The 3 x 3 Oral Impress Method.
\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
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by"}}},ofsBook:{item:{type:"book",id:"10330",leadTitle:null,title:"Chronic Obstructive Pulmonary Disease",subtitle:"A Current Conspectus",reviewType:"peer-reviewed",abstract:"Chronic Obstructive Pulmonary Disease - A Current Conspectus provides an update on COPD related to the following topics:The aerobic organisms use mitochondria as the main generator of energy for the realization of its vital functions. To do this, these organelles produce ATP through reactions of oxidation and reduction and attach to the tricarboxylic acid cycle with the electron transport chain. This happen due to to the oxidation of the food and of the NADH and FADH2, produced in different metabolic pathways, such as glycolysis, β-oxidation, and the same Krebs cycle. However, these reactions invariably result in the generation of reactive oxygen species (ROS) compounds that are unstable by having final layer of electrons unpaired and that, in trying to stabilize itself sequester electrons from other biomolecules, making them also destabilizes and, therefore, is no longer able to perform their duties properly, thus altering the homeostasis and, ultimately, causing cell death. Due to the current oxidant characteristics of the atmosphere on our planet, organisms are affected by imbalances in the oxidation-reduction reactions, not only on many of their metabolic reactions but also on external factors, such as microbial infections, xenobiotics, toxins from the diet, radiation, environmental pollution, and so on. All this in conjunction can contribute to the generation or aggravation of many diseases, such as cancer, diabetes, Parkinson and so on [1]. Other authors theorize that this imbalance in redox reactions has worked as an evolving pressure in order to develop effective mechanisms to eliminate the oxygen toxicity; this allowed the evolution of higher forms of living organisms, which are much more specialized and protected against negative actions of ROS (Figure 1) [2, 3].
\nEvolving pressure of ROS in evolution of life in oxygen-rich atmosphere [
The reactive oxygen species can be either endogenous or exogenous [4, 5]. The transport chain of mitochondrial electron is the main source of endogenous ROS; the reduction in O2 to H2O2 is carried out in four steps during which occur ROS and are as follows:
\n1. O2 + e→O2° Superoxide radical
\n2. O2° + H2O→H2O° Hydroperoxyl radical
\n3. H2O° + e + H→H2O2 Hydrogen peroxide
\n4. H2O2 + e→OH˙ + OH° Hydroxyl radical
\nThus, these ROS being unstable, seek its stabilization capturing electrons from other biomolecules, altering its function, and therefore, strategies have been developed to maintain low concentrations of these ROS, thanks to the activity of endogenous antioxidant agents that may be of a protein or nonprotein nature. In Figure 2, it is described in a general way, the way in which they can generate ROS from the mitochondrial respiratory chain and it’s debugging by some endogenous antioxidants [6–9].
\nFormation of free radicals from the mitochondrial respiratory chain (modified from Ref. [
Biomolecules in living organisms are highly exposed to oxidative stress, which is the main cause of damage to nucleic acids, proteins, carbohydrates, and polyunsaturated lipids, which finally develops cells mortality [11]. Reactive species derived from molecular oxygen (ROS) and nitrogen (RNS) have been deeply studied and new radical species such as chlorine (RCS), bromine (RBS), and sulfur-derived species have also been identified.
\nThe “Free radicals” are molecular compounds with one-electron deficiency also denominated impaired electron in their outer orbital, examples of ROS are superoxide anion, hydroxyl radical, and hydrogen peroxide; nitric oxide and peroxynitrite are included in RNS.
\nCuriously, free radicals while having important chemical differences share similar mechanisms for damage at the level of biomolecules [11]. The oxidation of amino acid residues, the subsequent formation of protein aggregates by cross-linking and the production of protein fragments may result in the loss of activity and inactivation of enzymes and metabolic pathways, finally ending up with cell death [12].
\nSome authors have reported that at a physiological level there is a relation between the inactivation mechanisms by antioxidant system and the generation of ROS. This is related with a higher production of ROS when an organism presents harmful conditions, resulting in high oxidative stress conditions. In addition, if ROS are accumulated, the endogenous antioxidant defenses will not be enough. And immediately, oxidative modification in cellular membrane or intracellular molecules is performed in order to equilibrate the ROS antioxidant defense mechanisms [13].
\nIn this chapter, a brief updated description is made of the main endogenous antioxidants, such as glutathione, lipoic acid, bilirubin, ferritin, superoxide dismutase, catalase, glutathione peroxidase, among others, as well as their participation in various pathological processes.
\nFour well-known main antioxidant mechanisms against oxidative damage have been largely studied (1) sequestration of transition metal ions, (2) scavenging and quenching of ROS and RNS, (3) ending of chain reactions by free radicals, and (4) molecular repairing of radical’s damages.
\nGSH (L-γ-glutamyl-L-cysteinyl-glycine) is a non-protein thiol that reaches millimolar concentrations in most cell types. Its reduced form (GSH) is biologically active. It functions as an antioxidant defense against reactive oxygen/nitrogen species (ROS/RNS) as also with detoxication enzymes like GSH peroxidases and GSH-S-transferases [14, 15]. The GSH/glutathione disulfide is the major redox couple in animal cells [16].
\nMitochondrial protection is exerted by GSH versus radicals and oxidant species by the contribution of a group of nutrients that can directly or indirectly protect mitochondria from oxidative damage and improve mitochondrial function [17]. The protection mechanism of these molecules prevents the generation of oxidants, scavenging free radicals, or inhibiting oxidant reactivity. Other mechanism includes increasing cofactors of mitochondrial enzymes that increase the kinetic constant of enzyme activity, which represents a protecting mechanism from further oxidation. The activation of enzymes such as hemeoxygenase 1 and NAD(P)H:quinone oxidoreductase 1, neutralize ROS and increase mitochondrial biogenesis [18].
\nAlpha-lipoic acid (LA) can deliver antioxidant activity in nonpolar and polar mediums and present antioxidant effect in its oxidized (LA) and reduced (DHLA [dihydrolipoic acid]) forms [19]. LA can actuate its antioxidant effect in any subcellular compartment of the body [20], and it is effective in recharging enzymes in the mitochondria [21]. Diabetes mellitus and neurodegenerative diseases can be controlled with LA due to the antioxidant properties of lipoate/dihydrolipoate system, influencing the tissue concentration of the reduced forms of other antioxidants. However, some evidences indicate that lipoic acid might also counteract NF-kB (Nuclear factor kappa-light-chain-enhancer of activated B cells) activation trigged by oxygen shock [22].
\nCoenzyme Q (CoQ) is a benzoquinone derivate localized in the mitochondrial respiratory chain as well as in other internal membranes. CoQ is directly involved in energy transduction and aerobic adenosine triphosphate (ATP) production because it transports electrons in the respiratory chain and couples the respiratory chain to oxidative phosphorylation [23]. This compound is considered as an endogenously synthesized lipid soluble antioxidant, present in all membranes. The protective effect is extended to lipids, proteins, and DNA mainly because of its close localization to the oxidative cellular events [24]. In the inner mitochondrial membrane, CoQ has at least four different functions such as a redox carrier, antioxidant, activator of uncoupling proteins, and being a factor influencing the permeability transition pore (PTP). Also, it is proposed that lysosome contains a NADH-dependent CoQ reductase involved in translocation of protons into the lysosomal lumen [24].
\nFerritin is an iron-binding protein. Which consists of its cytosolic form of two subunits, termed H and L. Twenty-four ferritin subunits assemble to form the apoferritin shell. Each apoferritin molecule is sequestrating iron atoms [25]. The main function of ferritin is to limit Fe (II) available to participate in the generation of oxygen-free radicals (ROS). It is not surprising that oxidant stress activates multiple pathways of ferritin regulation. In addition, it is proposed that ferritin provocates gene and protein alterations that coordinately limit oxidant toxicity. Some studies had demonstrated that exposure to heme group causes ferritin synthesis in endothelial cells and concordantly reduced their cytotoxic response to hydrogen peroxide [26, 27].
\nUric acid is an intermediate product of the purine degradation pathway in the cell. Uric acid is degraded further by the enzyme uricase but there is evidence that in humans and great apes, the uricase gene was inactivated during hominoid evolution [28]. According to different demonstrations, uric acid and albumin are the two major antioxidants in human plasma, contributing 24% and 33%, respectively, of the total antioxidant activity [28]. It is well established that high blood levels of uric acid in humans protects cardiac, vascular, and neural cells from oxidative injury [29, 30]. The ability of urate to scavenge oxygen radicals and protect the erythrocyte membrane from lipid oxidation was first described by Kellogg and Fridovich [31], and was characterized further by Ames et al. [32].
\nThe antioxidant effects of uric acid have been proposed particularly in conditions such as multiple sclerosis, Parkinson’s disease, and acute stroke [13, 33–35]. While chronic elevations in uric acid are associated with increased stroke risk [36, 37], acute elevations in uric acid may provide some antioxidant protection. As a demonstration of this, cultured rat hippocampal neuronal cells were protected from oxidative stress with uric acid [38], and administration of uric acid 24 hours prior to middle artery occlusion also attenuated brain injury induced by acute ischemia in rats [38]. Uric acid is an antioxidant mainly in a hydrophilic environment, which is probably a major limitation of the antioxidant function of uric acid.
\nHeme oxygenase-1 (HO-1) is the enzyme that generates carbon monoxide, iron, and biliverdin using the heme fraction as a substrate [39], and biliverdin reductase that reduces biliverdin to bilirubin being this molecule the ending product of the heme degradation. Bile pigments are potent in vitro scavengers of free radicals [39] reinforcing the concept that HO-1 is a crucial inducible antioxidant system engaged to assist against oxidative injury and other forms of cellular stress. Bilirubin has a role in the prevention of ischemic injury in isolated hearts [40], attenuation of oxidative damage in cultured cells [41], and modulation of airway smooth muscle contractility [42]. Also, bilirubin defends neurons against hydrogen peroxide-mediated damage [43], where a redox cycle between biliverdin and bilirubin appears to amplify this protective effect [44]. Recently, administration of biliverdin in vivo demonstrates to protect rat kidney, liver, and gut from ischemia-reperfusion injury [45–47]. In vitro experiments gave evidence that bile pigments scavenge NO and NO-related species [48]. Epidemiological studies sustain a beneficial action of bilirubin against the development of cardiovascular disease and cancer [49, 50].
\nThe protection of bilirubin against classic coronary heart disease risk factor was demonstrated by Troughton et al. [51] and an increase of serum total bilirubin level is associated with the decrease of peripheral arterial disease [52]. Elevated serum bilirubin concentration protects from different coronary and microvascular dysfunctions and possibly against coronary atherosclerosis [53].
\nThis chapter provides an overview of the three protein antioxidants (with enzymatic activity), which are the first line of defense against oxidative stress on the body: superoxide dismutase (SOD), catalase (CAT), and glutathione peroxidase.
\nSuperoxide dismutases (SODs) are a group of key enzymes functioning as the first line of antioxidant defense by virtue of the ability to convert highly reactive superoxide radicals (dismutation) into hydrogen peroxide and molecular oxygen [54]. They have identified four isozymes of superoxide dismutase: (i) SOD1 is a metalloprotein binding copper and zinc ions that are localized in the cytosol of the cell [55, 56], (ii) SOD2, localized in the mitochondria and it is associated with the manganese or iron ions [56, 57], (iii) SOD3, localization is extracellular and is also associated with the copper and zinc, although it has a high molecular weight [56, 58] and it has high affinity for heparin and heparin sulfates [59], and (iv) SOD4 associated with nickel and found in various aerobic bacteria found in soil of class of Streptomyces [60, 61].
\nSOD1 (associated Cu/Zn) is present in a lot of Gram-negative bacteria pathogens and eukaryotes [62], although protists appear to lack SOD1 [63]. Plants contain SOD1 in the cytosol and in the chloroplast [64] and also been found in plant peroxisomes [65]. Animal cells possess dimeric SOD1 in the cytoplasm and in the nucleus, the intermembrane space of mitochondria [66] and peroxisomes [67]. However, the precise intracellular location of SOD1 is responsive to the metabolic state of cells and tissues [68]. SOD2 may be associated to Mn, Fe, or two ions (Mn/Fe).
\nSOD1 (associated with Cu/Zn) requires Cu and Zn for its biological activity; the loss of Cu results in its complete inactivation and is the cause of multiple diseases in human and animals [69]. It has a molecular weight of about 32 kDa. This group of enzymes works together with glutathione peroxidase and catalase to convert the superoxide radical into hydrogen peroxide. This enzyme has also been identified as a cause of familiar forms of amyotrophic lateral sclerosis (ALS) due to copper homeostasis is altered. Indeed, the total amount of copper ions in the mouse spinal cord, a region the most affected by ALS, is significantly elevated by expressing SOD1 [70, 71].
\nSOD2 has a molecular weight of about 96 kDa [59]. The SOD4 associated with Ni was discovered in Streptomyces [72] but has also been found in some genera of actinobacteria and cyanobacteria [73]. There is evidence that SOD2’s levels to be regulated by MAPK activity in vitro [74, 75], also substances such as anthocyanins, polyphenols, alkaloids, and phytoalexins, are responsible for the induction of SOD2 mRNA expression; SOD2 can be induced by some inflammatory cytokines [76, 77], including tumor necrosis factor (TNF)-α, which may compensate for the inflammatory effect. The valine-to-alanine substitution in SOD2 Ala-16Val single nucleotide polymorphism (SNP) decreases the transport efficiency of the enzyme into the mitochondria and modifies the antioxidant defense against ROS. This process is an important pathophysiological mechanism in development and progression of diabetes and its complications [78, 79].
\nThe SOD3 enzyme has many physiological effects; there are studies that reported reduced cardiovascular damage by recombinant administration of SOD3 [80, 81]. In the lung, mice with decreased levels of SOD3 had a significantly shortened life span and experienced death associated with lung edema under conditions of hyperoxia [82].
\nCatalase is a tetrameric porphyrin-containing enzyme that is located mainly in peroxisomes. It catalyzes the conversion of H2O2 to water and molecular oxygen in two steps [59, 83, 84]:
\nCatalase-Fe (III) + H2O2→compound I
\nCompound I + H2O2→catalase-Fe (III) + 2H2O + O2
\nThe presence of bound NADPH in each subunit may help protect the enzyme from being inactivated by H2O2 [83]; the highest activity of this enzyme appears to be in the liver and erythrocytes [85]. Some reports indicate that factors such as stress and brain-derived neurotrophic factor (BDNF) are involved in the antioxidant capacity of many antioxidants endogenous; to this respect, Hacioglu et al. [86] studied a murine model where mice with BNDF deficiency under stress conditions showed an increment in CAT enzyme activity with respect to stressed wild-type mice, indicating that the ability to scavenge free radicals was diminished; and this suggest that normal wild-type mice have a better stress tolerance than BNDF heterozygous mice [86]. Catalase along with other antioxidant enzymes have been considered as biomarkers of oxidative stress in various organs; for example, in streptozotocin-induced diabetic rats, hepatic levels of these enzymes are dramatically reduced, although treatment with various plants can ameliorate this effect [87, 88]. For several decades, it was established that the levels of many antioxidant enzymes, including catalase, decline with age [89]. To this respect, Casado et al. [90] reported that in elderly patients with ischemic disease, COPD, and other diseases typical of old age, SOD levels are increased, but CAT levels are decreased; a phenomenon which they interpreted as a compensatory effect to balance the antioxidant system.
\nThis enzyme can exist in two forms: selenium-dependent and selenium-independent, each with different subunits and different active sites [84, 91]. GPx catalyzes the reduction of H2O2 or organic peroxide (ROOH) to water or alcohol [59, 92]; this process occurs in the presence of GSH, which is converted into GSSG (oxidized glutathione) during this reaction. The reaction has special significance in the protection of the polyunsaturated fatty acids located within the cell membranes where the enzyme functions as a part of a multicomponent antioxidant defense system within the cell [93]. There are four isoforms in humans, cytosolic and mitochondrial (GPx1), cytosolic (GPx2), extracellular (GPx3), and the phospholipid peroxide (GPx4) [91, 94, 95]. The kidney and liver are the organs with the highest amount of GPx [85]. It is known that there is a competition between GPx and Cat for H2O2 as a substrate [59]. It has been found that in many other organs and tissues, such as the dorsal root ganglion (GDR), the GPx is the first enzyme that is activated under high levels of EROS, indicating the importance of this enzyme as a first line of defense against stress oxidative [96, 97]. Furthermore, have been found associations in the levels of this enzyme with skin diseases such as vitiligo; Asian vitiligo patients showed lower levels of GPx than the controls, but no difference was shown between populations of Caucasian vitiligo patients and Asian vitiligo patients [98].
\nRecent studies have involved GPx4 in carcinogenic processes, including the ferroptosis (nonapoptotic form of cell death that can be triggered by small molecules, which inhibit the biosynthesis of glutathione or GPx4); it was found that inactivation of GPx4 is crucial for the ferroptosis development and that overexpression of this enzyme blocks the action of the RSL-3, small GTPases called RAS, which is attacked by oncogenic RAS selective lethal (RSL) molecules; however, how RSL3 bind GPx4 to inhibit its activity is not known [99, 100].
\nAs the reader will notice, endogenous antioxidants work as one big system that complements its main constituents to maintain redox balance in the body. When ROS levels rise and threaten the homeostatic processes of the human body, endogenous antioxidants are activated. The majority of them are expressed when some factors, such as factor Nrf2, are activated. However, endogenous antioxidants also work together with exogenous antioxidants from diet to decrease levels of ROS.
\nReactive oxygen species could have or have not harmful effects, but they can also play a role in signaling different growth factors. This conclusion is supported by the hypothesis that decreased levels of ROS may lead to degenerative diseases, generating an interesting concept that ROS must be regulated but not eradicated.
\nIn this chapter, some functional generalities of endogenous antioxidants were reviewed, and some aspects of their activity were discussed under conditions of high ROS levels; from this it follows that, although all of them work together, perhaps protein antioxidants, which have enzymatic activity, such as superoxide dismutase, catalase, and glutathione peroxidase, constitute the first line of defense against the oxidative stress.
\nThe authors wants to thank the ENCB-IPN for the support received for this work through the SIP projects 20160554 and 20160443
\nDr. Charles Potter’s Reading Programme has been previously described in a number of publications. These have documented the theory behind the development of the programme’s methods and materials [1], as well as how the methods and materials have been applied in working with children with learning difficulties [2, 3, 4].
The programme is both research and evidence-based, and attempts to address reading, writing and spelling problems through activity-based learning targeting the child’s specific functional areas of difficulty identified in assessment. As the programme’s materials are electronic, they can be sent out by email, and there is a network of parents, teachers and therapists using the programme both locally in the SADEC region as well as internationally in the United Kingdom and in Kenya. The results have been promising, based on effective use of the materials and methods both in individual programmes involving direct physical contact as well as online.
This chapter describes how the approach to activity-based learning has been developed and implemented both prior to COVID as well as post-COVID. Pre-COVID, an activity-based approach was used based on contact sessions with supporting activities provided for implementation at home. During lockdown the activities were adapted for online work. What has been developed post-COVID is an activity-based approach to teaching reading, writing and spelling which can be implemented either through contact sessions or online. As all materials are electronic, this means that the programme can be effective in any locality in the world where parents, teachers, therapists and schools speak English, and have access to electricity and the internet.
Our approach to activity-based learning is based on the neurolinguistic theories of the Russian neuropsychologist Alexander Luria [5, 6, 7], who suggested that human mental processes are complex functional systems that involve groups of brain areas working in concert. Each system evolves as the child develops, and makes a unique contribution to the organisation of the central processing conducted by the brain [8].
Based on the theories of Leontiev [9, 10, 11] and of Vygotsky [12, 13, 14], Luria [15] suggested that the development of higher mental functions takes place in stages. The process of learning is activity-based for the reason that the consolidation process is activity-based. It is based on increasing automaticity, in which a complex cycle of unconnected acts become a highly automatized skill. This principle applies to many different mental functions, including the neurolinguistic functioning involved in development of the ability to read fluently, to write fluently and to spell fluently [16].
In terms of Luria’s conceptualisation of the development of higher mental processes, the development of automaticity in reading is essential for its use in the hierarchical processing of information by the working brain. Following Luria [17], automaticity would be developed in reading when there has been sufficient practice to enable this complex functional act to become fluent enough to form the basis for higher mental processing.
Heckelman [18, 19] was the first to record the use of paired reading as a method for increasing reading fluency, while LaBerge and Samuels [20] were the first researchers to focus on automaticity as a function of how reading fluency develops. Samuels [21] suggested that automaticity in reading could be trained through procedures involving repeated reading. As Samuels commented:
The association between reading fluency and automaticity has then recurred in subsequent literature, with repeated reading being identified as effective when implemented in a variety of ways, and in a variety of different contexts. Repeated reading has been used effectively as a method for developing reading by teachers [23, 24, 25, 26, 27, 28], parents [29, 30], as well as peer tutors [31, 32, 33, 34, 35]. The evidence from these various types of implementation has been positive, effects have often been rapidly obtained, and variations in implementation procedures have produced similar positive effects (e.g. [36, 37, 38, 39, 40, 41, 42, 43, 44, 45]).
Overall, automaticity has been associated with the development of both oral reading ability as well as comprehension [46, 47, 48]. Based on review and meta-analysis of the literature, the National Reading Panel [49] concluded that there was:
Wolf and Katzir-Cohen [51] have argued that as there are a number of levels of subskills and components in reading fluency instruction, there is a need for curricular strategies in dealing with fluency-based issues. They suggest that increased exploration of the subskills and components of, and issues surrounding, fluency and comprehension will contribute to understanding of both reading development as well as dyslexia subtypes.
The literature also indicates that dyslexia is best conceptualised as a spectrum which is associated with many different aspects as well as deficiencies in a number of areas of functioning [52, 53, 54, 55]. What this implies is that reading, writing and spelling difficulties are likely to be complex, and require treatment directed at a number of variables.
For this reason a multivariate approach to fluency-based work is used in our programme. Variables affecting the child’s functioning are identified through assessment. Treatment then focuses on these variables, focusing in particular on effecting change in reading fluency, writing and spelling fluency, as well as in the cognitive and metacognitive skills involved in rapid naming and sequential working memory development. Based on the variables indicated in assessment, the methods used in our programmes are individualised and activity-based. These are introduced through either contact or online sessions, or a combination of these.
Both identification of needs and implementation are thus evidence-based. Based on assessment, an individual programme is developed which targets the child’s individual learning needs through focus on particular variables and their neurolinguistic underpinnings. Implementation then takes place using electronic books, activity books and materials using research and evidence-based methods. Effectiveness of treatment is monitored through ongoing evaluation.
The methods used in our programme for developing reading fluency involve repetitive paired reading of sentences at foundation level, and repetitive paired reading of paragraphs once the child is able to read at a basic level. We have used an activity-based method called the 3 x 3 Oral Impress Method effectively [56, 57]. This is designed to stimulate the visual word form area in the brain identified by Dehaene [58, 59] through repetitive exposure to large-print phonically-based material, using repetitive reading and repetition of words in text to develop increased rate of reading based on increased accuracy of phonological decoding as well as lexical familiarity [60, 61, 62, 63].
The appropriate starting point in the programme is identified through assessment. A sequence of graded written material is then used based on phonograms and rimes which are embedded in the text of a series of electronic reading fluency books, which can be either sent out by email or purchased online. Each word acts as a stimulus as the brain develops the ability to process increasingly complex phonically based reading material.
Repetitive reading of sentences is conducted at foundation level until the child’s reading skills develop to the level where basic level reading material can be read by the child and a reading partner. Repetitive reading of paragraphs is then introduced, with the reading of each paragraph being repeated three times. After the first three paragraphs have been read repetitively in this way, the next three paragraphs in the story are then read repetitively, with additional repetition taking place through repeated use of words in the text of the books, on the model presented in Table 1 above.
Child reads | Parent and Child read together | Parent reads | |
Parent reads | Child reads | Parent and Child read together | |
Parent and Child read together | Parent reads | Child reads |
The 3 x 3 Oral Impress Method.
What this means is that the child is exposed to carefully structured repetitive use of graded reading material using large-print books in which the words and sequences of words are systematically chosen and graded [64]. The amount of text in paragraphs is also limited [65]. The books are printed using on one side of the page only. This is done for visual attentional reasons [66, 67], as well as to reduce clutter [68].
The material is then read repetitively on the model summarised in Table 2 above, with each paragraph being read three times. In the process, the child is given the active support of a reading partner as well as the repetition of graded phonically-based words and sequences of words necessary to learn to read, and then to read fluently. As with the paired reading methods described by others [69, 70, 71, 72], the 3 x 3 Oral Impress Method method is designed to provide an avenue through which a skilled reader (eg a parent, therapist, teacher, tutor or a reading partner) can work with a child, with both the visual cueing and voice of the skilled reader, and the phonic basis of the large-print reading material, providing the associations necessary for reading to develop.
Model for Reading Fluency Development.
Similar activity-based paired reading methods have been used by others with success. The 3 x 3 Oral Impress Method is similar to the methods developed by Heckelman [73, 74], in involving the child and his or her reading partner in activities involving oral reading. For this reason we follow Heckelman in using the term “impress” because paired reading is used, with the reading partner’s voice being provided and heard by the child, while the child also reads out loud.
As Heckelman [75] has observed, the combining of an external voice and the child’s voice provides continual active involvement in the reading process together with oral stimulation, as well as feedback on whether words are being read correctly. The child thus sees the word, hears the word and speaks the word. The child’s reading partner guides the process of oral reading and repetition.
However, the 3 x 3 Oral Impress Method has the following differences to the paired reading methods used by others.
It is applied by parents, teachers and therapists using large-print, phonically-based reading material designed and printed in a way which reduces crowding and clutter, which have been identified as factors potentially interfering with focus on the printed word [68].
It is designed to enable visual tracking to be built into the reading process [76, 77].
At pre-reading and foundation levels, the materials are designed to integrate reading, writing and spelling with the introduction and teaching of phonemic skills [78]. This is done through use of a structured language experience approach, in which words introduced in the materials are linked with additional vocabulary based on the child’s own language [79].
Following both Luria [80, 81, 82] and Dehaene and co-workers [83, 84, 85], repetitive reading of graded large-print phonic material is then used at basic and intermediate levels in the programme to repeatedly stimulate the areas of the brain involved in the reading process.
As research indicates that phonological awareness and rapid naming are discrete factors which both influence the development of reading ability [86, 87], rapid naming activities are used side by side with reading fluency, phonic analysis and short-term visual memory activities to increase the child’s ability to process words of different alphabetic length rapidly and accurately [88, 89, 90, 91].
At all levels in the materials, variation of order of reading and repetition of paragraphs read is provided by the method, as well as the repetition of particular words within the materials. As the materials are phonically based, they can also be used for phonic analysis, to introduce skills relating to the spelling of individual words, as well as to develop working memory skills relating to the reading and spelling of words in sequence [92].
This means that our programme’s fluency materials are normally used for a number of different purposes, as well as for different combinations of reading, writing and spelling activities. The level and sequence of activities is adjusted to suit the learning needs of particular children. With beginning readers, the phonic complexity and the size of unit read can be decreased and the amount of repetition increased. As fluency develops, the size of unit read and its phonic complexity can also be increased and the amount of repetition reduced. Rapid naming of numbers and words is also introduced as an integral part of the programme with the aim of developing rate and accuracy of numerical, orthographic and lexical processing [93].
The neurolinguistic model for reading fluency development used in our programme links activity, function and underlying cortical processing and has been presented in Table 2 above. It can be summarised as follows:
At the activity level, phonically-based large print materials are used for repetitive paired reading, with the aim of developing rapid and accurate naming of individual words, and words in sequence. At the central level, the repetitive paired reading methods would involve both forward and reverse processing from the visual and occipital areas of the cortex through the different functional sections of the visual word form area to the areas of the cortex involved in phonological and language processing [60, 94].
Luria [95, 96] proposed that automaticity is necessary for any act (including reading, writing and spelling) to become fluent. Fluent acts then form the basis for higher level processing. Luria suggested that writing follows other mental processes in being a process which changes on a functional level, and that changes on a functional level reflect greater functional integration in the brain.
The methods used in the initial stages of our programme follow Luria in focusing on memorisation of the graphic form of each letter. We also follow Luria in developing the sounds associated with each letter as the child is exposed to the graphic form of each letter. We thus integrate the introduction of reading, writing and spelling with the introduction of phonics, with the associations developed through a sequence of activities.
The aim is that with practice, the performance on each individual element becomes altered as writing develops into what Luria has called a single “kinetic melody”, in which the structures underpinning the process of writing individual letters become automaticised and integrated. Similar changes also take place in other higher mental processes to which the writing process is linked [97].
What this means is that it is not only the functional structure of the processes of writing and spelling which change as automaticity develops, but also their cerebral organisation, as the activities of writing and spelling start to depend on different systems of concertedly working zones [98]. Following Vygotsky [99], this process of organisation is based on new, intermediate structures of mental processes and new interfunctional relationships which enable the performance of increasingly complex tasks by new methods [100].
Following Luria, the development and assessment of writing and spelling are linked to the development and assessment of reading ability. In our programme, automaticity is thus conceptualised as central to the development of writing and spelling, as a process which enable their development into a single “kinetic melody” [101] capable of supporting the use of reading, writing and spelling in higher mental activity.
For the reasons outlined in the previous section, the methods and materials used in our programme are designed to integrate the teaching of writing and spelling with the teaching of reading. The child develops writing based on use of an activity book which is phonically-based, and which introduces the associations between sounds and letters through rhyming word families.
At the foundation level, reading comprehension is taught from the outset. This is done through a process of instruction which is activity-based, using an approach called “The Structured Language Experience Approach”, which is a phonically-based teaching method in which reading, writing, and spelling are integrated with the processes of drawing and illustration [102].
The materials used at foundation level in the programme consist of a series of activity books and reading books, with a set of key words accompanying each reading book. The sequence of words in the activity book is then used to teach sound-letter associations, which are introduced through sets of rhyming words. These are used as the basis for developing sentences for purposes of reading, writing, spelling, language development and comprehension.
To avoid clutter, each page in the activity book consists of a limited number of rhyming words based on short vowel sounds, which are printed on the right hand page. The left hand page is left blank for writing and drawing. The words are then introduced as follows:
The child first reads the rhyming words and illustrates each word with a picture for comprehension purposes.
A short sentence is then made with each word on the blank page opposite. Each sentence uses the child’s own language, as well as other words based on short vowel sounds.
The sentences are read, and then copied by the child into his or her writing book, read again and then illustrated.
Once this has been done, the words and sentences can be typed on the laptop and illustrated with clipart. The child is assisted in this process, and the words and sentences are then printed out on plain paper to form the child’s own language experience reading book.
At foundation level in the programme, the aim of the structured language experience approach is thus to extend the sets of rhyming words in the activity book through a sequence of activities based on the child’s own language. This sequence of linked activities enables the rhyming words to be used in sentences which can then be copied, written, read and illustrated. Being based on the child’s own language, it is then a small step for the child to be able to read the words in the sentences.
The sentences made in this way are then typed and then printed out as a language experience books. The child is also encouraged to dictate his or her own stories based on his own words and sentences, thus extending the breadth of his or her reading skills.
At both foundation and higher levels in the programme, the activities for developing automaticity in reading, writing and spelling are based on integrating reading, writing and spelling, and follow Frith [103] and Berninger et al. [104] in stressing the need to link the evolving processes of reading and writing. They are also based on use of structured phonics, following Ehri [105, 106], who has suggested that the beginning reader/speller progresses through phases of proficiency related to his or her developing alphabetic and phonological knowledge.
The child’s spelling of the rhyming words introduced in the activity books is also tested. This follows Ehri [107, 108] who suggests that orthographic learning comes about through experience with printed language, in the process of which longer and longer letter strings become stored in memory. Children in the final “consolidated alphabetic phase” are able to read fluently as well as spell accurately, by relying upon these stored orthographic representations.
Our methods for teaching spelling in the initial stages thus follow the phonologically and phonically-based stages in spelling described by Moats [109, 110]. Focus is placed on teaching through synthetic phonic approaches incorporating teaching children to isolate sounds and blend sounds into words, as well as how to create families of rhyming words based on similar phonological and phonemic elements. In addition, as the child establishes reading fluency through our foundation level and then our basic readers, our methods use activity-based learning to build the variety of phonic associations necessary to read, write and spell as follows:
The child is taught to map the associations between the sequences of letters used in words and the sequences of sounds used when words are spoken orally through use of phonogram and rime cards, as well as through a process we call “phonological referencing”.
This is based on the principle that “what we say is what we write.” Phonic associations are taught through graded rhyming word activities involving reading, writing and use of working memory in spelling, as well as through activities in which the hand is placed under the chin to to increase the ease by which the vowel sounds in words can be identified, and the process of mapping letters to sounds and sounds to letters.
This enables focus on the vowel sounds in words (which are spoken when the mouth opens) and the consonant sounds (which are made when the mouth closes). These associations are then used to identify the vowel letters and the consonant letters used in written words, and then to link these back to the sounds made when the word is spoken orally.
Reverse mapping between the sequence of sounds in the word and the letters used in writing the word then takes place. Once the vowel sound in the word has been identified, the letters used to represent the vowel sound are then colour coded. In the process, short vowel sounds are identified as normally being made by one letter working by itself, while long vowel sounds are identified as normally being made by two letters working together.
As part of the phonological referencing and colour coding process, the child is taught a phonic analysis system called “The Seven Vowel Phonic Analysis System” [111] in which the child learns that a, e, i, o and u are the letters normally used to represent the vowel sounds in words, but that y and w can also be used to represent the represent the vowel sounds in positions at or near the end of written words in English.
The Seven Vowel Phonic Analysis System is then worked with and applied through activities in which the letters used to represent the vowels are identified through phonological referencing. Through activity-based learning the child learns that there needs to be a vowel in every word, and that the letters a, e, i, o and u are used to represent the vowels in all positions in words, and that the use of y and w as vowels at the end of words is both logical and consistent, applying to nearly all words in English. The system thus aims to make written English as transparent as Welsh, in which the use of the seven vowels a, e, i, o, and u, as well as y and w, also applies [112, 113].
At foundation level and at reading ages up to 8 years of age, our programme would follow Moats [114, 115] in targeting phonic associations in a hierarchy in which words based on short vowel sounds would be introduced first, followed by words in which more than one letter is used to represent the vowel sounds. A set of phonic inventories is used both during initial assessment as well as during programme implementation to establish the phonic associations the child knows and does not know.
Particular phonic associations are targeted using phonogram and rime cards, as well as materials based on sets of rhyming words supported by sentences which use the rhyming words in context. Phonological referencing is then introduced on this phonically based material, focusing on how the sounds made when speaking a word orally can be mapped directly to the letters used in writing the word. Once the child has been exposed to phonological referencing using written material based on families of rhyming words, the Seven Vowel Phonic Analysis System is introduced, working with the phonically-based material in our reading fluency books.
The process of developing writing and spelling fluency is then based on a sequence of phonic analysis activities which are undertaken repetitively. The aim is to use accuracy in use of sequential working memory for words to provide the building blocks for developing fluency and automaticity in writing and spelling. The neurolinguistic model for writing and spelling fluency development links activity, function and underlying cortical processing and is summarised in Table 3.
Model for Writing and Spelling Fluency Development.
The model is applied repetitively and iteratively through activity-based methods, using forward and reverse processing between oral and written language to demonstrate that “what we say is what we write.” The activities involved in repetitive phonological referencing are then used as the basis for developing rapid and accurate use of working memory for individual words, and words in sequence.
It will be clear from the previous section that the Seven Vowel Phonic Analysis System is an activity-based procedure for teaching how to map the combinations of letters used in writing words to the sounds made when those words are spoken orally. It focuses in particular on developing skills in word attack as well as in spelling, through focusing on the letters and letter combinations used to represent the vowel sounds in words.
Based on Oaks [116], the Seven Vowel Phonic Analysis System focuses on the vowel situation in words. Following Luria [117, 118, 119] it teaches the associations between sounds and letters repetitively, working with paragraphs drawn from the phonically-based material in our reading fluency books. As the written language in these is carefully structured and graded, it is a small step to using the material in the books for activities involving phonological referencing.
The Seven Vowel Phonic Analysis System is designed to make written English more transparent as compared to transparent orthographies such as Italian or Afrikaans or Welsh. This increases the ease with which the child can apply the universal phonic principle to the task involved in learning to read, write and spell in English [120, 121, 122]. Difficulties in developing linguistic awareness and the universal phonic principle are thus assisted, as suggested by McCutchen [123], by introducing the metacognitive strategies involved in using the Seven Vowel Phonic Analysis System, with the aim of increasing the consistency with which the letters used to represent the vowel sounds in the English language can be mapped back to the sounds made when words are spoken orally [124].
This is done through an activity-based method based on five steps:
Step One: A descriptive paragraph from the child’s reading fluency book is copied into the child’s writing book.
Step Two: The letters representing the vowels in each word are identified by placing the hand under the chin and then underlined in colour.
Step Three: Target words (defined as words in which more than one letter is used to represent the vowel sounds) are then analysed using phonological referencing.
Step Four: The target words are then written, occluded by being covered with the non-dominant hand, and then written again from memory.
Step Five: The sequence of words in the sentences in the paragraph is revisualised and then tested in sequence through dictation.
This five step procedure is then used repetitively, with the aim of providing the phonic analysis and sequential working memory skills necessary for the development of writing and spelling fluency. This is done through a sequence of activities designed to develop the ability to use phonologically-based, phonically-based and visually-based sequential working memory skills.
The sequence of activities is called “targeted revisualisation”. It is called “targeted” as the learning process focuses on target words (words in which more than one letter is used to represent the vowel sounds), which are then analysed using the Seven Vowel Phonic Analysis System and then learned using computer-based visualisation techniques. The process of targeted revisualisation involves the child in revisualising individual words, by first speaking the sequence of letters seen in the mind while visualising the words, and then using sequential working memory to write both individual words and sequences of words from memory.
How to do this has been presented in Table 4 above, and is described in the next section.
Model for Development of Sequential Working Memory for Words.
The Targeted Analysis, Revisualisation and Sequential Spelling Programme [125] is based on indications from the literature that even in pictographic written language systems like Chinese, children learn to read using phonic strategies [126, 127]. In introducing the Targeted Analysis, Revisualisation and Sequential Spelling Programme, the child is taught through combining phonic analysis and revisualisation in activities designed to develop sequential working memory for words.
This is done as follows:
Step One: The child uses the Seven Vowel Phonic Analysis System to identify the target words (words in which more than one letter is used to represent vowel sound) from a graded written paragraph, and lists these in his or her writing book.
Step Two: The child types the target words on the laptop and uses phonological referencing to identify and then colour code the letters used to represent the vowel sounds in each target word.
Step Three: The child is taught how to revisualise the target words using a combination of phonic analysis and mental imagery.
Step Four: The accuracy with which the child remembers the target words is then tested by writing the individual words from memory.
Step Five: The child is taught how to use sequential working memory to recall the form and structure of the words in the paragraph in sequence. This is done by teaching the child how to revisualise and recall the sequences of letters used both in the individual words, as well as how to revisualise and recall the sequences of words used in sentences and paragraphs.
Step Six: Errors made by the child in writing the words and sequences of words from memory are identified. Phonic associations are taught using phonograms and rimes. The error words are then phonologically referenced, learned through occlusion and used in written sentences.
The process of targeted revisualisation thus involves work in four areas (phonic analysis based on phonological referencing, revisualisation, developing sequential working memory for words, and systematic phonic instruction targeting the spelling errors made by the child). These are linked through a sequence of activities, each of which plays an integral part in developing accuracy in use of sequential working memory, as described in the section following.
The aim of the Targeted Analysis, Revisualisation and Sequential Spelling Programme is to develop sequential memory for written words, based on the evidence of a common linguistic awareness manifesting in phonological, orthographic, and morphological awareness as suggested by Berninger et al. [128, 129]. It applies phonic principles in analysing and recalling words in sequence, based on the evidence of a universal phonic principle manifesting across different orthographies as suggested by Perfetti, Zhang and Berent [130] (1992). Following McCutchen [131], the Targeted Analysis Revisualisation and Sequential Spelling Programme aims develop linguistic awareness through the metacognitive strategies involved in phonological referencing, as the basis for developing sequential working memory for words.
The process of targeted revisualisation is based on a sequence of visually cued phonic analysis and phonological referencing activities which are undertaken repetitively. The aim is to develop accuracy in use of sequential working memory for words to provide the building blocks for developing fluency and automaticity in writing and spelling. This is done through repetitive activities undertaken in four stages, as follows (Table 5).
Level of Mediation | Focuses of Phonic Analysis | Focuses of Mental Imagery and Revisualisation | Focuses of Use of Sequential Working Memory |
---|---|---|---|
Introduce concept that vowels are used in all spoken and written words. Identify and mediate short vowel sounds a, e, i, o, and u. | Construct, deconstruct, mentally image and revisualise words and rhyming word families containing short vowel sounds. | Use working memory in writing rhyming words based on short vowel sounds in sequence. | |
Identify and mediate long vowel sounds involving use of digraphs involving a, e, i, o, and u. Introduce the letters y and w as vowels in positions at or near the end of words. | Construct, deconstruct, mentally image and revisualise words and rhyming word families containing long vowel sounds, including use of the letters y and w as vowels in positions at or near the end of words. | Use working memory in writing sequences of words containing both long and short vowel sounds, including use of the letters y and w as vowels in positions at or near the end of words. | |
Identify letters used as vowels in words used in sequence in sentences. | Identify, phonically analyse, mentally image and revisualise single syllable and polysyllabic words in sequence in sentences. | Use working memory in writing single syllable and polysyllabic words in sequence in sentences and sequences of sentences.. | |
Identify letters used as vowels in words used in sequence in sentences, and in sentences used in sequence in paragraphs. | Identify, phonically analyse, mentally image and revisualise single syllable and polysyllabic words in sequence in paragraphs. | Use working memory in writing sentences in sequence in paragraphs of increasing length and phonic complexity. |
Summary of Stages and Focuses of Mediation in the Targeted Analysis, Revisualisation and Sequential Spelling Programme.
On a phonological and phonic level, the model is based on the coding and recoding of phonic associations through activities in which the child writes, types and colour codes the vowels in words, by underlining the letters used to represent the vowel sounds in colour as well as using the colour coding feature in a word processing programme. On a visual level, the model is designed to make the letters used to represent the vowel sounds in words stand out in colour.
As this occurs, both the phonic associations and visual contrasts used to identify the letters representing the vowel sounds in words are used to develop working memory for words as well as sequential working memory. Fluency in writing and spelling is then based on increasing automaticity in recalling the sequences of letters used in individual words, the sequences of words used in sentences, and the sequences of sentences used in paragraphs. Spelling errors made by the child are retaught using methods based on phonological referencing, occlusion and use of an electronic tachistoscope.
Pre COVID, our methods and materials for developing automaticity in reading, writing and spelling were implemented over a number of years through contact sessions in my practice, as well as by a network of other therapists, teachers and parents using our methods and materials. From first interventions using large-print phonically based materials in the 1990’s to the date of lockdown in our country in March 2020, positive results were obtained which have been presented in a number of previous publications on the programme [132, 133, 134, 135]. These can be accessed online by clicking on the links in these references at the end of this chapter.
Based on aggregation of the individual case study analyses of results obtained through use of the programme’s materials and methods, longitudinal trends in the data indicated that the following variables influenced successful implementation of the programme over an eight year period:
Consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the programme can be built;
Consistent implementation of methods designed to improve both reading fluency and writing and spelling fluency to produce the greatest likelihood of positive effects; and
Consistent support from parents in programme implementation to produce the greatest likelihood of positive effects.
Where the above variables have applied, results post-COVID have also been consistently good, based on contact implementation, online implementation as well as implementation strategies involving combinations of online and contact implementation. These are described in the section following.
COVID lockdown presented a number of challenges, but also provided a number of opportunities. Many of the challenges stemmed from my own decision to discontinue contact sessions in my practice until such time as a vaccine became available. This led to a variety of additional strategies for implementing our materials and methods, using formats involving online sessions supported by additional home-based sessions for children.
Examples of the types of format used are presented in Tables 6 and 7 below.
First activity | Second activity | |
---|---|---|
Test-based Language Programme Level One Test 2 Creative writing activity Use key words to write a story, then draw the picture. Then use Google dictate to tell the story and get the spelling right. | Language analysis Circle nouns 2 | |
Use Level Two Phonogram and Rime Cards to build the following rhyming word family The ou digraph The ou Family out shout gout trout found bound mound loud cloud proud house mouse louse grouse Write these words in your writing book. Then underline the vowels in each word in colour. Test the spelling of the words. Illustrate each word for comprehension purposes. | Now write the following sentences in your writing book. I am very proud of you. She found the ring in the sand. Can you see out of the car? They want to go into the house. There was a black cloud in the sky. This band is quite loud. There is a white mouse in her room. He will shout my name. Underline the vowels in each word in each sentence in colour. Test the spelling of the words in each sentence in sequence through dictation. Then iIllustrate each sentence for comprehension purposes. | |
Maths activity: Test-based Maths System Level One Test 2 Input output rules Finding number patterns | Maths extension activity: Level 1: input output charts a Level1: find number patterns a Rapid naming activity Level 1: adding objects b Level 1: counting patterns -b | |
Test-based Language Programme Level One Test 2 Written language activities | Phonic Analysis Level 2: phonics long vowels b |
Activity-based Learning Format Designed for Work with an 8 year old child. Learning Cycle Eleven implemented on July 18th 2020
Add:
Daily repetitive paired reading on basic evel reading fluency book.
Daily work in Level One phonic workbook or in Level Six foundation level activity book.
Daily maths activities on maths website.
First activity | Second activity | Third activity | |
---|---|---|---|
Test-based Language Programme Level One Test 8 Creative language activity Planning of creative writing combining divergent thinking and convergent thinking methods | Working memory activity using revisualisation methods: Identification of target words from graded revisualisation paragraph 21 followed by phonological referencing and colour coding of letters used to represent the vowel sounds in words in writing book and then on laptop. Syllabification and testing of target words | Sequential revisualisation of words and sentences in paragraph 21 Testing of sequential working memory for words in paragraph 21 through dictation | |
Test-based Maths Programme Level Three Test 1 Comparison of numbers up to four digits Arrangement of numbers up to four digits according to size | Maths extension activity: level-3: compare numbers a level 3: order numbers a Rapid naming activity: Level 2: multiplication tables 2, 5 and 10 b Level 2: multiplication table 2 missing factor b | Language comprehension activity: Endangered species | |
Test-based Language Programme Level One Test 8 Written language activities | Descriptive writing A bicycle Use what, where, when, how and why questions to describe a bicycle. Use the internet to help you. | Maths/science comprehension activity Magnetic attraction | |
Self-structured listening activity using Audible book, followed by review stating what the passage in the book is about, how it has been interpreted and enjoyed, and on the basis of this evidence whether the book is a good one with a message that speaks successfully to the reader. | Natural science comprehension: Atmospheric layers. | Error analysis: Correction of spelling errors made in summary – Learn error words using occlusion and use error words in sentences. Then work with rapid naming of error words using tachistoscope. |
Activity-based Learning Format Designed for Work with a 12 year old child: Learning Cycle Five implemented 29th April 2020
Add:
Daily repetitive paired reading on intermediate level reading fluency book.
6 word a day long term memory spelling programme (6 words a day times three days, learn and test the fourth day, learn any errors using occlusion and use error words in sentences). Use tachistoscope for rapid naming and writing based on use of short-term visual memory.
The formats enabled parents and tutors to work with children using a variety of different types of activities linked to materials which were delivered by email over the lockdown period. This then provided opportunities for extending the range of online services provided by my practice as well as the extent of materials, methods and assessment tools used for online work.
As the schools also moved to online work, each child’s programme was individually designed to develop the basic skills necessary to be able to complete the assignments being set by the child’s classroom teacher. Both the programme provided by the child’s school and our own programme activities would then be supported by either the child’s parent or a tutor.
It thus became possible to provide an activity-based individual programme for the child drawing on the following types of materials from my practice’s data-base:
a. Materials and methods for work with phonic skills and phonic analysis.
b. Materials and methods for reading fluency development.
c. Materials for language skills development.
d. Structured language experience activities.
e. Materials for reading comprehension development.
f. Cloze activities.
g. Activities for identifying main ideas and summarising skills.
h. Reading activities based on use of the internet.
i. Materials and activities for descriptive and creative writing development.
j. Materials and methods for word analysis and working memory development.
k. Materials and methods for sequential working memory development.
l. Writing and spelling fluency activities involving phonic analysis and revisualisation.
m. Materials and methods for developing rapid naming and rapid processing abilities.
n. Listening skill and auditory processing activities based on use of audible books.
o. Test-based language and maths activities.
p. Problem-solving techniques and activities.
Post COVID, feedback on how the child has coped with each type of activity is provided by photographs sent by email or WhatsApp, enabling the next format in the child’s programme to be evidence-based, linked to ongoing evaluation of learning needs. Assessment is then built into programme implementation at regular intervals. The model used for implementation is action research based, and is presented in Table 8 on the next page.
As the practice’s data-base is extensive, the planning and implementation model summarised in Table 8 implies that each child’s programme can be multivariate, addressing a number of different learning needs through use of a variety of graded activities. The programme is then implemented using online sessions supported by learning materials provided by email. The aim is that programme implementation can take place with support from parents or tutors, working with a variety of electronic materials made accessible online via links to websites, or delivered by email. Methods used in the programme are documented in illustrated implementer manuals, and are demonstrated working online, supported by cellphone and email contact.
Action Research Cycle for Planning and Implementation of Activity-based Online Programmes.
COVID has also presented challenges and opportunities in both assessment and training in programme use. Pre COVID, assessment was undertaken through contact sessions, through a number of tests administered across the table. Programme implementation then took place working with therapists, teachers, tutors and parents who were trained in programme implementation through a mediated training programme.
Post COVID, the programme has developed assessment strategies involving combinations of contact and online work. Contact testing is conducted both locally and internationally, working in association with other therapists located in areas close to where children live. This is then supplemented by online testing, with the aim of developing an individual programme relevant to the child learning needs, at a level of language, reading, writing and spelling appropriate to the child’s basic skills, and varied in terms of the child’s individual needs.
Implementation then takes place through online sessions supported by learning formats based on materials and methods drawn from the electronic data base, with each activity focused on the child’s learning needs. Training is provided to programme users as an integral part of the process. Manuals are provided to assist parents, teachers, therapists and tutors in implementing the reading, writing, spelling and working memory activities which form the basis of each child’s programme. Additional support is also provided to programme users through training materials, as well as through sessions conducted online with the therapists, teachers and parents who work in association with my practice.
A number of parents, therapists and teachers are currently working with the practice’s methods and materials, both in the SADEC countries as well as in the UK and East Africa. What has developed in response to COVID are combinations of contact and online assessment and training. With increased use of online technology, it has been possible to plan sessions and work online with others using the programme’s methods and materials, and in the process to demonstrate which activities work best, how to implement activity-based learning using the programme’s methods and materials, and exactly what to do step by step. This has led to forms of shared planning and implementation, supported by electronic materials and manuals.
These are exciting developments in which there are many possibilities for work in different geographical areas of our own country, which is culturally, linguistically and socio-economically diverse, but which uses English as the basis for schooling, commerce and the market-place. It has also led to both interest and implementation possibilities in other countries in which English is spoken and used as the basis for work in schools, as well as more broadly in society.
The reading, writing and spelling fluency programmes described in this chapter are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on evidence provided by testing, an individual programme is developed for the child based on areas of need. Electronic books, activity books and activity-based materials are then used to develop automaticity in reading, and automaticity in writing and spelling, as well as to focus on linked difficulties in phonological and phonemic development, rapid naming and working memory development.
The methods and materials described in this chapter can be used as a response to dyslexia as well as for work with children whose skills in reading, writing and spelling are not well developed. Reading fluency is initially targeted, together with the development of phonic associations based on use of phonogram and rime cards as well as rhyming word families. Once observable differences in reading fluency are noted, reading comprehension activities are introduced together with visually cued phonic analysis based on phonological referencing methods, which are used as the basis for developing writing and spelling fluency.
Following Jorm and Share [136, 137, 138, 139, 140], the phonological referencing methods used in a child’s programme are based on the teaching of skills for phonological recoding (print-to-sound translation, as well as translation of sound back to print). Phonic analysis and revisualisation are then used in combination to develop the detailed orthographic representations necessary for fast, efficient visual word recognition, as well as the detailed orthographic representations necessary to spell both individual words and words in sequence.
The methods used in our fluency-based programmes are thus multivariate, based on use of a combination of repetitive paired reading, repetitive phonological referencing, as well as the training of rapid naming and sequential working memory skills. The evidence from aggregated case studies of children who have worked with a combination of the methods described in this chapter indicates that there are benefits in improvement in reading, spelling individual words and spelling words in sequence, with backwash effects occurring across these areas. Case contrasts indicate lessened effects from programme implementation where there has been systematic variation in either the implementation of repetitive paired reading or repetitive phonological referencing using the methods described in this chapter, and in previous chapters on the programme [141, 142, 143, 144].
Post COVID, both contact and online implementation have been undertaken in which materials from the practice’s data-base are used in interactive sessions with children, with supporting manuals and training materials delivered to users by email. Each child’s programme is then supported with formats designed to provide an activity-based learning programme focused on the child’s learning needs. Training can also be provided to users interactively and step by step, with methods demonstrated either through contact or online, supported by implementation material, training material and illustrated manuals.
This hybrid assessment, training and implementation model has evolved as a response to the needs for social distancing required by COVID. The interventions with each child can be flexible as well as multivariate, and can be provided both locally and internationally wherever the internet and email are available. Both results and user evaluations are positive, indicating that there are a number of possibilities for post COVID implementation of the programme with children with reading, writing and spelling difficulties, and as well as with therapists, teachers and parents working with dyslexic children in different geographic areas and different countries.
This is a brief overview of the main steps involved in publishing with IntechOpen Compacts, Monographs and Edited Books. Once you submit your proposal you will be appointed a Author Service Manager who will be your single point of contact and lead you through all the described steps below.
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\\n\\nPlease complete the publishing proposal form. The completed form should serve as an overview of your future Compacts, Monograph or Edited Book. Once submitted, your publishing proposal will be sent for evaluation, and a notice of acceptance or rejection will be sent within 10 to 30 working days from the date of submission.
\\n\\n2. SUBMIT YOUR MANUSCRIPT
\\n\\nAfter approval, you will proceed in submitting your full-length manuscript. 50-130 pages for compacts, 130-500 for Monographs & Edited Books.Your full-length manuscript must follow IntechOpen's Author Guidelines and comply with our publishing rules. Once the manuscript is submitted, but before it is forwarded for peer review, it will be screened for plagiarism.
\\n\\n3. PEER REVIEW RESULTS
\\n\\nExternal reviewers will evaluate your manuscript and provide you with their feedback. You may be asked to revise your draft, or parts of your draft, provide additional information and make any other necessary changes according to their comments and suggestions.
\\n\\n4. ACCEPTANCE AND PRICE QUOTE
\\n\\nIf the manuscript is formally accepted after peer review you will receive a formal Notice of Acceptance, and a price quote.
\\n\\nThe Open Access Publishing Fee of your IntechOpen Compacts, Monograph or Edited Book depends on the volume of the publication and includes: project management, editorial and peer review services, technical editing, language copyediting, cover design and book layout, book promotion and ISBN assignment.
\\n\\nWe will send you your price quote and after it has been accepted (by both the author and the publisher), both parties will sign a Statement of Work binding them to adhere to the agreed upon terms.
\\n\\nAt this step you will also be asked to accept the Copyright Agreement.
\\n\\n5. LANGUAGE COPYEDITING, TECHNICAL EDITING AND TYPESET PROOF
\\n\\nYour manuscript will be sent to Straive, a leader in content solution services, for language copyediting. You will then receive a typeset proof formatted in XML and available online in HTML and PDF to proofread and check for completeness. The first typeset proof of your manuscript is usually available 10 days after its original submission.
\\n\\nAfter we receive your proof corrections and a final typeset of the manuscript is approved, your manuscript is sent to our in house DTP department for technical formatting and online publication preparation.
\\n\\nAdditionally, you will be asked to provide a profile picture (face or chest-up portrait photograph) and a short summary of the book which is required for the book cover design.
\\n\\n6. INVOICE PAYMENT
\\n\\nThe invoice is generally paid by the author, the author’s institution or funder. The payment can be made by credit card from your Author Panel (one will be assigned to you at the beginning of the project), or via bank transfer as indicated on the invoice. We currently accept the following payment options:
\\n\\nIntechOpen will help you complete your payment safely and securely, keeping your personal, professional and financial information safe.
\\n\\n7. ONLINE PUBLICATION, PRINT AND DELIVERY OF THE BOOK
\\n\\nIntechOpen authors can choose whether to publish their book online only or opt for online and print editions. IntechOpen Compacts, Monographs and Edited Books will be published on www.intechopen.com. If ordered, print copies are delivered by DHL within 12 to 15 working days.
\\n\\nIf you feel that IntechOpen Compacts, Monographs or Edited Books are the right publishing format for your work, please fill out the publishing proposal form. For any specific queries related to the publishing process, or IntechOpen Compacts, Monographs & Edited Books in general, please contact us at book.department@intechopen.com
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\n\nPlease complete the publishing proposal form. The completed form should serve as an overview of your future Compacts, Monograph or Edited Book. Once submitted, your publishing proposal will be sent for evaluation, and a notice of acceptance or rejection will be sent within 10 to 30 working days from the date of submission.
\n\n2. SUBMIT YOUR MANUSCRIPT
\n\nAfter approval, you will proceed in submitting your full-length manuscript. 50-130 pages for compacts, 130-500 for Monographs & Edited Books.Your full-length manuscript must follow IntechOpen's Author Guidelines and comply with our publishing rules. Once the manuscript is submitted, but before it is forwarded for peer review, it will be screened for plagiarism.
\n\n3. PEER REVIEW RESULTS
\n\nExternal reviewers will evaluate your manuscript and provide you with their feedback. You may be asked to revise your draft, or parts of your draft, provide additional information and make any other necessary changes according to their comments and suggestions.
\n\n4. ACCEPTANCE AND PRICE QUOTE
\n\nIf the manuscript is formally accepted after peer review you will receive a formal Notice of Acceptance, and a price quote.
\n\nThe Open Access Publishing Fee of your IntechOpen Compacts, Monograph or Edited Book depends on the volume of the publication and includes: project management, editorial and peer review services, technical editing, language copyediting, cover design and book layout, book promotion and ISBN assignment.
\n\nWe will send you your price quote and after it has been accepted (by both the author and the publisher), both parties will sign a Statement of Work binding them to adhere to the agreed upon terms.
\n\nAt this step you will also be asked to accept the Copyright Agreement.
\n\n5. LANGUAGE COPYEDITING, TECHNICAL EDITING AND TYPESET PROOF
\n\nYour manuscript will be sent to Straive, a leader in content solution services, for language copyediting. You will then receive a typeset proof formatted in XML and available online in HTML and PDF to proofread and check for completeness. The first typeset proof of your manuscript is usually available 10 days after its original submission.
\n\nAfter we receive your proof corrections and a final typeset of the manuscript is approved, your manuscript is sent to our in house DTP department for technical formatting and online publication preparation.
\n\nAdditionally, you will be asked to provide a profile picture (face or chest-up portrait photograph) and a short summary of the book which is required for the book cover design.
\n\n6. INVOICE PAYMENT
\n\nThe invoice is generally paid by the author, the author’s institution or funder. The payment can be made by credit card from your Author Panel (one will be assigned to you at the beginning of the project), or via bank transfer as indicated on the invoice. We currently accept the following payment options:
\n\nIntechOpen will help you complete your payment safely and securely, keeping your personal, professional and financial information safe.
\n\n7. ONLINE PUBLICATION, PRINT AND DELIVERY OF THE BOOK
\n\nIntechOpen authors can choose whether to publish their book online only or opt for online and print editions. IntechOpen Compacts, Monographs and Edited Books will be published on www.intechopen.com. If ordered, print copies are delivered by DHL within 12 to 15 working days.
\n\nIf you feel that IntechOpen Compacts, Monographs or Edited Books are the right publishing format for your work, please fill out the publishing proposal form. For any specific queries related to the publishing process, or IntechOpen Compacts, Monographs & Edited Books in general, please contact us at book.department@intechopen.com
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dioxide is a white metal oxide used in many food categories as food additives to provide a whitening effect. If its use complies with the five specifications including synthesis pathway, crystallographic phase, purity, amount and innocuousness, all other parameters are not defined and were hardly documented. However, in the last 3 years, two studies have deeply characterized food-grade TiO2 and converged to the fact that the size distribution of food-grade TiO2 spans over the nanoparticle range (<100 nm) and the surface is not pure TiO2 but covered by phosphate and eventually silicon species or aluminium species, which modify the surface chemistry of these particles. Until now, this material was considered as safe. However, the toxicological studies later to the last re-evaluation by the European Food Safety Agency reveal some concerns due to the ability of TiO2 particles to alter the intestinal barrier. This reinforces the idea to go on reinforcing the risk assessment about food-grade TiO2.",book:{id:"6407",slug:"application-of-titanium-dioxide",title:"Application of Titanium Dioxide",fullTitle:"Application of Titanium Dioxide"},signatures:"Marie-Hélène Ropers, Hélène Terrisse, Muriel Mercier-Bonin and\nBernard Humbert",authors:[{id:"203603",title:"Dr.",name:"Marie-Hélène",middleName:null,surname:"Ropers",slug:"marie-helene-ropers",fullName:"Marie-Hélène Ropers"},{id:"206434",title:"Dr.",name:"Hélène",middleName:null,surname:"Terrisse",slug:"helene-terrisse",fullName:"Hélène Terrisse"},{id:"206435",title:"Dr.",name:"Muriel",middleName:null,surname:"Mercier-Bonin",slug:"muriel-mercier-bonin",fullName:"Muriel Mercier-Bonin"},{id:"206436",title:"Prof.",name:"Bernard",middleName:null,surname:"Humbert",slug:"bernard-humbert",fullName:"Bernard Humbert"}]},{id:"51808",doi:"10.5772/64654",title:"Plasma-Enhanced Chemical Vapor Deposition: Where we are and the Outlook for the Future",slug:"plasma-enhanced-chemical-vapor-deposition-where-we-are-and-the-outlook-for-the-future",totalDownloads:7757,totalCrossrefCites:8,totalDimensionsCites:29,abstract:"Chemical vapor deposition (CVD) is a technique for the fabrication of thin films of polymeric materials, which has successfully overcome some of the issues faced by wet chemical fabrication and other deposition methods. There are many hybrid techniques, which arise from CVD and are constantly evolving in order to modify the properties of the fabricated thin films. Amongst them, plasma enhanced chemical vapor deposition (PECVD) is a technique that can extend the applicability of the method for various precursors, reactive organic and inorganic materials as well as inert materials. Organic/inorganic monomers, which are used as precursors in the PECVD technique, undergo disintegration and radical polymerization while exposed to a high-energy plasma stream, followed by thin film deposition. In this chapter, we have provided a summary of the history, various characteristics as well as the main applications of PECVD. By demonstrating the advantages and disadvantages of PECVD, we have provided a comparison of this technique with other techniques. PECVD, like any other techniques, still suffers from some restrictions, such as selection of appropriate monomers, or suitable inlet instrument. However, the remarkable properties of this technique and variety of possible applications make it an area of interest for researchers, and offers potential for many future developments.",book:{id:"5211",slug:"chemical-vapor-deposition-recent-advances-and-applications-in-optical-solar-cells-and-solid-state-devices",title:"Chemical Vapor Deposition",fullTitle:"Chemical Vapor Deposition - Recent Advances and Applications in Optical, Solar Cells and Solid State Devices"},signatures:"Yasaman Hamedani, Prathyushakrishna Macha, Timothy J. Bunning,\nRajesh R. Naik and Milana C. 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Although typical biological treatments of water offer some advantages such as low cost and operability, many investigations referring to the removal of pesticides have suggested that in many cases they have low effectiveness due to the limited biodegradability of many agrochemicals. In recent years, research for new techniques for water detoxification to avoid these disadvantages has led to processes that involve light, which are called advanced oxidation processes (AOPs). Among the different semiconductor (SC) materials tested as potential photocatalysts, titanium dioxide (TiO2) is the most popular because of its photochemical stability, commercial availability, non-toxic nature and low cost, high photoactivity, ease of preparation in the laboratory, possibility of doping with metals and non-metals and coating on solid support. Thus, in the present review, we provide an overview of the recent research being developed to photodegrade pesticide residues in water using TiO2 as photocatalyst.",book:{id:"6407",slug:"application-of-titanium-dioxide",title:"Application of Titanium Dioxide",fullTitle:"Application of Titanium Dioxide"},signatures:"Nuria Vela, Gabriel Pérez-Lucas, José Fenoll and Simón Navarro",authors:[{id:"202983",title:"Dr.",name:"Simón",middleName:null,surname:"Navarro",slug:"simon-navarro",fullName:"Simón Navarro"},{id:"202988",title:"Dr.",name:"Nuria",middleName:null,surname:"Vela",slug:"nuria-vela",fullName:"Nuria Vela"},{id:"202989",title:"Dr.",name:"José",middleName:null,surname:"Fenoll",slug:"jose-fenoll",fullName:"José Fenoll"},{id:"206059",title:"Dr.",name:"Gabriel",middleName:null,surname:"Pérez-Lucas",slug:"gabriel-perez-lucas",fullName:"Gabriel Pérez-Lucas"}]}],mostDownloadedChaptersLast30Days:[{id:"57464",title:"General Aspects of the Cobalt Chemistry",slug:"general-aspects-of-the-cobalt-chemistry",totalDownloads:2271,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"This chapter aims to collect and summarize the chemical properties of cobalt and some new cobalt compounds. It deals with the progress of cobalt chemistry. Cobalt has been substantial in both chemical reactions and within many compounds. Some of them are heterocyclic reactions, cobalt-based catalyst and cobalamin. Also, it discusses variety of applications of cobalt in a wide range of areas and toxicity of cobalt. The studies carried out in this area so far have enabled and will be continued to be responsible for producing unknown and difficult reactions. This survey of the recent literature illustrates the fact that many different approaches on cobalt and new cobalt compounds are being used in many different areas.",book:{id:"6133",slug:"cobalt",title:"Cobalt",fullTitle:"Cobalt"},signatures:"Yasemin Yildiz",authors:[{id:"208129",title:"Dr.",name:"Yasemin",middleName:null,surname:"Yıldız",slug:"yasemin-yildiz",fullName:"Yasemin Yıldız"}]},{id:"55301",title:"Recent Overview on the Abatement of Pesticide Residues in Water by Photocatalytic Treatment Using TiO2",slug:"recent-overview-on-the-abatement-of-pesticide-residues-in-water-by-photocatalytic-treatment-using-ti",totalDownloads:1982,totalCrossrefCites:9,totalDimensionsCites:26,abstract:"The water bodies’ pollution with phytosanitary products can pose a serious threat to aquatic ecosystems and drinking water resources. The usual appearance of pesticides in surface water, waste water and groundwater has driven the search for proper methods to remove persistent pesticides. Although typical biological treatments of water offer some advantages such as low cost and operability, many investigations referring to the removal of pesticides have suggested that in many cases they have low effectiveness due to the limited biodegradability of many agrochemicals. In recent years, research for new techniques for water detoxification to avoid these disadvantages has led to processes that involve light, which are called advanced oxidation processes (AOPs). Among the different semiconductor (SC) materials tested as potential photocatalysts, titanium dioxide (TiO2) is the most popular because of its photochemical stability, commercial availability, non-toxic nature and low cost, high photoactivity, ease of preparation in the laboratory, possibility of doping with metals and non-metals and coating on solid support. Thus, in the present review, we provide an overview of the recent research being developed to photodegrade pesticide residues in water using TiO2 as photocatalyst.",book:{id:"6407",slug:"application-of-titanium-dioxide",title:"Application of Titanium Dioxide",fullTitle:"Application of Titanium Dioxide"},signatures:"Nuria Vela, Gabriel Pérez-Lucas, José Fenoll and Simón Navarro",authors:[{id:"202983",title:"Dr.",name:"Simón",middleName:null,surname:"Navarro",slug:"simon-navarro",fullName:"Simón Navarro"},{id:"202988",title:"Dr.",name:"Nuria",middleName:null,surname:"Vela",slug:"nuria-vela",fullName:"Nuria Vela"},{id:"202989",title:"Dr.",name:"José",middleName:null,surname:"Fenoll",slug:"jose-fenoll",fullName:"José Fenoll"},{id:"206059",title:"Dr.",name:"Gabriel",middleName:null,surname:"Pérez-Lucas",slug:"gabriel-perez-lucas",fullName:"Gabriel Pérez-Lucas"}]},{id:"49965",title:"Utilization of Apatite Ores",slug:"utilization-of-apatite-ores",totalDownloads:2590,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Phosphate rock is an important mineral commodity used in the chemical industry and production of food. The first section of ninth chapter of this book introduces utilization of apatite ores for manufacturing of phosphorus. The second part deals with production of phosphoric acid via wet and thermal process and utilization of byproducts such as phosphogypsum, phosphorous slag and ferrophosphorus. 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He is also a faculty member in the Molecular Oncology Program. He obtained his MSc and Ph.D. at Oregon State University and Texas Tech University, respectively. He pursued his postdoctoral studies at Rutgers University Medical School and the National Institutes of Health (NIH/NIDDK), USA. His research focuses on biochemistry, biophysics, genetics, molecular biology, and molecular medicine with specialization in the fields of drug design, protein structure-function, protein folding, prions, microRNA, pseudogenes, molecular cancer, epigenetics, metabolites, proteomics, genomics, protein expression, and characterization by spectroscopic and calorimetric methods.",institutionString:"University of Health Sciences",institution:null},{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",biography:"Hiroyuki Kagechika received his bachelor’s degree and Ph.D. in Pharmaceutical Sciences from the University of Tokyo, Japan, where he served as an associate professor until 2004. He is currently a professor at the Institute of Biomaterials and Bioengineering (IBB), Tokyo Medical and Dental University (TMDU). From 2010 to 2012, he was the dean of the Graduate School of Biomedical Science. Since 2012, he has served as the vice dean of the Graduate School of Medical and Dental Sciences. He has been the director of the IBB since 2020. Dr. Kagechika’s major research interests are the medicinal chemistry of retinoids, vitamins D/K, and nuclear receptors. He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"94311",title:"Prof.",name:"Martins",middleName:"Ochubiojo",surname:"Ochubiojo Emeje",slug:"martins-ochubiojo-emeje",fullName:"Martins Ochubiojo Emeje",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94311/images/system/94311.jpeg",biography:"Martins Emeje obtained a BPharm with distinction from Ahmadu Bello University, Nigeria, and an MPharm and Ph.D. from the University of Nigeria (UNN), where he received the best Ph.D. award and was enlisted as UNN’s “Face of Research.” He established the first nanomedicine center in Nigeria and was the pioneer head of the intellectual property and technology transfer as well as the technology innovation and support center. Prof. Emeje’s several international fellowships include the prestigious Raman fellowship. He has published more than 150 articles and patents. He is also the head of R&D at NIPRD and holds a visiting professor position at Nnamdi Azikiwe University, Nigeria. He has a postgraduate certificate in Project Management from Walden University, Minnesota, as well as a professional teaching certificate and a World Bank certification in Public Procurement. Prof. Emeje was a national chairman of academic pharmacists in Nigeria and the 2021 winner of the May & Baker Nigeria Plc–sponsored prize for professional service in research and innovation.",institutionString:"National Institute for Pharmaceutical Research and Development",institution:{name:"National Institute for Pharmaceutical Research and Development",country:{name:"Nigeria"}}},{id:"268659",title:"Ms.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/268659/images/8143_n.jpg",biography:"Dr. Zhan received his undergraduate and graduate training in the fields of preventive medicine and epidemiology and statistics at the West China University of Medical Sciences in China during 1989 to 1999. He received his post-doctoral training in oncology and cancer proteomics for two years at the Cancer Research Institute of Human Medical University in China. In 2001, he went to the University of Tennessee Health Science Center (UTHSC) in USA, where he was a post-doctoral researcher and focused on mass spectrometry and cancer proteomics. Then, he was appointed as an Assistant Professor of Neurology, UTHSC in 2005. He moved to the Cleveland Clinic in USA as a Project Scientist/Staff in 2006 where he focused on the studies of eye disease proteomics and biomarkers. He returned to UTHSC as an Assistant Professor of Neurology in the end of 2007, engaging in proteomics and biomarker studies of lung diseases and brain tumors, and initiating the studies of predictive, preventive, and personalized medicine (PPPM) in cancer. In 2010, he was promoted to Associate Professor of Neurology, UTHSC. Currently, he is a Professor at Xiangya Hospital of Central South University in China, Fellow of Royal Society of Medicine (FRSM), the European EPMA National Representative in China, Regular Member of American Association for the Advancement of Science (AAAS), European Cooperation of Science and Technology (e-COST) grant evaluator, Associate Editors of BMC Genomics, BMC Medical Genomics, EPMA Journal, and Frontiers in Endocrinology, Executive Editor-in-Chief of Med One. He has\npublished 116 peer-reviewed research articles, 16 book chapters, 2 books, and 2 US patents. His current main research interest focuses on the studies of cancer proteomics and biomarkers, and the use of modern omics techniques and systems biology for PPPM in cancer, and on the development and use of 2DE-LC/MS for the large-scale study of human proteoforms.",institutionString:null,institution:{name:"Xiangya Hospital Central South University",country:{name:"China"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"418340",title:"Dr.",name:"Jyotirmoi",middleName:null,surname:"Aich",slug:"jyotirmoi-aich",fullName:"Jyotirmoi Aich",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038Ugi5QAC/Profile_Picture_2022-04-15T07:48:28.png",biography:"Biotechnologist with 15 years of research including 6 years of teaching experience. Demonstrated record of scientific achievements through consistent publication record (H index = 13, with 874 citations) in high impact journals such as Nature Communications, Oncotarget, Annals of Oncology, PNAS, and AJRCCM, etc. Strong research professional with a post-doctorate from ACTREC where I gained experimental oncology experience in clinical settings and a doctorate from IGIB where I gained expertise in asthma pathophysiology. A well-trained biotechnologist with diverse experience on the bench across different research themes ranging from asthma to cancer and other infectious diseases. An individual with a strong commitment and innovative mindset. Have the ability to work on diverse projects such as regenerative and molecular medicine with an overall mindset of improving healthcare.",institutionString:"DY Patil Deemed to Be University",institution:null},{id:"349288",title:"Prof.",name:"Soumya",middleName:null,surname:"Basu",slug:"soumya-basu",fullName:"Soumya Basu",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035QxIDQA0/Profile_Picture_2022-04-15T07:47:01.jpg",biography:"Soumya Basu, Ph.D., is currently working as an Associate Professor at Dr. D. Y. Patil Biotechnology and Bioinformatics Institute, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India. With 16+ years of trans-disciplinary research experience in Drug Design, development, and pre-clinical validation; 20+ research article publications in journals of repute, 9+ years of teaching experience, trained with cross-disciplinary education, Dr. Basu is a life-long learner and always thrives for new challenges.\r\nHer research area is the design and synthesis of small molecule partial agonists of PPAR-γ in lung cancer. She is also using artificial intelligence and deep learning methods to understand the exosomal miRNA’s role in cancer metastasis. Dr. Basu is the recipient of many awards including the Early Career Research Award from the Department of Science and Technology, Govt. of India. She is a reviewer of many journals like Molecular Biology Reports, Frontiers in Oncology, RSC Advances, PLOS ONE, Journal of Biomolecular Structure & Dynamics, Journal of Molecular Graphics and Modelling, etc. She has edited and authored/co-authored 21 journal papers, 3 book chapters, and 15 abstracts. She is a Board of Studies member at her university. She is a life member of 'The Cytometry Society”-in India and 'All India Cell Biology Society”- in India.",institutionString:"Dr. D.Y. Patil Vidyapeeth, Pune",institution:{name:"Dr. D.Y. Patil Vidyapeeth, Pune",country:{name:"India"}}},{id:"354817",title:"Dr.",name:"Anubhab",middleName:null,surname:"Mukherjee",slug:"anubhab-mukherjee",fullName:"Anubhab Mukherjee",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y0000365PbRQAU/ProfilePicture%202022-04-15%2005%3A11%3A18.480",biography:"A former member of Laboratory of Nanomedicine, Brigham and Women’s Hospital, Harvard University, Boston, USA, Dr. Anubhab Mukherjee is an ardent votary of science who strives to make an impact in the lives of those afflicted with cancer and other chronic/acute ailments. He completed his Ph.D. from CSIR-Indian Institute of Chemical Technology, Hyderabad, India, having been skilled with RNAi, liposomal drug delivery, preclinical cell and animal studies. He pursued post-doctoral research at College of Pharmacy, Health Science Center, Texas A & M University and was involved in another postdoctoral research at Department of Translational Neurosciences and Neurotherapeutics, John Wayne Cancer Institute, Santa Monica, California. In 2015, he worked in Harvard-MIT Health Sciences & Technology as a visiting scientist. He has substantial experience in nanotechnology-based formulation development and successfully served various Indian organizations to develop pharmaceuticals and nutraceutical products. He is an inventor in many US patents and an author in many peer-reviewed articles, book chapters and books published in various media of international repute. Dr. Mukherjee is currently serving as Principal Scientist, R&D at Esperer Onco Nutrition (EON) Pvt. Ltd. and heads the Hyderabad R&D center of the organization.",institutionString:"Esperer Onco Nutrition Pvt Ltd.",institution:null},{id:"319365",title:"Assistant Prof.",name:"Manash K.",middleName:null,surname:"Paul",slug:"manash-k.-paul",fullName:"Manash K. Paul",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/319365/images/system/319365.png",biography:"Manash K. Paul is a Principal Investigator and Scientist at the University of California Los Angeles. He has contributed significantly to the fields of stem cell biology, regenerative medicine, and lung cancer. His research focuses on various signaling processes involved in maintaining stem cell homeostasis during the injury-repair process, deciphering lung stem cell niche, pulmonary disease modeling, immuno-oncology, and drug discovery. He is currently investigating the role of extracellular vesicles in premalignant lung cell migration and detecting the metastatic phenotype of lung cancer via machine-learning-based analyses of exosomal signatures. Dr. Paul has published in more than fifty peer-reviewed international journals and is highly cited. He is the recipient of many awards, including the UCLA Vice Chancellor’s award, a senior member of the Institute of Electrical and Electronics Engineers (IEEE), and an editorial board member for several international journals.",institutionString:"University of California Los Angeles",institution:{name:"University of California Los Angeles",country:{name:"United States of America"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/219081/images/system/219081.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. He is currently working on the protective activity of phenolic compounds in disorders associated with oxidative stress and inflammation.",institutionString:null,institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Dr.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329248",title:"Dr.",name:"Md. Faheem",middleName:null,surname:"Haider",slug:"md.-faheem-haider",fullName:"Md. Faheem Haider",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329248/images/system/329248.jpg",biography:"Dr. Md. Faheem Haider completed his BPharm in 2012 at Integral University, Lucknow, India. In 2014, he completed his MPharm with specialization in Pharmaceutics at Babasaheb Bhimrao Ambedkar University, Lucknow, India. He received his Ph.D. degree from Jamia Hamdard University, New Delhi, India, in 2018. He was selected for the GPAT six times and his best All India Rank was 34. Currently, he is an assistant professor at Integral University. Previously he was an assistant professor at IIMT University, Meerut, India. He has experience teaching DPharm, Pharm.D, BPharm, and MPharm students. He has more than five publications in reputed journals to his credit. Dr. Faheem’s research area is the development and characterization of nanoformulation for the delivery of drugs to various organs.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/system/329795.png",biography:"Dr. Mohd Aftab Siddiqui is an assistant professor in the Faculty of Pharmacy, Integral University, Lucknow, India, where he obtained a Ph.D. in Pharmacology in 2020. He also obtained a BPharm and MPharm from the same university in 2013 and 2015, respectively. His area of research is the pharmacological screening of herbal drugs/natural products in liver cancer and cardiac diseases. He is a member of many professional bodies and has guided many MPharm and PharmD research projects. Dr. Siddiqui has many national and international publications and one German patent to his credit.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. from Integral University, Lucknow, India, with his work titled ‘Development and evaluation of silymarin nanoformulation for hepatic carcinoma’. Currently, he is an Assistant Professor of Pharmaceutics, at the Faculty of Pharmacy, Integral University. He has been teaching PharmD, BPharm, and MPharm students and conducting research in the novel drug delivery domain. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than twenty-four original journal articles, two edited books, four book chapters, and several scientific articles to his credit. He is a member of the American Association for Cancer Research, the International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"333824",title:"Dr.",name:"Ahmad Farouk",middleName:null,surname:"Musa",slug:"ahmad-farouk-musa",fullName:"Ahmad Farouk Musa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333824/images/22684_n.jpg",biography:"Dato’ Dr Ahmad Farouk Musa\nMD, MMED (Surgery) (Mal), Fellowship in Cardiothoracic Surgery (Monash Health, Aust), Graduate Certificate in Higher Education (Aust), Academy of Medicine (Mal)\n\n\n\nDato’ Dr Ahmad Farouk Musa obtained his Doctor of Medicine from USM in 1992. He then obtained his Master of Medicine in Surgery from the same university in the year 2000 before subspecialising in Cardiothoracic Surgery at Institut Jantung Negara (IJN), Kuala Lumpur from 2002 until 2005. He then completed his Fellowship in Cardiothoracic Surgery at Monash Health, Melbourne, Australia in 2008. He has served in the Malaysian army as a Medical Officer with the rank of Captain upon completing his Internship before joining USM as a trainee lecturer. He is now serving as an academic and researcher at Monash University Malaysia. He is a life-member of the Malaysian Association of Thoracic & Cardiovascular Surgery (MATCVS) and a committee member of the MATCVS Database. He is also a life-member of the College of Surgeons, Academy of Medicine of Malaysia; a life-member of Malaysian Medical Association (MMA), and a life-member of Islamic Medical Association of Malaysia (IMAM). Recently he was appointed as an Interim Chairperson of Examination & Assessment Subcommittee of the UiTM-IJN Cardiothoracic Surgery Postgraduate Program. As an academic, he has published numerous research papers and book chapters. He has also been appointed to review many scientific manuscripts by established journals such as the British Medical Journal (BMJ). He has presented his research works at numerous local and international conferences such as the European Association for Cardiothoracic Surgery (EACTS) and the European Society of Cardiovascular Surgery (ESCVS), to name a few. He has also won many awards for his research presentations at meetings and conferences like the prestigious International Invention, Innovation & Technology Exhibition (ITEX); Design, Research and Innovation Exhibition, the National Conference on Medical Sciences and the Annual Scientific Meetings of the Malaysian Association for Thoracic and Cardiovascular Surgery. He was awarded the Darjah Setia Pangkuan Negeri (DSPN) by the Governor of Penang in July, 2015.",institutionString:null,institution:{name:"Monash University Malaysia",country:{name:"Malaysia"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}}]}},subseries:{item:{id:"15",type:"subseries",title:"Chemical Biology",keywords:"Phenolic Compounds, Essential Oils, Modification of Biomolecules, Glycobiology, Combinatorial Chemistry, Therapeutic peptides, Enzyme Inhibitors",scope:"Chemical biology spans the fields of chemistry and biology involving the application of biological and chemical molecules and techniques. In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. This topic will closely deal with all emerging trends in this discipline.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11411,editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",slug:"sukru-beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",biography:"Dr. Şükrü Beydemir obtained a BSc in Chemistry in 1995 from Yüzüncü Yıl University, MSc in Biochemistry in 1998, and PhD in Biochemistry in 2002 from Atatürk University, Turkey. He performed post-doctoral studies at Max-Planck Institute, Germany, and University of Florence, Italy in addition to making several scientific visits abroad. He currently works as a Full Professor of Biochemistry in the Faculty of Pharmacy, Anadolu University, Turkey. Dr. Beydemir has published over a hundred scientific papers spanning protein biochemistry, enzymology and medicinal chemistry, reviews, book chapters and presented several conferences to scientists worldwide. He has received numerous publication awards from various international scientific councils. He serves in the Editorial Board of several international journals. 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He is a member of the Turkish Biochemical Society, American Chemical Society, and German Genetics society. Dr. Ekinci published around ninety scientific papers, reviews and book chapters, and presented several conferences to scientists. He has received numerous publication awards from several scientific councils. 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In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. This topic will closely deal with all emerging trends in this discipline.",annualVolume:11411,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null,editorialBoard:[{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",fullName:"Abdulsamed Kükürt",profilePictureURL:"https://mts.intechopen.com/storage/users/219081/images/system/219081.png",institutionString:null,institution:{name:"Kafkas University",institutionURL:null,country:{name:"Turkey"}}},{id:"241413",title:"Dr.",name:"Azhar",middleName:null,surname:"Rasul",fullName:"Azhar Rasul",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRT1oQAG/Profile_Picture_1635251978933",institutionString:null,institution:{name:"Government College University, Faisalabad",institutionURL:null,country:{name:"Pakistan"}}},{id:"178316",title:"Ph.D.",name:"Sergey",middleName:null,surname:"Sedykh",fullName:"Sergey Sedykh",profilePictureURL:"https://mts.intechopen.com/storage/users/178316/images/system/178316.jfif",institutionString:null,institution:{name:"Novosibirsk State University",institutionURL:null,country:{name:"Russia"}}}]},{id:"17",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. Thus all studies on metabolism will be considered for publication.",annualVolume:11413,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",fullName:"Anca Pantea Stoian",profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"203824",title:"Dr.",name:"Attilio",middleName:null,surname:"Rigotti",fullName:"Attilio Rigotti",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Pontifical Catholic University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"300470",title:"Dr.",name:"Yanfei (Jacob)",middleName:null,surname:"Qi",fullName:"Yanfei (Jacob) Qi",profilePictureURL:"https://mts.intechopen.com/storage/users/300470/images/system/300470.jpg",institutionString:null,institution:{name:"Centenary Institute of Cancer Medicine and Cell Biology",institutionURL:null,country:{name:"Australia"}}}]},{id:"18",title:"Proteomics",keywords:"Mono- and Two-Dimensional Gel Electrophoresis (1-and 2-DE), Liquid Chromatography (LC), Mass Spectrometry/Tandem Mass Spectrometry (MS; MS/MS), Proteins",scope:"With the recognition that the human genome cannot provide answers to the etiology of a disorder, changes in the proteins expressed by a genome became a focus in research. Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. The Proteomics topic aims to attract contributions on all aspects of MS-based proteomics that, by pushing the boundaries of MS capabilities, may address biological problems that have not been resolved yet.",annualVolume:11414,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null,editorialBoard:[{id:"72288",title:"Dr.",name:"Arli Aditya",middleName:null,surname:"Parikesit",fullName:"Arli Aditya Parikesit",profilePictureURL:"https://mts.intechopen.com/storage/users/72288/images/system/72288.jpg",institutionString:null,institution:{name:"Indonesia International Institute for Life Sciences",institutionURL:null,country:{name:"Indonesia"}}},{id:"40928",title:"Dr.",name:"Cesar",middleName:null,surname:"Lopez-Camarillo",fullName:"Cesar Lopez-Camarillo",profilePictureURL:"https://mts.intechopen.com/storage/users/40928/images/3884_n.png",institutionString:null,institution:{name:"Universidad Autónoma de la Ciudad de México",institutionURL:null,country:{name:"Mexico"}}},{id:"81926",title:"Dr.",name:"Shymaa",middleName:null,surname:"Enany",fullName:"Shymaa Enany",profilePictureURL:"https://mts.intechopen.com/storage/users/81926/images/system/81926.png",institutionString:"Suez Canal University",institution:{name:"Suez Canal University",institutionURL:null,country:{name:"Egypt"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"profile.detail",path:"/profiles/12641",hash:"",query:{},params:{id:"12641"},fullPath:"/profiles/12641",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()