These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
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This collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
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To celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
IntechOpen and Knowledge Unlatched formed a partnership to support researchers working in engineering sciences by enabling an easier approach to publishing Open Access content. Using the Knowledge Unlatched crowdfunding model to raise the publishing costs through libraries around the world, Open Access Publishing Fee (OAPF) was not required from the authors.
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Initially, the partnership supported engineering research, but it soon grew to include physical and life sciences, attracting more researchers to the advantages of Open Access publishing.
\n\n\n\n
These books synthesize perspectives of renowned scientists from the world’s most prestigious institutions - from Fukushima Renewable Energy Institute in Japan to Stanford University in the United States, including Columbia University (US), University of Sidney (AU), University of Miami (USA), Cardiff University (UK), and many others.
\n\n
This collaboration embodied the true essence of Open Access by simplifying the approach to OA publishing for Academic editors and authors who contributed their research and allowed the new research to be made available free and open to anyone anywhere in the world.
\n\n
To celebrate the 50 books published, we have gathered them at one location - just one click away, so that you can easily browse the subjects of your interest, download the content directly, share it or read online.
\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"10833",leadTitle:null,fullTitle:"Tumor Angiogenesis and Modulators",title:"Tumor Angiogenesis and Modulators",subtitle:null,reviewType:"peer-reviewed",abstract:"Tumor angiogenesis is critical for tumor growth and progression. It is a multistep and complicated process, and the mechanism underlying tumor angiogenesis is not fully elucidated. Recent advances in tumor angiogenesis research have led to improved diagnosis, drug treatment, and clinical management of cancer. However, novel strategies for cancer treatment are urgently needed, especially biomarker discovery for diagnosis, prognosis, and targeted therapy. This book presents the most recent advances in tumor angiogenesis.",isbn:"978-1-80355-835-6",printIsbn:"978-1-80355-834-9",pdfIsbn:"978-1-80355-836-3",doi:null,price:119,priceEur:129,priceUsd:155,slug:"tumor-angiogenesis-and-modulators",numberOfPages:164,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"f29b575c46128b2da061ef7f9bd1070b",bookSignature:"Ke Xu",publishedDate:"July 27th 2022",coverURL:"https://cdn.intechopen.com/books/images_new/10833.jpg",numberOfDownloads:328,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfCrossrefCitationsByBook:null,numberOfDimensionsCitations:0,numberOfDimensionsCitationsByBook:null,hasAltmetrics:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"October 29th 2021",dateEndSecondStepPublish:"December 23rd 2021",dateEndThirdStepPublish:"February 21st 2022",dateEndFourthStepPublish:"May 12th 2022",dateEndFifthStepPublish:"July 11th 2022",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"59529",title:"Dr.",name:"Ke",middleName:null,surname:"Xu",slug:"ke-xu",fullName:"Ke Xu",profilePictureURL:"https://mts.intechopen.com/storage/users/59529/images/system/59529.png",biography:"Professor Ke Xu earned his BSc in Microbiology from Nankai University, China, and his Ph.D. in Cell and Molecular Biology from the University of Essex, UK. He completed his postdoctoral training at the Institute of Cancer Research, UK, working on leukemia. Professor Xu carried out his research fellowship at Imperial College London, UK, investigating gene targeting and lung cancer. He joined the Tianjin Lung Cancer Institute of Tianjin Medical University General Hospital, China, in 2007 as a principal investigator to establish an independent research group studying the mechanism underlying cancer metastasis and chemoresistance. Professor Xu is an active member of the American Association for Cancer Research, the European Association for Cancer Research, and the American Society for Cell Biology.",institutionString:"Tianjin Medical University General Hospital",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"3",institution:{name:"Tianjin Medical University General Hospital",institutionURL:null,country:{name:"China"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"428",title:"Cancer Biology",slug:"biochemistry-genetics-and-molecular-biology-oncology-cancer-biology"}],chapters:[{id:"81783",title:"Tumour Angiogenesis in Breast Cancer",doi:"10.5772/intechopen.102944",slug:"tumour-angiogenesis-in-breast-cancer",totalDownloads:24,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Since the last comprehensive assessment of antiangiogenic therapy was published in Breast Cancer Research 3 years ago, clinical trials in a variety of tumour types, including breast cancer, have underscored the key relevance of tumour neovascularization. Bevacizumab, a drug designed to target vascular endothelial cell growth factor, was utilised in many of these studies (VEGF). Clinical trials using antiangiogenic treatment in breast cancer have highlighted the critical role of tumour neovascularization. Personalised medicine will become increasingly important to generate maximum therapeutic benefit to the patient but also to realise the optimal economic advantage from the finite resources available, according to a report by the US Department of Health and Human Services (HHS) and the National Institute for Occupational and Environmental Health (NIH). This overview covers the history of breast tumour neovascularization in both in situ and invasive breast cancer, the processes by which it occurs, and the impact of the microenvironment, with a focus on hypoxia. The regulation of angiogenesis, as well as the antivascular drugs employed in antiangiogenic dosing schedules, both innovative and traditional, are discussed.",signatures:"Pooja G. Singh, Kanthesh M. Basalingappa, T.S. Gopenath and B.V. Sushma",downloadPdfUrl:"/chapter/pdf-download/81783",previewPdfUrl:"/chapter/pdf-preview/81783",authors:[{id:"420090",title:"Dr.",name:"Kanthesh",surname:"M. Basalingappa",slug:"kanthesh-m.-basalingappa",fullName:"Kanthesh M. Basalingappa"},{id:"446917",title:"Ms.",name:"Pooja",surname:"G. Singh",slug:"pooja-g.-singh",fullName:"Pooja G. Singh"},{id:"446918",title:"Dr.",name:"B.V",surname:"Sushma",slug:"b.v-sushma",fullName:"B.V Sushma"},{id:"446920",title:"Dr.",name:"T.S.",surname:"Gopenath",slug:"t.s.-gopenath",fullName:"T.S. Gopenath"}],corrections:null},{id:"80121",title:"Tumor Angiogenesis in Pituitary Adenoma",doi:"10.5772/intechopen.102377",slug:"tumor-angiogenesis-in-pituitary-adenoma",totalDownloads:83,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The role of angiogenesis in pituitary tumor development used to be questioned, since pituitary tumors have been usually found to be less vascularized than the normal pituitary tissue. Nevertheless, a significantly higher degree of vasculature has been shown in invasive or macropituitary prolactinomas when compared to noninvasive and microprolactinomas. We should know VEGF was found firstly in pituitary anterior lobe, then tumor angiogenesis must occur. Meanwhile the vascular arrangement raised by VEGF is irregular, that sometimes lead to pituitary apoplexy. In this chapter, hypoxia inducible factors (HIF), transcription factors regulating expression of several genes related to oxygen homeostasis are in response to hypoxic stress. We focus on tumor angiogenesis regulated by the signaling cascade in tumor angiogenesis in pituitary tumor.",signatures:"Daizo Yoshida and Akira Teramoto",downloadPdfUrl:"/chapter/pdf-download/80121",previewPdfUrl:"/chapter/pdf-preview/80121",authors:[{id:"147939",title:"Prof.",name:"Akira",surname:"Teramoto",slug:"akira-teramoto",fullName:"Akira Teramoto"},{id:"161092",title:"Prof.",name:"Daizo",surname:"Yoshida",slug:"daizo-yoshida",fullName:"Daizo Yoshida"}],corrections:null},{id:"81336",title:"Role of Exosomes in Tumor Induced Neo-Angiogenesis",doi:"10.5772/intechopen.104400",slug:"role-of-exosomes-in-tumor-induced-neo-angiogenesis",totalDownloads:40,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Exosomes are the nanovesicles, belonging to the type of extracellular vesicles (EVs), produced by normal as well as tumor cells and function as a mode in cell-to-cell communication. Tumor cells utilize various approach to communicate with neighboring cells for facilitating tumor invasion and progression, one of these approaches has been shown through the release of exosomes. Tumor-derived exosomes (TEX) have the ability to reprogram/modulate the activity of target cells due to their genetic and molecular cargo. Such exosomes target endothelial cells (among others) in the tumor microenvironment (TME) to promote angiogenesis which is an important element for solid tumor growth and metastasis. So, exosomes play a vital role in cancer invasiveness and progression by harboring various cargoes that could accelerate angiogenesis. Here first, we will present an overview of exosomes, their biology, and their role in different cancer models. Then, we will emphasis on exosomes derived from tumor cells as tumor angiogenesis mediators with a particular importance on the underlying mechanisms in various cancer origins. In the end, we will unveil the therapeutic potential of tumor derived exosomes as drug delivery vehicles against angiogenesis.",signatures:"Joni Yadav, Nikita Aggarwal, Apoorva Chaudhary, Tanya Tripathi, Dikkshita Baruah, Suhail Chhakara, Divya Janjua, Arun Chhokar, Kulbhushan Thakur, Anna Senrung and Alok Chandra Bharti",downloadPdfUrl:"/chapter/pdf-download/81336",previewPdfUrl:"/chapter/pdf-preview/81336",authors:[{id:"437607",title:"Mr.",name:"Kulbhushan",surname:"Thakur",slug:"kulbhushan-thakur",fullName:"Kulbhushan Thakur"},{id:"446225",title:"Prof.",name:"Alok",surname:"Chandra Bharti",slug:"alok-chandra-bharti",fullName:"Alok Chandra Bharti"},{id:"446227",title:"Ms.",name:"Joni",surname:"Yadav",slug:"joni-yadav",fullName:"Joni Yadav"},{id:"458633",title:"Ms.",name:"Nikita",surname:"Aggarwal",slug:"nikita-aggarwal",fullName:"Nikita Aggarwal"},{id:"458634",title:"Mr.",name:"Arun",surname:"Chhokar",slug:"arun-chhokar",fullName:"Arun Chhokar"},{id:"458636",title:"Ms.",name:"Apoorva",surname:"Chaudhary",slug:"apoorva-chaudhary",fullName:"Apoorva Chaudhary"},{id:"458637",title:"Ms.",name:"Tanya",surname:"Tripathi",slug:"tanya-tripathi",fullName:"Tanya Tripathi"},{id:"458638",title:"Ms.",name:"Divya",surname:"Janjua",slug:"divya-janjua",fullName:"Divya Janjua"},{id:"458639",title:"Mr.",name:"Suhail",surname:"Chhakara",slug:"suhail-chhakara",fullName:"Suhail Chhakara"},{id:"458743",title:"Ms.",name:"Dikkshita",surname:"Baruah",slug:"dikkshita-baruah",fullName:"Dikkshita Baruah"},{id:"458745",title:"Ms.",name:"Anna",surname:"Senrung",slug:"anna-senrung",fullName:"Anna Senrung"}],corrections:null},{id:"81116",title:"Role of the IL-6/Jak/Stat Pathway in Tumor Angiogenesis: Influence of Estrogen Status",doi:"10.5772/intechopen.104102",slug:"role-of-the-il-6-jak-stat-pathway-in-tumor-angiogenesis-influence-of-estrogen-status",totalDownloads:27,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Solid tumors, despite being hypervascularized, are hypoxic. This is due to the imbalance that exists between the inputs of the blood vessels that supply nutrients and O2 and that remove metabolic waste products, on one side; and the demands of the tumor cells that are part of the neoplasm that is forming, on the other. From this perspective, we briefly review the sequence of morphological events that occur during neo-angiogenesis; what chemical mediators are involved in this process; and we emphasize how the IL-6/Jak/Stat signaling pathway is involved in the control of these mediators. At the same time, we review how estrogens intervene in this control procedure, and how it opens the door to understanding the mechanism of action of these mediators. This would make it possible to propose alternative treatments, which can be added to the conventional ones, and which would exploit the findings described here in the search for new antitumor therapies.",signatures:"José Manuel García-Castellano, David García-Padrón, Nerea Martínez-Aragón, Margarita Ramírez-Sánchez, Vicente Vera-Gutiérrez and Leandro Fernández-Pérez",downloadPdfUrl:"/chapter/pdf-download/81116",previewPdfUrl:"/chapter/pdf-preview/81116",authors:[{id:"181749",title:"Dr.",name:"Leandro",surname:"Fernández-Pérez",slug:"leandro-fernandez-perez",fullName:"Leandro Fernández-Pérez"},{id:"449009",title:"M.D.",name:"José",surname:"Manuel García-Castellano",slug:"jose-manuel-garcia-castellano",fullName:"José Manuel García-Castellano"},{id:"457439",title:"Mr.",name:"David",surname:"García-Padrón",slug:"david-garcia-padron",fullName:"David García-Padrón"},{id:"457441",title:"Ms.",name:"Nerea",surname:"Martínez-Aragón",slug:"nerea-martinez-aragon",fullName:"Nerea Martínez-Aragón"},{id:"457442",title:"Dr.",name:"Margarita",surname:"Ramírez-Sánchez",slug:"margarita-ramirez-sanchez",fullName:"Margarita Ramírez-Sánchez"},{id:"457443",title:"Dr.",name:"Vicente",surname:"Vera-Gutiérrez",slug:"vicente-vera-gutierrez",fullName:"Vicente Vera-Gutiérrez"}],corrections:null},{id:"80635",title:"Modulators of Tumor Angiogenesis: Insights into the Role of Galectin-3 and IL-17 Signaling",doi:"10.5772/intechopen.102893",slug:"modulators-of-tumor-angiogenesis-insights-into-the-role-of-galectin-3-and-il-17-signaling",totalDownloads:27,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Angiogenesis is a pivotal point in tumor progression driven by firmly orchestrated process of forming the new blood vessels relying on the complex signaling network. Here, the pleiotropic functions of Galectin-3 and IL-17 in tumor progression have been overviewed through their impacts on angiogenesis. As a key player in tumor microenvironment, Galectin-3 orchestrates practically all critical events during angiogenic cascade through interaction with various ligands and their downstream signaling pathways. Galectin-3 shapes chronic inflammatory tumor microenvironment that is closely related to angiogenesis by sharing common signaling cascades and molecules. In chronic inflammatory makeup of tumor microenvironment, IL-17 contributes to tumorigenesis and progression via promoting critical events such as angiogenesis and creation of immunosuppressive milieu. VEGF, as the master regulator of tumor angiogenesis, is the main target of Galectin-3 and IL-17 action. The better understanding of Galectin-3 and IL-17 in tumor biology will undoubtedly contribute to controlling tumor progression. Therefore, as important modulators of tumor angiogenesis, Galectin-3 and IL-17 may be perceived as the potential therapeutic targets in tumor including anti-angiogenic therapy.",signatures:"Gordana D. Radosavljevic, Jelena Pantic, Bojana Simovic Markovic and Nebojsa Arsenijevic",downloadPdfUrl:"/chapter/pdf-download/80635",previewPdfUrl:"/chapter/pdf-preview/80635",authors:[{id:"178062",title:"Prof.",name:"Nebojša",surname:"Arsenijević",slug:"nebojsa-arsenijevic",fullName:"Nebojša Arsenijević"},{id:"446712",title:"Prof.",name:"Gordana D.",surname:"Radosavljević",slug:"gordana-d.-radosavljevic",fullName:"Gordana D. Radosavljević"},{id:"452624",title:"Prof.",name:"Jelena",surname:"Pantic",slug:"jelena-pantic",fullName:"Jelena Pantic"},{id:"452625",title:"Dr.",name:"Bojana",surname:"Simovic Markovic",slug:"bojana-simovic-markovic",fullName:"Bojana Simovic Markovic"}],corrections:null},{id:"80854",title:"Vascular Endothelial Growth Factor (VEGF) in Liver Disease",doi:"10.5772/intechopen.103113",slug:"vascular-endothelial-growth-factor-vegf-in-liver-disease",totalDownloads:38,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Vascular endothelial growth factor (VEGF) is the most potent stimulating factor for angiogenesis. Its expression is related to inflammation and hypoxia. In normal conditions, VEGF is important in the wound healing process. The binding of VEGF with its receptors triggers angiogenesis and lymphangiogenesis and increases vascular permeability. Liver diseases comprise acute and chronic ones. Liver diseases cause inflammation and hypoxia, which increase VEGF level. If they occur chronically, persistent high VEGF levels will promote the risk of chronic liver diseases, including hepatic viral infections, alcoholic and nonalcoholic fatty liver diseases, liver cirrhosis, and finally hepatocellular carcinoma (HCC). High VEGF level is also associated with progressive disease course and poorer outcomes. Tissue remodeling by replacement of normal liver tissue with fibrous tissue occurs. Due to the importance of VEGF in angiogenesis and liver diseases, therapeutic agents targeting VEGF have been developed. Drugs that neutralize VEGF and modulate VEGF receptors have been approved for treating various disorders, including liver disease. Additionally, VEGF is a promising modality for diagnosing liver cirrhosis and HCC. VEGF may also be utilized to predict the outcome of the liver and to monitor the therapeutic response of patients.",signatures:"Darmadi Darmadi, Riska Habriel Ruslie and Cennikon Pakpahan",downloadPdfUrl:"/chapter/pdf-download/80854",previewPdfUrl:"/chapter/pdf-preview/80854",authors:[{id:"449839",title:"Dr.",name:"Darmadi",surname:"Darmadi",slug:"darmadi-darmadi",fullName:"Darmadi Darmadi"},{id:"453263",title:"Dr.",name:"Riska Habriel",surname:"Ruslie",slug:"riska-habriel-ruslie",fullName:"Riska Habriel Ruslie"},{id:"453264",title:"Dr.",name:"Cennikon",surname:"Pakpahan",slug:"cennikon-pakpahan",fullName:"Cennikon Pakpahan"}],corrections:null},{id:"81602",title:"Adipocytokines: Are They the Theory of Cancer Progression?",doi:"10.5772/intechopen.104581",slug:"adipocytokines-are-they-the-theory-of-cancer-progression-",totalDownloads:26,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Adipocytokines have gained significant attention in the scientific community over the past few decades. They are a family of enzymes, hormones, growth factors, proteins, and other bioactive molecules that are important regulators of many processes. Adipocytokines are predominantly produced by preadipocytes and mature adipocytes to act through a network of autocrine, paracrine, and endocrine pathways. Leptin (LEP) is the first adipocytokine discovered that has a role in modulating adiposity and has been shown to exert pleiotropic effects on many metabolic pathways through the leptin receptors (LEPRs). LEP has pro-tumoral roles; it promotes angiogenesis, proliferation, survival of tumor cells, and inhibits apoptosis. To exercise its role in tumorigenesis, LEP-LEPR signaling and epithelial-mesenchymal transitions (EMTs) play a significant role. LEP is an oncogenic factor mainly due to its proinflammatory and proangiogenic effects. In angiogenesis, LEP acts directly as an endothelial growth factor or indirectly through cellular pathways, such as STAT3/ERK1/2, JAK2/STAT3, MAPK/ERK, PI3K/AKT, p38, p53, MAPK, and Wnt/β-catenin.",signatures:"Rowyda Nawwaf Al-Harithy",downloadPdfUrl:"/chapter/pdf-download/81602",previewPdfUrl:"/chapter/pdf-preview/81602",authors:[{id:"447808",title:"Prof.",name:"Rowyda",surname:"Nawwaf Al-Harithy",slug:"rowyda-nawwaf-al-harithy",fullName:"Rowyda Nawwaf Al-Harithy"}],corrections:null},{id:"81568",title:"Extracellular Matrix in Tumor Angiogenesis",doi:"10.5772/intechopen.104661",slug:"extracellular-matrix-in-tumor-angiogenesis",totalDownloads:63,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Extracellular matrix (ECM) is a complex three-dimensional network that provides structure, strength, and contextual information for cellular growth, communication, differentiation, survival, adhesion, and migration. ECM basic proteins resist compressive forces and/or allow rapid diffusion, others strengthen the matrix, and give resilience or modulate cell-matrix interactions. ECM undergoes turnover and remodeling physiologically and during inflammation, wound repair and tumor invasion. Remodeling of the ECM is an integral component of the angiogenic process and depends on the composition of matrix molecules, soluble pro-angiogenic and anti-angiogenic factors, and their spatial regulation. This review will focus on the myriad roles of those molecules and will emphasize their involvement in critical points of angiogenesis.",signatures:"Gvantsa Kharaishvili",downloadPdfUrl:"/chapter/pdf-download/81568",previewPdfUrl:"/chapter/pdf-preview/81568",authors:[{id:"452626",title:"Associate Prof.",name:"Gvantsa",surname:"Kharaishvili",slug:"gvantsa-kharaishvili",fullName:"Gvantsa Kharaishvili"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"500",title:"Viral Gene Therapy",subtitle:null,isOpenForSubmission:!1,hash:"5292fcf7bd6aaceecd23530c35b53600",slug:"viral-gene-therapy",bookSignature:"Ke Xu",coverURL:"https://cdn.intechopen.com/books/images_new/500.jpg",editedByType:"Edited by",editors:[{id:"59529",title:"Dr.",name:"Ke",surname:"Xu",slug:"ke-xu",fullName:"Ke 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1. Introduction
1.1 Quality inclusion of young children with disabilities: taking a stance to support early childhood leaders
There is no better time or place to implement and advocate for inclusive education and inclusive communities than in early childhood (EC) education. Inclusive education includes the vision that all children belong, are valued, and are celebrated can learn in the mainstream of their educational settings and their communities [1]. Research over the past 40 years has continued to demonstrate that inclusive education is associated with improved outcomes for children and students with disabilities and that self-contained settings fail to deliver on their promises of effective practices [2]. Quality inclusive education can help children and students with disabilities with academic [3, 4], communication [5], social and emotional [6, 7], and self-determination skills [8, 9]. Also, educating children and students with disabilities in general education settings can increase learning expectations for everyone and results in greater empathy and acceptance of differences among all children.
Historically, children and students with disabilities were educated in segregated settings with little or no social or academic interactions with peers without disabilities [10]. In United States (US), federal legislation has supported the right of children and students with disabilities to be cared for and educated with typically developing peers since the passage of PL 99–457 of the Individuals With Disabilities Education Act (IDEA) in 1986. IDEA does not use the term “inclusion.” Instead, it requires school divisions to provide a free, appropriate public education (FAPE) and offer a continuum of placement and education options to meet the needs of children and students with disabilities [10] . This requirement is known as the least restrictive environment (LRE) and does not distinguish between school-aged and preschool-aged children. The regulations state:
Least restrictive environment (LRE) means that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR 300.114 through 34 CFR 300.120).
The LRE requirements under Part B of IDEA support the education of children with disabilities in regular classes alongside their typically developing peers in a regular EC setting where most children are typically developing [11]. Children considered to be typically developing are not identified as having a disability and do not have an Individualized Education Program (IEP) [12]. In the US, the National Association for Education of Young Children and Division for Early Childhood (NAEYC/DEC) developed a joint position statement to emphasize the impact of quality inclusion for policy, practice, and potential outcomes for children birth through eight years of age and their families (DEC/NAEYC, 2009). The NAEYC/DEC statement defines EC inclusion as:
Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential (p.2).
The Joint Position Statement (2009) highlights three main principles of inclusive education in EC, including (a) access: providing children with a wide range of learning opportunities, activities, settings, and environments, (b) participation: providing additional individualized accommodations and supports to children with more individualized needs to enable them to participate fully in play and learning activities with their typically developing peers and adults, and (c) supports: creating an infrastructure of systems-level supports to strengthen the efforts of individuals and organizations providing inclusive education services to children and families. These principles need to be utilized collectively to result in high-quality programs and services [13].
While the LRE requirement in IDEA is the same for eligible students of any age, providing inclusive EC education services is unique. EC inclusion differs from inclusive placements and practices in K-12 grades. Some of the differences include the availability of EC programs that offer inclusive services than the K-12 sector, availability of different programs based on child’s age (especially for two and three-year-old’s), location of the programs that might happen in settings outside of the public schools (e.g., Head Start, child care, community preschool programs which creates wide variability in teacher training, education, and expertise and may impact program quality in programs settings outside of public schools), different teacher-child ratios and class size based on the type of the programs, and the curriculum in EC programs that differs from the educational curriculum for older children [14]. In contrast to the traditional K-12 curriculum, which is academically oriented and teacher-directed, the EC curriculum includes a balance of child-initiated and teacher-directed activities, focusing on all developmental domains [15].
However, despite the substantial body of evidence on the benefits of inclusive education for children with disabilities and the growing body of best inclusive practices, a large percentage of children with disabilities are still educated in separate classrooms or settings [2]. While the definitions of settings and reporting methods by states have changed over time, comparing the 1985 data to the 2015 data, the provision of special education and related services to children with disabilities ages three to five years in regular EC settings appears to have increased by only 7.2%. According to IDEA Part B state performance plan and annual performance report, for almost all IDEA disability categories, the percent of children, aged three to five years who receive the majority of their special education and related services in the regular EC settings in the programs is between 20–40% [16]. However, the goal for meaningful inclusion is that children and students with disabilities get to attend and receive the majority of special education and related services in a regular early childhood program and/or educational setting for 80% of their academic time.
2. Barriers to quality inclusion in early childhood
The primary challenges and barriers to inclusion in EC settings include EC personnel’s knowledge, skills, and expertise, within and cross-agency collaboration, and beliefs and attitudes among EC personal and families regarding children with special needs [16]. Many EC professionals, especially those trained as general EC professionals and not dually endorsed in EC/ECSE, do not have the knowledge, skills, and resources to serve children with disabilities. IDEA requires that EC personnel either have the expertise or are supervised by someone who does [16, 17]. The other challenge deals with agency and cross-agency collaboration in EC programs, communities, and systems at local, state, and national levels [11]. The challenges include the agreements for EC programs to cooperatively provide services to children who meet the eligibility requirements to receive early intervention (EI) or ECSE services. Some examples of such collaborative arrangements involve shared responsibility, communication, shared assessments, and planning and shared resources [16].
Challenges of attitude and beliefs involve fears and inadequate or misleading information that can contribute to EC personnel and families’ reluctance to include children in inclusive EC settings. EC educators and professionals with more positive attitudes toward teaching children in inclusive classrooms are more likely to implement evidence-based practices related to goals in children’s IEPs, create accessible environments, and use appropriate strategies to promote positive developmental and educational outcomes for children with disabilities and their families [13, 16, 17]. Policies and procedure challenges including personnel policies (e.g., training, recruiting, and retaining personnel), fiscal policies (e.g., funding streams, state reimbursements, and legislations), and conflicting policies across programs (e.g., Head Start, child care, state preschool, state quality ratings and improvement system, school district), are also among barriers to implementation of quality inclusion in EC.
Today, the common assumption for teaching children and students with disabilities is to consider their general education classroom presence. However, there has been a movement to emphasize the quality of learning taking place along with the quantity of time spent in general educational settings [4, 18, 19]. Placement in a general education setting alone does not guarantee improved outcomes. Adequate supports for learning and participation must also be in place [20]. The focal point in the current efforts to promote inclusion and access to the general education curriculum has shifted primarily from where children or students should receive their education to what and how they need to be taught and what outcomes should be achieved [21].
3. EC leadership and quality inclusion
EC leaders are best positioned to drive and bring about change in all children’s education and lives and develop a vision and belief that inclusion is essential in their communities. EC leaders set the tone, manner and philosophy of EC programs [22]. The manner with which EC local leaders approach inclusion affects how personnel and families feel about inclusion and their capacity to provide quality inclusive education to children with disabilities. EC leaders are also best positioned to establish a unified purpose for quality inclusion in EC education by getting intentionally and strategically engaged in cross-agency collaboration and efficient and sustainable infrastructures across different EC settings. EC leaders can increase equitable opportunities for all children and their families by making the inclusion of children with disabilities a priority in their decision-making about program design and resource allocation. The EC leaders also play a pivotal role in quality inclusion by building and supporting a competent workforce with the knowledge, skills, and competencies to implement and sustain quality inclusive practices. In addition, EC leaders can deliberately shift policy to ensure the appropriate professional standards, embedded professional development, and dedicated system of supports that promote responsive practices, positive attitudes and beliefs about inclusion, and knowledge of disability among the key stakeholders that are so crucial to this effort [16]. Considering the pivotal role of EC leaders play in implementing and advancing inclusion, the recommendations below aim to help EC leaders better execute and sustain quality inclusion in EC programs and settings.
In this chapter, EC leaders refer to all change agents at local and program levels involved with leadership or administration positions to implement and provide educational and developmental services to young children from birth through 5 years of age in local educational settings. Local-level and program-level EC leaders’ role in making quality inclusion happen is crucial and fundamental to young children and their families. No matter what higher-level decisions, policies, and procedures are available, the local leaders are the acting agents closer to practice and responsible for implementing, transferring, and translating the decisions, policies, procedures, and evidence-based practices into everyday practice settings.
The local-level EC leaders can affect financing, contracting, staffing, transportation, and curricular procedures that might affect EC inclusion. The program level EC leaders might include school district and community-based early childhood program officials such as child care, Head Start, school districts, and other early care and education settings that can impact financing, contracting, staffing, transportation, curricular procedures, and policies and procedures that either promote or hinder EC inclusion [16]. The recommendations below aim to provide supporting strategies and initiatives for local EC leaders to build quality inclusive EC programs.
4. Starting with the vision
As the leader of an EC program, developing a vision statement for inclusion will help guide the leaders in designing and implementing his/her efforts toward more inclusive practices. It creates a consistency of purpose in the program. A vision by itself is generally vague. The leader articulates the vision in more specific terms through the mission and belief statements and establishes the goals, objectives, strategies, and action tactics [23]. For EC programs, as leaders reflect on the ideas, concepts, and values they have identified around EC inclusion, and their program’s mission, they can use the vision and mission development results as guidance in developing an action plan to move forward toward implementing inclusive practices. Starting with the vision can be designed to help the EC leaders to:
Think about specific strategies needed to meet the program’s goals around inclusion.
Decide who will take the lead on each strategy.
Record the anticipated date of completion and note any progress made.
Mobilize the resources of the program to enable the vision to be realized.
Identify the major hurdles that are likely to be faced in implementing the actions.
Monitor the progress toward fulfilling the mission and realizing the goals and objectives.
5. Effective determination of services
The LRE requirements under Part B of IDEA support the education of children with disabilities in regular classes alongside their typically developing peers in EC programs that provide early care and education to children birth through age five. Typically developing children are not identified as having a developmental disability/delay and do not have an Individualized Family Service Plan (IFSP) or IEP. IFSP is used in early intervention for children ages birth through two and their families and focuses on the child and family and the services that a family needs to enhance their child’s development. IEP is used in special education for children ages three to 21 and focuses on their educational needs [24]. There are several settings where children may be placed to receive special education and related services that include home, regular EC classrooms, special EC classroom, service provider location, and/or community service provision settings. IFSP/IEP team must consider the continuum of placement options and determine the setting appropriate for the individual child. EC leaders need to monitor the process to make sure as a program:
There is a multidisciplinary approach through collaboration and consultation during IFSP/IEP meetings between professionals from different disciplines and backgrounds, including ECSE teacher, EC teacher, educational assistant or paraprofessional, Occupational Therapist (OT), Physical Therapist (PT), Speech-Language Pathologist (SLP), Developmental Specialist, Family-Service Coordinator, Interpreter, Case Manager, Psychologist, Vision Specialist and Deaf and Hard of Hearing Specialist.
The child’s present level of academic achievement and functional performance is developed and documented. In EC education, this includes how the disability affects the child’s participation in age-appropriate activities.
Annual IFSP outcomes or IEP goals and objectives are developed to address the child’s learning and development needs. For goals and objectives which cannot be met in a general education setting, IFSP/IEP team should determine in which special education or community settings the goal(s) and objective(s) will be implemented.
The IFSP/IEP team considers the goals/outcomes as they determine services and placement.
When determining the child’s placement, no single model for service delivery to any specific population or category of children with disabilities is determined. The determination should be based on the needs of the child and the family, not what placements are readily available.
When the IFSP/IEP team is determining placement options, the team considers the regular EC settings and classrooms as a priority and determine what accommodations, modifications, and supplementary aids and services are needed for the child’s success before a child can be placed outside the regular EC program.
IFSP/IEP team determines settings or activities to provide additional opportunities for interaction with typically developing peers.
IFSP/IEP team determines a method to evaluate the appropriateness of the service(s) through ongoing assessment of the child’s learning and development.
6. Establishing collaborative and cooperative partnership
Early childhood professionals are from diverse professional backgrounds such as general EC education, early childhood special education, occupational therapy, physical therapy, speech-language pathology, and psychology that requires them to use multidisciplinary approaches to draw on the skills and expertise of their peers to be able to provide better support to children and families. Effective collaborative and cooperative partnerships with professionals within multidisciplinary approaches emphasize the need for EC professionals from various backgrounds and collaborate to achieve the best outcomes for children and families [25]. Such approaches can only be realized where professionals communicate and plan in partnership, sharing their expertise and developing systematic and comprehensive approaches to children’s learning and development. Professionals themselves also benefit from working in collaboration [26]. Collaboration provides opportunities for professional development through formal and informal learning from peers with diverse experience and expertise. EC leaders can facilitate EC professionals’ collaboration opportunities by creating communities of practice and learning communities that include a shared vision and understandings to achieve best practices. In communities of practice, EC professionals can find opportunities to build knowledge by participating in collaborative reflection about their methods and connecting with others who share a commitment to continual reflection and improvement. These opportunities arise from what EC professionals have in common with one another, a focus on the child’s learning and development outcomes, and a commitment to provide quality services to children and their families. EC leaders need to make sure that as a program, they:
Work collaboratively to share information and plan to ensure holistic approaches to children’s learning and development.
Understand each other’s practice, skills, and expertise, and share their informed opinion when appropriate.
Recognize the importance of transitions for children and their families within and across EC services and settings, and ensure that they understand the process and are prepared for these transitions.
Ensure continuity for children’s learning and development by building on their prior learning and experiences and share knowledge and expertise through collaborative partnerships with other practitioners, and contribute to new knowledge about EC learning and development.
Understand the importance of communicating and planning in collaboration to respond to the needs of children with disabilities and their families and to ensure comprehensive, holistic, and continuous approaches to their education and development, and
When sharing information, are careful to respect and preserve the privacy of children and families.
7. Implementing evidence-based inclusive models, frameworks, and practices
EC inclusive practices can be implemented in various settings where children with disabilities are included alongside their typically developing peers. EC Leaders need to put considerations for staffing, classroom configurations, and service delivery that have guidelines for class size and staffing standards, procedures for the ECSE classrooms’ caseload, requirements for teacher licensure and/or endorsement in each program, physical space in the classroom, and other factors impacting teaching and learning practices. That way, they can ensure that all children’s needs are met, including the unique needs of children with disabilities.
There are several classroom considerations for providing special education and related services in inclusive settings. Below is a list of common models recommended for inclusive education. EC leaders need to make sure collaboration among professionals and paraprofessionals, including related service providers, happens smoothly and professionally. Team members from different disciplines work together to plan and implement an appropriate educational program for the child with a disability. Below some of the current inclusive instruction models are presented. These inclusive instructional models apply to children with disabilities between three to five who transition to preschool settings.
7.1 Individual teacher model
In the individual teacher model, one teacher has a classroom including children both with and without IEPs. The teacher needs to be licensed and endorsed in either ECSE and EC for three and four-year-olds (add-on endorsement), early/primary education, PreK-3. The teacher is skilled in meeting the needs of both groups of children. Careful consideration is given to the class size/caseload, and the number of children with IEPs, including the level of support required [27, 28].
7.2 Reverse inclusion
In reverse inclusion, typically developing children are placed in ECSE classrooms so that both typically developing children and the ones with special needs can learn together in an inclusive environment. This option provides a way for children with disabilities to learn alongside their typically developing peers as role models when quality regular EC settings are not available. To qualify as a regular EC classroom, at least 50% of the children must be typically developing to provide peer models to enhance engagement among all children, provide peer interaction, and develop friendships. Providing only a few typically developing children may not give the same opportunity for learning, friendship, and growth and development. Further, the typically developing peer models must regularly attend the program to keep the class dynamic, consistency and frequency. However, it should be noted that implementation of this model is subject to the local education agency (LEA) rules and regulations [27, 28].
7.3 Co-teaching
In the co-teaching model, a general EC teacher and an ECSE teacher combine their knowledge, skills, and expertise and meet all children’s needs in the classroom. Both EC or ECSE teachers may be in the classroom for all or some of the school day. Both teachers’ goal is to share responsibility in the implementation of children with special needs’ IEPs. Co-teaching includes several options for managing teaching time that includes:
Team teaching. Team teaching happens when both teachers (general EC and ECSE) deliver the same instruction simultaneously, with both teachers being responsible for the planning and implementing the instruction through separate lessons throughout the day. Team teaching helps clearly define each teacher’s responsibilities and thus prevent misunderstandings and confusion in sharing responsibilities.
Parallel teaching. Parallel teaching includes both teachers delivering the same instruction at the same time with different groups of children. Creating instructional groups facilitates more individual participation and more direct teacher supervision.
Alternative teaching. In alternative teaching, one (either EC general teacher or ECSE teacher) takes responsibility for a large group of children. Simultaneously, the other teacher works with a smaller group who may need specialized attention and or instruction.
Station teaching. When using station teaching, co-teachers divide both the content and class. Each educator teaches the same content to one group first, and the second group receives the instruction later. Station teaching allows teachers to offer individualized instruction to smaller groups of children who need more individualized attention.
One teach-one observe. With this model, one teacher delivers the instruction, while the other educator completes student observation. The co-educators agree on the behaviors they will be observing and the method they will use to record their observations. Once the observation is conducted, they analyze the findings and plan or modify their instruction accordingly.
One teach-one drift. In this approach, one teacher takes the primary responsibility for delivering the instruction, while the other teacher circulates among the children providing targeted assistance where necessary [27, 28].
7.4 Itinerant model of collaboration
In an itinerant model, an ECSE endorsed teacher travels between classrooms or programs to consult with EC general teachers and/or to provide direct services to individual children as needed. Consultation is an essential element of an itinerant service delivery model and can be used to address children’s physical access within settings, support for children’s social inclusion, support for children’s active engagement in activities, identification of and implementation of children’s Individual Family Service Plans (IFSP) outcomes/Individual Education Program (IEP) goals, and modifications of supports [27, 28].
No matter what specific model of instruction delivery is chosen, based on the feasibility of the existing situation, EC leaders need to monitor to make sure as a program, they:
Choose the best model to deliver the instruction and implement the model with fidelity.
Plan and outline their instructional and organizational decisions and routines, know what the program’s instructional content will consist of, how it will be delivered, by whom, and discuss what expectations they have for the children with disabilities’ learning and development.
Agree on how and when instructional planning will be done.
Assist teachers in set-up the space for inclusive classrooms.
Identify what will be evaluated in terms of children’s learning and development, how will it be evaluated, who will do the evaluation and what criteria will guide their interpretation of the results, and
Seek families’ perceptions about the effectiveness of the implemented approaches.
8. Pre-service preparation and in-service professional development
EC workforce needs several experiences that promote their education, training, and development opportunities (Frantz et al., 2020). Professional development (PD) refers to how professionals move from awareness (knowledge) to action (practice) and the adoption of particular dispositions in their professional repertoires [29]. In general, professional development efforts have traditionally taken five forms: (a) formal education; (b) credentialing; (c) specialized, on-the-job in-service training; (d) coaching and/or consultative interactions; and (e) communities of practice (CoPs) or collegial study groups [30]. The preparation programs for preservice EC and ECSE professionals provide knowledge and skills related to EC education within multiple coursework to prepare preservice educators in fields that involve education and development of young children (e.g., child care, developmental psychology, special education, or early childhood education). The in-service preparation or professional development programs for EC and ECSE professionals are provided while the educators are working in their career at EC/ECSE settings to support their professional practice and services for children and their families [31]. EC leaders must do their best to make sure that as a program, they:
Provide high-quality professional development opportunities to enhance systems and individuals and engage the workforce in activities that are self-sustaining and growth-producing.
Provide opportunities for workshops, program-based conferences, in-service presentations, live or Web-based lectures or discussions, live or video demonstration, behavior rehearsal, manuals, tutorials, and a host of other modes, synchronous and asynchronous, that impart knowledge and information of the workforce and attempt to affect professional practice.
Reinforce evidence-based skill development and application practices through coaching, consultation, and collaborative partnership. Coaching opportunities might include independent and/or shared observations, action (demonstration, guided practice), self-reflection, feedback, and evaluation of the coaching process/relationship. Consultation opportunities might include systematic problem solving, social influence, and provision of professional support for immediate concern,
Create communities of practice where groups of EC professionals come together based on a common professional interest and a desire to improve their practice in a particular area by sharing their knowledge, insights, and observations.
Establish a positive, constructive professional development relationship with the workforce in the programs such as trust, shared goals, respect, flexibility, and commitment in planning professional development events and activities.
Consider providing professional development opportunities that are useful for certain practitioners and professionals across distinctive and unique work settings and conditions (e.g., school-based early childhood center, home-based services, stand-alone private child care, federally or state-funded preschool program), age of children served (e.g., infants, toddlers, preschoolers), number of other adults in the setting, and adult-to-child ratio.
9. Parent partnership
A family-centered approach is a necessary component of a successful parent-professional partnership. The importance of involving parents as partners in their children’s educational journey cannot be overestimated [32]. An effective partnership between home and educational settings benefits children, families, and programs to achieve positive academic and developmental outcomes for young children, their families, and communities. EC program leaders must understand the barriers that keep parents from being effectively involved in their child’s education and develop multiple avenues to work together so that everyone benefits and feels valued [33]. Quality family partnership is more crucial for children with disabilities, as parents of children with disabilities are a vital partner in the team to facilitate their child’s learning, advocate for their child’s unique needs, and communicate information that may benefit their child’s learning [34]. The EC leaders need to build upon the strengths of families and support the efforts of parents to become more involved in their children’s learning and make sure that as a program, they:
Involve parents in setting goals for their child’s learning program during the IEP/IFSP meetings.
Value parents’ opinions, concerns, ideas, and visions.
Recognize that parents care very much about their children’s learning and development.
Recognize parents as critical contributors to their child’s learning experiences.
When planning learning activities for children, include parents’ resources and talents.
Find ways to know more about parents and the family by collecting information from parents (e.g., home visits, interviews, phone calls, and contributions to the child’s portfolio). This information can be used to develop the child’s learning experience.
Keep parents informed about the educational status of their child by sharing information about how children learn and child development as it relates to the classroom setting.
Communicate regularly with parents through print materials, phone calls, home visits, informal parent gatherings, and parent education workshops.
Use problem-solving strategies when conflicts arise with parents.
Appreciate and respect family values which may be different from their own.
Maintain a warm, friendly, open, and responsive program climate that encourages parents to spend time there and feel belonged.
Provide opportunities for parents to interact with other parents and program personnel (e.g., family rooms, parent discussion, and support groups).
10. Community partnership
The unique cultural, ethnic, and language aspects of each community and its rural or urban nature offer both opportunities and challenges for establishing responsive community partnerships in EC education [35]. Effective community partnerships establish mutually beneficial relationships for children, families, communities, and EC programs. Within community partnership, the EC program functions as a support center for the network of agencies and institutions committed to meeting community needs and expanding learning opportunities for all community members [36]. Using the EC program as community centers is also a cost-effective, practical way to use one of the community’s largest investments, and can result in increased academic achievement, improved learning climate. Besides, by tapping the tremendous expertise that exists in any community, community education helps bring the concept of inclusion closer to reality. Some examples for community EC partners include early intervention services, preschool special education services, Head Start and Early Head Start, Pre-K services, child care, family home care providers, private preschool, and families. EC leaders need to make sure that as a program, they:
Identify agencies in their community that can interact with or could potentially interact with serving young children with disabilities and their families and establish ideas on how to strengthen the connection, build a more cohesive partnership, improve the process, leverage the strengths that exist, and any other areas of potential growth.
Develop a process of ongoing communication and dialog between collaborating community partners to gain an understanding of the requirements each partner needs to meet, the procedures each partner follows to meet those requirements, and the agreement each partner makes to support efforts to provide inclusive services.
Reach out to the community partners and communicate the importance of inclusive education for the children, families, and the community itself, and encourage their active involvement.
Establish rapport and coordinate access to resources and services with businesses, agencies, and other groups, such as health care, cultural events, and tutoring or mentoring services for the EC inclusive programs.
Identify, develop and use the leadership capacities of local partners for ongoing program and community improvement efforts.
Use the physical, financial, and human resources that exist in the community to establishing close working relationships with community partners and fulfill the program’s vision and mission regarding inclusive education.
Modify the program’s strategic goals to respond to the continually changing needs and interests of the community.
11. Conclusion
Quality inclusion of young children in early care and education settings requires assistance from a variety of agencies, disciplines, and partners. EC program leaders are critical agents closer to practice and responsible for program implementation and for supporting and guiding quality service provision to children with disabilities and their families.
This chapter aimed to assist EC program leaders in identifying, developing, and sustaining inclusive opportunities within high-quality early childhood programs for children with disabilities by addressing program factors that impact the service provision for young children with disabilities eligible for special education services. Although this chapter focuses on the inclusion of young children with disabilities in educational settings, it is the shared vision of an ideal society that all people be meaningfully included in all facets of society throughout their lives. This can begin in EC education and care programs and continue into schools, workplaces, and the broader community and society.
\n',keywords:"early childhood, inclusion, inclusive education, young children with disabilities, early childhood leaders",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/75591.pdf",chapterXML:"https://mts.intechopen.com/source/xml/75591.xml",downloadPdfUrl:"/chapter/pdf-download/75591",previewPdfUrl:"/chapter/pdf-preview/75591",totalDownloads:328,totalViews:0,totalCrossrefCites:0,totalDimensionsCites:0,totalAltmetricsMentions:0,introChapter:null,impactScore:0,impactScorePercentile:38,impactScoreQuartile:2,hasAltmetrics:0,dateSubmitted:"October 1st 2020",dateReviewed:"February 8th 2021",datePrePublished:"March 8th 2021",datePublished:"June 16th 2021",dateFinished:"March 8th 2021",readingETA:"0",abstract:"In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child’s right to quality education and learning to develop their skills and realize their full potentials. Research over the past 40 years has demonstrated that inclusive education is associated with improved outcomes for children and students with disabilities. In early childhood (EC) education, inclusive education is in the best interest of all young children to improve their sense of belonging and membership, positive social relationships and friendships, and learning goals. As more EC programs, schools, and educational settings move toward including children with disabilities in general education settings, a need exists to better prepare EC professionals, most importantly EC leaders as gatekeepers of quality to better enhance and facilitate inclusive instructional opportunities for children with disabilities. This chapter focuses on EC leaders’ role in developing, adopting, and supporting inclusive education with recommendations to implement and sustain quality inclusive education practices in EC programs and settings.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/75591",risUrl:"/chapter/ris/75591",book:{id:"10229",slug:"teacher-education-in-the-21st-century-emerging-skills-for-a-changing-world"},signatures:"Sara Movahedazarhouligh",authors:[{id:"333748",title:"Assistant Prof.",name:"Sara",middleName:null,surname:"Movahedazarhouligh",fullName:"Sara Movahedazarhouligh",slug:"sara-movahedazarhouligh",email:"saramovahed@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_1_2",title:"1.1 Quality inclusion of young children with disabilities: taking a stance to support early childhood leaders",level:"2"},{id:"sec_3",title:"2. Barriers to quality inclusion in early childhood",level:"1"},{id:"sec_4",title:"3. EC leadership and quality inclusion",level:"1"},{id:"sec_5",title:"4. Starting with the vision",level:"1"},{id:"sec_6",title:"5. Effective determination of services",level:"1"},{id:"sec_7",title:"6. Establishing collaborative and cooperative partnership",level:"1"},{id:"sec_8",title:"7. Implementing evidence-based inclusive models, frameworks, and practices",level:"1"},{id:"sec_8_2",title:"7.1 Individual teacher model",level:"2"},{id:"sec_9_2",title:"7.2 Reverse inclusion",level:"2"},{id:"sec_10_2",title:"7.3 Co-teaching",level:"2"},{id:"sec_11_2",title:"7.4 Itinerant model of collaboration",level:"2"},{id:"sec_13",title:"8. Pre-service preparation and in-service professional development",level:"1"},{id:"sec_14",title:"9. Parent partnership",level:"1"},{id:"sec_15",title:"10. Community partnership",level:"1"},{id:"sec_16",title:"11. Conclusion",level:"1"}],chapterReferences:[{id:"B1",body:'K. 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[Online]'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"Sara Movahedazarhouligh",address:"movahedazarhoulighs@uncw.edu",affiliation:'
Department of Early Childhood, Elementary, Middle, Literacy, and Special Ed., Watson College of Education, University of North Carolina Wilmington, Wilmington, NC, USA
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1. Introduction
A befitting example of the interaction of Sea, land, and air is the ‘coastal frontier’. This Coastal frontier comprises of fragile, sensitive, dynamic, and diverse ecosystems like forests, estuaries, coral reefs, tidal mudflats, salt marshes, seagrass, and mangroves [1, 2]. Mangroves are circum-tropical halophytes representing an ecotone between terrestrial and marine habitats which are adapted to wet and saline conditions having a vital ecological and economic relevance at global, regional, and local scales [3]. These mangrove forests comprise of 65 true mangrove species and 6 hybrids [4], housed in one hundred and twenty-three countries between 32°N and 38°S covering an area of 1.5 million sq. Km [5]. The highest concentration (60%) of global mangrove species (44) are reported from southeast Asia [5, 6]. The mangroves of Andaman and Nicobar Islands (ANI’s) represent the third-largest cover on the Indian subcontinent next to Gujarat and Sunderbans respectively [5]. ANI’s comprise 38 true mangrove species belonging to 19 genera, and 13 families. Thus, ANI’s houses 50% of the global mangrove species [7, 8].
Globally mangrove forests are known as among one of the most productive and biologically important ecosystems because they deliver a variety of vital and distinctive ecosystem goods and services to humankind and other coastal marine ecosystems like the mudflats, coral reefs, seagrass, etc [9]. Since time immemorial mangrove is been conventionally used for firewood, charcoal, alcohol, folk-lore therapeutics, roof thatching [10, 11]. They act as nursery and breeding ground for the juveniles of many commercial fish, crustaceans, including avifauna and reptiles [12, 13, 14, 15]. Also, they reduce coastal erosion, stabilize the shoreline, provide sediment and nutrient retention, improve water quality, and provide both flood and flow control as well as protection against storms, hurricanes, and tsunamis [16, 17, 18, 19, 20, 21]. Carbon sequestration is presently recognized as the most important service of the mangrove owing to the growing appreciation of the efficacy of these habitats in climate regulation through fixing carbon from the atmosphere [22, 23, 24].
The mangrove forests of the world are dwindling at a rate of 1–2% annually and if this trend continues the mangrove and its ecosystem shall be erased from the face of the earth by the 21st century [25, 26, 27]. The deterioration of mangrove is more alarming than any other ecosystem like the coral reef and marine forests. At this rate of destruction, the world would be deprived of mangrove and its ecosystem services by the end of this century [28]. The loss of mangrove forests can be attributed to anthropogenic and natural factors. Anthropogenic factors such as dumping of wet and solid wastes generated by the urban population, deforestation, conversion for aquaculture, agriculture, industrial discharge, petroleum spills, the combustion of fossil fuels, automobile exhaust are responsible for the loss of mangrove forests [25, 27, 29, 30, 31, 32, 33]. Although the mangrove forest act as a bio-shield against natural disasters such as climate change, cyclones, hurricanes, typhoons, storm surges, and tsunamis [3, 16, 17, 18, 19, 20, 21]. On the contrary, these natural factors are also partly responsible for the loss of mangrove forests [34]. However, Mangroves demonstrates the ability to be resilient to natural eventualities [18, 35, 36, 37, 38, 39, 40] by following the fluvial influx [39, 41].
The resilience of mangrove is naturally ensured by ecological succession. It is rather a slow process of development and adjustment of species compositions of the mangrove communities over time and space. Further, the ecological succession is dependent on the vital driving factors such as growth potential of the mangrove species, dispersal, settlement, competition, and external or biogenic changes in abiotic conditions [42]. The fluvial influx in the landmass subsided zones due to the 2004 tsunami created a conducive environment for mangrove colonization (ecological succession). Hence, the present study aims at understanding the secondary ecological succession of mangrove in Tsunami Created Wetlands (TCWs) of South Andaman so that it would help in initiating anthropogenically induced massive restoration and rehabilitation of it in the future [6, 28, 43, 44, 45, 46, 47].
2. Study area
ANI’s is a union territory of India in the Bay of Bengal between peninsular India and Myanmar, trending in a north-south direction. Bounded by the coordinates (92° to 94° East and 6° to 14° North), it is an archipelago with > 500 islands/islets, stretching over 700 km [39]. They are closer to the Indonesian landmass than to mainland India (1200 km), with the southernmost island only 150 km from Sumatra and the northernmost landfall, 190 km south of West Myanmar. ANI’s being the cradle of multi-disasters like cyclones, storm surges, earthquakes, and tsunami, the mangroves of this region are vulnerable to disaster. However, nature has its own plans for resilience after any disaster. The present study illustrates the ecological succession of mangrove in south Andaman after the 2004 devastating tsunami. Subsidence and Upliftment of landmass were observed in ANI’s due to the 2004 tsunami [48]. Subsidence of landmass around the coastal frontiers rendered it to be permanently waterlogged thus creating wetlands that are very conducive for the mangroves to colonize [37, 38, 39]. The area under focus is bounded by the coordinates 11°27′00″and 11°45′00”N and 92°30′00″and 92°46′47″E (Figure 1) covering a land area of 333.18 km2 that encountered destruction from the 2004 tsunami and subsidence as well [48, 49].
Figure 1.
Study area map showing TCWs with mangrove forest.
2.1 Geology, soils, geomorphology, and drainage
The origin of the Andaman-Nicobar islands is approximately dated as late Pliocene to Pleistocene [50]. The subsidence of landmass is defined by the rock type. Two types of rocks are encountered in the study area viz., (1) Sedimentary rock (Andaman flysch), and (2) Ophiolite suite of volcanic origin [51, 52]. Sedimentary rock comprises of greywacke, siltstone, chalk, limestone are soft and more susceptible to subsidence due to tectonic activity when compared to the Ophiolite suite (Figure 2a).
Figure 2.
Maps of (a) Geology, (b) Geomorphology, (c) Soil texture, and (d) Drainage.
Geomorphogically the study area is dominated by the structural hill, valley trending N-S direction followed by pediments and coastal plains (Figure 2b). The coastal plains are dominated by alluvium and colluvium.
The soils of the study area have developed under the dominant influence of vegetation and climate and over diverse parent material. The soil is either present on the hill tops or deposited in the valleys or along the coast as escorted soil. Along the coast, the soil is sandy and contains shingles and old corals, etc. It is extremely porous. In the valley and in the lower slopes of hills, the soil is clayey loam. On the hills, it is rigid clay and dark red loam. There are three orders of soil Entisols, Inceptisols, and Alfisols [53] in six soil texture class viz., Clay, Clay loam, Loamy sand, Sandy, Sandy Clay, Sandy Clay loam. Clay loam is the dominant textural class of soil well distributed throughout the study area followed by clay. Sandy texture was seen along the coastal fringes (Figure 2c).
The drainage in the area under investigation exhibits dendritic and trellis patterns a typical structurally controlled drainage pattern of volcanic origin. In general, almost all the drainages are very young and terminate their first or second-order stream within a short distance. There are no landlocked watersheds hence all the streams empties into the adjacent sea (Figure 2d).
2.2 Meteorology
The study area is situated south of Tropic of Cancer and the region is surrounded by warm seas. The climate of this region is categorized as Warm and Humid. The recorded average temperature ranges from 25°C to 30.5°C. The prevalent temperature along with relatively high humidity gives rise to perceptible and sultry weather. However, this type of weather is moderated with pleasant sea breezes. The relative humidity is high throughout the year reaching > 90 % during the northeast monsoons. The maximum temperature recorded at Port Blair is 32°C. The average annual rainfall is around 3000 to 3500 mm. May to August is the rainiest months and April is the warmest month in this region. It is observed that the South-West monsoon brings in most of the rainfall. During May-June, the onset of the monsoon occurs and in September-October withdrawal of monsoon is observed. The North-East monsoons beginning in November and persists till the end of February. This transitional period is nonetheless disturbed by cyclonic storms which may be accompanied by thundershowers. Most of the storms experienced by the mainland and the area under investigation originate in the Bay of Bengal [54].
3. Conducive environment for mangrove ecosystem
The prevalent geology, soil, geomorphology, drainage system, and climatic conditions in the study area favour the tall and gregarious growth of mangrove flora. The rocks of sedimentary origin are more susceptible to weathering than volcanic rocks. Tropical rains weather the rock material and escort them to the coastal front through the natural drainage system along with abundant freshwater. The climate of any tropical intertidal zone acts as a vital and requisite factor for the natural growth, development, and succession of mangroves. Among these necessary climatic factors are (i) the temperature fluctuation-ranges between 20°C and 30°C [55, 56], (ii) the humidity is of a higher range [57], (iii) the total annual rainfall is above 1000 mm [58], (iv) there is regular wind flow, (v) the area is frost free [59], (vi) radiation and (vii) sedimentation along with upstream water supply plays a very dominant role for the growth and viability of mangrove in a holistic manner [60].
4. Materials and methodology
Landsat (7 & 8) satellite data products before (2003) and after (2018) tsunami respectively, for the study were downloaded from the website (www.earthexplorer.usgs.gov/). The study area is covered by the scene with path (134) and row (52). Mangrove patches and water bodies decipherably picked up very well by band-5 and band-6 by the short-wave infrared (SWIR) sensor of Landsat 7 and 8 satellites respectively from other features like the forest, human settlements, etc. Using ArcGIS Desktop 10.5 software mangrove patches and TCWs were demarcated.
Apart from the demarcation of TCWs, stream networks were delineated from the 1979 Survey of India (SOI) toposheet. An overlay analysis of stream network was comprehended over (1) satellite imageries, (2) geology map, (3) geomorphology map, (4) soil texture map, and (5) village administrative boundary map to understand the source of fluvial Influx dynamics and ecological succession.
Village-wise mangrove stand and TCWs (subsided landmass and permanent waterlogging thereafter) were inferred from before and after tsunami satellite image interpretation. A fishnet grid of 1 km2 covering mangroves and TCWs was generated with unique ID’s and the same was converted into Global Positioning System (GPS) compatible format (*.gpx). These grids were loaded in the handheld Garmin 62CSX, GPS for field investigation. Enumeration of mangrove species was carried out through a 150 m line transect technique [61] with a 50 m interval between each transect within the 1 km2 grid during the dry season (January-May, 2019 and March-April, 2020). These line transects were laid orthogonal to the coast either ways (land to sea and sea to land). A subplot of 4 m2 dimension was laid for enumerating individual plants [8]. Mangrove phenology and habitat description were carried out as per Debnath 2004 [62].
5. Results and discussion
Through field survey, a total of twenty-eight mangrove species around existing mangrove and TCWs in forty-three village locations were enumerated and presented in Table 1. Also, village-wise pre-tsunami landuse with soil type and the maximum distance from the existing mangrove patch (km) were tabulated in Table 2.
Species Name
1*
2*
3
4
5
6*
7
8*
9*
10*
11*
12*
13
14*
15
16
17
18
19*
20*
21*
22*
23
24
25
26*
27*
28*
29
30
31
32
33*
34
35
36**
37**
38**
39**
40**
41**
42**
43**
Acanthus ebracteatus
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
+
*+
+
+
+
+
−
−
−
−
−
+
+
+
−
−
−
−
−
Acanthus ilicifolius
*+
*+
+
+
+
*+
+
*+
*+
*+
*+
*+
+
*+
+
+
+
+
*+
*+
+
*+
+
+
+
*+
*+
+
+
+
−
−
*+
+
+
+
+
+
+
+
+
+
+
Acrostichum aureum
*+
*+
+
+
+
*+
+
*+
*+
*+
*+
*+
+
*+
+
+
+
+
*+
*+
+
*+
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
+
+
+
+
+
+
+
+
Aegiceras corniculatum
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
+
−
−
−
−
−
−
−
−
Avicennia marina
*+
*+
+
+
+
*+
+
*+
*+
*+
−
−
+
*+
+
+
+
+
*+
*+
*+
*+
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
−
+
+
+
+
+
+
+
Avicennia officinalis
*+
*+
+
+
+
*+
+
*+
*+
*+
−
−
+
*+
+
+
+
+
*+
*+
*+
−
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
+
+
+
+
+
+
+
+
Bruguiera cylindrica
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
Bruguiera gymnorhiza
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
−
+
+
−
−
−
−
−
−
−
−
Bruguiera parviflora
+
−
−
−
−
+
+
+
+
+
−
−
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
−
−
−
−
−
−
−
−
−
−
Ceriops tagal
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
−
−
−
−
−
−
−
−
−
−
Cynometra iripa
+
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
−
−
−
−
−
−
−
−
Dolichandrone spathacea
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Excoecaria agallocha
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Heritiera littoralis
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Lumnitzera littorea
+
+
+
+
+
−
−
−
−
−
+
+
−
−
−
−
−
−
−
−
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
Lumnitzera racemosa
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
−
−
−
−
−
−
−
−
Nypa fruticans
−
−
−
−
−
−
−
−
−
−
−
−
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Pemphis acidula
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
−
−
−
−
−
−
−
−
−
−
Phoenix paludosa
−
−
−
−
−
−
−
−
−
−
+
+
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
Pandanus tectorius
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
Rhizophora apiculata
*+
*+
+
+
+
*+
+
*+
*+
*+
*+
*+
+
*+
+
+
+
+
*+
*+
*+
*+
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
+
+
+
+
+
+
+
+
Rhizophora mucronata
*+
*+
+
+
+
*+
+
*+
*+
*+
*+
*+
+
*+
+
+
+
+
*+
*+
*+
*+
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
+
+
+
+
+
+
+
+
Rhizophora stylosa
+
+
−
+
+
+
+
+
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
+
−
−
−
−
−
−
−
−
Scyphiphora hydrophylacea
−
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
Sonneratia alba
+
+
−
+
+
+
+
+
+
+
+
+
−
−
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Sonneratia ovata
+
−
−
+
+
+
+
+
+
+
−
−
−
−
+
+
+
+
+
+
−
−
−
−
−
−
−
−
−
−
−
−
−
+
+
−
−
−
−
−
−
−
−
Xylocarpus granatum
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
−
−
+
+
+
−
−
−
−
−
−
−
−
Fimbrisstylis littoralis
*+
*+
+
+
+
*+
+
*+
*+
*+
*+
*+
+
*+
+
+
+
+
*+
*+
*+
*+
+
+
+
*+
*+
*+
+
+
+
+
*+
+
+
+
+
+
+
+
+
+
+
Table 1.
Village-wise distribution of mangrove and its associated species.
‘*\' -Village-wise distribution of Mangroves, “**” -Village-wise distribution of Mangrove in new venues of TCWs,“−” - Indicates absence of Mangrove species, “+” - Indicates presence of Mangrove Species, “*+”- Indicates presence of Mangrove species in TCWs
Sl no
Village name
Soil texture type
Pre-tsunami land use land cover
Max distance from the existing mangrove patch (km)
Village-wise soil texture, pre-tsunami landuse pattern and maximum distance from the existing mangrove patch.
Indicates TCWs in the vicinity of pre-existing mangrove.
Indicates new venues of TCWs.
Tsunami is rather a rare disaster in the Indian Ocean [63]. A mega-earthquake of magnitude 9.3 on the Richter scale struck near Indonesia On December 26th, 2004 at 07:58:53 local time [64, 65]. The epicenter was located 80km west of the coast of Northern Sumatra (at approximately 95°51\' W and 3°25\'N). The earthquake advanced thereafter approximately northward rupturing 1200 km to 1300 km (with an average rupture speed of 2.5 to 3 km/s) of the Andaman-Sunda plate in about 8 to 10 minutes [66, 67, 68] causing up to ∼6 m of bottom subsidence and ∼10 m of uplift parallel to the rupture and about100-150 km wide across the subduction area [69]. Upliftment and subsidence of landmass [38] were generated as a consequence of earthquake elastic rebound, offshore of Banda Aceh, the northern tip of Sumatra [70]. Rupture of the plate and coseismic activities spontaneously triggered a tsunami catastrophic devastation ever witnessed in the modern history of humankind [70, 71, 72, 73]. All the above sequential events just occurred in a short span of few hours resulting in unprecedented destruction and mangroves were one of the first visible responders of the tsunami [3, 74, 75, 76, 77].
Voluminous literature speaks about mangrove demonstrating resilience after a disaster like hurricane, cyclone, and tsunami [18, 35, 36, 37, 38, 39, 40, 78, 79]. However, very few studies were conducted to understand the dynamics of the ecological succession of mangroves after natural disasters like hurricanes and tsunamis [80]. The mangroves of the study area faced the double impact of mortality due to 26th December 2004 tsunami viz., (1) physical fury, and (2) prolonged submergence due to subsidence of land mass [38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48]. Zones of subsided landmass were waterlogged permanently resulting in (TCWs). Nudation of mangrove (Figure 3) occurred due to a catastrophic event [81].
Figure 3.
Satellite image showing before and nudation of mangrove after tsunami (a) Bambooflat, (b) South Flat Bay and (c) North Flat Bay.
Overlay analysis of geology geomorphology and stream network of pre-post–tsunami satellite imageries suggest that subsidence of landmass (TCWs) has occurred in the regions of sedimentary rock and on the coastal plains. Sedimentary rocks (Andaman flysh) being soft are more susceptible to deformation due to tectonic activity when compared to volcanic rock (Ophiolite suite). Also, the streams once which were emptying itself in the shallow depths of the coastal frontiers started depositing in the TCWs (Figures 1,3, and 4). Mineral-rich fine sediments and abundant freshwater were deposited into TCWs through the conduits of natural streams network (Figure 4). Freshly deposited fine sediments are barren and are called as mud banks.
Figure 4.
Siltation and freshwater influx by natural stream network in TCWs.
These mud banks in the TCWs were wet, saline, and poorly aerated proves unfavourable for higher plants [82] so, microbes and algae prepare the mud banks for the utilization of higher plants by aerating them [83, 84]. Also, sediments are counteracted by compaction and consolidation of both mud and peat [82]. Coaction of non-woody key-stone species like Fimbrisstylis littoralis, Acrostichum aureum, and Acanthus ilicifolius subsequently colonized the TCWs (Figure 5, Tables 1–3). The aforementioned key-stone species were the pioneer plants to colonize the landmass subsided zones thus trapping the sediments and nutrients resulting in the invasion of novel mangrove species [85, 86]. Basically, key-stone species for the initial succession perform the role of nurse plants which start on the bare aerated soil, modifying its conditions like decreasing interstitial salinity and increasing nutrient, enabling the succession of mangroves and can thus be called facilitator species[87, 88]. key-stone species like Fimbrisstylis littoralis and Acrostichum aureum were invariably found in all the forty-three sites. Similarly, mangrove species like Rhizophora and Avicennia spp were also encountered in all the stations. Pandanus tectorius and Pemphis acidula were found in Mitha Khari and Ward XVII respectively (Table 1). Basic soil textures like clay, sand, and loam in different combinations were found in the focus area (Table 2). The flowering and fruiting phenology along with the habitat descriptions are presented in Table 3.
Figure 5.
Field photos of key-stone species and mangroves TCWs.
Sl no
Species name
Phenology
Habitait
Flowering
Fruiting
1
Acanthus ebracteatus
Mar-Jun
Jun-Aug
Common along tidal streams, inland borders of Mangrove swamps under the influence of salt or Brackish water
2
Acanthus ilicifolius
Apr-Jun
Jun-Aug
Gregarious in brachish swamps along the seashore and tidal streams
3
Acrostichum aureum
NA
NA
Landward side of mangrove, survives in TCWs completely cut off from sea
4
Aegiceras corniculatum
Throughout the year
Often found in inner mangroves along with Bruguiera spp., Ceriops spp., and Xylocarpus spp. Also present at landward margin of mangroves inundated during normal high tides and fringing the banks at upstream region.
5
Avicennia marina
Apr-Jun
Jun-Aug
Often found in high intertidal and intermediate estuarine position also present in downstream and low intertidal areas. It is a dominant species in highly polluted areas
6
Avicennia officinalis
Jun-Aug
Aug-Oct
Often found in low and high intertidal position and also occur in mid and upper estuarine position along the banks of the creek.
7
Bruguiera cylindrica
Mar-Jun
Jun-Aug
Gregrious on stiff clay behind Avicennia, sometimes in association with Bruguiera gymnorrhiza
8
Bruguiera gymnorhiza
Throughout the year
Commonly occur in intertidal zone, along creeks, usually associated with Rhizophora apiculata and R. mucronata
9
Bruguiera parviflora
Apr-Jul
Jul-Sep
Occur in intertidal zones of esturaine swamps in association with Bruguriera gymnorrhiza,Rhizophora apiculata and R. mucronata
10
Ceriops tagal
Mar-Jul
Jul-Oct
Occur in intertidal banks of mangrove, also in areas nearer to and under esturaine influnce
11
Cynometra iripa
Sep-Nov
Dec-Feb
Frequent to back mangrove in the Heritiera littoralis zones
12
Dolichandrone spathacea
May-Jun
Jun-Aug
Sporadic occurrence, found around the inner edge ofmangrove swamps in association with Sonneratia caseolaris and Heritiera littoralis
13
Excoecaria agallocha
Mar-Jun
Jun-Aug
Occurs in muddy or sandy shores, commonly found in intertidal
14
Heritiera littoralis
Mar-Jun
Jun-Aug
Commonly found in intertial zone, frequently extending into muddy or sandy shores
15
Lumnitzera littorea
Jan-Apr
Apr-Oct
Occurs in middle zone of mangrove forest, where soulble salts are more
16
Lumnitzera racemosa
Jan-Apr
Apr-Jul
Occurs in muddy or sandy elevated zones of esturaine and backwater
17
Nypa fruticans
Feb-Jun
Jun-Sep
Sheltered intertidal creeks of mangrove swamps, preferably low saline regions
18
Pemphis acidula
Aug-Dec
Dec-Apr
Occur along the edge of mangrove forests
19
Phoenix paludosa
Jan-May
May-Aug
Elevated muddy swamps, esturaine banks, can tolerate higher percentage of salt, even found on the sea coast too
20
Pandanus tectorius
Sep-Nov
Nov-Marp
Littoral shrub,often found in the tidal forests
21
Rhizophora apiculata
May-Jul
Jul-Sep
Occur in intertidal regions of the creek in the in sheltered parts of mangrove
22
Rhizophora mucronata
Jul-Sep
Sep-Nov
Occur in intertidal banks of creeks or in estuaries
23
Rhizophora stylosa
Jul-Sep
Sep-Nov
Often found in mid to low intertidal and downstream tidal creeks; grows in a variety of habitats and disrupted mangrove areas. One distinctive niche is its ability to grow on edges of small coral islands, establishing on the coral substrate.
24
Scyphiphora hydrophylacea
Mar-Aug
Mar-Aug
Along mangrove creeks
25
Sonneratia alba
Mar-Jun
Jun-Sep
Occurs along the mouth of tidal creeks, grows on sandy or rocky soil
26
Sonneratia ovata
Mar-Jun
Jun-Sep
Often occurs on the landward edge of mangrove swamps in brackish water and muddy soil.
27
Xylocarpus granatum
Throughout the year
Occur in the sheltered banks in association with Kandelia candel, Rhizophora sp and Sonneratia alba
Table 3.
Phenology of mangrove and it associated species.
Pehonology and habitat description is as per Ref. [62].
The mangrove seedlings were transported to the TCWs through the tidal influx from pre-existing mangrove (Tables 1 and 2) and thus had a stable environment. TCWs being situated in the shallow sheltered bays with low tidal amplitude favours the rooting of propagules [82, 89]. Mangroves follow the existing patterns of fluvial influx and their distribution is determined by the formation of banks, deltas, channels, levees, lagoons, and bays [55, 90, 91, 92]. Mangroves respond to geomorphic changes [93, 94] and attain a steady-state system in low energy tropical saline environments [95]. Mangrove succession is a continuous process, where the species recruitment and replacement is systematic and anticipated [96]. It has to be noted here that the likelihood of this phenomenon is of enormous benefit in assessing the evolution towards the climax species complex. The ecological succession from land towards the sea in TCWS in south Andaman is as follows: Fimbrisstylis littoralis is the pioneering key-stone plant followed by Acrostichum aureum and Acanthus ilicifolius. Avicennia spp/Rhizopara spp are the prime mangroves to colonize. The ecological succession of mangrove in TCWs are considered as secondary ecological succession, which is caused by a natural disaster like the tsunami, subsidence of landmass followed by permanent waterlogging. This type of succession was studied worldwide [35, 37, 38, 80].
6. Conclusion
From the present study, it is understood that secondary ecological succession has occurred in Andaman after the catastrophic 2004 tsunami. Key-stone species like Fimbrisstylis littoralis, Acrostichum aureum and Acanthus ilicifolius acting as a facilitator species were first to colonize the TCWs and followed by mangrove species like Avicennia spp/Rhizopara spp. Infact the key-stone species were the pioneer lower plants to colonize the landmass subsided zones of the 2004 tsunami. The nutrient-rich upstream sediments trapped amongst the roots of the key-stone species provides a conducive environment for the mangrove to colonize. The present study provides a window for anthropogenically induced rehabilitation and restoration of mangrove forests. For any rehabilitation and restoration endeavor of mangrove firstly, the area should be seeded with key-stone species after couple of years mangrove species like Avicennia spp and Rhizopara spp has to planted. Thereafter it may take 15–20 years for dense patch of mangrove. A broad avenues for future research are generated like role of benthic community, avian population, physico-chemical and biological parametric studies, etc., in TCWs.
Acknowledgments
The author would like to acknowledge Dr. G. Narshimulu, guest faculty, Dept. Geography, JNRM, Port Blair, Andaman for the capturing field photos. Also, gratitude’s is due to Dr. Manoharan, PG- teacher, Rangat, Middle Andaman for inspiring to write this book chapter.
Field visits and other incidentals were spent from our own coffer and no external funding’s were received from either national or international agencies.
Conflict of interest
None.
\n',keywords:"natural disasters, Landsat (7 & 8), satellite image, Short Wave Infra-Red, GIS (Geographic Information Systems), fluvial influx, mangrove biodiversity",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/74146.pdf",chapterXML:"https://mts.intechopen.com/source/xml/74146.xml",downloadPdfUrl:"/chapter/pdf-download/74146",previewPdfUrl:"/chapter/pdf-preview/74146",totalDownloads:400,totalViews:0,totalCrossrefCites:2,dateSubmitted:"October 19th 2019",dateReviewed:"September 18th 2020",datePrePublished:"November 23rd 2020",datePublished:"September 29th 2021",dateFinished:"November 23rd 2020",readingETA:"0",abstract:"Andaman and Nicobar Islands (ANI’s) being situated in the Tropical zone is the cradle of multi-disasters viz., cyclones, floods, droughts, land degradation, runoff, soil erosion, shallow landslides, epidemics, earthquakes, volcanism, tsunami and storm surges. Mangroves are one of the first visible reciprocators above land and sea surface to cyclonic storms, storm surges, and tsunamis among the coastal wetlands. The Indian Ocean 2004 tsunami was denoted as one of the most catastrophic ever recorded in humankind’s recent history. A mega-earthquake of Magnitude (9.3) near Indonesia ruptured the Andaman-Sunda plate triggered this tsunami. Physical fury, subsidence, upliftment, and prolonged water logging resulted in the massive loss of mangrove vegetation. A decade and half years after the 2004 tsunami, a study was initiated to assess the secondary ecological succession of mangrove in Tsunami Created Wetlands (TCWs) of south Andaman using Landsat satellite data products. Since natural ecological succession is a rather slow process and demands isotope techniques to establish a sequence of events succession. However, secondary ecological succession occurs in a short frame of time after any catastrophic event like a tsunami exemplifying nature\\'s resilience. Band-5 (before tsunami, 2003) and Band-6 (after tsunami, 2018) of Landsat 7 and Landsat-8 satellite respectively were harnessed to delineate mangrove patches and TCWs in the focus area using ArcMap 10.5, Geographic Information Systems (GIS) software. From the study, it was understood that Fimbrisstylis littoralis is the pioneering key-stone plant followed by Acrostichum aureum and Acanthus ilicifolius facilitating Avicennia spp/Rhizophora spp for ecological succession in the TCWs.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/74146",risUrl:"/chapter/ris/74146",signatures:"V. Shiva Shankar, Neelam Purti, Ravi Pratap Singh and Faiyaz A. Khudsar",book:{id:"8050",type:"book",title:"Mangrove Ecosystem Restoration",subtitle:null,fullTitle:"Mangrove Ecosystem Restoration",slug:"mangrove-ecosystem-restoration",publishedDate:"September 29th 2021",bookSignature:"Sahadev Sharma",coverURL:"https://cdn.intechopen.com/books/images_new/8050.jpg",licenceType:"CC BY 3.0",editedByType:"Edited by",isbn:"978-1-83962-800-9",printIsbn:"978-1-83962-799-6",pdfIsbn:"978-1-83962-801-6",isAvailableForWebshopOrdering:!0,editors:[{id:"227169",title:"Ph.D.",name:"Sahadev",middleName:null,surname:"Sharma",slug:"sahadev-sharma",fullName:"Sahadev Sharma"}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"}},authors:[{id:"313820",title:"Dr.",name:"V. Shiva",middleName:null,surname:"Shankar",fullName:"V. Shiva Shankar",slug:"v.-shiva-shankar",email:"shivashankarvj@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"320800",title:"Mrs.",name:"Neelam",middleName:null,surname:"Purti",fullName:"Neelam Purti",slug:"neelam-purti",email:"neelam.purti@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"320801",title:"Mr.",name:"Ravi Pratap",middleName:null,surname:"Singh",fullName:"Ravi Pratap Singh",slug:"ravi-pratap-singh",email:"ravi29031994@gmail.com",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institution:null},{id:"320802",title:"Dr.",name:"Faiyaz A.",middleName:null,surname:"Khudsar",fullName:"Faiyaz A. Khudsar",slug:"faiyaz-a.-khudsar",email:"faiyazwild@gmail.com",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. Study area",level:"1"},{id:"sec_2_2",title:"2.1 Geology, soils, geomorphology, and drainage",level:"2"},{id:"sec_3_2",title:"2.2 Meteorology",level:"2"},{id:"sec_5",title:"3. Conducive environment for mangrove ecosystem",level:"1"},{id:"sec_6",title:"4. Materials and methodology",level:"1"},{id:"sec_7",title:"5. Results and discussion",level:"1"},{id:"sec_8",title:"6. Conclusion",level:"1"},{id:"sec_9",title:"Acknowledgments",level:"1"},{id:"sec_12",title:"Conflict of interest",level:"1"}],chapterReferences:[{id:"B1",body:'Pereira FRDS, Kampel M, Cunha-Lignon M. Mapping of mangrove forests on the southern coast of São Paulo, Brazil, using synthetic aperture radar data from ALOS/PALSAR. Remote Sensing Letters. 2011;3(7):567-576'},{id:"B2",body:'Gnanappazham L, Selvam V. The dynamics in the distribution of mangrove forests in Pichavaram, South India – perception by user community and remote sensing. 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Nature. 2006;440:46-51 https://doi.org/10.1038/nature04522'},{id:"B73",body:'Piatanesi A, Lorito S. Rupture process of the 2004 Sumatra–Andaman earthquake from tsunami waveform inversion. Bulletin of the Seismological Society of America. 2007;97(1A):S223-S231 https://doi.org/10.1785/0120050627'},{id:"B74",body:'Danielsen, F., Sørensen, M.K., Olwig, M.F., Selvam, V., Parish, F., Burgess, N.D., Hiraishi, T., Karunagaran, V.M., Rasmussen, M.S/, Hansen, L.B., (2005). The Asian tsunami: a protective role for coastal vegetation. Science310:643. https://doi.org/10.1126/science.1118387'},{id:"B75",body:'Dahdouh-Guebas F, Jayatissa LP, Di ND, Bosire JO, Lo SD, Koedam N. How effective were mangroves as a defence against the recent tsunami? Current Biology. 2005a;15(12):R443-R447 https://doi.org/10.1016/j.cub.2005.06.008'},{id:"B76",body:'Dahdouh-Guebas F, Hettiarachchi S, Lo SD, Batelaan O, Sooriyarachchi S, Jayatissa LP, et al. Transitions in ancient inland freshwater resource management in Sri Lanka Affect Biota and Human Populations in and around coastal lagoons. Current Biology. 2005b;15:579-586 https://doi.org/10.1016/j.cub.2005.01.053'},{id:"B77",body:'Dahdouh-Guebas F, Koedam N, Danielsen F, Sørensen MK, Olwig MF, Selvam V, et al. Coastal vegetation and the Asian tsunami. Science. 2006;311:37-38 https://doi.org/10.1126/science.311.5757.37'},{id:"B78",body:'Mateo DM, Ruiz Bruce Taylor BR, Rangel-Salazar LJ, Hernández CB. Resilience in a Mexican Pacific Mangrove after Hurricanes: Implications for Conservation-Restoration. Journal of Environmental Protection. 2013;4:1383-1391 http://dx.doi.org/10.4236/jep.2013.412159'},{id:"B79",body:'Das AK, Jha DK, Devi MP, Sahu BK, Vinithkumar NV, Kirubagaran R. Post tsunami mangrove evaluation in coastal vicinity of Andaman Islands, India. Journal of Coastal Conservation. 2014;18(3):249-255 https://doi.org/10.1007/s11852-014-0312-5'},{id:"B80",body:'Ross, M.S., Meeder, J.F., Sah, J.P., Ruiz, P.L., Telesnicki, G.J., (2000) The Southeast Saline Everglades revisited: 50 years of coastal vegetation change. Journal of Vegetation Science 11(1):101–112. https://doi.org/10.2307/3236781'},{id:"B81",body:'Bullock EL, Fagherazzi S, Nardin W, Vo-Luong P, Nguyen P, Woodcock CE. Temporal patterns in species zonation in a mangrove forest in the Mekong Delta, Vietnam, using a time series of Landsat imagery. Continental Shelf Research. 2017;147:144-154 https://doi.org/10.1016/j.csr.2017.07.007'},{id:"B82",body:'Doeke Eisma and Dijkema, K.S., (1997). The influence of salt marsh vegetation on sedimentation. In Doeke Eisma and Dijkema, K. (eds): Intertidal Deposits: River mouths, Tidal flats and Coastal lagoons. 403-435'},{id:"B83",body:'Schuster, W.H., (1952). Fish Culture in brackish water ponds of Java. Spec. Publ. Indo Pac Fish Counc., no.1'},{id:"B84",body:'Emerit M. Etude granulométrique de la mangrove de Joal, Senegal. Ann. Fac. Sci. University Dakar. 1960;5:107-115'},{id:"B85",body:'Milbrandt EC, Tinsley MN. The role of saltwort (Batis maritime L.) in regeneration of degraded mangrove forests. Hydrobiologia. 2006;568(1):369-377 https://doi.org/10.1007/s10750-006-0203-3'},{id:"B86",body:'Lewis RR. Successful mangrove Forest restoration informs the process of successful general wetland restoration. National Wetlands News. 2011;33:23-25'},{id:"B87",body:'Lewis, R.R., (1982). Creation and restoration of coastal plant communities. In: Lewis RR (ed) Mangrove forests. CRC Press, Boca Raton, pp 153–172'},{id:"B88",body:'Teutli-Hernández C, Herrera-Silveira JA, Comín FA, López MM. Nurse species could facilitate the recruitment of mangrove seedlings after hydrological rehabilitation. Ecological Engineering. 2019;130:263-270 https://doi.org/10.1016/j.ecoleng.2017.07.030'},{id:"B89",body:'Oliver, J., (1982). The geographic and environmental aspect of mangrove communities: Climate. In: B.F. Clough (ed.). Mangrove Ecosystem of Australia. Austr. Inst.Mar.Sci. with A.N.U. Press. 19-30'},{id:"B90",body:'Thom BG. Mangrove ecology and deltaic geomorphology: Tabasco, Mexico. J. ecol. 1967;55:301-343'},{id:"B91",body:'Egler F. Southeast Saline Everglades Vegetation, Florida, and its management. Vegetatio. 1950;3:213-265'},{id:"B92",body:'Vann J. Landform-vegetation relationship in the Atrato Delta. Annals of the Association of American Geographer. 1959;49:345-360'},{id:"B93",body:'Odum EP. Fundamentals of ecology, pp xiv, 574. Philadelphia, London, Toronto: W.B. Saunders Company; 1971'},{id:"B94",body:'Smith, W. G., (1968). Sedimentary Environments and Environmental Change in the Peat forming Area of South Florida. Pennsylvania State University, 254pp.(Ph.D . thesis )'},{id:"B95",body:'Lugo EA. Mangrove Ecosystem: Successional or Steady State? Biotopica. 1980;12(2):65-72'},{id:"B96",body:'Zedler, J.D., (2000) Handbook of restoring tidal wetlands. CRC, London'}],footnotes:[],contributors:[{corresp:"yes",contributorFullName:"V. Shiva Shankar",address:"shivashankarvj@gmail.com",affiliation:'
Department of Coastal Disaster Management, Pondicherry University, Brookashabad Campus, India
Department of Ocean Studies and Marine Biology, Pondicherry University, Brookashabad Campus, India
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Various technical variants of this test can detect antigen (native or foreign) or antibody, determine the intensity of the immune response whether pathological or not; the type of induced immune response as well as the innate immunity potential; and much more. These capabilities, as well as the high sensitivity and robustness of the test and a small price, make it possible to quickly and reliably diagnose diseases in most laboratories. Besides, ELISA is a test that is also used in veterinary medicine, toxicology, allergology, food industry, etc. Despite the fact that it has existed for almost 50 years, different ELISA tests with different technical solutions are still being developed, which improves and expands the application of the this exceptional test. The aim of this chapter is to empower the rider to optimize, standardize and validate an enzyme linked immunosorbent assay.",book:{id:"9850",slug:"norovirus",title:"Norovirus",fullTitle:"Norovirus"},signatures:"Rajna Minic and Irena Zivkovic",authors:[{id:"325806",title:"Ph.D.",name:"Irena",middleName:null,surname:"Zivkovic",slug:"irena-zivkovic",fullName:"Irena Zivkovic"},{id:"325839",title:"Dr.",name:"Rajna",middleName:null,surname:"Minic",slug:"rajna-minic",fullName:"Rajna Minic"}]},{id:"56750",title:"Laboratory Approach to Anemia",slug:"laboratory-approach-to-anemia",totalDownloads:6255,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"Anemia is a major cause of morbidity and mortality worldwide and can be defined as a decreased quantity of circulating red blood cells (RBCs). The epidemiological studies suggested that one-third of the world’s population is affected with anemia. Anemia is not a disease, but it is instead the sign of an underlying basic pathological process. However, the sign may function as a compass in the search for the cause. Therefore, the prediagnosis revealed by thorough investigation of this sign should be supported by laboratory parameters according to the underlying pathological process. We expect that this review will provide guidance to clinicians with findings and laboratory tests that can be followed from the initial stage in the anemia search.",book:{id:"5942",slug:"current-topics-in-anemia",title:"Current Topics in Anemia",fullTitle:"Current Topics in Anemia"},signatures:"Ebru Dündar Yenilmez and Abdullah Tuli",authors:[{id:"183998",title:"Ph.D.",name:"Ebru",middleName:null,surname:"Dündar Yenilmez",slug:"ebru-dundar-yenilmez",fullName:"Ebru Dündar Yenilmez"},{id:"209103",title:"Prof.",name:"Abdullah",middleName:null,surname:"Tuli",slug:"abdullah-tuli",fullName:"Abdullah Tuli"}]},{id:"33133",title:"Waist Circumference in Children and Adolescents from Different Ethnicities",slug:"waist-circumference-in-children-and-adolescents-from-different-ethnicities",totalDownloads:8023,totalCrossrefCites:4,totalDimensionsCites:7,abstract:null,book:{id:"642",slug:"childhood-obesity",title:"Childhood Obesity",fullTitle:"Childhood Obesity"},signatures:"Peter Schwandt and Gerda-Maria Haas",authors:[{id:"29867",title:"Prof.",name:"Peter",middleName:null,surname:"Schwandt",slug:"peter-schwandt",fullName:"Peter Schwandt"}]},{id:"54411",title:"Isolation and Characterization of Escherichia coli from Animals, Humans, and Environment",slug:"isolation-and-characterization-of-i-escherichia-coli-i-from-animals-humans-and-environment",totalDownloads:6182,totalCrossrefCites:5,totalDimensionsCites:8,abstract:"Working on a diverse species of bacteria that have hundreds of pathotypes representing hundreds of strains and many closely related family members is a challenge. Appropriate research design is required not only to achieve valid desired outcome but also to minimize the use of resources, including time to outcome and intervention. This chapter outlines basics of Escherichia coli isolation and characterization strategies that can assist in research designing that matches the set objectives. Types of samples to be collected, collection and storage strategies, and processing of samples are described. Different approaches to isolation, confirmation and concentration of various E. coli strains are summarized in this chapter. Characterization and typing of E. coli isolates by biochemical, serological, and molecular methods have been explained so that an appropriate choice is made to suite a specific E. coli strain/pathotype. Some clues on sample and isolate preservation for future use are outlined, and general precautions regarding E. coli handling are also presented to the researcher to avoid improper planning and execution of E. coli-related research. Given different options, the best E. coli research design, however, should try as much as possible to shorten the length of time to outcomes.",book:{id:"5493",slug:"-i-escherichia-coli-i-recent-advances-on-physiology-pathogenesis-and-biotechnological-applications",title:"Escherichia coli",fullTitle:"Escherichia coli - Recent Advances on Physiology, Pathogenesis and Biotechnological Applications"},signatures:"Athumani Msalale Lupindu",authors:[{id:"185959",title:"Dr.",name:"Athumani",middleName:"Msalale",surname:"Lupindu",slug:"athumani-lupindu",fullName:"Athumani Lupindu"}]},{id:"53085",title:"Malaria in Pregnancy",slug:"malaria-in-pregnancy",totalDownloads:3220,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Malaria infection during pregnancy is an important public health problem with substantial risks to both the mother and foetus. Pregnant women are the most vulnerable group of malaria‐associated morbidity and mortality. A pregnant woman has an increased risk (up to four times) of getting malaria and twice the chances of dying from malaria, compared to a non‐pregnant adult, becuase the immune system is partially suppressed during pregnancy. Malaria in pregnancy not only affects the mother but also has a dangerous sequel for the developing foetus, resulting in premature delivery or intrauterine growth retardation. Diagnosis of malaria in pregnancy remains a challenge due to the low parasite density and placental sequestration of Plasmodium falciparum. Thus, there is an urgent need for new diagnostic methods to detect malarial parasites in the pregnant women. Though antimalarial drugs are available, which can be safely given in the pregnancy, increasing drug resistance of malarial parasite may pose a big problem in the future. In this chapter, we review the burden of pregnancy‐associated malaria (PAM), its pathogenesis, diagnostic issues during pregnancy and recent guidelines for chemoprophylaxsis and treatment.",book:{id:"5270",slug:"current-topics-in-malaria",title:"Current Topics in Malaria",fullTitle:"Current Topics in Malaria"},signatures:"Kapil Goyal, Alka Sehgal, Chander S. 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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:"2753-6580",scope:"
\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
\r\n
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\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\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
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\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
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\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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Saxena",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",institutionURL:null,country:{name:"India"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null}]},subseriesFiltersForPublishedBooks:[{group:"subseries",caption:"Bacterial Infectious Diseases",value:3,count:2},{group:"subseries",caption:"Parasitic Infectious Diseases",value:5,count:4},{group:"subseries",caption:"Viral Infectious Diseases",value:6,count:7}],publicationYearFilters:[{group:"publicationYear",caption:"2022",value:2022,count:2},{group:"publicationYear",caption:"2021",value:2021,count:4},{group:"publicationYear",caption:"2020",value:2020,count:3},{group:"publicationYear",caption:"2019",value:2019,count:3},{group:"publicationYear",caption:"2018",value:2018,count:1}],authors:{paginationCount:229,paginationItems:[{id:"318170",title:"Dr.",name:"Aneesa",middleName:null,surname:"Moolla",slug:"aneesa-moolla",fullName:"Aneesa Moolla",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/318170/images/system/318170.png",biography:"Dr. Aneesa Moolla has extensive experience in the diverse fields of health care having previously worked in dental private practice, at the Red Cross Flying Doctors association, and in healthcare corporate settings. She is now a lecturer at the University of Witwatersrand, South Africa, and a principal researcher at the Health Economics and Epidemiology Research Office (HE2RO), South Africa. Dr. Moolla holds a Ph.D. in Psychology with her research being focused on mental health and resilience. In her professional work capacity, her research has further expanded into the fields of early childhood development, mental health, the HIV and TB care cascades, as well as COVID. She is also a UNESCO-trained International Bioethics Facilitator.",institutionString:"University of the Witwatersrand",institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"419588",title:"Ph.D.",name:"Sergio",middleName:"Alexandre",surname:"Gehrke",slug:"sergio-gehrke",fullName:"Sergio Gehrke",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038WgMKQA0/Profile_Picture_2022-06-02T11:44:20.jpg",biography:"Dr. Sergio Alexandre Gehrke is a doctorate holder in two fields. The first is a Ph.D. in Cellular and Molecular Biology from the Pontificia Catholic University, Porto Alegre, Brazil, in 2010 and the other is an International Ph.D. in Bioengineering from the Universidad Miguel Hernandez, Elche/Alicante, Spain, obtained in 2020. In 2018, he completed a postdoctoral fellowship in Materials Engineering in the NUCLEMAT of the Pontificia Catholic University, Porto Alegre, Brazil. He is currently the Director of the Postgraduate Program in Implantology of the Bioface/UCAM/PgO (Montevideo, Uruguay), Director of the Cathedra of Biotechnology of the Catholic University of Murcia (Murcia, Spain), an Extraordinary Full Professor of the Catholic University of Murcia (Murcia, Spain) as well as the Director of the private center of research Biotecnos – Technology and Science (Montevideo, Uruguay). Applied biomaterials, cellular and molecular biology, and dental implants are among his research interests. He has published several original papers in renowned journals. In addition, he is also a Collaborating Professor in several Postgraduate programs at different universities all over the world.",institutionString:null,institution:{name:"Universidad Católica San Antonio de Murcia",country:{name:"Spain"}}},{id:"342152",title:"Dr.",name:"Santo",middleName:null,surname:"Grace Umesh",slug:"santo-grace-umesh",fullName:"Santo Grace Umesh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/342152/images/16311_n.jpg",biography:null,institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"333647",title:"Dr.",name:"Shreya",middleName:null,surname:"Kishore",slug:"shreya-kishore",fullName:"Shreya Kishore",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333647/images/14701_n.jpg",biography:"Dr. Shreya Kishore completed her Bachelor in Dental Surgery in Chettinad Dental College and Research Institute, Chennai, and her Master of Dental Surgery (Orthodontics) in Saveetha Dental College, Chennai. She is also Invisalign certified. She’s working as a Senior Lecturer in the Department of Orthodontics, SRM Dental College since November 2019. She is actively involved in teaching orthodontics to the undergraduates and the postgraduates. Her clinical research topics include new orthodontic brackets, fixed appliances and TADs. She’s published 4 articles in well renowned indexed journals and has a published patency of her own. Her private practice is currently limited to orthodontics and works as a consultant in various clinics.",institutionString:null,institution:{name:"SRM Dental College",country:{name:"India"}}},{id:"323731",title:"Prof.",name:"Deepak M.",middleName:"Macchindra",surname:"Vikhe",slug:"deepak-m.-vikhe",fullName:"Deepak M. Vikhe",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/323731/images/13613_n.jpg",biography:"Dr Deepak M.Vikhe .\n\n\t\n\tDr Deepak M.Vikhe , completed his Masters & PhD in Prosthodontics from Rural Dental College, Loni securing third rank in the Pravara Institute of Medical Sciences Deemed University. He was awarded Dr.G.C.DAS Memorial Award for Research on Implants at 39th IPS conference Dubai (U A E).He has two patents under his name. He has received Dr.Saraswati medal award for best research for implant study in 2017.He has received Fully funded scholarship to Spain ,university of Santiago de Compostela. He has completed fellowship in Implantlogy from Noble Biocare. \nHe has attended various conferences and CDE programmes and has national publications to his credit. His field of interest is in Implant supported prosthesis. Presently he is working as a associate professor in the Dept of Prosthodontics, Rural Dental College, Loni and maintains a successful private practice specialising in Implantology at Rahata.\n\nEmail: drdeepak_mvikhe@yahoo.com..................",institutionString:null,institution:{name:"Pravara Institute of Medical Sciences",country:{name:"India"}}},{id:"204110",title:"Dr.",name:"Ahmed A.",middleName:null,surname:"Madfa",slug:"ahmed-a.-madfa",fullName:"Ahmed A. Madfa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204110/images/system/204110.jpg",biography:"Dr. Madfa is currently Associate Professor of Endodontics at Thamar University and a visiting lecturer at Sana'a University and University of Sciences and Technology. He has more than 6 years of experience in teaching. His research interests include root canal morphology, functionally graded concept, dental biomaterials, epidemiology and dental education, biomimetic restoration, finite element analysis and endodontic regeneration. Dr. Madfa has numerous international publications, full articles, two patents, a book and a book chapter. Furthermore, he won 14 international scientific awards. Furthermore, he is involved in many academic activities ranging from editorial board member, reviewer for many international journals and postgraduate students' supervisor. Besides, I deliver many courses and training workshops at various scientific events. Dr. Madfa also regularly attends international conferences and holds administrative positions (Deputy Dean of the Faculty for Students’ & Academic Affairs and Deputy Head of Research Unit).",institutionString:"Thamar University",institution:null},{id:"210472",title:"Dr.",name:"Nermin",middleName:"Mohammed Ahmed",surname:"Yussif",slug:"nermin-yussif",fullName:"Nermin Yussif",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210472/images/system/210472.jpg",biography:"Dr. Nermin Mohammed Ahmed Yussif is working at the Faculty of dentistry, University for October university for modern sciences and arts (MSA). Her areas of expertise include: periodontology, dental laserology, oral implantology, periodontal plastic surgeries, oral mesotherapy, nutrition, dental pharmacology. She is an editor and reviewer in numerous international journals.",institutionString:"MSA University",institution:null},{id:"204606",title:"Dr.",name:"Serdar",middleName:null,surname:"Gözler",slug:"serdar-gozler",fullName:"Serdar Gözler",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204606/images/system/204606.jpeg",biography:"Dr. Serdar Gözler has completed his undergraduate studies at the Marmara University Faculty of Dentistry in 1978, followed by an assistantship in the Prosthesis Department of Dicle University Faculty of Dentistry. Starting his PhD work on non-resilient overdentures with Assoc. Prof. Hüsnü Yavuzyılmaz, he continued his studies with Prof. Dr. Gürbüz Öztürk of Istanbul University Faculty of Dentistry Department of Prosthodontics, this time on Gnatology. He attended training programs on occlusion, neurology, neurophysiology, EMG, radiology and biostatistics. In 1982, he presented his PhD thesis \\Gerber and Lauritzen Occlusion Analysis Techniques: Diagnosis Values,\\ at Istanbul University School of Dentistry, Department of Prosthodontics. As he was also working with Prof. Senih Çalıkkocaoğlu on The Physiology of Chewing at the same time, Gözler has written a chapter in Çalıkkocaoğlu\\'s book \\Complete Prostheses\\ entitled \\The Place of Neuromuscular Mechanism in Prosthetic Dentistry.\\ The book was published five times since by the Istanbul University Publications. Having presented in various conferences about occlusion analysis until 1998, Dr. Gözler has also decided to use the T-Scan II occlusion analysis method. Having been personally trained by Dr. Robert Kerstein on this method, Dr. Gözler has been lecturing on the T-Scan Occlusion Analysis Method in conferences both in Turkey and abroad. Dr. Gözler has various articles and presentations on Digital Occlusion Analysis methods. He is now Head of the TMD Clinic at Prosthodontic Department of Faculty of Dentistry , Istanbul Aydın University , Turkey.",institutionString:"Istanbul Aydin University",institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"256417",title:"Associate Prof.",name:"Sanaz",middleName:null,surname:"Sadry",slug:"sanaz-sadry",fullName:"Sanaz Sadry",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256417/images/8106_n.jpg",biography:null,institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"240870",title:"Ph.D.",name:"Alaa Eddin Omar",middleName:null,surname:"Al Ostwani",slug:"alaa-eddin-omar-al-ostwani",fullName:"Alaa Eddin Omar Al Ostwani",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/240870/images/system/240870.jpeg",biography:"Dr. Al Ostwani Alaa Eddin Omar received his Master in dentistry from Damascus University in 2010, and his Ph.D. in Pediatric Dentistry from Damascus University in 2014. Dr. Al Ostwani is an assistant professor and faculty member at IUST University since 2014. \nDuring his academic experience, he has received several awards including the scientific research award from the Union of Arab Universities, the Syrian gold medal and the international gold medal for invention and creativity. Dr. Al Ostwani is a Member of the International Association of Dental Traumatology and the Syrian Society for Research and Preventive Dentistry since 2017. He is also a Member of the Reviewer Board of International Journal of Dental Medicine (IJDM), and the Indian Journal of Conservative and Endodontics since 2016.",institutionString:"International University for Science and Technology.",institution:{name:"Islamic University of Science and Technology",country:{name:"India"}}},{id:"42847",title:"Dr.",name:"Belma",middleName:null,surname:"Işik Aslan",slug:"belma-isik-aslan",fullName:"Belma Işik Aslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/42847/images/system/42847.jpg",biography:"Dr. Belma IşIk Aslan was born in 1976 in Ankara-TURKEY. After graduating from TED Ankara College in 1994, she attended to Gazi University, Faculty of Dentistry in Ankara. She completed her PhD in orthodontic education at Gazi University between 1999-2005. Dr. Işık Aslan stayed at the Providence Hospital Craniofacial Institude and Reconstructive Surgery in Michigan, USA for three months as an observer. She worked as a specialist doctor at Gazi University, Dentistry Faculty, Department of Orthodontics between 2005-2014. She was appointed as associate professor in January, 2014 and as professor in 2021. Dr. Işık Aslan still works as an instructor at the same faculty. She has published a total of 35 articles, 10 book chapters, 39 conference proceedings both internationally and nationally. Also she was the academic editor of the international book 'Current Advances in Orthodontics'. She is a member of the Turkish Orthodontic Society and Turkish Cleft Lip and Palate Society. She is married and has 2 children. Her knowledge of English is at an advanced level.",institutionString:"Gazi University Dentistry Faculty Department of Orthodontics",institution:null},{id:"202198",title:"Dr.",name:"Buket",middleName:null,surname:"Aybar",slug:"buket-aybar",fullName:"Buket Aybar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202198/images/6955_n.jpg",biography:"Buket Aybar, DDS, PhD, was born in 1971. She graduated from Istanbul University, Faculty of Dentistry, in 1992 and completed her PhD degree on Oral and Maxillofacial Surgery in Istanbul University in 1997.\r\nDr. Aybar is currently a full-time professor in Istanbul University, Faculty of Dentistry Department of Oral and Maxillofacial Surgery. She has teaching responsibilities in graduate and postgraduate programs. Her clinical practice includes mainly dentoalveolar surgery.\r\nHer topics of interest are biomaterials science and cell culture studies. She has many articles in international and national scientific journals and chapters in books; she also has participated in several scientific projects supported by Istanbul University Research fund.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178412",title:"Associate Prof.",name:"Guhan",middleName:null,surname:"Dergin",slug:"guhan-dergin",fullName:"Guhan Dergin",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178412/images/6954_n.jpg",biography:"Assoc. Prof. Dr. Gühan Dergin was born in 1973 in Izmit. He graduated from Marmara University Faculty of Dentistry in 1999. He completed his specialty of OMFS surgery in Marmara University Faculty of Dentistry and obtained his PhD degree in 2006. In 2005, he was invited as a visiting doctor in the Oral and Maxillofacial Surgery Department of the University of North Carolina, USA, where he went on a scholarship. Dr. Dergin still continues his academic career as an associate professor in Marmara University Faculty of Dentistry. He has many articles in international and national scientific journals and chapters in books.",institutionString:null,institution:{name:"Marmara University",country:{name:"Turkey"}}},{id:"178414",title:"Prof.",name:"Yusuf",middleName:null,surname:"Emes",slug:"yusuf-emes",fullName:"Yusuf Emes",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178414/images/6953_n.jpg",biography:"Born in Istanbul in 1974, Dr. Emes graduated from Istanbul University Faculty of Dentistry in 1997 and completed his PhD degree in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery in 2005. He has papers published in international and national scientific journals, including research articles on implantology, oroantral fistulas, odontogenic cysts, and temporomandibular disorders. Dr. Emes is currently working as a full-time academic staff in Istanbul University faculty of Dentistry Department of Oral and Maxillofacial Surgery.",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"192229",title:"Ph.D.",name:"Ana Luiza",middleName:null,surname:"De Carvalho Felippini",slug:"ana-luiza-de-carvalho-felippini",fullName:"Ana Luiza De Carvalho Felippini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192229/images/system/192229.jpg",biography:null,institutionString:"University of São Paulo",institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"256851",title:"Prof.",name:"Ayşe",middleName:null,surname:"Gülşen",slug:"ayse-gulsen",fullName:"Ayşe Gülşen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/256851/images/9696_n.jpg",biography:"Dr. Ayşe Gülşen graduated in 1990 from Faculty of Dentistry, University of Ankara and did a postgraduate program at University of Gazi. \nShe worked as an observer and research assistant in Craniofacial Surgery Departments in New York, Providence Hospital in Michigan and Chang Gung Memorial Hospital in Taiwan. \nShe works as Craniofacial Orthodontist in Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi, Ankara Turkey since 2004.",institutionString:"Orthodontist, Assoc Prof in the Department of Aesthetic, Plastic and Reconstructive Surgery, Faculty of Medicine, University of Gazi",institution:null},{id:"255366",title:"Prof.",name:"Tosun",middleName:null,surname:"Tosun",slug:"tosun-tosun",fullName:"Tosun Tosun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255366/images/7347_n.jpg",biography:"Graduated at the Faculty of Dentistry, University of Istanbul, Turkey in 1989;\nVisitor Assistant at the University of Padua, Italy and Branemark Osseointegration Center of Treviso, Italy between 1993-94;\nPhD thesis on oral implantology in University of Istanbul and was awarded the academic title “Dr.med.dent.”, 1997;\nHe was awarded the academic title “Doç.Dr.” (Associated Professor) in 2003;\nProficiency in Botulinum Toxin Applications, Reading-UK in 2009;\nMastership, RWTH Certificate in Laser Therapy in Dentistry, AALZ-Aachen University, Germany 2009-11;\nMaster of Science (MSc) in Laser Dentistry, University of Genoa, Italy 2013-14.\n\nDr.Tosun worked as Research Assistant in the Department of Oral Implantology, Faculty of Dentistry, University of Istanbul between 1990-2002. \nHe worked part-time as Consultant surgeon in Harvard Medical International Hospitals and John Hopkins Medicine, Istanbul between years 2007-09.\u2028He was contract Professor in the Department of Surgical and Diagnostic Sciences (DI.S.C.), Medical School, University of Genova, Italy between years 2011-16. \nSince 2015 he is visiting Professor at Medical School, University of Plovdiv, Bulgaria. \nCurrently he is Associated Prof.Dr. at the Dental School, Oral Surgery Dept., Istanbul Aydin University and since 2003 he works in his own private clinic in Istanbul, Turkey.\u2028\nDr.Tosun is reviewer in journal ‘Laser in Medical Sciences’, reviewer in journal ‘Folia Medica\\', a Fellow of the International Team for Implantology, Clinical Lecturer of DGZI German Association of Oral Implantology, Expert Lecturer of Laser&Health Academy, Country Representative of World Federation for Laser Dentistry, member of European Federation of Periodontology, member of Academy of Laser Dentistry. Dr.Tosun presents papers in international and national congresses and has scientific publications in international and national journals. He speaks english, spanish, italian and french.",institutionString:null,institution:{name:"Istanbul Aydın University",country:{name:"Turkey"}}},{id:"260116",title:"Dr.",name:"Mehmet",middleName:null,surname:"Yaltirik",slug:"mehmet-yaltirik",fullName:"Mehmet Yaltirik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/260116/images/7413_n.jpg",biography:"Birth Date 25.09.1965\r\nBirth Place Adana- Turkey\r\nSex Male\r\nMarrial Status Bachelor\r\nDriving License Acquired\r\nMother Tongue Turkish\r\n\r\nAddress:\r\nWork:University of Istanbul,Faculty of Dentistry, Department of Oral Surgery and Oral Medicine 34093 Capa,Istanbul- TURKIYE",institutionString:null,institution:{name:"Istanbul University",country:{name:"Turkey"}}},{id:"171887",title:"Prof.",name:"Zühre",middleName:null,surname:"Akarslan",slug:"zuhre-akarslan",fullName:"Zühre Akarslan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/171887/images/system/171887.jpg",biography:"Zühre Akarslan was born in 1977 in Cyprus. She graduated from Gazi University Faculty of Dentistry, Ankara, Turkey in 2000. \r\nLater she received her Ph.D. degree from the Oral Diagnosis and Radiology Department; which was recently renamed as Oral and Dentomaxillofacial Radiology, from the same university. \r\nShe is working as a full-time Associate Professor and is a lecturer and an academic researcher. \r\nHer expertise areas are dental caries, cancer, dental fear and anxiety, gag reflex in dentistry, oral medicine, and dentomaxillofacial radiology.",institutionString:"Gazi University",institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"272237",title:"Dr.",name:"Pinar",middleName:"Kiymet",surname:"Karataban",slug:"pinar-karataban",fullName:"Pinar Karataban",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272237/images/8911_n.png",biography:"Assist.Prof.Dr.Pınar Kıymet Karataban, DDS PhD \n\nDr.Pınar Kıymet Karataban was born in Istanbul in 1975. After her graduation from Marmara University Faculty of Dentistry in 1998 she started her PhD in Paediatric Dentistry focused on children with special needs; mainly children with Cerebral Palsy. She finished her pHD thesis entitled \\'Investigation of occlusion via cast analysis and evaluation of dental caries prevalance, periodontal status and muscle dysfunctions in children with cerebral palsy” in 2008. She got her Assist. Proffessor degree in Istanbul Aydın University Paediatric Dentistry Department in 2015-2018. ın 2019 she started her new career in Bahcesehir University, Istanbul as Head of Department of Pediatric Dentistry. In 2020 she was accepted to BAU International University, Batumi as Professor of Pediatric Dentistry. She’s a lecturer in the same university meanwhile working part-time in private practice in Ege Dental Studio (https://www.egedisklinigi.com/) a multidisciplinary dental clinic in Istanbul. Her main interests are paleodontology, ancient and contemporary dentistry, oral microbiology, cerebral palsy and special care dentistry. She has national and international publications, scientific reports and is a member of IAPO (International Association for Paleodontology), IADH (International Association of Disability and Oral Health) and EAPD (European Association of Pediatric Dentistry).",institutionString:null,institution:null},{id:"172009",title:"Dr.",name:"Fatma Deniz",middleName:null,surname:"Uzuner",slug:"fatma-deniz-uzuner",fullName:"Fatma Deniz Uzuner",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/172009/images/7122_n.jpg",biography:"Dr. Deniz Uzuner was born in 1969 in Kocaeli-TURKEY. After graduating from TED Ankara College in 1986, she attended the Hacettepe University, Faculty of Dentistry in Ankara. \nIn 1993 she attended the Gazi University, Faculty of Dentistry, Department of Orthodontics for her PhD education. After finishing the PhD education, she worked as orthodontist in Ankara Dental Hospital under the Turkish Government, Ministry of Health and in a special Orthodontic Clinic till 2011. Between 2011 and 2016, Dr. Deniz Uzuner worked as a specialist in the Department of Orthodontics, Faculty of Dentistry, Gazi University in Ankara/Turkey. In 2016, she was appointed associate professor. Dr. Deniz Uzuner has authored 23 Journal Papers, 3 Book Chapters and has had 39 oral/poster presentations. She is a member of the Turkish Orthodontic Society. Her knowledge of English is at an advanced level.",institutionString:null,institution:null},{id:"332914",title:"Dr.",name:"Muhammad Saad",middleName:null,surname:"Shaikh",slug:"muhammad-saad-shaikh",fullName:"Muhammad Saad Shaikh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Jinnah Sindh Medical University",country:{name:"Pakistan"}}},{id:"315775",title:"Dr.",name:"Feng",middleName:null,surname:"Luo",slug:"feng-luo",fullName:"Feng Luo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sichuan University",country:{name:"China"}}},{id:"344229",title:"Dr.",name:"Sankeshan",middleName:null,surname:"Padayachee",slug:"sankeshan-padayachee",fullName:"Sankeshan Padayachee",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of the Witwatersrand",country:{name:"South Africa"}}},{id:"315727",title:"Ms.",name:"Kelebogile A.",middleName:null,surname:"Mothupi",slug:"kelebogile-a.-mothupi",fullName:"Kelebogile A. 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Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",annualVolume:11405,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",institutionString:null,institution:{name:"Autonomous University of Baja California",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"35539",title:"Dr.",name:"Cecilia",middleName:null,surname:"Cristea",fullName:"Cecilia Cristea",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYQ65QAG/Profile_Picture_1621007741527",institutionString:null,institution:{name:"Iuliu Hațieganu University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"40735",title:"Dr.",name:"Gil",middleName:"Alberto Batista",surname:"Gonçalves",fullName:"Gil Gonçalves",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYRLGQA4/Profile_Picture_1628492612759",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"211725",title:"Associate Prof.",name:"Johann F.",middleName:null,surname:"Osma",fullName:"Johann F. 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