\\n\\n
More than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\\n\\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\\n\\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\\n\\nAdditionally, each book published by IntechOpen contains original content and research findings.
\\n\\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\\n\\n\\n\\n
\\n"}]',published:!0,mainMedia:{caption:"IntechOpen Maintains",originalUrl:"/media/original/113"}},components:[{type:"htmlEditorComponent",content:'
Simba Information has released its Open Access Book Publishing 2020 - 2024 report and has again identified IntechOpen as the world’s largest Open Access book publisher by title count.
\n\nSimba Information is a leading provider for market intelligence and forecasts in the media and publishing industry. The report, published every year, provides an overview and financial outlook for the global professional e-book publishing market.
\n\nIntechOpen, De Gruyter, and Frontiers are the largest OA book publishers by title count, with IntechOpen coming in at first place with 5,101 OA books published, a good 1,782 titles ahead of the nearest competitor.
\n\nSince the first Open Access Book Publishing report published in 2016, IntechOpen has held the top stop each year.
\n\n\n\nMore than half of the publishers listed alongside IntechOpen (18 out of 30) are Social Science and Humanities publishers. IntechOpen is an exception to this as a leader in not only Open Access content but Open Access content across all scientific disciplines, including Physical Sciences, Engineering and Technology, Health Sciences, Life Science, and Social Sciences and Humanities.
\n\nOur breakdown of titles published demonstrates this with 47% PET, 31% HS, 18% LS, and 4% SSH books published.
\n\n“Even though ItechOpen has shown the potential of sci-tech books using an OA approach,” other publishers “have shown little interest in OA books.”
\n\nAdditionally, each book published by IntechOpen contains original content and research findings.
\n\nWe are honored to be among such prestigious publishers and we hope to continue to spearhead that growth in our quest to promote Open Access as a true pioneer in OA book publishing.
\n\n\n\n
\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"}]},book:{item:{type:"book",id:"125",leadTitle:null,fullTitle:"PID Control, Implementation and Tuning",title:"PID Control",subtitle:"Implementation and Tuning",reviewType:"peer-reviewed",abstract:"The PID controller is considered the most widely used controller. It has numerous applications varying from industrial to home appliances. This book is an outcome of contributions and inspirations from many researchers in the field of PID control. The book consists of two parts; the first is related to the implementation of PID control in various applications whilst the second part concentrates on the tuning of PID control to get best performance. We hope that this book can be a valuable aid for new research in the field of PID control in addition to stimulating the research in the area of PID control toward better utilization in our life.",isbn:null,printIsbn:"978-953-307-166-4",pdfIsbn:"978-953-51-6003-8",doi:"10.5772/652",price:119,priceEur:129,priceUsd:155,slug:"pid-control-implementation-and-tuning",numberOfPages:248,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"85fa6169048e8bdeb686e8c50cdce0d7",bookSignature:"Tamer Mansour",publishedDate:"April 19th 2011",coverURL:"https://cdn.intechopen.com/books/images_new/125.jpg",numberOfDownloads:41064,numberOfWosCitations:24,numberOfCrossrefCitations:9,numberOfCrossrefCitationsByBook:8,numberOfDimensionsCitations:28,numberOfDimensionsCitationsByBook:9,hasAltmetrics:0,numberOfTotalCitations:61,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"June 1st 2010",dateEndSecondStepPublish:"June 29th 2010",dateEndThirdStepPublish:"October 4th 2010",dateEndFourthStepPublish:"December 3rd 2010",dateEndFifthStepPublish:"February 16th 2011",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"64880",title:"Dr.",name:"Tamer",middleName:null,surname:"Mansour",slug:"tamer-mansour",fullName:"Tamer Mansour",profilePictureURL:"https://mts.intechopen.com/storage/users/64880/images/1636_n.jpg",biography:"Dr. Tamer Mansour graduated from Tohoku University at 2008. Since then, he had been involved with the Aerospace Engineering Department at Tohoku University as a visiting researcher. He had published many papers in international journals like “Advanced Robotics” and “Journal of Robotics and Mechatronics.” He served as a reviewer for “Journal of Sound and Vibration” and “Robotica.” He had the experience in teaching and assisting during the period from 1996-2004. Since October 2004, he started his Ph.D. course and finished in July 2008. During this period, he had the experience as teaching assistant and research assistant in the graduate school of Engineering in Tohoku University. His major fields of interest include control of flexible manipulators and application of intelligent controllers in space robots, PID control, Mechatronics Systems.",institutionString:null,position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"0",totalChapterViews:"0",totalEditedBooks:"1",institution:null}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"718",title:"Electronics and Instrumentation",slug:"electronics-and-instrumentation"}],chapters:[{id:"15193",title:"Multivariable PID control of an Activated Sludge Wastewater Treatment Process",doi:"10.5772/14966",slug:"multivariable-pid-control-of-an-activated-sludge-wastewater-treatment-process",totalDownloads:4527,totalCrossrefCites:0,totalDimensionsCites:1,hasAltmetrics:0,abstract:null,signatures:"Norhaliza Abdul Wahab, Reza Katebi and Jonas Balderud",downloadPdfUrl:"/chapter/pdf-download/15193",previewPdfUrl:"/chapter/pdf-preview/15193",authors:[{id:"19363",title:"Dr.",name:"Norhaliza",surname:"Abdul Wahab",slug:"norhaliza-abdul-wahab",fullName:"Norhaliza Abdul Wahab"},{id:"137154",title:"Dr.",name:"Reza",surname:"Katebi",slug:"reza-katebi",fullName:"Reza Katebi"},{id:"137155",title:"Dr.",name:"Jonas",surname:"Balderud",slug:"jonas-balderud",fullName:"Jonas Balderud"}],corrections:null},{id:"15194",title:"Stable Visual PID Control of Redundant Planar Parallel Robots",doi:"10.5772/14953",slug:"stable-visual-pid-control-of-redundant-planar-parallel-robots",totalDownloads:2760,totalCrossrefCites:0,totalDimensionsCites:3,hasAltmetrics:0,abstract:null,signatures:"Miguel A. 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The unique feature of the novel DNN-PID controller is that it has highly simple and dynamic self-organizing structure, fast online-tuning speed, good generalization and flexibility in online-updating. The proposed adaptive algorithm focuses on fast and efficiently optimizing Gain Scheduling and PID weighting parameters of Neural MLPNN model used in DNN-PID controller. This approach is employed to implement the DNN-PID controller with a view of controlling the joint angle position of the highly nonlinear pneumatic artificial muscle (PAM) manipulator in real-time through Real-Time Windows Target run in MATLAB SIMULINK® environment. The performance of this novel proposed controller was found to be outperforming in comparison with conventional PID controller. These results can be applied to control other highly nonlinear SISO and MIMO systems. Keywords: highly nonlinear PAM manipulator, proposed online tuning Gain Scheduling Dynamic Nonlinear PID controller (DNN-PID), real-time joint angle position control, fast online tuning back propagation (BP) algorithm, pneumatic artificial muscle (PAM) actuator.",signatures:"Ho Pham Huy Anh and Nguyen Thanh Nam",downloadPdfUrl:"/chapter/pdf-download/15263",previewPdfUrl:"/chapter/pdf-preview/15263",authors:[{id:"22699",title:"Dr.",name:"Ho Pham Huy",surname:"Anh",slug:"ho-pham-huy-anh",fullName:"Ho Pham Huy Anh"},{id:"39132",title:"Dr.",name:"Nguyen Thanh",surname:"Nam",slug:"nguyen-thanh-nam",fullName:"Nguyen Thanh Nam"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"247",title:"Advances in PID Control",subtitle:null,isOpenForSubmission:!1,hash:"f0a5bf1875562e6d243c8ea120cf4284",slug:"advances-in-pid-control",bookSignature:"Valery D. 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Although commonly said nail, it is a unit and it is an important element in the distal digit. It is a complex structure that is truly vital to daily life and civilized existence. Fingernails have an important role in hand function, to protect the dorsal surface of the distal phalanges and increase sensitive of the fingertip. Furthermore, the nails facilitate the pinch of small objects and have a cosmetic role.
\nFingertip injuries account for 15–24% of all hand injuries, particularly affecting the 4–30-year-old age group [1].
\nTo achieve an optimal outcome, a good initial treatment is necessary because an inadequate or insufficient treatment can derivate in aesthetics and functionality sequels. Hence, to know anatomy and physiology, it is fundamental.
\nThe structural and functional features of the nail unit are unique, clinics and surgeons must understand them thoroughly. Although this chapter discusses each component individually, it is important to understand how the basic structural components of the distal digit interrelate. Abnormality of one of these structures has a profound impact on the other components.
\nThe nail anatomy unit compromises the nail plate, the surrounding soft tissues, and their vasculature and innervation based upon the distal phalanx (Figure 1).
\nNail anatomy: 1. proximal nail fold; 2. eponychium; 3. nail plate; 4. hyponychium; 5. nail bed; 6. subungual subcutaneous; 7. nail matrix; and 8. distal phalanx.
The nail plate is only produced by the nail matrix. It is a modified form of stratum corneum cells arranged in successive layers that overlying the nail bed and matrix. Its deep surface is streaked with longitudinal grooves that contribute to fastening it to the underlying nail bed.
\nIt is curved in both longitudinal and transverse axes. This allows it to be embedded in nail folds at its proximal and lateral margins, which provide strong attachment and make the free edge a useful tool.
\nThe tissues beneath the nail plate are divided into nail matrix (15–25%) and the nail bed (75–85%).
\nHistologically this area has a multilayered epithelium whose duplication is the basic of nail plate formation. The proximal matrix is more productive than distal matrix near to the nail bed.
\nThe nail unit is vascularized by the terminal branches of the palmar digital arteries that these are connected by dorsal and palmar arches. There are three arches to blood supply the nail unit, so that, it can survive with extensive damage to the blood supply (Figure 2).
\nVascularity of the nail: 1. superficial arterial arcade; 2. proximal subungual arterial arcade system; 3. distal subungual arterial arcade system; 4. distal venous arch; and 5. lateral ligaments to flint.
The small vessels of the nail bed are orientated in the same axis than the ridges.
\nIt is by deep and superficial systems. The deep system corresponds to the arterial, and the superficial system exist dorsal and palmar digital veins (Figure 2).
\nThe distal digits have sensory and autonomic nerves. The sensory nerves are to terminal branches are derived from fine oblique branches of the volar collateral nerves to the second, third and fourth fingers. In the first and fifth digit, there are dorsal collateral nerves that supply the innervation. These branches usually run to the nail folds and pass under the nail bed at the level of the lunula, although there are minor variations.
\nAutonomic nerves end in fine arborizations where there are special receptors that are essentials for vascular control or two-point discrimination. Clearly, loss of the sensory function or the fingertips greatly impairs all function of the entire hand. Tactile sensory perception is the only or the five sense nor confined to the head, so that, loss of the sensory function of the fingertips is “to render the eyes of the finger blind.”
\nFingernails have an important role in hand function, because they protect the dorsal surface of the distal phalanges and increase sensitive of the fingertip. Furthermore, the nails facilitate the pinch of small objects and a cosmetic role. Hence, the aims of nail treatment are restoring a nail’s length, morphology, and a normal appearance.
\nThe nail trauma surgery can be do in the emergency department, but if the patient presents some digits with nail trauma or important lesions with a complex repair, we must think in an operative theater for do the treatment.
\nThe patient should always be lying on a stretcher and good anesthesia is of paramount important. Any local anesthetic can be used (lidocaine, mepivacaine, etc.). We think that ropivacaine 1% is the election choice because have a long duration (8–12 h) and nail surgery usually is appreciated by patient as is often followed by intense pain. Technique of proximal digital anesthesia block make possible to do all types of nail surgery.
\nExcept for subungual hematoma and nail avulsion, sterile prepping is a must for nail operations. Donning a sterile glove and cutting a tiny hole into the corresponding finger, which is then rolled back, not only gives a sterile file but also exsanguinates the finger and is an efficient tourniquet [2]. After realizing the tourniquet, bleeding is usually copious, and a thick padded dressing is necessary.
\nThe nail bed is in direct relation to the periosteum of F3, a reduction defect and/or a prominence bone causes a deformation of the bed and, secondary form, of the nail sheet.
The adhesion of the nail sheet is only possible if the reconstruction of the nail bed is perfect.
The growth of the nail sheet is only possible from of the matrix, so that any injury of the matrix must be repaired carefully.
Where possible, keep the nail sheet to replace it after the repair; failing that, a prosthesis can be used [3].
It’s important a sterile ambient, like any other surgical treatment. But it is almost always ambulatory surgery. Antibiotics are needed in most injuries and the use of magnification is essential for nail bed repair.
\nVery few special instruments are necessary for nail surgery. The suture material must be absorbable and of a small caliber. We use a Vicryl 6/0 for nail bed repair, and a non-absorbable monofilament for repair the surrounding soft tissue injuries and to fix the nail plate when we must remove it.
\nFingertip and nail bed injuries are seen at all ages, with a peak incidence in 4–30 years old patients [4]. In the emergency department is important to detail in the clinical history the mechanism of injuries, the time it occurred, dominant hand, the patient’s job and the context in which the trauma occurred to consider the possible contaminants of the wound.
\nDepending on the injury mechanism we will have to consider possible associated injuries. Fingertip injuries most frequently result from a crush injury, often from the hinge side of a door [5]. Approximately 50% of nail bed injuries presenting to hospital are associated with distal phalangeal fractures [6]. Simple radiographic (anteroposterior and lateral) is mandatory when a nail trauma is.
\nNail bed is a highly vascular structure. If the nail is not broken with the trauma, blood collects beneath the nail and the pressure of which may cause pain. In these cases, it is a necessary treat. Drainage of the hematoma can be done by a paper clip heated or battery-powered ophthalmic cautery. Touch to nail at 90-degree angle over the central area of hematoma. The key of the treatment is to ensure that the hematoma is not older than 48 h and a round hole completely through the nail, which stay open to drain.
\nOnce a hole is created it is expected that blood will drain out from the hematoma resolving most of the patient’s pain. It may take more than one trephination to decompress the hematoma completely. Take care when advancing through the nail to avoid damage to the nail bed. Bandage site with sterile gauze in instruct patient to keep digit clean and dry.
\nIf more than 50% of the nail bed is undermined by hematoma, the nail should be removed and explored the nail bed and the distal phalanx because can be affected.
\nThese traumas occur when the mechanism of injury has a component of hyperflexion. The nail plate must be replaced in the nail fold. Before this, it is necessary to verify the absence of any injury to the bed under local anesthesia. When the nail bed is injured, but it is a small fragment and it’s adhered to the nail plate, with the reposition of the nail it is enough because it is like holding a graft (Figure 3).
\nDislocation of the nail plate; with the reposition of the proximal nail plate, the nail bed avulsed is holding like a graft.
A radiography is mandatory to ensure the absence of distal phalanx fracture because is often present. When there is a distal phalanx fracture associated, the nail plate reinstated and it is enough to stabilize the fracture, and no osteosynthesis or additional splinting is required. But generally, a distal phalanx fracture associated a dislocation of the nail base have a nail bed injury.
\nThe nail plate is replaced into the nail fold to prevent scarring between the dorsal roof and the ventral floor. If more exposure of the nail fold is required, incisions are made at the proximal edge like Figure 4 from the eponychium because are easier to approximate and cause less scarring than an incision made straight proximal.
\nKanavel incisions.
It is an injury similar than anterior apart, but the base of the nail remains in place. Classically, a fingertip crushed by the door. It is a frequent injuries of the nail unit and nail bed injuries are easily overlooked especially in children as they are less cooperative and more difficult to do an adequate inspection of the lesions [7].
\nThe impact of the nail complex results from palmar displacement of the distal fragment (Figure 5).
\nA 20-year-old man with second finger entrapment of his right hand with a door. The wounds affect paronychium and the lateral edges of the pulp.
The proximal nail plate is gentle elevated. Care should be taken to elevate the nail plate without the nail bed and the other tissue. And the distal nail plate is elevating too. Now, the nail bed is explored, and irregularities of the edges may be trimmed into a straight line if it can be closed without tension. After the nail bed is approximated with an absorbable suture 6/0 or 7/0, the nail plate is replaced into the nail fold and held with 4/0 or 5/0 suture to hyponychium.
\nApproximately 50% of nail bed injuries have an associated fracture of the distal phalanx [8]. An associated fracture with a wound in the nail indicates a high energy trauma. The nail plate replaced serves as a splint, and usually osteosynthesis is not necessary. But an osteosynthesis by an axial wire is essential when the distal phalanx fragment is big, or the fracture is instable. A proper alignment of the bone fragments must be done because otherwise it may generate future nail deformities.
\nFigure 6 shows the case of a middle-aged woman with entrapment of the third finger of her left hand with the door of her vehicle. She had an associated fracture of the distal phalanx. After elevated the nail plate, we observe a wound in the nail bed, which is approximated with an absorbable suture 6/0 (Figure 7). Then, the nail plate is again repositioned and fixed. The nail plate has a double function; protection of the nail bed repaired and like a splint for the fracture (Figure 8).
\nExample of nail trauma in a woman.
Left: wound in the nail bed. Right: nail bed sutured.
Nail plate repositioned.
These types of injuries resulting from a wide area of force applied to the nail. This energy causes an explosive type of injury in the nail bed with many fragments (Figure 9). In this type of lesion, it is important that all fragments of the nail be attached to the periosteum. So that, when the nail plate is being raised, we must be careful in these. No fragments of nail bed should be debrided and discarded because it is extremely difficult to replace. Like the anterior apart, these fragments are approximated whit fine suture, and the nail plate or a synthetic substitute is used to mold the fragments prevent scaring.
\nCrushing injury of the nail.
Tissue lost affecting the distal half of the nail bed are more common than affecting the proximal half, because the distal end of the nail is more exposed to trauma. Many methods or treatment have been described, but still today it continues generating doubts about which is the best method to reposition the lost nail bed.
\nDepending on the size of the fragment of nail bed avulsed:
Less than 1–2 mm, it can be replaced as accurately as possible with the nail plate and held in place with Steri-Strips or suture.
Larger than 2 mm, the nail around the edge is removed of the nail bed and the fragment avulsed is suturing in their place, if it is possible.
Some authors consider the nail bed to have regenerative capacity and recommend, for limited tissue losses, promoting this healing by placement the nail plate or a substitute when the latter has been missed [3].
\nWhen the fragment avulsed is missed, diverse treatments have been suggested, like skin grafts [9], reversal dermal grafts [10] or palatal mucosal grafts [11]. Even, porcine xenotransplants has been proposed . But we still have not found a histological tissue that can restore nail plate. So that, nail bed grafts are the best option actually, which can be full thickness grafts [12] or thin nail bed grafts [13, 14]. These techniques are highly specialized that must be performed by expert hand surgeons, so they are not of interest for this chapter.
\nAfter performing the appropriate treatment based on the trauma presented by the patient, a cure of the injured finger should be made. The dressing chosen to perform the cure should be non-stick dressing (Vaseline) and must allow to leave free the proximal interphalangeal joint to avoid stiffness.
\nThe first dressing change should be due in 48–72 h, to verify the absence of collection (hematoma, infection) and of pain.
\nThe hand should be carried high with a sling. Analgesics are essential in 24–48 h and antibiotics may be necessary in some situations, especially in highly contaminated traumatism.
\nThe pattern of fingernail injury depends in the energy and direction of trauma. Management of a fingernail injury should be selected based on injury type and extent and requires accurate knowledge of nail anatomy and physiology. An effective emergency treatment is mandatory to prevent secondary deformities and reduce the risk of secondary reconstruction of the nail bed, which often gives unpredictable results.
\nThe author declares no conflicts of interest.
\nThe COVID-19 pandemic rapidly swept through the world’s population affecting over 200 million people and causing over 5 million deaths. Clearly, the unprecedented global pandemic has affected every aspect of people’s lives [1] resulting in severe disruptions in livelihoods and access to social services for populations across the globe. Sub-Saharan Africa and similar low-income countries were severely hit by the pandemic disrupting the delivery of health, education, and other essential services as these countries were ill-prepared to deal with the effects of such a sudden major disaster [2].
The pandemic resulted in closure of schools in over 188 countries worldwide, affecting the learning, and threatening the future of over 1.5 billion learners, that is, 91% of all learners [3]. In Africa, about 250 million students were affected. Learning completely stopped for most of them, and millions of students were at risk for permanently dropping out of school, adding to the 100 million out-of-school children before the pandemic [4].
In Uganda, for example, during the 2020 wave, to control the rapidly transmissible infection, 51,000 learning institutions were closed between March and October, meaning that approximately 15 million children missed school for half a year. This was shortly followed by a second wave that resulted in a total lockdown and closure of schools from March 2021 for the rest of the year, amounting to almost 2 years of school closure, the longest on record. During the school closures, children not only lost substantial time of their learning, but they were also prone to several risks including abuse, neglect, teenage pregnancy, child labor, mental health disorders, and suicide, among others.
While all learners were affected, children with disabilities are believed to have been disproportionately disadvantaged by the pandemic since they were already grappling with challenges of access to education services due to disability. People with disabilities (PWD) are often overlooked, their capacities underestimated, and their needs given a low priority [5]. It is likely that as a result of COVID-19, preexisting learning challenges for learners with disabilities were complicated while new ones emerged, further widening the gap in access and learning between these learners with disabilities and their normal functioning counterparts. To date, there is little consolidated information on how the pandemic impacted the learning of early childhood education (ECE) learners with disabilities in sub-Saharan Africa, what approaches were used to tackle the challenges, and what lessons can be drawn for future improvement. In this chapter, we examine available evidence on the impact of COVID-19 pandemic on access to education/learning for early learners with disabilities in the context of sub-Saharan Africa, the challenges, and opportunities and possible strategies for bridging the gaps. We focus on three key questions:
What pedagogical approaches were used to enable access to education among ECE learners with disabilities during the COVID 19 pandemic?
How was access to education for ECE learners with disabilities, and what challenges and opportunities were experienced?
How can access to quality and equitable learning for ECE learners with disabilities during the current crisis be improved, and what can we learn for future crises?
Effective planning and institution of appropriate interventions to optimize learning for children with disabilities during the current and future crises will depend on a good understanding of these issues.
This chapter is based on review of literature on the topics above that was available between September 2021 and February 2022 when the chapter was written. We conducted literature review on the subject focusing on the sub-Saharan African context. We retrieved and included peer-reviewed and gray literature that reported on any of the areas listed above.
Literature search was guided by the three research questions. Search terms were generated and used in the search across different databases including PUBMED, and Google scholar, and Google search for gray literature including reports, blogs, webinars etc. Key search terms included (COVID-19 OR SARS-VIRUS) AND (disabilities OR “special needs” OR “vulnerable populations”) AND (education OR learning OR schooling OR “pedagogical approaches”) AND (“early childhood” OR children) AND (Africa OR “sub-Saharan Africa” OR Africa OR “developing countries”) AND (barriers OR challenges) AND (access OR opportunities OR support). After the search was completed, the articles were compiled and screened for relevance and eligibility using the titles, abstracts, and/or on full texts. The selected articles were summarized in a table describing the type of literature, source, focus/objectives, geographical representation, and key findings.
Full texts of the eligible articles were reviewed by the three reviewers working independently and focusing on our questions of interest, collaborating evidence from the diverse contexts within the continent, and key lessons for policy and practice but also identifying the important evidence gaps for future research, and any emerging perspectives related to our objectives. Based on this extraction approach, a narrative synthesis was used to describe and discuss the information as organized under the different headings below.
A total of 41 articles including peer-reviewed and gray literature (reports, blogs, and other gray literature) were reviewed and discussed concisely, starting with a flashback on the status of ECE for children with disability before the emergence of COVID-19; followed by the pedagogical approaches that were adopted by educators in response to the pandemic; how ECE learners with disabilities accessed education during the pandemic, the challenges and opportunities they experienced; strategies through which access to quality and equitable learning for ECE learners with disabilities during the crisis can be improved; and a discussion of these perspectives bringing together the different experiences and highlighting key lessons in a local and global perspective and their implications for the current situation and future crises, in terms of policy, service provision, and research. We wind up the chapter with a conclusion highlighting the take-home message and future direction, along with the limitations of the review.
Learners with disabilities include those who have sensory impairments, cognitive differences, physical difficulties, emotional and behavioral difficulties, communication disorders, and those with multiple disabilities [6]. Whereas some learners with disability may follow regular curriculum with adaptation or modification of the pedagogical approaches used, there are those who may need specialized syllabuses and intervention programs to access meaningful education. A majority of learners who follow regular curriculum with modification include children with visual impairment, hearing impairment, physical handicap, mild cerebral palsy, mild learning disabilities, mild autism, mild emotional and behavioral difficulties, communication disorders, and the gifted and talented [7]. They require additional support and care services such as therapy, assistive devices, and technology to access education. Leaners with disabilities who need special syllabus include those with mental handicap, deaf blindness, severe autism, severe cerebral palsy, multiple handicaps, and those with profound disabilities [8]. They learn social, communication, and activities of daily living skills at school [9]. In this chapter, we focus on reviewing literature on the pedagogical methods that were employed to enhance continuity of learning among millions of African children after the schools closed and how they favored or did not favor early childhood education (ECE) learners with disabilities.
Child-centered teaching approaches have been found to effectively enhance learning of children in early childhood education. This is predominantly learning by doing through imitation of teachers and their peers [10]. The approach has also been found to be crucial for learners with disabilities who have various challenges and need extra support [11]. Education for all children in their early years supports their development of social, communication, problem-solving, cognitive, and emotional skills [10]. This also applies to children with disabilities in early childhood education. According to Davis [9], the pedagogical approaches used for effective learning of these foundational skills among children with disabilities include: formulating clear expectations based on learning needs of the child, stimulating learning activities that enhances learners’ participation in classroom, use of audio-visual material, real objects, or simulations to make the learning process concrete, break tasks into less complex tasks and build on already acquired skills and knowledge, peer learning, sharing the learning objectives and process with parents so they can help with homework. Other strategies include carrying out every day routines consistently and aiding active learning by use of immediate reward for good behavior, completing work on time, and participating in class activities. In addition, individualized education plans where lessons are modified to meet each learner’s needs are also critical for children with disabilities [12]. Much as the approaches to support learning of these children are well articulated, they are often not practiced because of various reasons including lack of teacher skills, resources, and poor attitude of teachers among others [13, 14]. Moreover, children with disabilities are often stigmatized and discriminated against by teachers and pupils, further hindering them from full participation in learning.
Before the era of COVID-19 pandemic, access to education and other services was a major challenge for people with disabilities (PWD) including children in many low- and middle-income settings. There have been increasing efforts toward inclusive education, which recommends that children with special needs are accommodated within the mainstream teaching; however, implementation of this has been slow. Education for people with disability has been characterized by exclusion, stigma, discrimination, non-supportive attitudes of parents and community members, long distance to school, school environments that are not supportive (access, materials, equipment), and limited training for teachers on special needs education, limited involvement in planning and allocation of resources for learners with special needs as well as lack of enforcement and financing of the inclusive education policies [5, 15, 16]. As a result, there was a major gap in education access for children with disabilities in many countries in Africa prior to the pandemic. Clearly, as we will lean from subsequent sections, the pandemic and resulting school closures worsened the challenges for ECE learners with disabilities especially those in LMICs where governments were least prepared to deal with these challenges. In the section that follows, we take a critical look at the pedagogical approaches that were used to support continued learning for ECE learners with disabilities in Africa.
COVID-19 severely affected education systems across the world [17], and the most affected were learners in pre-primary and primary level who have little experience of learning outside the classrooms, without support of their teachers, and could not be provided with adequate resources for learning at home (EdTech [18]). The situation was more difficult for learners with disabilities living in middle- and low-income African countries who for a long time have struggled to access quality education [7, 17]. Studies indicate that during the period when schools were closed (as a result of the pandemic), over 30% of learners with disabilities in Africa were not able to read by themselves or be read to by their parents [19]. This could have been due to the mismatch between the learners’ needs and the pedagogical approaches that were used to support them access education while at home. Learners with disabilities have unique learning styles such as visual, auditory, and kinesthetic styles that require teachers to employ different teaching strategies in the learning process to achieve effective learning. Apart from Benin, Burundi, Cote d’voire, Congo, Ethiopia, Madagascar, Malawi, Niger, and Togo that lacked remote learning readiness, most of the other African countries responded to the school closure due to COVID-19 in innovative ways by offering distance remote learning [20]. The strategies that were used combined high tech and low-cost solutions that included digital teaching and learning approaches as well as the use of paper-based take-home learning materials [21]. These pedagogical approaches were either audio-based where radios were the most common mode of audio learning, or audio-visual based where the television was the most popular form of instruction. A study established that almost all the countries in Middle East and North Africa (MENA) used television programs and print materials to deliver education content while 65% of countries in Eastern and Southern Africa (ESA) and 81% of countries in Western and Central Africa (WCA) used the television to deliver content [17]. The Ubongo Kids, Edu entertainment, and Akili Kids were the most common televised learning programs. It is estimated that over 25 million children across 40 African countries accessed Ubongo TV program that is broadcast in nine African languages including sign language [22]. The assumption of remote learning was that the intervention would meet the educational needs of all children including those in early childhood and with disability, whose schooling had also been disrupted by the pandemic [21]. However, this notion was biased because the learning platforms could not meet the diverse learning styles of children with different abilities in the early years of education. For example, whereas the deaf could benefit from sign language lessons on TV, they could not gain much from the radio lessons. Children with specific learning difficulties as well as those with mental challenges needed some extra individualized support to be able to follow the remote mode lessons.
Learning management systems using digital devices were the other pedagogical approach that was used in some African countries during the COVID-19 school closure to enhance continuity of learning. This included zoom, Google meet as well as WhatsApp and Facebook platforms [7]. Countries such as Kenya and Rwanda partnered with their telecommunication companies to lower cost of access to ICT devices and Internet connectivity alongside developing and implementing digital literacy programs. All these efforts were made to enhance innovative teaching and learning to achieve the child-centered learning. It was assumed that remote learning would meet the educational needs of all children including those in early childhood and with disability; however, this was not the case [21], as revealed by survey in 52 African countries that showed that early childhood and primary level learners could not access or effectively utilize these methods (EdTech [18]). The situation was worse for learners in early years of education with various disabilities. They not only needed support to migrate the digitalized learning but also needed the approaches to be customized to their needs. However, this support was only available in few countries. In Morocco, for example, Internet was used to aid learning. In rural areas, lessons were recorded and broadcast on Moroccan Television. The government through the Ministry of Education took steps to minimize learning loss for children with disabilities particularly the deaf by producing the educational content in sign language. Further, language teachers were recruited and trained on multisensory structured teaching and learning and later were provided with tablets to enable them deliver the content to the children through digital platforms [19]. These approaches may have achieved a certain degree of teaching; however, lack of child-centered pedagogical practices such as free-choice and small group activities, supportive and reciprocal interaction between teachers and children meant that the online approaches could not achieve optimum effectiveness [23].
In Uganda, children with disabilities were to access the learning materials that were provided by the Ministry of Education on radio and television. Home schooling was encouraged by the government, and parents were expected to support their children study using their school text books. Schools also sent learning materials on the phones or in form of printed booklets [24] but as mentioned above, there were no special considerations for children with disabilities. Moreover, as reported by Mbazzi et al. [25], the majority of the parents of children with disabilities in Uganda do not know how best to manage their children’s behavior and teach them at the same time.
In Malawi, the National COVID-19 preparedness and response plan was developed to ensure that teaching and learning continued during the lockdowns. Like in other countries, radio and televised lessons were used to reach out to learners at home and communities were mobilized to support home learning for children with disabilities. As revealed by a survey by Singal and colleagues, in addition to radio and TV lessons, learning materials were sent by the Ministry of Education in the form of ordinary print and could not be read by those who have visual impairment. Where Braille materials were provided, parents were unable to help their children read them since they lacked the skills to do so Singal et al. [24]. The survey showed that there were very few cases where parents of children with disabilities received home-based support on therapy, the absence of which must have further affected learning.
In Kenya, during the COVID-19 instigated school closures, distance learning solutions (DLS)/digital learning, also referred to as education technologies (EdTechs) [26], were adopted. The Teachers Service Commission (TSC) developed a teacher training manual through the collaborative efforts of various agencies in the education sector on remote learning. The aim was to engage learners in a variety of online environments using appropriate devices. The Kenya Institute of Curriculum Development (KICD) introduced programs on Edu channel TV and lessons from early childhood level. There was an increase in content on digital sites that was to be accessed by the learners. The television learning programs were supported with sign language interpreter as an adaptation to cater for learners who had hearing difficulties. This must have enriched the approach in terms of inclusivity; however, as mentioned earlier, delivery of content on television lacked the component of teacher-child interaction that is critical for ECE learners particularly those with special needs.
Moreover, a study indicated that the majority of teachers and parents were not sufficiently familiar with digital technologies that were used to deliver content to the learners at home [23]. Teachers noted that they lacked directions on how to support learners at home while parents indicated that they could not afford internet bundles required to download the learning materials that were sent online. It was reported in some cases that there was no sign language translator for those who had hearing impairments and that the lessons were too fast for those with learning impairments. Moreover, while learning gadgets such as braille and writing material were present at school, they were not provided at home, making home learning for children with visual impairments impossible. In the same way, deaf children were not able to communicate or get interpreter’s support at home, making it hard for them to utilize the teaching that was provided on these platforms [27].
In Ghana, the prolonged school closures placed children with disabilities at a risk of dropping out. Like in other countries, distance learning was rolled out by the Ministry of Education using television, mobile devices, and Internet. Remote learning materials were also sent to learners through postal mail. However, using this mode of teaching and learning, children with disabilities were still at risk of being left out [28].
The Zambian government strengthened radio-based learning programs by distributing solar radios and training of teachers to engage with learners through distance learning and radio programs. In Sierra Leone, the government made it a priority to leverage the radio learning programs that had been started even before the pandemic. However, these too did not provide specific support for children with different needs.
Overall, several pedagogical approaches were adopted in the different countries to enable learning continuation during the pandemic. It is imperative to note that ECE learners with disabilities were often not catered for in many of these strategies. Where special facilities were provided to cater for ECE learners with disabilities, they lacked real-time teacher-learner interaction and the additional individualized support that is critical for effective learning for children with different needs. This is because remote learning is more of teacher-directed rather than an interactive learning process that requires face-to-face presence. Effective teaching and learning of children with disabilities in their early years of education require individualized instructional practices tailored to their different educational needs. However, this was not possible since face-to-face engagements were strongly discouraged during the pandemic, putting the learners with special needs at a greater disadvantage than their normal counterparts.
Before the first case of COVID-19 was reported in Uganda in March 2020, a new school term for learners at all levels had just begun. In order to prevent the spread of the COVID 19 infection, the Government of Uganda decided to close all education institutions including those for early childhood learning. The closure of education institutions locked about 15 million Ugandan learners at home for a period of 2 years including young learners aged 1–8 years with disabilities. This was one of the longest lockdown of educational institutions globally. With the emergence of the pandemic, access to education for early childhood education (1–8 years) learners with disabilities faced a number of challenges but also some opportunities were experienced.
First of all, the closure of schools led school leaders to shift from physical contact with learners to online-based mode of instruction [29]. This necessitated use of technologies and digital platforms to deliver distance teaching and learning including computers, radios, and television sets to learners and distribution of printed materials to learners in their communities.
Although this development of technologies that could be used for distance learning was a very good innovation to keep learners engaged during the COVID-19 lockdown, it also created challenges to learners with disabilities. For example, the government of Uganda introduced long-distance teaching through the media, especially radio and television. These methods of teaching are not appropriate for young learners with disabilities especially those who are deaf and those who have visual impairments [30, 31, 32]. It is obvious that those with hearing impairments or visual impairments will not hear what is being taught on radio and television and will not see what is being taught on television respectively. Therefore, such platforms only benefited learners without disabilities.
Transitioning to a virtual setting required many educators to learn new technologies and skills and caused stress among both teachers and students [33]. However, both the teachers and learners were not given sufficient time to learn the new methods. In addition to moving to online learning platforms during the COVID-19 pandemic, special educators were faced with multiple challenges ranging from equity issues for learners, providing instruction in a virtual environment, and providing special education services as determined by the learner’s individual education plan. On equity, we know that the majority of the early childhood learners with disabilities in the Uganda and similar LMICs come from very poor families [34] and who therefore could not afford paying for online classes or teaching did not have televisions or radio sets in their households to access the content. There were attempts by governments to provide radio and television sets to rural communities; however, these were overtaken by other competing national priorities during the crisis.
Since these online and other distance learning technologies have been developed, education providers and the government must use this opportunity to continue developing these technologies to ensure that they remain prepared for other epidemics/and pandemics that may lead to school closure in future. This should also create an opportunity, for training and to continue delivering special education services for students with disabilities.
At a more global level, the UN guidelines for COVID-19 response recommended mainstreaming of disabilities in the planning and provision of any support and services [35, 36, 37, 38]. UNICEF provided guidance for staff and partners on supporting the learning of children in areas of school closures, which included making learning accessible to children with disabilities [39]. These also included provision of learning devices/equipment and connectivity, accessibility of instruction, individualized education plans, caregiver involvement, and the Build Back Better strategy among others. However, in many African countries, people with disabilities were neither involved in the development nor provided for during the implementation of COVID-19 response interventions [25], and as explained above, implementation of inclusive education policies was crippled by several systems’ challenges that were present before the pandemic.
Several strategies have been proposed to support education of learners with disabilities in low- and middle-income countries, and this merits consideration by all stakeholders involved in education. General recommendations addressing pre-COVID-19 challenges are re-emphasized since these challenges have not gone away; they have actually become aggravated. At the global level, the Inclusive Education Initiative recommends first, strengthening teachers’ capacity (through training) and motivation to manage children with diverse needs and imparting into them the humane aspect for these children; secondly, constantly involving families in the initiatives that support inclusion since families play a critical role in leading and influencing communities and schools to embrace these innovations as well as making the voices of learners and generally PWD be heard at the local level; thirdly, executing inclusion as early as the planning stage of any initiative and at all subsequent stages and reflecting upon key aspects including curriculum, class sizes, teaching, and learning materials during the design and implementation; fourthly, to ensure that the innovations for inclusive education developed for LMICs are based on locally generated evidence and therefore which address local challenges to policy and practice [40].
The UN and UNICEF have provided guidelines to ensure access to education and other services for people with disabilities. In particular, the UNICEF’s Build Back Better guideline is based on the fact that many vulnerable children may not have been accessing quality and inclusive learning opportunities pre-COVID-19, and therefore, resumption of schooling presents an opportunity to “build back better” and capitalize on the strategies and resources being put in place during this crisis to increase access and improve learning opportunities for all children. “This includes ensuring that learning spaces are accessible to those experiencing physical disabilities, that all children – in particular girls- can access school safely, that there are gender-segregated latrines to encourage girls’ attendance, that schools are equipped for children experiencing learning impairments, that teachers are prepared to teach students of all abilities, and that communities and caregivers/parents are actively engaged and participate in the local education system and are well-informed of how to support their children” [39].
At the country level, several other strategies have been proposed. In Malawi, for example [41], parents proposed that there was need to prioritize continued learning for children with disabilities and for governments to make educational programs accessible for children with disabilities and actually provide the necessary equipment (e.g. TV, radio, parent training) for these children to access the learning. Intermittent physical access to school facilities, e.g., twice a week and permitting children to take scholastic materials home (e.g., books in Braille) as well as regular follow-up and support on home learning by teachers were also proposed by parents.
Providing parents of children with disabilities with the basic skills such a sign language and Braille to enable them to fully support their children’s learning at home, as well as financial support (loans) to enable them provide basic needs for their children was proposed. Furthermore, the need to invest in educational digital technological innovations for children with disabilities and developing teacher, parent, and learners’ capacity to use them as well as provide the necessary equipment, e.g., phones and computers to the teachers and learners was highlighted [41].
In summary, access and utilization of education services for children with disabilities during the COVID-19 pandemic have been difficult resulting in an escalation of the preexisting challenges and increasing the demands at the family, teacher, and policy levels, for which different stakeholders were not prepared. Concerted support and commitment through the several recommendations including policy improvements, and teacher, student, and learner-centered interventions, and further evidence generation could provide practical solutions to providing inclusive education services during and after the crisis to enable children with disabilities achieve their educational goals.
COVID-19 pandemic has been a challenge for everyone; however, people with disability have experienced greater difficulties. The current chapter aimed at exploring the pedagogical approaches that were adopted to support continued learning for children with disabilities during the COVID-19 pandemic and the challenges experiences as well as key lessons to note.
The findings from the reviewed studies and reports suggest that COVID-19 significantly exacerbated the inequality to access to essential services particularly education for people with disabilities during the lockdown. Parent’s reports indicated that they had difficulties including children with disability in livelihood programs, yet they did this with ease to children without disability. The parents reported that the children were lonely further indicating the difficult parents had in socially including these children. Because of the physical, visual, hearing, or cognitive impairments, there is a communication barrier between the children and family members who are normal functioning jeopardizing interaction and socially isolating the child from the rest of the family. This was the case before COVID-19 but which became more evident when children were now spending the whole day at home. Moreover, it appears that parents have limited skills in sign language, let alone more advanced skills such as reading Braille that children with visual impairment need to read.
It is also imperative to note from the reviewed studies that active learning of children with disabilities mainly takes place at school. This finding indicates that parents are less involved in the actual training or learning activities of their children with disability. This could be partly attributed to lack of skills or poor attitude toward disability and education on the part of parents as revealed by the surveys. Furthermore, parents of children with disabilities usually have very low expectations from these children, and this bias down plays their motivation to support their learning in academic and everyday life activities. Consequently, the children have little contact with parents and other family members, and gradually the gap widens and further reducing the opportunity for the parents and siblings to learn how to interact with the child. This family exclusion and inability to support learning became apparent during the pandemic when all children were grounded at home and had to be supported by their parents to continue schooling. Appropriate steps should be taken to promote inclusion at family level through increased awareness and empowering families with skills to supporting learning for their children with different disabilities.
It is clear from the literature that learners with disabilities and their families struggled to access or utilize the education resources provided because they were provided in formats that were not appropriate for them or because the families lacked the necessary skills and technology to support the learner with disability with specialized material. However, in many cases, these resources were not provided at all. This was evidenced in their outcry of lack of contact between children and teachers, and the concern that a lot of the disability support services, e.g. physiotherapy, were school-based. This reveals a gap and a need for a continuum of care and support for learners with disabilities from home to school and within the wider community.
It is also important to note that disability and poverty have a synergistic relationship where disability causes poverty, and poverty aggravates effects of disability, and the two continuously enhance each other if no intervention is introduced [42]. The parents of children with disability decried their challenges in purchasing devices such as Braille machine and books, as well as voice-embedded computers for those with visual impairments to benefit from e-learning that emphasized during lockdown. Because of extreme poverty, these gadgets were not affordable by most parents from low- and middle-income countries. Financial support including cash transfers to families such as those that that were administered in African countries [4] could enable such parent to access these and other needs including electricity, which is needed for the equipment to work.
Notably, remote learning was academic-oriented with an aim of imparting knowledge for the purpose of mastering concepts and recall, whereas education for a majority of children with disability aims at making them self-reliant and emphasize acquisition of social skills, communication skills, and activities of daily living. Practically, learning for children with disability is individualized, targeting the strength of each individual learner. It is therefore implemented using an Individualized Education Plan (IEP) that could not be implemented using remote learning that replaced face-to-face learning as a result of COVID-19 school closure.
Lastly, we aimed to identify potential strategies and recommendations that could be undertaken to improve the status of learning for children with disabilities during the crisis. Our review indicates that parents need to be empowered through training and active engagements in helping their children with disability with home schooling. They need to be taught skills such as sign language, therapies, and Braille, but also be involved in interventions that aimed at bringing about attitudinal change toward disability and education. Furthermore, homes with children with disability need to be made safe against abusers, and children need to be taught how to protect themselves against abusers and where to seek support in case of abuse. Of note, the extreme poverty levels further incapacitated parents from providing the equipment needed for their children’s home schooling should be addressed. Indeed, in contexts where families of vulnerable children received cash transfers, it was clear that these had a significant impact on addressing some of the hardships that they were facing during the pandemic. Such financial supports should be considered by governments.
Importantly, there is need for proper disaster preparedness by governments to guard against adverse effects emerging from future eventualities that would necessitate closure of schools. Practically, this will include allocating sufficient budgets to support necessary response programs, but also involving people with disabilities and their families in making policies, in planning and implementation of the interventions. At the global level, funds such as the Marshall investment [4] should be dedicated to supporting children living in vulnerability including those with disabilities and to enable them recover from the adverse effects caused by the pandemic. However, this can only be achieved if there are sufficient data to enable evidence-informed policies, programs, and budgeting, as well as a deliberate commitment by government to support continued learning for children with disabilities in times of crisis. The immense data challenges on key issues were evident in this review and highlight the need for more research to generate local data on specific indicators of the burden of COVID-19 on education access and well-being of children with disabilities and PWD at large in the African context.
It is evident from the above literature that the COVID-19 pandemic made learning for ECE learners with disabilities in Africa extremely difficult and hence widened the disparities between these children and typically developing children and brought to the forefront the inequity and exclusion that prevail in planning, allocation, and utilization of education resources for people with disabilities. The literature highlights the difficulties in accessing and utilizing disability-specific pedagogical learning opportunities that early learners with disabilities experienced. It must be noted that these issues not only relate to young learners but to all learners with disabilities in Africa and similar LMICs, making the proposed recommendations relevant to a wider population. In line with the Sustainable Development Goal 4 (ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and leaving no one behind, deliberate efforts should be invested in addressing the gaps and challenges at all levels (system, school, and household) to enable children with disabilities achieve their educational goals. Concerted efforts through policy improvements, political will, and change of attitude of all stakeholders including decision-makers, teachers, and communities to promote inclusion and learner-centered interventions for learners with disabilities are likely to make significant impact in enabling these learners access education during the current and future crises.
Key lessons from this literature are that across Africa, children with disabilities still grapple with difficulty in accessing quality education due to exclusion, stigma, lack of specialized skills among teachers and parents, and weak government enforcement, and low financing, among other causes. COVID-19 clearly aggravated these challenges and brought about new ones, e.g., the lack of physical interaction between learners and educators and widened the gap. Nevertheless, all is not lost, and a lot can be done to improve the status quo.
It is important to recognize the urgent need for building the education system back better, through concerted efforts, at all levels, and combining the preexisting and new approaches to address the access and utilization gap for children with disabilities. Political will in terms of committing more government funds and enforcement into policies and their implementation, effective inclusive planning, capacity building, and skills strengthening as well as utilizing local evidence to develop the interventions are critical for rolling back the challenges affecting learning of children with disabilities in the pre and post COVID-19 era. Of note, contextual and system barriers particularly household poverty, and limited government resources, and the negative community attitude toward PLD in general, which act as substrates, the inequity must be addressed. Furthermore, innovations and technologies must take into account the diverse needs of all learners particularly those with disabilities, and they should be suited to the local context, for them to yield maximum benefit for all learners.
It is apparent that African governments were ill-prepared to deal with the sudden disruptions COVID-19 caused in the education system, and indeed these countries were hard hit. This is an eye opener for governments to invest in disaster preparedness not only for education but for all sectors. Our experience from this review reveals the fact that there is limited information on the impact COVID-19 had on education, how learners navigated the challenges but also to what extent education policies were aligned with inclusion of children with disabilities, and challenges that were encountered. More post-pandemic surveys are recommended to fully understand the impact in order to institute appropriate measures to roll back the effects, but also plan better pedagogical approaches that optimize learning for all learners today and in future crises.
The evidence discussed above is based on literature currently available in the African countries on the impact of COVID-19 on education access for learners with disability, including gray literature, which may be subject to reporting bias. The findings are majorly obtained from qualitative self-reported experiences of learners with disabilities or their families and hence a risk for reporting or social desirability bias and subjectivity particularly exaggeration of the difficulties reported with expectation of some kind of support to be provided. To date, there are generally scanty data from the education service providers (teachers) perspective and policy, and hence, a knowledge gap that calls for more research.
MN, LA, and RN contributed to the conceptualization of the idea, generation, and review of the literature; MN led the writing and revision of the chapter; all authors reviewed and edited the final version of the chapter.
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Cabanelas"}]},{id:"53973",doi:"10.5772/66927",title:"Phenolic Compounds in Water: Sources, Reactivity, Toxicity and Treatment Methods",slug:"phenolic-compounds-in-water-sources-reactivity-toxicity-and-treatment-methods",totalDownloads:7311,totalCrossrefCites:77,totalDimensionsCites:166,abstract:"Phenolic compounds exist in water bodies due to the discharge of polluted wastewater from industrial, agricultural and domestic activities into water bodies. They also occur as a result of natural phenomena. These compounds are known to be toxic and inflict both severe and long‐lasting effects on both humans and animals. They act as carcinogens and cause damage to the red blood cells and the liver, even at low concentrations. Interaction of these compounds with microorganisms, inorganic and other organic compounds in water can produce substituted compounds or other moieties, which may be as toxic as the original phenolic compounds. This chapter dwells on the sources and reactivity of phenolic compounds in water, their toxic effects on humans, and methods of their removal from water. Specific emphasis is placed on the techniques of their removal from water with attention on both conventional and advanced methods. Among these methods are ozonation, adsorption, extraction, photocatalytic degradation, biological, electro‐Fenton, adsorption and ion exchange and membrane‐based separation.",book:{id:"6029",slug:"phenolic-compounds-natural-sources-importance-and-applications",title:"Phenolic Compounds",fullTitle:"Phenolic Compounds - Natural Sources, Importance and Applications"},signatures:"William W. Anku, Messai A. Mamo and Penny P. Govender",authors:[{id:"195237",title:"Dr.",name:"Messai",middleName:"A.",surname:"Mamo",slug:"messai-mamo",fullName:"Messai Mamo"},{id:"196465",title:"Dr.",name:"William Wilson",middleName:null,surname:"Anku",slug:"william-wilson-anku",fullName:"William Wilson Anku"},{id:"196466",title:"Dr.",name:"Penny",middleName:null,surname:"Govender",slug:"penny-govender",fullName:"Penny Govender"}]},{id:"36184",doi:"10.5772/36186",title:"Infrared Spectroscopy in the Analysis of Building and Construction Materials",slug:"infrared-spectroscopy-of-cementitious-materials",totalDownloads:7810,totalCrossrefCites:77,totalDimensionsCites:157,abstract:null,book:{id:"1591",slug:"infrared-spectroscopy-materials-science-engineering-and-technology",title:"Infrared Spectroscopy",fullTitle:"Infrared Spectroscopy - Materials Science, Engineering and Technology"},signatures:"Lucia Fernández-Carrasco, D. Torrens-Martín, L.M. Morales and Sagrario Martínez-Ramírez",authors:[{id:"107401",title:"Dr.",name:"Lucia J",middleName:null,surname:"Fernández",slug:"lucia-j-fernandez",fullName:"Lucia J Fernández"}]},{id:"53128",doi:"10.5772/66368",title:"Phenolic Compounds: Functional Properties, Impact of Processing and Bioavailability",slug:"phenolic-compounds-functional-properties-impact-of-processing-and-bioavailability",totalDownloads:9381,totalCrossrefCites:77,totalDimensionsCites:148,abstract:"In this chapter, we discuss the influence of the processing methods on the content of phenolic compounds in fruits and vegetables. The intake of fruits and vegetables based‐foods are associated with delayed aging and a decreased risk of chronic disease development. Fruits and vegetables can be consumed in natura, but the highest amounts are ingested after some processing methods, such as cooking procedures or sanitizing methods. These methods are directly methods are directly related to alteration on the phenolic content. In addition, the postharvest conditions may modify several phytochemical substances. Phenolic compounds are referred to as phytochemicals found in a large number of foods and beverages. The relative high diversity of these molecules produced by plants must be taken into account when methods of preparation are employed to obtain industrial or homemade products. Phenolic compounds comprise one (phenolic acids) or more (polyphenols) aromatic rings with attached hydroxyl groups in their structures. Their antioxidant capacities are related to these hydroxyl groups and phenolic rings. Despite the antioxidant activity, they have many other beneficial effects on human health. However, before attributing health benefits to these compounds, absorption, distribution, and metabolism of each phenolic compound in the body are important points that should be considered.",book:{id:"5609",slug:"phenolic-compounds-biological-activity",title:"Phenolic Compounds",fullTitle:"Phenolic Compounds - Biological Activity"},signatures:"Igor Otavio Minatel, Cristine Vanz Borges, Maria Izabela Ferreira,\nHector Alonzo Gomez Gomez, Chung-Yen Oliver Chen and\nGiuseppina Pace Pereira Lima",authors:[{id:"146379",title:"Dr.",name:"Giuseppina",middleName:null,surname:"Lima",slug:"giuseppina-lima",fullName:"Giuseppina Lima"},{id:"194002",title:"MSc.",name:"Cristine",middleName:null,surname:"Vanz Borges",slug:"cristine-vanz-borges",fullName:"Cristine Vanz Borges"},{id:"194003",title:"Prof.",name:"Igor Otavio",middleName:null,surname:"Minatel",slug:"igor-otavio-minatel",fullName:"Igor Otavio Minatel"},{id:"194004",title:"Dr.",name:"Maria Izabela",middleName:null,surname:"Ferreira",slug:"maria-izabela-ferreira",fullName:"Maria Izabela Ferreira"},{id:"194005",title:"Prof.",name:"Hector",middleName:null,surname:"Gomez-Gomez",slug:"hector-gomez-gomez",fullName:"Hector Gomez-Gomez"},{id:"194006",title:"Prof.",name:"Chung-Yen Oliver",middleName:null,surname:"Chen",slug:"chung-yen-oliver-chen",fullName:"Chung-Yen Oliver Chen"}]}],mostDownloadedChaptersLast30Days:[{id:"55500",title:"Interpretation of Mass Spectra",slug:"interpretation-of-mass-spectra",totalDownloads:12475,totalCrossrefCites:12,totalDimensionsCites:24,abstract:"The chapter includes an introduction to the main ionisation techniques in mass spectrometry and the way the resulting fragments can be analysed. First, the fundamental notions of mass spectrometry are explained, so that the reader can easily cover this chapter (graphs, main pick, molecular ion, illogical pick, nitrogen rule, etc.). Isotopic percentage and nominal mass calculation are also explained along with fragmentation mechanism. A paragraph emphasises the ionisation energy issues, the basics of ionisation voltage, the developing potential and the energy balance. A frame time of the main theoretical milestones in both theory and experimental mass spectrometry is highlighted here. In the second part of the chapter, the molecular fragmentation for alkanes, iso-alkanes, cycloalkanes, halogen, alcohols, phenols, ethers, carbonyl compounds, carboxylic acids and functional derivatives, nitrogen compounds (amines, nitro compounds), sulphur compounds, heterocycles and biomolecules (amino acids, steroids, triglycerides) is explained. Fragmentation schemes are followed by the simplified spectra, which help the understanding of such complex phenomena. At the end of the chapter, acquisition of mass spectrum is discussed. The chapter presented here is an introduction to mass spectrometry, which, we think, helps the understanding of the mechanism of fragmentation corroborating spectral data and molecular structures.",book:{id:"5735",slug:"mass-spectrometry",title:"Mass Spectrometry",fullTitle:"Mass Spectrometry"},signatures:"Teodor Octavian Nicolescu",authors:[{id:"196775",title:"Dr.",name:"Teodor Octavian",middleName:"Octavian",surname:"Nicolescu",slug:"teodor-octavian-nicolescu",fullName:"Teodor Octavian Nicolescu"}]},{id:"57909",title:"Validation of Analytical Methods",slug:"validation-of-analytical-methods",totalDownloads:6963,totalCrossrefCites:13,totalDimensionsCites:21,abstract:"Method validation is a key element in the establishment of reference methods and within the assessment of a laboratory’s competence in generating dependable analytical records. Validation has been placed within the context of the procedure, generating chemical data. Analytical method validation, thinking about the maximum relevant processes for checking the best parameters of analytical methods, using numerous relevant overall performance indicators inclusive of selectivity, specificity, accuracy, precision, linearity, range, limit of detection (LOD), limit of quantification (LOQ), ruggedness, and robustness are severely discussed in an effort to prevent their misguided utilization and ensure scientific correctness and consistency among publications.",book:{id:"6379",slug:"calibration-and-validation-of-analytical-methods-a-sampling-of-current-approaches",title:"Calibration and Validation of Analytical Methods",fullTitle:"Calibration and Validation of Analytical Methods - A Sampling of Current Approaches"},signatures:"Tentu Nageswara Rao",authors:[{id:"220824",title:"Dr.",name:"Tentu",middleName:null,surname:"Nageswara Rao",slug:"tentu-nageswara-rao",fullName:"Tentu Nageswara Rao"}]},{id:"55440",title:"Solubility Products and Solubility Concepts",slug:"solubility-products-and-solubility-concepts",totalDownloads:3084,totalCrossrefCites:6,totalDimensionsCites:7,abstract:"The chapter refers to a general concept of solubility product Ksp of sparingly soluble hydroxides and different salts and calculation of solubility of some hydroxides, oxides, and different salts in aqueous media. A (criticized) conventional approach, based on stoichiometry of a reaction notation and the solubility product of a precipitate, is compared with the unconventional/correct approach based on charge and concentration balances and a detailed physicochemical knowledge on the system considered, and calculations realized according to generalized approach to electrolytic systems (GATES) principles. An indisputable advantage of the latter approach is proved in simulation of static or dynamic, two-phase nonredox or redox systems.",book:{id:"5891",slug:"descriptive-inorganic-chemistry-researches-of-metal-compounds",title:"Descriptive Inorganic Chemistry Researches of Metal Compounds",fullTitle:"Descriptive Inorganic Chemistry Researches of Metal Compounds"},signatures:"Anna Maria Michałowska-Kaczmarczyk, Aneta Spórna-Kucab and\nTadeusz Michałowski",authors:[{id:"35273",title:"Prof.",name:"Tadeusz",middleName:null,surname:"Michalowski",slug:"tadeusz-michalowski",fullName:"Tadeusz Michalowski"},{id:"203867",title:"Dr.",name:"Anna Maria",middleName:null,surname:"Michałowska-Kaczmarczyk",slug:"anna-maria-michalowska-kaczmarczyk",fullName:"Anna Maria Michałowska-Kaczmarczyk"},{id:"203868",title:"Dr.",name:"Aneta",middleName:null,surname:"Spórna-Kucab",slug:"aneta-sporna-kucab",fullName:"Aneta Spórna-Kucab"}]},{id:"62736",title:"Radioisotope: Applications, Effects, and Occupational Protection",slug:"radioisotope-applications-effects-and-occupational-protection",totalDownloads:4534,totalCrossrefCites:10,totalDimensionsCites:17,abstract:"This chapter presents a brief introduction to radioisotopes, sources and types of radiation, applications, effects, and occupational protection. The natural and artificial sources of radiations are discussed with special reference to natural radioactive decay series and artificial radioisotopes. Applications have played significant role in improving the quality of human life. The application of radioisotopes in tracing, radiography, food preservation and sterilization, eradication of insects and pests, medical diagnosis and therapy, and new variety of crops in agricultural field is briefly described. Radiation interacts with matter to produce excitation and ionization of an atom or molecule; as a result physical and biological effects are produced. These effects and mechanisms are discussed. The dosimetric quantities used in radiological protection are described. Radiological protections and the control of occupational and medical exposures are briefly described.",book:{id:"5903",slug:"principles-and-applications-in-nuclear-engineering-radiation-effects-thermal-hydraulics-radionuclide-migration-in-the-environment",title:"Principles and Applications in Nuclear Engineering",fullTitle:"Principles and Applications in Nuclear Engineering - Radiation Effects, Thermal Hydraulics, Radionuclide Migration in the Environment"},signatures:"Sannappa Jadiyappa",authors:[{id:"239626",title:"Dr.",name:null,middleName:null,surname:"Sannappa J.",slug:"sannappa-j.",fullName:"Sannappa J."}]},{id:"58596",title:"Linearity of Calibration Curves for Analytical Methods: A Review of Criteria for Assessment of Method Reliability",slug:"linearity-of-calibration-curves-for-analytical-methods-a-review-of-criteria-for-assessment-of-method",totalDownloads:8070,totalCrossrefCites:19,totalDimensionsCites:43,abstract:"Calibration curve is a regression model used to predict the unknown concentrations of analytes of interest based on the response of the instrument to the known standards. Some statistical analyses are required to choose the best model fitting to the experimental data and also evaluate the linearity and homoscedasticity of the calibration curve. Using an internal standard corrects for the loss of analyte during sample preparation and analysis provided that it is selected appropriately. After the best regression model is selected, the analytical method needs to be validated using quality control (QC) samples prepared and stored in the same temperature as intended for the study samples. Most of the international guidelines require that the parameters, including linearity, specificity, selectivity, accuracy, precision, lower limit of quantification (LLOQ), matrix effect and stability, be assessed during validation. Despite the highly regulated area, some challenges still exist regarding the validation of some analytical methods including methods when no analyte-free matrix is available.",book:{id:"6379",slug:"calibration-and-validation-of-analytical-methods-a-sampling-of-current-approaches",title:"Calibration and Validation of Analytical Methods",fullTitle:"Calibration and Validation of Analytical Methods - A Sampling of Current Approaches"},signatures:"Seyed Mojtaba Moosavi and Sussan Ghassabian",authors:[{id:"216099",title:"Dr.",name:"Sussan",middleName:null,surname:"Ghassabian",slug:"sussan-ghassabian",fullName:"Sussan Ghassabian"},{id:"216101",title:"Mr.",name:"Seyed Mojtaba",middleName:null,surname:"Moosavi",slug:"seyed-mojtaba-moosavi",fullName:"Seyed Mojtaba Moosavi"}]}],onlineFirstChaptersFilter:{topicId:"8",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"82969",title:"Utilizing Photocatalysts in Reducing Moisture Absorption in Composites of Natural Fibers",slug:"utilizing-photocatalysts-in-reducing-moisture-absorption-in-composites-of-natural-fibers",totalDownloads:1,totalDimensionsCites:0,doi:"10.5772/intechopen.106543",abstract:"Due to growing environmental consciousness and the depletion of oil supplies, numerous efforts have been made to replace synthetic fibers in fiber-reinforced composites with natural fibers (NFr). The low cost and abundance of NFr and its biodegradability and low density have encouraged researchers worldwide to study their potential applications in several industrial sectors. However, NFr has several disadvantages: excessive moisture absorption and subsequent swelling and degradation, low chemical and fire resistance, and insufficient interfacial interactions with polymers. Consequently, there is great interest in modifying the surface of NFr using a variety of methods. This chapter presents an overview of the NFr, its characterization, the problems associated with adding NFr to polymer composites. This literature survey suggests an in-depth review of photocatalysis by utilizing photocatalysts nanoparticle (PHNPs) aimed at increasing the hydrophobicity and interfacial bonding between the NFr and the matrix Using a photo-induced oxidation mechanism to disassemble water molecules, pollutants, and bacteria in a wet environment. Additionally, we reviewed the effects of these PHNPs on the moisture absorption, mechanical characteristics, and dimensional stability of NFr composites. As a result, this review article may make a valuable contribution to researchers interested in coating and treating NFr to further enhance their surface characteristics.",book:{id:"11559",title:"Photocatalysts - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/11559.jpg"},signatures:"Mohammed Mohammed and Rozyanty Rahman"},{id:"82853",title:"Revealing Retention Mechanisms in Liquid Chromatography: QSRR Approach",slug:"revealing-retention-mechanisms-in-liquid-chromatography-qsrr-approach",totalDownloads:7,totalDimensionsCites:0,doi:"10.5772/intechopen.106245",abstract:"One-factor-at-a-time experimentation was used for a long time as gold-standard optimization for liquid chromatographic (LC) method development. This approach has two downsides as it requires a needlessly great number of experimental runs and it is unable to identify possible factor interactions. At the end of the last century, however, this problem could be solved with the introduction of new chemometric strategies. This chapter aims at presenting quantitative structure–retention relationship (QSRR) models with structuring possibilities, from the point of feature selection through various machine learning algorithms that can be used in model building, for internal and external validation of the proposed models. The presented strategies of QSRR model can be a good starting point for analysts to use and adopt them as a good practice for their applications. QSRR models can be used in predicting the retention behavior of compounds, to point out the molecular features governing the retention, and consequently to gain insight into the retention mechanisms. In terms of these applications, special attention was drawn to modified chromatographic systems, characterized by mobile or stationary phase modifications. Although chromatographic methods are applied in a wide variety of fields, the greatest attention has been devoted to the analysis of pharmaceuticals.",book:{id:"11557",title:"Chemometrics - Recent Advances, New Perspectives and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/11557.jpg"},signatures:"Jovana Krmar, Bojana Svrkota, Nevena Đajić, Jevrem Stojanović, Ana Protić and Biljana Otašević"},{id:"82796",title:"A Revisit of the Underlying Fundamentals in the Laser Emission from BODIPYs",slug:"a-revisit-of-the-underlying-fundamentals-in-the-laser-emission-from-bodipys",totalDownloads:10,totalDimensionsCites:0,doi:"10.5772/intechopen.106334",abstract:"This chapter aims to provide a comprehensive assessment of the laser performance of commercially available laser dyes based on the boron-dipyrromethene (BODIPY) chromophore in a liquid state, as well as to remark the main underlying photophysical signatures triggering such photonic behavior. First, we describe their light absorption and fluorescence properties in solution. This spectroscopic study is supplemented with quantum mechanics calculations and electrochemical measurements. Afterward, the dyes are tested as active media of tunable lasers under transversal pumping. The recorded laser efficiencies and photostabilities are correlated with the registered photophysical properties identifying the main structural guidelines and photonic parameters, which rule the laser bands’ position, intensity, and stability. As a result, we provide a comparative dataset of the laser performance, not available hitherto. Besides, the unraveling of the complex molecular structure-photophysics-laser relationship should help in the rational design of new tunable dye lasers with an improved photonic response along the entire visible region and reaching eventually the near infrared.",book:{id:"12081",title:"Dyes and Pigments - Insights and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/12081.jpg"},signatures:"Alaitz Peñafiel, Ainhoa Oliden-Sánchez, Edurne Avellanal-Zaballa, Leire Gartzia-Rivero, Rebeca Sola-Llano and Jorge Bañuelos"},{id:"82706",title:"Applications of Near-Infrared Spectroscopy (NIRS) in Fish Value Chain",slug:"applications-of-near-infrared-spectroscopy-nirs-in-fish-value-chain",totalDownloads:18,totalDimensionsCites:0,doi:"10.5772/intechopen.105736",abstract:"Near-infrared spectroscopy (NIRS) has undergone a significant evolution in the last years due to the numerous scientific studies that revealed its potential for industrial applications, attracting a growing interest in the food sector. Furthermore, new advances have allowed the reduction in size and cost of the NIR devices, making them appropriate for on-site determinations. The complex structure of the fish value chain, combined to its high market value, makes this sector particularly vulnerable to fraud and adulteration practices. Also, the perishable nature of fish and fish products, as well as the lack of traceability, arises the urgent need for a fast, reliable and portable tool capable of precisely characterizing the quality and authenticity of the product while also ensuring its safety. In this chapter, the capabilities of NIRS combined to several chemometric techniques for quality, authenticity and safety applications are presented through an extensive review of the most recent research works.",book:{id:"11564",title:"Infrared Spectroscopy - Perspectives and Applications",coverURL:"https://cdn.intechopen.com/books/images_new/11564.jpg"},signatures:"Sonia Nieto-Ortega, Rebeca Lara, Giuseppe Foti, Ángela Melado-Herreros and Idoia Olabarrieta"},{id:"82536",title:"Perspective Chapter: Multi-Dimensional Liquid Chromatography - Principles and Applications",slug:"perspective-chapter-multi-dimensional-liquid-chromatography-principles-and-applications",totalDownloads:14,totalDimensionsCites:0,doi:"10.5772/intechopen.104767",abstract:"Many complex mixtures usually constitute hundreds or even thousands of individual components of interest. Such mixtures are much too complicated to be separated for analytical duties in a reasonable period of time using only a single-dimensional chromatographic method. However, if a complex mixture is separated by an initial dimension using multi-dimensional liquid chromatography, a simpler portion of that separation is collected and goes to the second dimension. Each of these fractions will be analyzed separately, allowing exceedingly complex mixtures to be resolved in a short period of time. This chapter explains the fundamental principles, theoretical discussions as well as various applications with typical examples of multi-dimensional liquid chromatography in different fields.",book:{id:"11204",title:"Analytical Liquid Chromatography - New Perspectives",coverURL:"https://cdn.intechopen.com/books/images_new/11204.jpg"},signatures:"Esayas Tesfaye, Tadele Eticha, Ariaya Hymete and Ayenew Ashenef"},{id:"82385",title:"Cyclodextrins as Bricks for Tuning Polymer Properties",slug:"cyclodextrins-as-bricks-for-tuning-polymer-properties",totalDownloads:8,totalDimensionsCites:0,doi:"10.5772/intechopen.105688",abstract:"Cyclodextrins are natural cyclic oligosaccharides with a cone shape delimiting a hydrophobic cavity. The rims of cyclodextrins can be functionalized in order to improve their properties. Based on this, cyclodextrins can be linked to polymer chains, which further allows the tuning of the polymer properties. This review describes the methods of polymer functionalization with cyclodextrins and highlights the changes in the physicochemical properties of these materials. This chapter is focused on polymers in solution and in gel states. Cyclodextrin-based polymers are evaluated by various physicochemical methods, such as rheology, calorimetry, and spectroscopy (electron paramagnetic resonance, fluorescence, nuclear magnetic resonance (NMR), Fourier transform infrared (FT-IR), etc.). 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He previously worked as a post-doctoral fellow at the Ben-Gurion University of Negev, Israel; University of the Free State, South Africa; and Central University of Technology Bloemfontein, South Africa. He obtained his Ph.D. in Organic Chemistry from Nagaoka University of Technology, Japan. He has published more than seventy-four journal articles and attended several national and international conferences as speaker and chair. Dr. Kendrekar has received many international awards. He has several funded projects, namely, anti-malaria drug development, MRSA, and SARS-CoV-2 activity of curcumin and its formulations. He has filed four patents in collaboration with the University of Central Lancashire and Mayo Clinic Infectious Diseases. His present research includes organic synthesis, drug discovery and development, biochemistry, nanoscience, and nanotechnology.",institutionString:"Visiting Scientist at Lipid Nanostructures Laboratory, Centre for Smart Materials, School of Natural Sciences, University of Central Lancashire",institution:null},{id:"428125",title:"Dr.",name:"Vinayak",middleName:null,surname:"Adimule",slug:"vinayak-adimule",fullName:"Vinayak Adimule",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/428125/images/system/428125.jpg",biography:"Dr. Vinayak Adimule, MSc, Ph.D., is a professor and dean of R&D, Angadi Institute of Technology and Management, India. He has 15 years of research experience as a senior research scientist and associate research scientist in R&D organizations. He has published more than fifty research articles as well as several book chapters. He has two Indian patents and two international patents to his credit. Dr. Adimule has attended, chaired, and presented papers at national and international conferences. He is a guest editor for Topics in Catalysis and other journals. He is also an editorial board member, life member, and associate member for many international societies and research institutions. His research interests include nanoelectronics, material chemistry, artificial intelligence, sensors and actuators, bio-nanomaterials, and medicinal chemistry.",institutionString:"Angadi Institute of Technology and Management",institution:null},{id:"284317",title:"Prof.",name:"Kantharaju",middleName:null,surname:"Kamanna",slug:"kantharaju-kamanna",fullName:"Kantharaju Kamanna",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284317/images/21050_n.jpg",biography:"Prof. K. Kantharaju has received Bachelor of science (PCM), master of science (Organic Chemistry) and Doctor of Philosophy in Chemistry from Bangalore University. He worked as a Executive Research & Development @ Cadila Pharmaceuticals Ltd, Ahmedabad. He received DBT-postdoc fellow @ Molecular Biophysics Unit, Indian Institute of Science, Bangalore under the supervision of Prof. P. Balaram, later he moved to NIH-postdoc researcher at Drexel University College of Medicine, Philadelphia, USA, after his return from postdoc joined NITK-Surthakal as a Adhoc faculty at department of chemistry. Since from August 2013 working as a Associate Professor, and in 2016 promoted to Profeesor in the School of Basic Sciences: Department of Chemistry and having 20 years of teaching and research experiences.",institutionString:null,institution:{name:"Rani Channamma University, Belagavi",country:{name:"India"}}},{id:"158492",title:"Prof.",name:"Yusuf",middleName:null,surname:"Tutar",slug:"yusuf-tutar",fullName:"Yusuf Tutar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/158492/images/system/158492.jpeg",biography:"Prof. Dr. Yusuf Tutar conducts his research at the Hamidiye Faculty of Pharmacy, Department of Basic Pharmaceutical Sciences, Division of Biochemistry, University of Health Sciences, Turkey. He is also a faculty member in the Molecular Oncology Program. He obtained his MSc and Ph.D. at Oregon State University and Texas Tech University, respectively. He pursued his postdoctoral studies at Rutgers University Medical School and the National Institutes of Health (NIH/NIDDK), USA. His research focuses on biochemistry, biophysics, genetics, molecular biology, and molecular medicine with specialization in the fields of drug design, protein structure-function, protein folding, prions, microRNA, pseudogenes, molecular cancer, epigenetics, metabolites, proteomics, genomics, protein expression, and characterization by spectroscopic and calorimetric methods.",institutionString:"University of Health Sciences",institution:null},{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",biography:"Hiroyuki Kagechika received his bachelor’s degree and Ph.D. in Pharmaceutical Sciences from the University of Tokyo, Japan, where he served as an associate professor until 2004. He is currently a professor at the Institute of Biomaterials and Bioengineering (IBB), Tokyo Medical and Dental University (TMDU). From 2010 to 2012, he was the dean of the Graduate School of Biomedical Science. Since 2012, he has served as the vice dean of the Graduate School of Medical and Dental Sciences. He has been the director of the IBB since 2020. Dr. Kagechika’s major research interests are the medicinal chemistry of retinoids, vitamins D/K, and nuclear receptors. He has developed various compounds including a drug for acute promyelocytic leukemia.",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",country:{name:"Japan"}}},{id:"94311",title:"Prof.",name:"Martins",middleName:"Ochubiojo",surname:"Ochubiojo Emeje",slug:"martins-ochubiojo-emeje",fullName:"Martins Ochubiojo Emeje",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94311/images/system/94311.jpeg",biography:"Martins Emeje obtained a BPharm with distinction from Ahmadu Bello University, Nigeria, and an MPharm and Ph.D. from the University of Nigeria (UNN), where he received the best Ph.D. award and was enlisted as UNN’s “Face of Research.” He established the first nanomedicine center in Nigeria and was the pioneer head of the intellectual property and technology transfer as well as the technology innovation and support center. Prof. Emeje’s several international fellowships include the prestigious Raman fellowship. He has published more than 150 articles and patents. He is also the head of R&D at NIPRD and holds a visiting professor position at Nnamdi Azikiwe University, Nigeria. He has a postgraduate certificate in Project Management from Walden University, Minnesota, as well as a professional teaching certificate and a World Bank certification in Public Procurement. Prof. Emeje was a national chairman of academic pharmacists in Nigeria and the 2021 winner of the May & Baker Nigeria Plc–sponsored prize for professional service in research and innovation.",institutionString:"National Institute for Pharmaceutical Research and Development",institution:{name:"National Institute for Pharmaceutical Research and Development",country:{name:"Nigeria"}}},{id:"436430",title:"Associate Prof.",name:"Mesut",middleName:null,surname:"Işık",slug:"mesut-isik",fullName:"Mesut Işık",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/436430/images/19686_n.jpg",biography:null,institutionString:null,institution:{name:"Bilecik University",country:{name:"Turkey"}}},{id:"268659",title:"Ms.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/268659/images/8143_n.jpg",biography:"Dr. Zhan received his undergraduate and graduate training in the fields of preventive medicine and epidemiology and statistics at the West China University of Medical Sciences in China during 1989 to 1999. He received his post-doctoral training in oncology and cancer proteomics for two years at the Cancer Research Institute of Human Medical University in China. In 2001, he went to the University of Tennessee Health Science Center (UTHSC) in USA, where he was a post-doctoral researcher and focused on mass spectrometry and cancer proteomics. Then, he was appointed as an Assistant Professor of Neurology, UTHSC in 2005. He moved to the Cleveland Clinic in USA as a Project Scientist/Staff in 2006 where he focused on the studies of eye disease proteomics and biomarkers. He returned to UTHSC as an Assistant Professor of Neurology in the end of 2007, engaging in proteomics and biomarker studies of lung diseases and brain tumors, and initiating the studies of predictive, preventive, and personalized medicine (PPPM) in cancer. In 2010, he was promoted to Associate Professor of Neurology, UTHSC. Currently, he is a Professor at Xiangya Hospital of Central South University in China, Fellow of Royal Society of Medicine (FRSM), the European EPMA National Representative in China, Regular Member of American Association for the Advancement of Science (AAAS), European Cooperation of Science and Technology (e-COST) grant evaluator, Associate Editors of BMC Genomics, BMC Medical Genomics, EPMA Journal, and Frontiers in Endocrinology, Executive Editor-in-Chief of Med One. He has\npublished 116 peer-reviewed research articles, 16 book chapters, 2 books, and 2 US patents. His current main research interest focuses on the studies of cancer proteomics and biomarkers, and the use of modern omics techniques and systems biology for PPPM in cancer, and on the development and use of 2DE-LC/MS for the large-scale study of human proteoforms.",institutionString:null,institution:{name:"Xiangya Hospital Central South University",country:{name:"China"}}},{id:"40482",title:null,name:"Rizwan",middleName:null,surname:"Ahmad",slug:"rizwan-ahmad",fullName:"Rizwan Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/40482/images/system/40482.jpeg",biography:"Dr. Rizwan Ahmad is a University Professor and Coordinator, Quality and Development, College of Medicine, Imam Abdulrahman bin Faisal University, Saudi Arabia. Previously, he was Associate Professor of Human Function, Oman Medical College, Oman, and SBS University, Dehradun. Dr. Ahmad completed his education at Aligarh Muslim University, Aligarh. He has published several articles in peer-reviewed journals, chapters, and edited books. His area of specialization is free radical biochemistry and autoimmune diseases.",institutionString:"Imam Abdulrahman Bin Faisal University",institution:{name:"Imam Abdulrahman Bin Faisal University",country:{name:"Saudi Arabia"}}},{id:"41865",title:"Prof.",name:"Farid A.",middleName:null,surname:"Badria",slug:"farid-a.-badria",fullName:"Farid A. Badria",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41865/images/system/41865.jpg",biography:"Farid A. Badria, Ph.D., is the recipient of several awards, including The World Academy of Sciences (TWAS) Prize for Public Understanding of Science; the World Intellectual Property Organization (WIPO) Gold Medal for best invention; Outstanding Arab Scholar, Kuwait; and the Khwarizmi International Award, Iran. He has 250 publications, 12 books, 20 patents, and several marketed pharmaceutical products to his credit. He continues to lead research projects on developing new therapies for liver, skin disorders, and cancer. Dr. Badria was listed among the world’s top 2% of scientists in medicinal and biomolecular chemistry in 2019 and 2020. He is a member of the Arab Development Fund, Kuwait; International Cell Research Organization–United Nations Educational, Scientific and Cultural Organization (ICRO–UNESCO), Chile; and UNESCO Biotechnology France",institutionString:"Mansoura University",institution:{name:"Mansoura University",country:{name:"Egypt"}}},{id:"329385",title:"Dr.",name:"Rajesh K.",middleName:"Kumar",surname:"Singh",slug:"rajesh-k.-singh",fullName:"Rajesh K. Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329385/images/system/329385.png",biography:"Dr. Singh received a BPharm (2003) and MPharm (2005) from Panjab University, Chandigarh, India, and a Ph.D. (2013) from Punjab Technical University (PTU), Jalandhar, India. He has more than sixteen years of teaching experience and has supervised numerous postgraduate and Ph.D. students. He has to his credit more than seventy papers in SCI- and SCOPUS-indexed journals, fifty-five conference proceedings, four books, six Best Paper Awards, and five projects from different government agencies. He is currently an editorial board member of eight international journals and a reviewer for more than fifty scientific journals. He received Top Reviewer and Excellent Peer Reviewer Awards from Publons in 2016 and 2017, respectively. He is also on the panel of The International Reviewer for reviewing research proposals for grants from the Royal Society. He also serves as a Publons Academy mentor and Bentham brand ambassador.",institutionString:"Punjab Technical University",institution:{name:"Punjab Technical University",country:{name:"India"}}},{id:"142388",title:"Dr.",name:"Thiago",middleName:"Gomes",surname:"Gomes Heck",slug:"thiago-gomes-heck",fullName:"Thiago Gomes Heck",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/142388/images/7259_n.jpg",biography:null,institutionString:null,institution:{name:"Universidade Regional do Noroeste do Estado do Rio Grande do Sul",country:{name:"Brazil"}}},{id:"336273",title:"Assistant Prof.",name:"Janja",middleName:null,surname:"Zupan",slug:"janja-zupan",fullName:"Janja Zupan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/336273/images/14853_n.jpeg",biography:"Janja Zupan graduated in 2005 at the Department of Clinical Biochemistry (superviser prof. dr. Janja Marc) in the field of genetics of osteoporosis. Since November 2009 she is working as a Teaching Assistant at the Faculty of Pharmacy, Department of Clinical Biochemistry. In 2011 she completed part of her research and PhD work at Institute of Genetics and Molecular Medicine, University of Edinburgh. She finished her PhD entitled The influence of the proinflammatory cytokines on the RANK/RANKL/OPG in bone tissue of osteoporotic and osteoarthritic patients in 2012. From 2014-2016 she worked at the Institute of Biomedical Sciences, University of Aberdeen as a postdoctoral research fellow on UK Arthritis research project where she gained knowledge in mesenchymal stem cells and regenerative medicine. She returned back to University of Ljubljana, Faculty of Pharmacy in 2016. She is currently leading project entitled Mesenchymal stem cells-the keepers of tissue endogenous regenerative capacity facing up to aging of the musculoskeletal system funded by Slovenian Research Agency.",institutionString:null,institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"357453",title:"Dr.",name:"Radheshyam",middleName:null,surname:"Maurya",slug:"radheshyam-maurya",fullName:"Radheshyam Maurya",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/357453/images/16535_n.jpg",biography:null,institutionString:null,institution:{name:"University of Hyderabad",country:{name:"India"}}},{id:"418340",title:"Dr.",name:"Jyotirmoi",middleName:null,surname:"Aich",slug:"jyotirmoi-aich",fullName:"Jyotirmoi Aich",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000038Ugi5QAC/Profile_Picture_2022-04-15T07:48:28.png",biography:"Biotechnologist with 15 years of research including 6 years of teaching experience. Demonstrated record of scientific achievements through consistent publication record (H index = 13, with 874 citations) in high impact journals such as Nature Communications, Oncotarget, Annals of Oncology, PNAS, and AJRCCM, etc. Strong research professional with a post-doctorate from ACTREC where I gained experimental oncology experience in clinical settings and a doctorate from IGIB where I gained expertise in asthma pathophysiology. A well-trained biotechnologist with diverse experience on the bench across different research themes ranging from asthma to cancer and other infectious diseases. An individual with a strong commitment and innovative mindset. Have the ability to work on diverse projects such as regenerative and molecular medicine with an overall mindset of improving healthcare.",institutionString:"DY Patil Deemed to Be University",institution:null},{id:"349288",title:"Prof.",name:"Soumya",middleName:null,surname:"Basu",slug:"soumya-basu",fullName:"Soumya Basu",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000035QxIDQA0/Profile_Picture_2022-04-15T07:47:01.jpg",biography:"Soumya Basu, Ph.D., is currently working as an Associate Professor at Dr. D. Y. Patil Biotechnology and Bioinformatics Institute, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India. With 16+ years of trans-disciplinary research experience in Drug Design, development, and pre-clinical validation; 20+ research article publications in journals of repute, 9+ years of teaching experience, trained with cross-disciplinary education, Dr. Basu is a life-long learner and always thrives for new challenges.\r\nHer research area is the design and synthesis of small molecule partial agonists of PPAR-γ in lung cancer. She is also using artificial intelligence and deep learning methods to understand the exosomal miRNA’s role in cancer metastasis. Dr. Basu is the recipient of many awards including the Early Career Research Award from the Department of Science and Technology, Govt. of India. She is a reviewer of many journals like Molecular Biology Reports, Frontiers in Oncology, RSC Advances, PLOS ONE, Journal of Biomolecular Structure & Dynamics, Journal of Molecular Graphics and Modelling, etc. She has edited and authored/co-authored 21 journal papers, 3 book chapters, and 15 abstracts. She is a Board of Studies member at her university. She is a life member of 'The Cytometry Society”-in India and 'All India Cell Biology Society”- in India.",institutionString:"Dr. D.Y. Patil Vidyapeeth, Pune",institution:{name:"Dr. D.Y. Patil Vidyapeeth, Pune",country:{name:"India"}}},{id:"354817",title:"Dr.",name:"Anubhab",middleName:null,surname:"Mukherjee",slug:"anubhab-mukherjee",fullName:"Anubhab Mukherjee",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y0000365PbRQAU/ProfilePicture%202022-04-15%2005%3A11%3A18.480",biography:"A former member of Laboratory of Nanomedicine, Brigham and Women’s Hospital, Harvard University, Boston, USA, Dr. Anubhab Mukherjee is an ardent votary of science who strives to make an impact in the lives of those afflicted with cancer and other chronic/acute ailments. He completed his Ph.D. from CSIR-Indian Institute of Chemical Technology, Hyderabad, India, having been skilled with RNAi, liposomal drug delivery, preclinical cell and animal studies. He pursued post-doctoral research at College of Pharmacy, Health Science Center, Texas A & M University and was involved in another postdoctoral research at Department of Translational Neurosciences and Neurotherapeutics, John Wayne Cancer Institute, Santa Monica, California. In 2015, he worked in Harvard-MIT Health Sciences & Technology as a visiting scientist. He has substantial experience in nanotechnology-based formulation development and successfully served various Indian organizations to develop pharmaceuticals and nutraceutical products. He is an inventor in many US patents and an author in many peer-reviewed articles, book chapters and books published in various media of international repute. Dr. Mukherjee is currently serving as Principal Scientist, R&D at Esperer Onco Nutrition (EON) Pvt. 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He is currently investigating the role of extracellular vesicles in premalignant lung cell migration and detecting the metastatic phenotype of lung cancer via machine-learning-based analyses of exosomal signatures. Dr. Paul has published in more than fifty peer-reviewed international journals and is highly cited. 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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. 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