A Review of Key Considerations for Rice (Oryza sativa) Fortification with Essential Micronutrients in Public Health Intervention | Chapter 3 | An Overview of Disease and Health Research Vol. 3

Rice (Oryza sativa L.) is the most popular staple food grain and an important source of fibre, energy, minerals, vitamins, and other biomolecules. Fortification of staple foods and commonly used condiments with vitamins and minerals has been considered one of the most cost-effective interventions to prevent and control micronutrient deficiencies. Because of its wide local consumption, acceptability, reach, and quantum of consumption, rice (Oryza sativa) far exceeds the requirements of a staple food vehicle that can be considered for fortification purposes at a population-level intervention. The World Health Organisation (WHO) has the mandate to develop evidence-informed guidelines for the fortification of staple foods as a public health intervention, including rice fortification with micronutrients. The WHO, in collaboration with the Global Alliance for Improved Nutrition (GAIN), convened a consultation on “Technical Considerations for Rice Fortification in Public Health” in Geneva, Switzerland, in 2012 to provide technical inputs to the guideline development process, particularly concerning feasibility and implementability. The objective of this study is to review the industrial and regulatory technical considerations in rice fortification, as well as the considerations for implementing it as a public health strategy and assuring equitable access and universal coverage. Key challenges, including micronutrient stability, regional cooking preferences, economic feasibility, and policy integration, are discussed, along with research priorities to support effective scale-up. Overall, rice fortification is a promising strategy for countries in which rice is a food staple. Decisions regarding which nutrients to add and in which amounts must be guided by the nutritional needs of the population, the rice consumption profile of the target groups, existing nutrition programs and their coverage (supplementation, fortification, and others), and available delivery platforms.

 

Author(s) Details

ASM Giasuddin
Medical Research Unit (MRU), MHWT, Plot-4 Road-9 Sector-1, Uttara Model Town Dhaka-1230, Bangladesh and Department of Laboratory Medicine, Impulse Hospital Ltd, 304/E Tejgaon Industrial Area, Dhaka-1208, Bangladesh.

Khadija Akther Jhuma
Department of Biochemistry, Medical College for Women & Hospital, Member Secretary, Medical Research Unit (MRU), MHWT, Plot-4 Road-9 Sector-1, Uttara Model Town, Dhaka-1230, Bangladesh.

 

Md Sabir Hossain

Department of Biochemistry & Molecular Biology, Jahangirnagar University, Savar, Dhaka-1342, Bangladesh.

 

AM Mujibul Haq
Department of Medicine, Medical College for Women & Hospital, Founder Principal & Chairman Projects, MHWT, Chairman, Medical Research Unit (MRU), MHWT, Plot-4 Road-9 Sector-1, Uttara Model Town, Dhaka-1230, Bangladesh.

 

Please see the book here:- https://doi.org/10.9734/bpi/aodhr/v3/5599

Redefining Higher Education Quality Assurance in Southern Africa through the Infusion of Artificial Intelligence | Chapter 11 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

 The infusion of Artificial Intelligence (AI) into various spheres of life, including education for sustainable development, has revolutionised key pillars of higher education such as teaching, community service, research, innovation, and industrialisation. This chapter focuses on redefining quality assurance (QA) in Southern Africa’s (Angola, Botswana, Eswatini (Swaziland), Lesotho, Malawi, Mozambique, Namibia, South Africa, Zambia, and Zimbabwe) higher education by embedding AI into its systems. It emphasises the importance of conceptualising AI within the framework of QA processes in higher education. Central to this chapter is an exploration of the transformative impact of AI on curriculum development in higher education. Thus, AI is revolutionising QA by introducing innovative methods and tools such as AI-Powered Test Automation, predictive analytics, root cause analysis, security and compliance, etc., that enhance efficiency, accuracy, and adaptability. The chapter further investigates how AI enhances compliance and quality checks in educational institutions. Ethical considerations tied to the use of AI in QA processes are also critically analysed. By contributing to ongoing debates and discussions, this chapter reinforces the growing necessity of integrating AI into higher education systems, with particular attention to QA.

 

Author (s) Details

 

Chikuvadze Pinias
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Mhishi Misheck
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Dziva Daimond
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Makuvire Claretah
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

Chikerema Teres
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Machona Liberty
Department of Quality Assurance, Africa University, Zimbabwe.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH11

The Role of Institutional Culture in Shaping Quality Assurance in Higher Education | Chapter 2 | Quality Assurance Practices for Transformative Higher Education in Southern Africa

This chapter examines the relationship between institutional culture and quality assurance (QA) in higher education, analysing how culture affects the effectiveness of QA practices and the overall performance of educational institutions. Broadly defined, institutional culture encompasses the shared values, beliefs, and practices that influence individual behaviour within an institution. A robust quality culture fosters continuous improvement and promotes the effective involvement of all stakeholders in QA processes. The chapter elucidates the concept of institutional culture and its significance in stakeholder engagement, leadership effectiveness, and the execution of QA systems. It discusses various aspects, from external accountability measures and their influence on academic governance to how QA processes reshape institutional operations by establishing quality and performance metrics. Centralising decision-making in this context often hampers innovation and curtails academic staff autonomy, leading to resistance to change that is rooted in established cultural norms. Key obstacles to the successful implementation of QA initiatives include staff resistance and student disengagement. The chapter also introduces the concept of institutional isomorphism, wherein institutions adopt similar QA practices due to external pressures, potentially resulting in a homogenization of approaches that may not be relevant to each institution's unique cultural context. Nonetheless, institutions can leverage their cultural strengths to enhance QA practices, cultivate a collaborative environment that encourages the sharing of best practices, and inspire innovative methods for quality enhancement. The chapter underscores the importance of leadership and stakeholder involvement in adopting and institutionalising QA measures, anchoring these discussions in change management theories. Ultimately, a strong culture of quality is essential for the successful implementation of QA systems, enhancing the effectiveness and reputation that higher education institutions seek in competitive landscapes. By actively leveraging their cultural strengths, institutions can create QA processes that not only meet external standards but also resonate deeply with their mission and community, ultimately leading to a more effective and meaningful quality assurance framework.

 

Author (s) Details

 

Chitera Joshua
Department of Curriculum & Educational Management Studies, Bindura University of Science Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49729-81-0/CH2

Ensuring Quality and Excellence: The Role of Accreditation in Agricultural Graduate Education | Chapter 6 | New Advances in Business, Management and Economics Vol. 4

To examine the development and present state of agricultural graduate programs at Central Bicol State University of Agriculture (CBSUA) from 2017 to 2023, the study used a mixed-methods research technique. In the context of a state agricultural university in the Philippines, the study employed an analytical approach combining qualitative assessments of institutional capabilities and quantitative data evaluation of enrollment patterns, faculty profiles, and accreditation standards.

The Master of Science in Agricultural Education program expansion was proven through a longitudinal study using a 4.2% compound annual growth rate and an 89.4% retention coefficient. The percentage of female academics in the faculty ranged from 57% to 89% across all programs, while the PhD Plant Science specialization contained the highest concentration of doctorate-qualified teachers. The COVID-19 pandemic required institutional performance measures to adapt successfully because student retention rates remained at 94.8%. The evaluation of academic excellence led to Level IV accreditation for the Agricultural Education and Agricultural Extension programs in 2021.

The systematic analysis revealed three main operational limitations, which included inadequate resource distribution systems, unbalanced faculty work responsibilities, and limited industrial collaboration frameworks. The study recommends two strategic measures involving the formation of a Graduate School Resource Management Office and the establishment of a Graduate School-Industry Advisory Board. The study helps confirm how agricultural graduate education develops through research into capacity-building relationships between institutional frameworks and stakeholder participation measures for academic quality advancement.

 

Author (s) Details

Ludivico B. Homillano
Central Bicol State University of Agriculture, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/nabme/v4/4571 

Comprehensive Analysis of Quality Management in Pharmaceutical Manufacturing Process | Chapter 2 | Advanced Concepts in Pharmaceutical Research Vol. 2

 The objective concerning this topic is to study the limits which are responsible for the status output. The data stresses the importance of quality in the drug industry, defining it as intersection customer needs and expectations. Quality limits include fitness for use, consumer satisfaction, and conformance to requirements. Quality Assurance (QA) focuses on processes, record-keeping and audits, encompassing all determinants affecting product kind, including Good Manufacturing Practices (GMP). Current Good Manufacturing Practice (cGMP) regulations are main to ensuring consistent drug quality and safety. Quality Control (QC) manages daily quality administration, from raw material testing to things produced release, requiring well-trained work force and suitable equipment. Calibration asserts equipment accuracy for trustworthy measurements. Validation ensures processes and orders consistently produce safe and productive products, covering supplies, processes, cleaning, computer systems, strength testing, regulatory agreement, and comprehensive documentation. These ingredients collectively uphold drug quality and regulatory agreement.

Amol S. Deshmukh,
Indrayani Vidya Mandir’s Krihnarao Bhegade Institute of Pharmaceutical Education and Research, Talegaon Dabhade, Pune-410507, India.

Pravin R. Dighe,
S.M.B.T. College of Pharmacy, Dhamangaon, Nashik-422403, India.

Vijay R. Mahajan,
S.M.B.T. College of Pharmacy, Dhamangaon, Nashik-422403, India.

Vikas D. Kunde,
Pravara Rural College of Pharmacy, Chincholi, Nashik-422102, India.

Ganesh S. Mhaske,
Indrayani Vidya Mandir’s Krihnarao Bhegade Institute of Pharmaceutical Education and Research, Talegaon Dabhade, Pune-410507, India.

Shyam S. Awate,
Indrayani Vidya Mandir’s Krihnarao Bhegade Institute of Pharmaceutical Education and Research, Talegaon Dabhade, Pune-410507, India.

Please see the link here: https://stm.bookpi.org/ACPR-V2/article/view/12334

Quality Improvement in the Automotive Components Industry by Innovative 3D Scanner Solution | Chapter 1 | Research and Developments in Engineering Research Vol. 7

This work aims to evolve and validate a solution for control of product quality in the automotive industry while attractive full advantage of the concerning details factors given by the equipment secondhand. It deals with researching and administering a three-dimensions (3D) scanning in of documents in product quality listening tasks of a door committee manufacturing process. Pilot studies were carried out to evaluate the real capabilities of the supplies and determine questions that could arise when climbing the process for a real result of car door panels. The exercise and final results are also illustrated in this work, show that it is possible to develop a adaptable equipment accompanying multiple applications and administer it in the automotive industry.

Author(s) Details:

L. S. Gonçalves,
ISEP – School of Engineering, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, 431, 4200-072 Porto, Portugal.

R. D. S. G. Campilho,
ISEP – School of Engineering, Polytechnic of Porto, R. Dr. António Bernardino de Almeida, 431, 4200-072 Porto, Portugal and INEGI – Pólo FEUP, Rua Dr. Roberto Frias, 400, 4200-465 Porto, Portugal.

M. S. Kirgiz,
Department of Civil Engineering, Faculty of Engineering and Architecture, T.C. Istanbul Gelisim University, Avcllar, Istanbul 34310, Turkiye.

M. V. Kumar,
Department of Civil Engineering, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Chennai, India.

J. C. J. Raj,
Department of Civil Engineering, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Chennai, India.

Please see the link here: https://stm.bookpi.org/RADER-V7/article/view/11701

Implications of Teaching Unfamiliar Subjects at Graduate Level in Ugandan Universities | Chapter 01 | Current Research in Language, Literature and Education Vol. 6

 In higher education institutions (HEIs), teaching unfamiliar courses or disciplines has grown more prevalent than in the past. While studies on effective performance by people who practise it remains unresolved and contradictory, the issue has been kept under wraps to avoid damaging the institutions' image. The authors of this study look at the reasons and consequences of the trend. To address four questions, the writers used Carl Rogers' Theory: 1) What motivates academics to teach disciplines in which they are not experts? 2) What are the consequences of teaching subjects outside of their expertise? 3) How do people who teach outside their area of expertise fare? 4) What policies and procedures are in place to control the practise? Two Ugandan higher education institutes provided data. This was accomplished through interviews, student assessments, and instructional schedules. Employee job descriptions and profiles were also analysed. The procedure has been confirmed to have no detrimental influence on quality. In any event, the report cautions HEIs against approving the practise.

Author(S) Details

Maria Kaguhangire Barifaijo
Uganda Management Institute, Uganda.

Proscovia Namubiru Ssentamu
Uganda Management Institute, Uganda.

View Book:- https://stm.bookpi.org/CRLLE-V6/article/view/7018

School-Based Management Model and Quality Assurance in Nigerian Secondary Schools | Chapter 8 | Modern Perspectives in Language, Literature and Education Vol. 3

 Stakeholders in education have been worried about perceived flaws in education system administration, diminishing educational quality, and students' academic achievement in secondary schools. The involvement and effectiveness of the School-Based Management Committee (SBMC) in school governance, as well as students' academic achievement in Nigerian secondary schools, were investigated in this study. The significant impediments to effective SBM practice were noted as limited capability of key members of the SBMCs; Due to a lack of incentives and financial support from the government, low attendance at meetings, lack of collaboration from schools, and PTA resistance to SBMC programs, inadequate school management ensued, which contributed to low academic attainment among children. It was determined that a school-based management model should be used to increase SBMCs' operational capabilities for efficient service delivery and high-quality secondary school learning outcomes.

Author (s) Details

Adeolu Joshua Ayeni
Department of Educational Management, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/934