\r\n\tThe description of possible chemical or physical techniques available nowadays will be enriched by biological methods. Methods with a high potential for commercialization are of particular importance, that is why some of the material presented in this book will relate to this aspect.
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A case in point is the recent COVID-19 pandemic, which forced universities worldwide to suspend all on-campus activities and move to online learning or distance learning either with or without any digital tools [2]. Linney et al. [3] reports that while adapting to this new normal, universities have quickly evolved their digital tools and platforms to ensure uninterrupted educational delivery to their isolated students. Teachers were expected to transform the way they teach, moving from the traditional contact model to an interactive online learning model [3]. Due to the changing nature of learning and teaching, there is a growing need for ongoing professional learning to equip teachers with skills and competencies needed to adapt to the ever-changing student demographic and knowledge base, the speed of technological and societal changes [4].
In September 2015, the United Nations established the Sustainable Development Goals (SDGs), which serve as a road map for improving people’s living situations, particularly in poorer nations [5]. The fourth of the Sustainable Development Goals pledges the international community to “provide inclusive and high-quality education for all and encourage lifelong learning” [5]. In realizing the National Development Plan’s educational objectives (see Chapter 9), the study University’s policy on Performance Management and Development [6] states that the employee and his or her line manager shall jointly develop an Individual Development Plan (IDP) to address any competency or other gaps that would impact on the employee’s performance. This implies that upskilling teachers in the Department of Chemistry with competencies that would allow them to integrate technology in teaching for effective learning was part of the IDP that all teachers signed together with the line manager for 2020.
In 2011, the Nuffic-funded project intervention was introduced in the Department of Chemistry to train the teacher with the incorporation of technology in teaching. The Dutch teachers collaborated and assisted Chemistry teachers with developing a blended learning approach. In 2012, the department established the community of practice as Subject Groups. The purpose of the community of practice (CoP) was to facilitate collaboration, co-creating and sharing between Chemistry teachers. This CoP has been a success and still exists to date. Several teachers have also undertaken teacher training courses and workshops. Despite all these interventions, it was found that Chemistry teachers and students were still not using the learning management system known as IMFUNDO effectively for meaningful teaching and learning. For instance, more than half 56% of the teachers used the announcement tool to communicate relevant messages about the module to the students. Announcements were about changes to the teaching or assessment schedule, uploaded supplementary learning material such as videos, tutorials, etc.). However, the communication was one-way from the teacher to the students. More than half 53% of the modules used relevant learning resources such as PowerPoint presentations, notes or assessments. The PowerPoint presentations were, however, not interactive, not video presentations and did not have a voice recording of the teacher. Few of the modules used IMFUNDO for assessment purposes and used videos as a tool for anchored instruction. Based on these results, it could be argued that learning in the Department of Chemistry is largely teacher-centered based on the behaviorism learning theory [7]. The teacher-centered approach is perceived to have a negative impact on developing higher cognitive skills of students, encourages dependency on the teacher and memorizes content [8].
The challenge in this study was that Chemistry teachers used IMFUNDO as a repository, mainly for “dumping” PowerPoint slides of the learning unit, sending announcements to students and sharing the latest study guide. This observation is not in line with the newly approved study University’s Teaching, Learning and Technology Strategy and does not support student-centered learning. If a teacher-centered approach and behaviorism continue in the teaching practice, it would be difficult for the institution to realize the University’s 2020–2025 Institutional Strategic Plan Pillar 1: Future-ready graduates who make a positive societal impact and Pillar 4: Digitally-Advanced University.
Familiarity with subject knowledge alone is not enough for teachers to engage in effective and pedagogically meaningful instructional practices. Modern curriculum delivery requires teachers to do their best to find innovative ways that not only facilitate but also optimize students’ learning to the greatest extent possible. The incorporation of technology in teaching is ubiquitous, therefore in considering the integration of technology in teaching, a potentially useful method is to consider what it is that needs to be addressed, and how technology can be used to assist [9]. In the current study, the Department of Chemistry has been unsuccessful in adopting and integrating technology in teaching since 201. This was due to the lack of a framework for training teachers in skills and competencies required to successfully implement digitalization pedagogy, engage students and improve student success.
The objective of this study was to develop a framework to improve the teaching of online modules using IMFUNDO, to ensure that students engage meaningfully with the online modules. Furthermore, it was critical that Chemistry teachers’ digital skills, practice and pedagogy were effectively enhanced with the aid of IMFUNDO. To achieve the level at which Chemistry teachers adopted and integrated technology in teaching, a training framework based on Arena, Blended and Connected learning was developed and implemented via online webinars. The IMFUNDO reports were used to determine the number of modules developed and digital tools utilized.
The importance of professional development in teacher education cannot be overstated [10]. Brown et al. [11], argued that there is no ‘one size fits all’ supply-driven or demand-led model of teacher professional learning. The Australian Government undertook an initiative called Teaching Teachers for the Future, to improve the preparation of future teachers by integrating technology into their practice [12]. The institution needed to support and upskill teachers if it desires to remain competitive in an increasingly uncertain global market, as most programs are only as successful as the people in charge of them [10]. In this study, the policy on Performance Management and Development [6], as well as the IDP, supports Li and Morris’ opinion.
During the COVID-19 outbreak and national lockdown, the study university adopted the emergency multimodal teaching, learning and assessment strategy [2]. The strategy forced all the teachers to adopt and use IMFUNDO in their teaching practices to continue with learning and teaching in trying times [13]. Darling-Hammond et al. [10] argued that the nature of teacher development should be a continuous process of becoming and articulating an inner world of conscious choices made in response to the outward world of the teaching context. There are various approaches and strategies to teacher learning were established in higher education. At a study university in 2005, the Partners @Work empowerment strategy yielded positive results, but it was not sustained [14]. As indicated, the Nuffic-funded project as well as the eLearning Leaders intervention proved to be successful in introducing teachers to digital skills. However, the challenge remained of using the UMFUNDO to engage the students with the application of interactive tools. In an attempt to empower Chemistry teachers with the proposed professional development framework, the attention and emphasis were on including digital technology with various stages of curriculum delivery.
Transformative pedagogies include higher levels of pedagogical practice, are learner-centered, engage higher-order thinking skills and include a variety of interactions between learners, content and teachers [15]. To support pedagogy, teaching with a technology system should be capable of supporting a transformative learning pedagogy. This means it should allow for the integration of authentic learning activities as well as learning activities that support collaboration, discourse and reflective thinking by students [16]. This implies that the use of digital tools and resources in transformative pedagogies enhances deep learning [17]. DoBE [17] argued that the use of digital tools and resources in transformative pedagogies enhances deep learning. When implementing the DoE framework, thinking skills, information management and interactions between learners, teachers and content should be taken into consideration.
At the core of good teaching with technology, there are three core components: content, pedagogy, and technology. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework [18]. The TPACK framework encourages teachers to design pedagogically sound learning activities that maximize the impact of both digital tools and content resources on teaching and learning in a given context [17]. Howard et al. [19] and Ngcapu et al. [13] support the use of the TPACK framework as it provided a focus on learning and pedagogy that is typically missing from conceptions of online learning. It would be safe to say that TPACK was the basis of effective teaching with technology [20] and was an essential component of transformative pedagogy [21]. Therefore, teaching successfully with technology requires continuous evaluation of the dynamic equilibrium among all TPACK components as well as continuous training of teachers and adequate ICT support by the university.
There is no perfect digital pedagogy model and there are always challenges and opportunities with the integration of technology in teaching. Some users of the TPACK model have criticized the model for lack of practical examples to explain knowledge required for the crossovers TCK and TPK and how technology fits into these crossovers [22]. A drawback of the TPACK model was that teachers who lacked training and information technology skills could not adopt the technology in their classroom and inadequate post-training support discouraged the use of technology. Challenges highlighted by teachers in a private higher institution in Malaysia with using ICT in teaching and learning environment were lack of TPACK teaching and learning skills and ICT support. These challenges were attributed to poor instructional design and 80% of the teachers not using ICT in their teaching and learning environment [23].
Constructivism is a learning theory central to transformative pedagogy. According to Bada et al. [24] central to the philosophy of constructivism is that learning is an active process. Hence, from a constructivist perspective, the primary responsibility of the teacher is to create and maintain a collaborative problem-solving environment, where students are allowed to construct their knowledge, and the teacher acts as a facilitator and guide. Furthermore, Hamlin et al. [16] adds another dimension that learning environments that are based on social constructivist learning principles can enhance transformative pedagogy. Donnelly et al. [25] implemented a constructivist learning approach in a blended problem-based learning module. Findings of the study indicate that some aspects of constructivist learning may be directly stimulated by using technology, the findings noted an increased level of collaboration and that involvement with content is often reinforced by technology use.
How can a training framework be developed and implemented to enhance the digital skills, practice and pedagogy of Chemistry teachers to teach effectively using IMFUNDO?.
To respond to the question, action research was used to a better understanding of study problems. Action research is defined as an approach in which the action researcher and a client collaborate in the diagnosis of the problem and the development of a solution based on the diagnosis [26]. The process of action research involves, planning to initiate change, implementing g the change (acting) and observing the process of implementation and consequences reflecting on the process of change and replanning, acting and observing as well as reflecting [27].
On the 23rd of March 2020, a national lockdown in response to the COVID-19 pandemic was announced in South Africa [2]. To respond to the national lockdown regulation, the study university implemented a remote multimodal teaching, learning and assessment strategy from June 1, 2020. This required an unprecedented rapid transition from face-to-face teaching to online teaching and learning. To assist teachers with the design and development of online modules on IMFUNDO, the study university implemented Emergency remote teaching and empowerment [2]. For 3 months, the instructional designers conducted online teaching and empowerment. The emergency remote teaching and empowerments’ purpose was to empower lecturers in transitioning from traditional teaching to online or remote teaching through the use of various tools on the IMFUNDO to benefit students [2]. Since technology alone does not guarantee a pleasant or effective learning experience, it was vital for instructional designers to ensure that pedagogy was given higher attention throughout [2].
To further ensure the training of teachers in the Department of Chemistry, the training that was scheduled for 4 months (March 1, 2020–July 31, 2020) was then reduced to 2 weeks (April 14–17, 2020 and May 11–15, 2020) to ensure that teachers have the necessary technical skills and competencies to teach remotely [15]. The Arena, Blended and Connected learning design approach was used for training teachers to develop online modules [2, 15]. The Arena, Blended and Connected (ABC) learning design, according to Young [28] is a quick way to (re)design programs and modules through a hands-on workshop where academic teams discuss and create storyboards of students’ activities. A minimal version of the ABC learning design adapted from [28] was followed and consisted of the following elements:
Pre-workshop: resources provided for teachers to engage with before each session
Live session: daily using virtual conferencing tool IMFUMDO Collaborate for about 1 h 30 min
Post-workshop: consisted of support provided through a community of practice WhatsApp chat group
To develop a successful framework that improves teaching and learning using digitalization pedagogy and TPACK principles, firstly, the chapter reflects on the findings of the preliminary study, which was conducted in 2019 to develop a plan that improved the teaching and learning practices. From the findings, it was evident that a systematic approach was required for the training of teachers to ensure that they possess skills, values and attributes central to transformative pedagogies that were student-centered, engage higher-order thinking skills and include a variety of interactions between students, content and teachers. Secondly, the teacher development framework and a framework for designing online modules were developed and implemented.
In this study, purposive, convenient and was used to select the participants. Purposive sampling means that the researcher selects individuals and sites for study because they can purposefully inform an understanding of the research problem and central phenomenon in the study [29]. Convenience sampling refers to the selection of settings, groups, and or persons who are readily available and eager to engage in the study [30]. In this case, the participants were 25 full-time teachers who taught 756 students, of which 711 were undergraduate and 45 postgraduates in the Department of Chemistry. Their age ranged between 32 and 65 years. In terms of qualification, 17 (68%) of the teachers hold a PhD in Chemistry, 7 (28%) hold a Masters in Chemistry and one holds a Bachelor degree in Pharmaceutical Sciences.
Document analysis (Remote Multimodal Teaching, Learning and Assessment Strategy and Plan as well as the Faculty Emergency Teaching and Empowerment Plan), and learning management system reports, were employed to collect data in this study.
The Remote Multimodal Teaching, Learning and Assessment Strategy and Plan (RMTLAS&P) was used because during the second announcement of COVID-19 national lockdown in April 2020 and to comply with the directive by the Ministry of Higher Education, Science and Innovation, the study university adopted the RMTLAS&P. The RMTLAS&P’s goal was to finish the 2020 academic year successfully [31]. This was contingent on the possibilities during the lockdown and when the measures were eased to enable contact learning and teaching to resume. The RMTLAS&P was implemented in two approaches. The first approach used was the digital delivery through the IMFUNDO and the second was the distribution of printed study material to students who may not be able to use the digital mode due to various reasons. For this chapter, the digital delivery with the aid of IMFUNDO is presented. The university teachers were given mobile devices and Internet connectivity as well as training in remote teaching and learning methods. The training was conducted by Instructional Designers.
To assist university teachers with the planning, design, and development of online modules, an emergency remote teaching and empowerment plan was also developed. In the Faculties, the Instructional Designers adopted the institution empowerment plan and customized it to suit the Faculty of Science needs [32]. Simelane-Mnisi et al. [2] argued that it was vital not to compromise the quality of the online material when preparing for online or remote instruction. The concept of constructive alignment was suggested to equip university lecturers to move their content online or remotely. Learning outcomes, learning material (content), learning activities, interactions (collaborations), feedback, and course technology can all benefit from constructive alignment. These ideas work together to guarantee that students attain the learning results they desire. Various instructional design models relating to Gagne’s nine events of instructional design, backward design Revised Bloom taxonomy, and ADDIE model Analyze, Design, Develop, Implement and Evaluate were also used to ensure the design and development of online learning and teaching material on IMFUNDO.
The LMS report was used to determine the number of online modules developed and the tools used within the modules.
A teacher-training framework was developed to upskill university teachers in the Department of Chemistry with technological skills and TPACK pedagogical approaches to teaching online modules. The framework was designed and developed with the assistance of a Senior Instructional Designer in the Faculty of Science. The framework was adapted from the Faculty of Science training framework. This statement is supported by Sumer and Sim et al. [33, 34] who revealed that university teachers may or may not have prior experience with open, online, and remote learning during pandemics, so these authors emphasize that formal training on how the new system works and what teaching online looks like with adaptive frameworks supplied should be conducted.
It was critical that during this training session that the instructional designer ensured that pedagogy was taken into consideration. Instructional design principles relating to Gagne’s nine events of instructional design, backward design Revised Bloom taxonomy, and ADDIE model Analyze, Design, Develop, Implement and Evaluate were considered during the facilitation of the online training sessions. Furthermore, the educational theories and models were also considered. The teacher-training framework was grounded by the ABC learning design, TPACK, Flipped learning approach, Revised Community of Inquiry and constructivism theory. These theoretical frameworks and models assisted the instructional designer and teachers to ensure that online modules provided quality in the online delivery of learning material, taking into cognizance the socio-economic backgrounds of the students. Summer and Sim et al. [33, 34] support these statements and further argue that to ensure that quality learning and teaching practices are established, appropriate pedagogical frameworks must be explicitly communicated to university teachers and just-in-time training be provided. The focus in this study was not only technology. However, incorporation of these strategies responded to the cry that often teachers fail to incorporate technology with pedagogy because training is mostly offered by facilitators who are technology experts, however, lack the pedagogy.
The study university serves the community from urban, rural, townships as well as informal settlements. It is not technology that matters, but teaching and learning to achieve the learning outcomes. In this regard, various teaching approaches were also used during the remote training relating to active learning design, scaffolding as well as matters of quality. It is critical to recognize the time required to adapt teaching to an online platform that is engaging, interactive and gives a positive student experience while transitioning to online [33, 34]. In this case, the Arena, Blended and Connected Approach provide the opportunity for teachers’ transition from traditional teaching to remote teaching using digital technologies. The ABC approach assisted the lecturers in this process. This approach guided converting the conventional teaching and learning activities lecturers use with their students to use remotely, online with digital technologies. The ABC approach further assists lecturers to select various six learning activities that support six teaching methods that encourage engagement and interaction in the online environment. The learning activities include acquisition, collaboration, discussion, investigation, practice and produce.
A flipped learning approach was used. Flipped learning is the approach to learning where content delivery is assigned as homework or pre-classwork in a form of a video, online learning material or lecture notes and assignments are completed as classroom activities in-class as well as after-class [35]. Due to the pandemic and in the case of RMTLAS&P, in-class activities and after-class activities were completed online. This implies that the instructional designer encouraged teachers who were students to engage using IMFUNDO and other technologies to ensure that students engaged with the learning content. When the instructional designer conducted live classes on IMFUNDO Collaborate Ultra, it was guaranteed that students would be better prepared to engage in interactive and higher-order activities, such as critical thinking, problem-solving, discussions, and debates in class [36]. In this study, Chemistry teachers had access to the learning content and activities on IMFUNDO before the online session and could also engage the learning content at their own time and pace. The aim development of the flipped classroom was to fulfill students’ needs, develop twenty first-century skills, and integrate technology into regular education [37].
Flipped learning was driven by the Revised Community of Inquiry theoretical framework to benefit teaching and learning. The Revised Community of Inquiry (RCOI) is one of the frameworks that was employed in a flipped learning approach. It is argued that in RCOI [38] knowledge construction results from the collaborative interaction between active students and lectures, particularly in the technology-enhanced environment. The community of Inquiry theoretical framework by Garrison et al. [39] is a widely researched framework representing a process of creating a deep and meaningful learning experience [40]. The interdependent elements of the learning process central to the framework are cognitive, social, and teaching presence, each of which represents different aspects of the inquiry-based learning process [40]. These elements contribute to successful learning as well as a student-centered environment [41]. This framework was used based on the fact that RCOI provides a collaborative-constructive perspective to understanding the dynamics of online learning.
Figure 1 shows the training framework for Chemistry teachers to enhance digital skills, practice and pedagogy. Due to the COVID-19 pandemic and national lockdown, training was conducted online, using IMFUNDO Collaborate virtual conferencing platform. The IMFUNDO online module named “Emergency Remote Support” was created for all the Faculty of Science lecturers. This module was also used by the Chemistry teachers. All the teachers were given students access to the online module. Training took place twice daily (morning and afternoon) for 2 h over 2 weeks (April 14–17, 2020 and May 11–15, 2020), a link to the live session was sent daily to teachers using the announcement tool of the LMS and also using a WhatsApp chat group that was established for the teachers to stay connected during the lockdown. WhatsApp also serves as a safe environment as well as a community of practice where lecturers asked questions and share best practices about the development and implementation during the COVID-19 pandemic. The training framework consisted of 10 learning units with learning outcomes.
The training framework for Chemistry teachers to enhance digital skills, practice and pedagogy.
The aim of the transition from traditional to remote teaching was to create a safe environment for university teachers to learn more about the traditional learning activities that they provided in class on how they should use digital technologies. Gumede et al. [42], opined that it is essential for university teachers to acquire continuous support and skill development as they transition from face-to-face to online teaching and learning during the pandemic. To fulfill Gumede et al.’s [42]. opinion, the ABC learning activity was emphasized as it provided the fundamental of learning activities and methods. The literature revealed that the transition to online learning posed a big challenge to decide which online technology is best suited for university teachers [43]. In this study, teachers were introduced to interactive remote module development. Teachers prepared online teaching and learning material using a storyboard/course map using the approved university HEQSF curriculum. In this instance, the module descriptor and study guide supported this process to ensure the quality of online modules and to meet the standards as required by the professional and statutory and regulatory bodies. Namada et al. [44], argued that COVID-19 has compelled the education sector to adapt to the visible indicators of a new paradigm, our continuous experiences with online teaching and learning should frame our expectations of what will happen after the Covid-19 pandemic.
To understand the different functionalities of IMFUNDO, it was imperative to explore various IMFUNDO tools. The learning management system has the potential to facilitate both synchronous and asynchronous types of e-learning with the aid of a variety of digital tools [45]. In this study, the digital tools that were used to facilitate synchronous, asynchronous and binochronous learning were divided into seven categories namely, content, collaboration, communication, assessment, video conferencing, management and survey. Synchronous instruction occurs in real-time and requires the simultaneous participation of students and teachers [46]. Examples include test chats, audioconferencing, videoconferencing, whiteboards, and real-time break-out rooms. Asynchronous instruction on the other hand occurs in delayed time and does not require the simultaneous participation of students and teachers [47]. In an asynchronous setup, learning events are independently experienced by students and learning is not synchronized in time or space. Examples include discussion forums, emails, and surveys.
The content tools comprised of IMFUNDO server, folders, items, files. The collaboration tools included a discussion forum, the journal for reflection, groups, wiki and blogs. The communication tools included announcements, Chats (WhatsApp class group), email and calendar. The Assessment tool consisted of the IMFUNDO test, Microsoft Form, Respondus, assignment, rubric and plagiarism detective tool. The video conferencing tool is known and IMFUNDO Collaborate Ultra was used for live teaching or webinars. The management tools included reports, grade center, retention center for monitoring and tracking students-at-risk. The survey tool consisted of an Enterprise survey for student lecturer, evaluation. It can be seen that the LMS allows university teachers to use dynamic digital tools to make it what they want it to be to facilitate successful and efficient teaching and learning.
It was important to design and develop online modules using the IMFUNDO structured template. Research shows that to provide best practices for using technology for developmental education, the use of a common ‘master’ template in an LMS was observed at the College of the Mainland, Texas City, Texas [48]. In this study, the content structure was used which was aligned to the module descriptor and study guide. The structure assisted in providing the shell to build the online modules. The structure aimed to ensure to provide clear guidance to students as they were learning in isolation from their homes. Cho et al. [48] argued that the LMS common template/structure was seen to be effective with 100% teachers’ usage and student participation. Also, in this study, the structure was created in a manner that was user-friendly and appealing to students. The teachers were trained to create a welcome page that consisted of inserting the Department banner in the module landing page, creating a text welcome statement, recording a short welcome video using their smartphone and uploading it on IMFUNDO, uploading a headshot picture, add teacher details and consultation time. The teachers had to create a page that included a module overview with a module purpose statement, module outline and assessment plan. In addition, the teachers had to populate learning content on the IMFUNDO server. In this case, lecturers had to create folders and upload files in relevant folders. The usage of a common pre-built template was shown to be efficient in alleviating instructor frustration [48].
The teachers were also empowered on how to build the learning activities as indicated in the module descriptor or study guide. In this regard, lecturers used ABC learning approach to create interactive and engaging activities in an online environment. The activities encourage assessment for learning, formative assessment as well as continuous assessment. Student’s engagement, interaction and participation were promoted by creating short quizzes and exercises using Microsoft forms, Respondus and IMFUNDO quiz tool. These engaging activities were created for each learning unit. Lapitan et al. [43] argued that teachers should transition from the old teaching paradigm to new teaching methods that are compatible with technology to teach online.
Concerning the design of assignments and assessments, the teachers had to design formative and summative assessments in a form of formal online tests and assignments. These assessments were used as predicate for the final examination. It was reported that university teachers had to adjust their teaching plans, teaching styles, and assessment methods as a result of the abrupt move to full online teaching [43]. In this study, the continuous assessment strategy was adopted in most of the modules. The reason was the COVID-19 pandemic lockdown and the shutdown of the universities. Undergraduate students and teachers did not have access to campus nor attend classes. The assessments were built with the aid of Microsoft forms, Respondus, IMFUNDO quiz tool and assignment. Lapitan et al. [43] revealed that self-assessment questions were made available for each topic on the LMS. The assignments were used with an online rubric which was opened to students, to see what was expected of them and how they will be evaluated. For the assignment, the SafeAssign tool to detect similarity for plagiarism check was used. Mbhiza et al. [44] contends that the shift to online technology-based teaching and learning means that traditional assessment methods were no longer sustainable.
Teachers needed to learn the tools to promote student engagement on IMFUNDO relating to communication and collaboration. According to Cho et al. [49], if implemented with appropriate pedagogical approaches, online learning environments improve student engagement and learning outcomes. Teachers were trained on how to create announcements, send emails to students and different class groups, create a calendar for the module. In this regard, Summer and Sim et al. [33, 34] indicated that the university teachers were required to quickly adapt and establish innovative communication channels that could be accessed by both domestic and international students. With regards to collaboration with students, lecturers create a discussion forum, used the IMFUNDO journal for student reflection after each learning unit.
Since classes were to be presented remotely, teachers were also empowered on the use of a virtual classroom known as IMFUNDO Collaborate Ultra as stated by Study University of Technology [31]. Mbhiza et al. [44] identified other virtual classrooms that were used in most of the South African higher education institutions to ensure learning continuity, provide support to students throughout COVID-19, and so improve online learning. In this study, teachers were trained on the functions of IMFUNDO Collaborate Ultra relating to recording the session, muting participants, video, chat, raising hands, creating breakaway rooms for group discussion. They also leant to record their lesson and later upload it on the IMFUNDO for students to access. Teachers were trained to set times and dates and release the link using IMFUNDO announcements or student’s institutional email. The aim was for teachers to emphasize students’ engagement and participation during live classes.
Various interactive tools to promote student engagement were also used. In this instance, teachers were empowered to create groups on IMFUNDO, use social media network tools such as Facebook, WhatsApp, Twitter, and YouTube Videos as well as create social media groups. These social media tools were linked on IMFUNDO.
After teachers were empowered on each technology tool on IMFUNDO, the concepts of scaffolding and chunking content were applied. Chunking is the process of breaking down a component into smaller “chunks” of related information [50]. These authors further indicate that chunking is utilized in circumstances where content can be broken into smaller groups or categories to improve meaning clarity. Scaffolding is the process of breaking down learning content into chunks and giving each chunk a structure [51]. The aim of using these strategies in this study was to ensure a better and user-friendly learning material and activities delivery. This was to ensure a better student learning experience while learning in isolation and their homes. In the study conducted by Chen et al. [52] at Victoria University, it is reported that the Online Interactive Activities was used in a blended approach where the chunking content into bite-sized chunks to increase the sustainability of the activities (smaller topic-specific activities are more likely to be cloned, adapted, and incorporated into a variety of subjects), which allows students to focus on their learning without being distracted by outside factors. To achieve scaffolding and chunking content, the university teachers designed and developed online learning units using folders. In the folder they presented learning unit topic with a brief description, the file with learning outcomes and assessment criteria, they uploaded learning and reading material using PowerPoint presentation with audio narration, add links to web resources, audio and video (Notes, Videos, PPT/Video PPT, Audio files, PDF, etc.) using links tool. Teachers linked the learning activities which foster students to engage and participate in the online modules. In this way, students tested their understanding, knowledge and skills. They included a link to the virtual class and the reflective journal was provided at the end of each unit. In this study, the Instructional Designer then helped teachers to chunk the content into topics or chapters, linking it to complimentary activities to engage students through interactivity, knowledge testing, or reflection and interaction [53]. Chunking and scaffolding of learning material and activities promotes student-centered, as it for participation and engagement and avoid distraction or boredom.
Teachers needed to monitor, track and discover students at-risk while learning in isolation and provide necessary support during the earning process. The Retention Center tool was activated and the criteria were set accordingly. Teachers were also empowered on downloading various reports on the system to monitor students in an online environment.
The training was hands-on, teachers were provided with step-by-step instructions on how to design and develop modules, how to choose the relevant technology and tools for their subject matter and how to integrate technology in teaching online modules. All training sessions were recorded, to monitor attendance and so that the teachers can revisit any session that they need to, at their own time. At the end of the training, an “online teaching toolbox” was developed and shared via email with all teachers to ensure that they engage with the training material at their own pace. The toolbox contained links to all the recorded training webinars, standard operating procedures of how to develop an online module using the standardized template, how to record audio over PowerPoint presentations, how to create online to check the quality of the design, developed of the online modules for remote teaching, teachers’ self-evaluation on quality assurance were used. The quality assurance instruments were developed by the researchers.
A standardized template for IMFUNDO modules was developed using a blended approach of synchronous (live lectures online) or asynchronous (work at own pace). The blended approach often leads to deeper processing and retention of knowledge [54]. People do not learn from interacting with content only, however, they learn from processing that content and through social interactions [54]. Learning content in IMFUNDO modules was structured to maximize retention and promote student success using the scaffolding and chunking design approach. All modules complied with this basic requirement. An example of an IMFUNDO online module with the standardized Department of Chemistry banner is illustrated in Figure 2.
An example of IMFUNDO online module.
A sample of data of 39 modules offered by the Department of Chemistry from June 1, 2020 to November 31, 2020 was retrieved from IMFUNDO on December 3, 2020. A quality rating using a descriptor Yes or No was applied to evaluate the module design. The IMFUNDO module design quality results from the 2019 development project were compared to those obtained in 2020 after the implementation of the digitalization pedagogy framework in the Department of Chemistry. The IMFUNDO results show the comparison of the statistics of the module design in 2019–2020. A significant improvement in the design and usage of the functionalities of IMFUNDO was observed after teachers in the Department of Chemistry were upskilled and gained relevant competencies to integrate technology in teaching. In 2020, 100% of the online modules had the latest study guide and timetable uploaded on the VLE, compared to 54% in 2019. The learning content was arranged in smaller easy to follow learning units in 79% of the modules in 2020 compared to 53% in 2019. The use of online assessments increased tenfold from 5% in 2019 to 55% in 2020. Similarly, asynchronous activities such as assignments and tutorials increased from 16% in 2019 to 50% in 2020.
In this chapter, the training framework to enhance digital skills and pedagogy of chemistry teachers to use IMFUNDO was developed and implemented. It was reported that the COVID-19 lockdown reportedly hastened the move to entirely online learning. For the university teachers to be able to transit from traditional to online or teaching remotely, professional development needed to be conducted to equip chemistry teachers with the necessary skills to teach online. It may be observed that the various pedagogical approaches ad well as the instructional design principles were taken into consideration to bridge the gap between the two. A standardized structure for IMFUNDO modules was created utilizing a hybrid approach of synchronous and asynchronous. The scaffolding and chunking of learning content were applied to ensure student engagement. All the online modules were created using a similar structure/template. There was a significant improvement in 2020 on the module created of LMS in the Department of Chemistry as compared to 2019. We observed an increase in the digital tools created that promoted synchronous and asynchronous learning in 2020. It was imperative to create such activities as students were learning from home.
We wish to show our appreciation to the Study University of Technology, Faculty of Science, Department of Chemistry Teachers to participate in the study and provide the Learning Management System.
The authors declare no conflict of interest.
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by"}},{type:"book",id:"283",title:"Colonoscopy",subtitle:null,isOpenForSubmission:!1,hash:"1a7ab66798a05a0bc1b4deaa7f1b7492",slug:"colonoscopy",bookSignature:"Paul Miskovitz",coverURL:"https://cdn.intechopen.com/books/images_new/283.jpg",editedByType:"Edited by",editors:[{id:"53627",title:"Prof.",name:"Paul",middleName:"Frederick",surname:"Miskovitz",slug:"paul-miskovitz",fullName:"Paul Miskovitz"}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}],booksByTopicTotal:11,seriesByTopicCollection:[],seriesByTopicTotal:0,mostCitedChapters:[{id:"25358",doi:"10.5772/25753",title:"The Role of Intestinal Barrier Function in Early Life in the Development of Colitis",slug:"the-role-of-intestinal-barrier-function-in-early-life-in-the-development-of-colitis",totalDownloads:4675,totalCrossrefCites:13,totalDimensionsCites:32,abstract:null,book:{id:"1056",slug:"colitis",title:"Colitis",fullTitle:"Colitis"},signatures:"R.C. Anderson, J.E. Dalziel, P.K. Gopal, S. Bassett, A. Ellis and N.C. Roy",authors:[{id:"64425",title:"Dr.",name:"Rachel",middleName:"C",surname:"Anderson",slug:"rachel-anderson",fullName:"Rachel Anderson"},{id:"71872",title:"Dr.",name:"Julie",middleName:null,surname:"Dalziel",slug:"julie-dalziel",fullName:"Julie Dalziel"},{id:"71873",title:"Dr.",name:"Nicole",middleName:null,surname:"Roy",slug:"nicole-roy",fullName:"Nicole Roy"}]},{id:"49625",doi:"10.5772/61945",title:"Epidemiology of Colorectal Cancer — Incidence, Lifetime Risk Factors Statistics and Temporal Trends",slug:"epidemiology-of-colorectal-cancer-incidence-lifetime-risk-factors-statistics-and-temporal-trends",totalDownloads:2220,totalCrossrefCites:4,totalDimensionsCites:10,abstract:"Colorectal cancer is a major cause of morbidity and mortality in the entire world. Among cancers that affect both men and women, it accounts for >8% of all cancer incidence, making it the third most common cancer worldwide (behind lung and breast cancer). There were an estimated 14.1 million cancer cases around the world in 2012-last data available; 7.4 million were in men and 6.7 million in women. Of that, nearly 1.4 million new cases were from colorectal cancer. And, it has consistently been shown that the developed world carries the majority of the burden (Australia, New Zealand, Canada, the United States and parts of Western Europe), likely due to similarity in lifestyles and diets.",book:{id:"4723",slug:"screening-for-colorectal-cancer-with-colonoscopy",title:"Screening for Colorectal Cancer with Colonoscopy",fullTitle:"Screening for Colorectal Cancer with Colonoscopy"},signatures:"Camille Thélin and Sanjay Sikka",authors:[{id:"175650",title:"M.D.",name:"Camille",middleName:null,surname:"Thelin",slug:"camille-thelin",fullName:"Camille Thelin"}]},{id:"49037",doi:"10.5772/61012",title:"Building up the Future of Colonoscopy – A Synergy between Clinicians and Computer Scientists",slug:"building-up-the-future-of-colonoscopy-a-synergy-between-clinicians-and-computer-scientists",totalDownloads:1792,totalCrossrefCites:4,totalDimensionsCites:9,abstract:"Recent advances in endoscopic technology have generated an increasing interest in strengthening the collaboration between clinicians and computers scientist to develop intelligent systems that can provide additional information to clinicians in the different stages of an intervention. The objective of this chapter is to identify clinical drawbacks of colonoscopy in order to define potential areas of collaboration. Once areas are defined, we present the challenges that colonoscopy images present in order computational methods to provide with meaningful output, including those related to image formation and acquisition, as they are proven to have an impact in the performance of an intelligent system. Finally, we also propose how to define validation frameworks in order to assess the performance of a given method, making an special emphasis on how databases should be created and annotated and which metrics should be used to evaluate systems correctly.",book:{id:"4723",slug:"screening-for-colorectal-cancer-with-colonoscopy",title:"Screening for Colorectal Cancer with Colonoscopy",fullTitle:"Screening for Colorectal Cancer with Colonoscopy"},signatures:"Jorge Bernal, F. Javier Sánchez, Cristina Rodríguez de Miguel and\nGloria Fernández-Esparrach",authors:[{id:"58626",title:"Mr.",name:"Jorge",middleName:null,surname:"Bernal",slug:"jorge-bernal",fullName:"Jorge Bernal"},{id:"175152",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Sánchez Pujadas",slug:"francisco-javier-sanchez-pujadas",fullName:"Francisco Javier Sánchez Pujadas"},{id:"175153",title:"Dr.",name:"Gloria",middleName:null,surname:"Fernández-Espárrach",slug:"gloria-fernandez-esparrach",fullName:"Gloria Fernández-Espárrach"},{id:"175154",title:"MSc.",name:"Cristina",middleName:null,surname:"Rodríguez De Miguel",slug:"cristina-rodriguez-de-miguel",fullName:"Cristina Rodríguez De Miguel"}]},{id:"28752",doi:"10.5772/28497",title:"Animal Models of Colorectal Cancer in Chemoprevention and Therapeutics Development",slug:"animal-models-of-colorectal-cancer-in-chemoprevention-and-therapeutics-development",totalDownloads:4163,totalCrossrefCites:5,totalDimensionsCites:9,abstract:null,book:{id:"2031",slug:"colorectal-cancer-from-prevention-to-patient-care",title:"Colorectal Cancer",fullTitle:"Colorectal Cancer - From Prevention to Patient Care"},signatures:"Shubhankar Suman, Albert J. Fornace Jr. and Kamal Datta",authors:[{id:"74075",title:"Dr.",name:"Kamal",middleName:null,surname:"Datta",slug:"kamal-datta",fullName:"Kamal Datta"},{id:"121217",title:"Dr.",name:"Shubhankar",middleName:null,surname:"Suman",slug:"shubhankar-suman",fullName:"Shubhankar Suman"},{id:"121218",title:"Dr.",name:"Albert",middleName:null,surname:"Fornace",slug:"albert-fornace",fullName:"Albert Fornace"}]},{id:"57197",doi:"10.5772/intechopen.70781",title:"Acquired and Intrinsic Resistance to Colorectal Cancer Treatment",slug:"acquired-and-intrinsic-resistance-to-colorectal-cancer-treatment",totalDownloads:1387,totalCrossrefCites:3,totalDimensionsCites:9,abstract:"First line therapy for colorectal cancer (CRC) is usually fluoropyrimidine monotherapy and oxaliplatin, or irinotecan-based therapy. Additionally, targeted therapies such as bevacizumab, aflibercept, ramucirumab, regorafenib, cetuximab and panitumumab are indicated in combination with chemotherapy in metastatic CRC. Resistance of CRC to treatment is the principal rationale for treatment failure. Resistance can be intrinsic (primary resistance) or acquired (secondary resistance). Here, we discuss the classical model of resistance, which focuses primarily on mechanisms involving alterations in drug metabolism, increased drug efflux, secondary mutations in drug targets, inactivation of apoptotic pathways, p53 and DNA damage repair. Other resistance mechanisms, including the Warburg effect, cancer stem cells, intra-tumor heterogeneity and pharmacoepigenomic mechanisms will also be discussed. We conclude the chapter with a systems medicine approach to predict response to treatment for the discovery and validation of predictive biomarkers that are urgently needed.",book:{id:"6177",slug:"colorectal-cancer-diagnosis-screening-and-management",title:"Colorectal Cancer",fullTitle:"Colorectal Cancer - Diagnosis, Screening and Management"},signatures:"Romina Briffa, Simon P. Langdon, Godfrey Grech and David J.\nHarrison",authors:[{id:"181205",title:"Dr.",name:"Godfrey",middleName:null,surname:"Grech",slug:"godfrey-grech",fullName:"Godfrey Grech"},{id:"208013",title:"Dr.",name:"Romina",middleName:null,surname:"Briffa",slug:"romina-briffa",fullName:"Romina Briffa"},{id:"208931",title:"Dr.",name:"Simon",middleName:null,surname:"Langdon",slug:"simon-langdon",fullName:"Simon Langdon"},{id:"210845",title:"Prof.",name:"David J",middleName:null,surname:"Harrison",slug:"david-j-harrison",fullName:"David J Harrison"}]}],mostDownloadedChaptersLast30Days:[{id:"50834",title:"Molecular Mechanisms Involved in the Acquisition of Resistance to Treatment of Colon Cancer Cells",slug:"molecular-mechanisms-involved-in-the-acquisition-of-resistance-to-treatment-of-colon-cancer-cells",totalDownloads:1717,totalCrossrefCites:2,totalDimensionsCites:3,abstract:"Cancer cells are remarkably resilient to therapies aimed at their elimination. The exploration of pathways that sustain cancer cells and that allow cancer cells to become resistant has revealed new avenues for chemotherapeutic development, as well as rational approaches to combination therapies based on existing treatment options. Several signaling pathways, such as Wnt, phosphoinositide 3-kinase (PI3K), and Ras-Raf-MEK, constitute integrated networks that work together to maintain cellular homeostasis under basal conditions and to drive cell-mass accumulation and cell cycle progression in the presence of appropriate mitogenic stimuli. During cancer development, these pathways are corrupted in malignant cells to maintain viability and proliferative activity under environmentally stressful conditions such as limited growth factors, oxygen, and nutrients that drive normal cells into quiescence or death. Importantly, dysfunction within any one of these pathways results in compensatory responses from the other networks. Thus, biological research is gradually shifting toward more general approaches that target entire pathways rather than isolated components and integrate those pathways into biological networks.",book:{id:"5122",slug:"colorectal-cancer-from-pathogenesis-to-treatment",title:"Colorectal Cancer",fullTitle:"Colorectal Cancer - From Pathogenesis to Treatment"},signatures:"Dora M. Velázquez, María Cristina Castañeda-Patlán and Martha\nRobles-Flores",authors:[{id:"140473",title:"Dr.",name:"Martha",middleName:null,surname:"Robles-Flores",slug:"martha-robles-flores",fullName:"Martha Robles-Flores"},{id:"142831",title:"Dr.",name:"Maria Cristina",middleName:null,surname:"Castañeda-Patlán",slug:"maria-cristina-castaneda-patlan",fullName:"Maria Cristina Castañeda-Patlán"},{id:"185099",title:"MSc.",name:"Dora M.",middleName:null,surname:"Velázquez",slug:"dora-m.-velazquez",fullName:"Dora M. Velázquez"}]},{id:"45657",title:"Rare Tumors of the Colon and Rectum",slug:"rare-tumors-of-the-colon-and-rectum",totalDownloads:2666,totalCrossrefCites:0,totalDimensionsCites:0,abstract:null,book:{id:"3529",slug:"colorectal-cancer-surgery-diagnostics-and-treatment",title:"Colorectal Cancer",fullTitle:"Colorectal Cancer - Surgery, Diagnostics and Treatment"},signatures:"Goran Stanojević and Zoran Krivokapić",authors:[{id:"86108",title:"Prof.",name:"Zoran",middleName:null,surname:"Krivokapic",slug:"zoran-krivokapic",fullName:"Zoran Krivokapic"},{id:"166112",title:"Prof.",name:"Goran",middleName:"Zoran",surname:"Stanojevic",slug:"goran-stanojevic",fullName:"Goran Stanojevic"}]},{id:"48954",title:"Colonoscopy — Indications and Contraindications",slug:"colonoscopy-indications-and-contraindications",totalDownloads:7790,totalCrossrefCites:4,totalDimensionsCites:4,abstract:"This chapter discusses some of the major indications and contraindications for colonoscopy. Advances in colonoscopic techniques have expanded the role of colonoscopy beyond conventional screening, surveillance, and diagnosis to various complex therapeutic and interventional utilities. Several guidelines with new information are being published and updated regularly in the field of colonoscopy and are currently used in clinical practice. However, there is still a lack of well-designed randomized clinical trials investigating the role of colonoscopy in early diagnosis and treatment of various conditions and its impact on long-term survival and disease status. Nevertheless, retrospective observational studies and a few randomized clinical trials abundantly supply data supporting the role of colonoscopy in the diagnosis and management of colonic pathologies in the absence of comparable alternatives.",book:{id:"4723",slug:"screening-for-colorectal-cancer-with-colonoscopy",title:"Screening for Colorectal Cancer with Colonoscopy",fullTitle:"Screening for Colorectal Cancer with Colonoscopy"},signatures:"Jigar Bhagatwala, Arpit Singhal, Summer Aldrugh, Muhammed\nSherid, Humberto Sifuentes and Subbaramiah Sridhar",authors:[{id:"174788",title:"Dr.",name:"Humberto",middleName:null,surname:"Sifuentes",slug:"humberto-sifuentes",fullName:"Humberto Sifuentes"},{id:"174959",title:"Dr.",name:"Muhammed",middleName:null,surname:"Sherid",slug:"muhammed-sherid",fullName:"Muhammed Sherid"},{id:"175350",title:"Dr.",name:"Jigar",middleName:null,surname:"Bhagatwala",slug:"jigar-bhagatwala",fullName:"Jigar Bhagatwala"},{id:"175351",title:"Dr.",name:"Arpit",middleName:null,surname:"Singhal",slug:"arpit-singhal",fullName:"Arpit Singhal"},{id:"175352",title:"Prof.",name:"Subbaramiah",middleName:null,surname:"Sridhar",slug:"subbaramiah-sridhar",fullName:"Subbaramiah Sridhar"},{id:"175955",title:"Ms.",name:"Summer",middleName:null,surname:"Aldrugh",slug:"summer-aldrugh",fullName:"Summer Aldrugh"}]},{id:"45753",title:"The Complexity of Colorectal Cancer Biology — Putting Bricks on the Path to Personalized Medicine",slug:"the-complexity-of-colorectal-cancer-biology-putting-bricks-on-the-path-to-personalized-medicine",totalDownloads:1925,totalCrossrefCites:0,totalDimensionsCites:1,abstract:null,book:{id:"3529",slug:"colorectal-cancer-surgery-diagnostics-and-treatment",title:"Colorectal Cancer",fullTitle:"Colorectal Cancer - Surgery, Diagnostics and Treatment"},signatures:"Emilia Balboa, Angel Carracedo and Francisco Barros",authors:[{id:"63723",title:"Ph.D. Student",name:"Emilia",middleName:null,surname:"Balboa",slug:"emilia-balboa",fullName:"Emilia Balboa"},{id:"66279",title:"Prof.",name:"Angel",middleName:null,surname:"Carracedo",slug:"angel-carracedo",fullName:"Angel Carracedo"},{id:"68568",title:"Dr.",name:"Francisco",middleName:null,surname:"Barros Angueira",slug:"francisco-barros-angueira",fullName:"Francisco Barros Angueira"}]},{id:"49127",title:"Basic Endoscopic Findings — Normal and Pathological Findings",slug:"basic-endoscopic-findings-normal-and-pathological-findings",totalDownloads:2956,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Since its inception, colonoscopy has evolved to become the cornerstone for colorectal imaging. The increasing indications for endoscopic evaluation and potential therapeutic intervention parallels technological advances and the expanding diagnostic and therapeutic capabilities of colonoscopy. The diagnostic and therapeutic yield of colonoscopy is highly user dependent. Thus, it is essential for the clinical endoscopist to perform a thorough endoscopic evaluation and be cognizant of normal and pathologic findings. This review details normal and pathologic endoscopic findings in a variety of disease states that are often encountered by the clinical endoscopist including colon polyps, inflammatory bowel disease, and infectious and non-infectious colitides. In addition, we review the diagnostic and therapeutic role of colonoscopy in the evaluation of an acute lower gastrointestinal bleed.",book:{id:"4723",slug:"screening-for-colorectal-cancer-with-colonoscopy",title:"Screening for Colorectal Cancer with Colonoscopy",fullTitle:"Screening for Colorectal Cancer with Colonoscopy"},signatures:"Parth J. Parekh and Sanjay K. Sikka",authors:[{id:"175816",title:"Dr.",name:"Parth",middleName:null,surname:"Parekh",slug:"parth-parekh",fullName:"Parth Parekh"},{id:"177185",title:"Dr.",name:"Sanjay",middleName:null,surname:"Sikka",slug:"sanjay-sikka",fullName:"Sanjay Sikka"}]}],onlineFirstChaptersFilter:{topicId:"1020",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:87,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:99,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:290,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:10,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:139,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:0,numberOfUpcomingTopics:2,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!1},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:108,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:1,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!1},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:12,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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",coverUrl:"https://cdn.intechopen.com/series/covers/22.jpg",latestPublicationDate:"May 18th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:1,editor:{id:"356540",title:"Prof.",name:"Taufiq",middleName:null,surname:"Choudhry",slug:"taufiq-choudhry",fullName:"Taufiq Choudhry",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000036X2hvQAC/Profile_Picture_2022-03-14T08:58:03.jpg",biography:"Prof. Choudhry holds a BSc degree in Economics from the University of Iowa, as well as a Masters and Ph.D. in Applied Economics from Clemson University, USA. In January 2006, he became a Professor of Finance at the University of Southampton Business School. He was previously a Professor of Finance at the University of Bradford Management School. He has over 80 articles published in international finance and economics journals. 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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:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"311457",title:"Dr.",name:"Júlia",middleName:null,surname:"Scherer Santos",slug:"julia-scherer-santos",fullName:"Júlia Scherer Santos",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311457/images/system/311457.jpg",biography:"Dr. Júlia Scherer Santos works in the areas of cosmetology, nanotechnology, pharmaceutical technology, beauty, and aesthetics. Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNVJQA4/Profile_Picture_2022-03-07T13:23:04.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals.",institutionString:null,institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Associate Prof.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/15648_n.jpg",biography:"Dr. Mohd Aftab Siddiqui is currently working as Assistant Professor in the Faculty of Pharmacy, Integral University, Lucknow for the last 6 years. He has completed his Doctor in Philosophy (Pharmacology) in 2020 from Integral University, Lucknow. He completed his Bachelor in Pharmacy in 2013 and Master in Pharmacy (Pharmacology) in 2015 from Integral University, Lucknow. He is the gold medalist in Bachelor and Master degree. He qualified GPAT -2013, GPAT -2014, and GPAT 2015. His area of research is Pharmacological screening of herbal drugs/ natural products in liver and cardiac diseases. He has guided many M. Pharm. research projects. He has many national and international publications.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. degree from Integral University. Currently, he’s working as an Assistant Professor of Pharmaceutics in the Faculty of Pharmacy, Integral University. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than 32 original articles published in reputed journals, 3 edited books, 5 book chapters, and a number of scientific articles published in ‘Ingredients South Asia Magazine’ and ‘QualPharma Magazine’. He is a member of the American Association for Cancer Research, International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs that aim to provide practical solutions to current healthcare problems.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}},{id:"297507",title:"Dr.",name:"Charles",middleName:"Elias",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/297507/images/system/297507.jpg",biography:"Charles Elias Assmann is a biologist from Federal University of Santa Maria (UFSM, Brazil), who spent some time abroad at the Ludwig-Maximilians-Universität München (LMU, Germany). He has Masters Degree in Biochemistry (UFSM), and is currently a PhD student at Biochemistry at the Department of Biochemistry and Molecular Biology of the UFSM. His areas of expertise include: Biochemistry, Molecular Biology, Enzymology, Genetics and Toxicology. He is currently working on the following subjects: Aluminium toxicity, Neuroinflammation, Oxidative stress and Purinergic system. Since 2011 he has presented more than 80 abstracts in scientific proceedings of national and international meetings. Since 2014, he has published more than 20 peer reviewed papers (including 4 reviews, 3 in Portuguese) and 2 book chapters. He has also been a reviewer of international journals and ad hoc reviewer of scientific committees from Brazilian Universities.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",country:{name:"Brazil"}}},{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",institution:{name:"Universidade Federal da Fronteira Sul",country:{name:"Brazil"}}},{id:"226275",title:"Ph.D.",name:"Metin",middleName:null,surname:"Budak",slug:"metin-budak",fullName:"Metin Budak",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226275/images/system/226275.jfif",biography:"Metin Budak, MSc, PhD is an Assistant Professor at Trakya University, Faculty of Medicine. He has been Head of the Molecular Research Lab at Prof. Mirko Tos Ear and Hearing Research Center since 2018. His specializations are biophysics, epigenetics, genetics, and methylation mechanisms. He has published around 25 peer-reviewed papers, 2 book chapters, and 28 abstracts. He is a member of the Clinical Research Ethics Committee and Quantification and Consideration Committee of Medicine Faculty. His research area is the role of methylation during gene transcription, chromatin packages DNA within the cell and DNA repair, replication, recombination, and gene transcription. His research focuses on how the cell overcomes chromatin structure and methylation to allow access to the underlying DNA and enable normal cellular function.",institutionString:"Trakya University",institution:{name:"Trakya University",country:{name:"Turkey"}}},{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",biography:"Anca Pantea Stoian is a specialist in diabetes, nutrition, and metabolic diseases as well as health food hygiene. She also has competency in general ultrasonography.\n\nShe is an associate professor in the Diabetes, Nutrition and Metabolic Diseases Department, Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. She has been chief of the Hygiene Department, Faculty of Dentistry, at the same university since 2019. Her interests include micro and macrovascular complications in diabetes and new therapies. Her research activities focus on nutritional intervention in chronic pathology, as well as cardio-renal-metabolic risk assessment, and diabetes in cancer. She is currently engaged in developing new therapies and technological tools for screening, prevention, and patient education in diabetes. \n\nShe is a member of the European Association for the Study of Diabetes, Cardiometabolic Academy, CEDA, Romanian Society of Diabetes, Nutrition and Metabolic Diseases, Romanian Diabetes Federation, and Association for Renal Metabolic and Nutrition studies. She has authored or co-authored 160 papers in national and international peer-reviewed journals.",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",country:{name:"Romania"}}},{id:"279792",title:"Dr.",name:"João",middleName:null,surname:"Cotas",slug:"joao-cotas",fullName:"João Cotas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279792/images/system/279792.jpg",biography:"Graduate and master in Biology from the University of Coimbra.\n\nI am a research fellow at the Macroalgae Laboratory Unit, in the MARE-UC – Marine and Environmental Sciences Centre of the University of Coimbra. My principal function is the collection, extraction and purification of macroalgae compounds, chemical and bioactive characterization of the compounds and algae extracts and development of new methodologies in marine biotechnology area. \nI am associated in two projects: one consists on discovery of natural compounds for oncobiology. The other project is the about the natural compounds/products for agricultural area.\n\nPublications:\nCotas, J.; Figueirinha, A.; Pereira, L.; Batista, T. 2018. An analysis of the effects of salinity on Fucus ceranoides (Ochrophyta, Phaeophyceae), in the Mondego River (Portugal). Journal of Oceanology and Limnology. in press. DOI: 10.1007/s00343-019-8111-3",institutionString:"Faculty of Sciences and Technology of University of Coimbra",institution:null},{id:"279788",title:"Dr.",name:"Leonel",middleName:null,surname:"Pereira",slug:"leonel-pereira",fullName:"Leonel Pereira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279788/images/system/279788.jpg",biography:"Leonel Pereira has an undergraduate degree in Biology, a Ph.D. in Biology (specialty in Cell Biology), and a Habilitation degree in Biosciences (specialization in Biotechnology) from the Faculty of Science and Technology, University of Coimbra, Portugal, where he is currently a professor. 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He received master degree in Agronomy, Crop Science (Soil fertility and plant nutrition) (2007) by Universidade Federal da Grande Dourados (UFGD), and PhD in agronomy (Soil fertility and plant nutrition) (2011) from Universidade Federal da Grande Dourados / Escola Superior de Agricultura Luiz de Queiroz (UFGD/ESALQ-USP). Dr. Serra is currently working at Brazilian Agricultural Research Corporation (EMBRAPA). His research focus is on mineral nutrition of plants, crop science and soil science. 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Moreover, in the field of machine learning, evolutionary computation has carved out a significant niche both in the generation of learning models and in the automatic design and optimization of hyperparameters in deep learning models. This collection aims to include quality volumes on various topics related to evolutionary algorithms and, alternatively, other metaheuristics of interest inspired by nature. For example, some of the issues of interest could be the following: Advances in evolutionary computation (Genetic algorithms, Genetic programming, Bio-inspired metaheuristics, Hybrid metaheuristics, Parallel ECs); Applications of evolutionary algorithms (Machine learning and Data Mining with EAs, Search-Based Software Engineering, Scheduling, and Planning Applications, Smart Transport Applications, Applications to Games, Image Analysis, Signal Processing and Pattern Recognition, Applications to Sustainability).",coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",keywords:"Genetic Algorithms, Genetic Programming, Evolutionary Programming, Evolution Strategies, Hybrid Algorithms, Bioinspired Metaheuristics, Ant Colony Optimization, Evolutionary Learning, Hyperparameter Optimization"},{id:"26",title:"Machine Learning and Data Mining",scope:"The scope of machine learning and data mining is immense and is growing every day. It has become a massive part of our daily lives, making predictions based on experience, making this a fascinating area that solves problems that otherwise would not be possible or easy to solve. This topic aims to encompass algorithms that learn from experience (supervised and unsupervised), improve their performance over time and enable machines to make data-driven decisions. It is not limited to any particular applications, but contributions are encouraged from all disciplines.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",keywords:"Intelligent Systems, Machine Learning, Data Science, Data Mining, Artificial Intelligence"},{id:"27",title:"Multi-Agent Systems",scope:"Multi-agent systems are recognised as a state of the art field in Artificial Intelligence studies, which is popular due to the usefulness in facilitation capabilities to handle real-world problem-solving in a distributed fashion. The area covers many techniques that offer solutions to emerging problems in robotics and enterprise-level software systems. Collaborative intelligence is highly and effectively achieved with multi-agent systems. Areas of application include swarms of robots, flocks of UAVs, collaborative software management. Given the level of technological enhancements, the popularity of machine learning in use has opened a new chapter in multi-agent studies alongside the practical challenges and long-lasting collaboration issues in the field. It has increased the urgency and the need for further studies in this field. We welcome chapters presenting research on the many applications of multi-agent studies including, but not limited to, the following key areas: machine learning for multi-agent systems; modeling swarms robots and flocks of UAVs with multi-agent systems; decision science and multi-agent systems; software engineering for and with multi-agent systems; tools and technologies of multi-agent systems.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",keywords:"Collaborative Intelligence, Learning, Distributed Control System, Swarm Robotics, Decision Science, Software Engineering"}],annualVolumeBook:{},thematicCollection:[],selectedSeries:null,selectedSubseries:null},seriesLanding:{item:{id:"25",title:"Environmental Sciences",doi:"10.5772/intechopen.100362",issn:"2754-6713",scope:"\r\n\tScientists have long researched to understand the environment and man’s place in it. The search for this knowledge grows in importance as rapid increases in population and economic development intensify humans’ stresses on ecosystems. Fortunately, rapid increases in multiple scientific areas are advancing our understanding of environmental sciences. Breakthroughs in computing, molecular biology, ecology, and sustainability science are enhancing our ability to utilize environmental sciences to address real-world problems.
\r\n\tThe four topics of this book series - Pollution; Environmental Resilience and Management; Ecosystems and Biodiversity; and Water Science - will address important areas of advancement in the environmental sciences. They will represent an excellent initial grouping of published works on these critical topics.
\r\n\tPollution is caused by a wide variety of human activities and occurs in diverse forms, for example biological, chemical, et cetera. In recent years, significant efforts have been made to ensure that the environment is clean, that rigorous rules are implemented, and old laws are updated to reduce the risks towards humans and ecosystems. However, rapid industrialization and the need for more cultivable sources or habitable lands, for an increasing population, as well as fewer alternatives for waste disposal, make the pollution control tasks more challenging. Therefore, this topic will focus on assessing and managing environmental pollution. It will cover various subjects, including risk assessment due to the pollution of ecosystems, transport and fate of pollutants, restoration or remediation of polluted matrices, and efforts towards sustainable solutions to minimize environmental pollution.
",annualVolume:11966,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/38.jpg",editor:{id:"110740",title:"Dr.",name:"Ismail M.M.",middleName:null,surname:"Rahman",fullName:"Ismail M.M. Rahman",profilePictureURL:"https://mts.intechopen.com/storage/users/110740/images/2319_n.jpg",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorTwo:{id:"201020",title:"Dr.",name:"Zinnat Ara",middleName:null,surname:"Begum",fullName:"Zinnat Ara Begum",profilePictureURL:"https://mts.intechopen.com/storage/users/201020/images/system/201020.jpeg",institutionString:null,institution:{name:"Fukushima University",institutionURL:null,country:{name:"Japan"}}},editorThree:null,editorialBoard:[{id:"252368",title:"Dr.",name:"Meng-Chuan",middleName:null,surname:"Ong",fullName:"Meng-Chuan Ong",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRVotQAG/Profile_Picture_2022-05-20T12:04:28.jpg",institutionString:null,institution:{name:"Universiti Malaysia Terengganu",institutionURL:null,country:{name:"Malaysia"}}},{id:"63465",title:"Prof.",name:"Mohamed Nageeb",middleName:null,surname:"Rashed",fullName:"Mohamed Nageeb Rashed",profilePictureURL:"https://mts.intechopen.com/storage/users/63465/images/system/63465.gif",institutionString:null,institution:{name:"Aswan University",institutionURL:null,country:{name:"Egypt"}}},{id:"187907",title:"Dr.",name:"Olga",middleName:null,surname:"Anne",fullName:"Olga Anne",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBE5QAO/Profile_Picture_2022-04-07T09:42:13.png",institutionString:null,institution:{name:"Klaipeda State University of Applied Sciences",institutionURL:null,country:{name:"Lithuania"}}}]},{id:"39",title:"Environmental Resilience and Management",keywords:"Anthropic effects, Overexploitation, Biodiversity loss, Degradation, Inadequate Management, SDGs adequate practices",scope:"\r\n\tThe environment is subject to severe anthropic effects. Among them are those associated with pollution, resource extraction and overexploitation, loss of biodiversity, soil degradation, disorderly land occupation and planning, and many others. These anthropic effects could potentially be caused by any inadequate management of the environment. However, ecosystems have a resilience that makes them react to disturbances which mitigate the negative effects. It is critical to understand how ecosystems, natural and anthropized, including urban environments, respond to actions that have a negative influence and how they are managed. It is also important to establish when the limits marked by the resilience and the breaking point are achieved and when no return is possible. The main focus for the chapters is to cover the subjects such as understanding how the environment resilience works, the mechanisms involved, and how to manage them in order to improve our interactions with the environment and promote the use of adequate management practices such as those outlined in the United Nations’ Sustainable Development Goals.
",annualVolume:11967,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/39.jpg",editor:{id:"137040",title:"Prof.",name:"Jose",middleName:null,surname:"Navarro-Pedreño",fullName:"Jose Navarro-Pedreño",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRAXrQAO/Profile_Picture_2022-03-09T15:50:19.jpg",institutionString:"Miguel Hernández University of Elche, Spain",institution:null},editorTwo:null,editorThree:null,editorialBoard:[{id:"177015",title:"Prof.",name:"Elke Jurandy",middleName:null,surname:"Bran Nogueira Cardoso",fullName:"Elke Jurandy Bran Nogueira Cardoso",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRGxzQAG/Profile_Picture_2022-03-25T08:32:33.jpg",institutionString:"Universidade de São Paulo, Brazil",institution:null},{id:"211260",title:"Dr.",name:"Sandra",middleName:null,surname:"Ricart",fullName:"Sandra Ricart",profilePictureURL:"https://mts.intechopen.com/storage/users/211260/images/system/211260.jpeg",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}}]},{id:"40",title:"Ecosystems and Biodiversity",keywords:"Ecosystems, Biodiversity, Fauna, Taxonomy, Invasive species, Destruction of habitats, Overexploitation of natural resources, Pollution, Global warming, Conservation of natural spaces, Bioremediation",scope:"