surname:"Castanho",slug:"rui-alexandre-castanho",fullName:"Rui Alexandre Castanho",profilePictureURL:"https://mts.intechopen.com/storage/users/290571/images/system/290571.jpg",biography:"Rui Alexandre Castanho has a master\\'s degree in Planning, Audit, and Control in Urban Green Spaces and an international Ph.D. in Sustainable Planning in Borderlands. Currently, he is a professor at WSB University, Poland, and a visiting professor at the University of Johannesburg, South Africa. Dr. Castanho is a post-doc researcher on the GREAT Project, University of Azores, Ponta Delgada, Portugal. 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