Despite growth of research publications, various meaning of knowledge and interpretations of supply chain risk management (SCRM) have evolved and considerable differences between its theory and practice, hence necessitating thorough review in SCRM by concentrating on the research gaps. The main objective of this study paper was to determine the main themes and gaps in literature in the field of SCRM. The study employed a systematic literature methodology on peer reviewed articles in SCRM on five major publishing sites, Emerald, Science Direct, Springer, Taylor & Francis and JSTOR from the period 2006 to 2020. Studies were mined and explored using the keyword “supply chain risk management” in the titles and abstracts with a view to consider all journal articles. A total of 135 articles in 48 journals from the period 2006–2020 were mined revealing SCRM gaps in research. A simple affinity diagram grouped research gaps into themes. Analysis was carried out by an excel database. Interpretivism research philosophy was used to guide the study. Exploratory design was further adopted in the study. Gaps were identified in literature in the field of SCRM and relevant themes revealed. The review was based on only 5 journal publishers. Excluded articles, but which focused on SCRM practices is also a limitation of the present systematic review. Further scholarly work can adopt findings of this study in contributing to the existing body of knowledge. The study diverts from the previous scholarly works by presenting research gaps systematically and thematically.

Special education is a set of challenges to be met. These challenges are characterized by the situations of difficulty experienced by children with disabilities during their development and their learning, because some are weakened by situations of abandonment, disadvantaged; some are carriers of deficiencies, others still gifted ; however, have difficulty learning. It is in this sense that this research proposes to study: the type of student categories that attend this structure, the type of pedagogy that is applied, the type of teachers in charge of animating this structure. It is concerned about the pedagogical approach of the schools of Brazzaville through the questioning below: What are the teaching methods used in the special schools according to the deficiencies of the children who are recruited there? The results revealed that the education of these categories of children is done according to specific methods among which the following types of education can be mentioned: type 1 concerning mild mental retardation; type 2 addressing moderate mental deficiencies; type 3 for children with affective instability, type 4 welcoming children with prenatal or acquired physical disabilities and the last type of teaching concerning children suffering from difficulties in basic learning: dyslexia; dysorthography; dysphasia dyscalculia. Thus, by referring to the results of our investigations, the hypotheses have been validated.

This article traces the journey of an iconic collection housed by Tipu Sultan at Srirangapatnam in present day Karnataka State of South India. Tipu Sultan was the ruler of Mysore from 1782 to 1799 A. D. He remains a most debated, yet fascinating person among rulers and his death at Srirangapatnam on 4th May 1799, is an important one in Indian history. Known as the ‘’Tiger of Mysore’’ he has gone down in history as one of the bravest warriors of all time. Tipu had learnt Persian, Arabic, Kannada, Telugu and Marathi. He learnt military arts under Ghazi Khan and the French. ’Mysuru’ or Mysore is on a plateau between the mountains of the Eastern and Western Ghats; named after the demon Mahisasura of the Mahisasuramardini legend of India, from the Devi Mahatmyam, the devi being worshipped as Chamundeshwari, at the famous temple at Chamundi Hills in Mysore. The ‘’Wodeyars’’ were the nominal rulers of Mysore. But its de facto ruler from 1782-1799 A.D, was Tipu Sultan. With his father Haider Ali who ruled as Sultan from 1761-1782 A.D, he is the only ruler to have successfully fought against the British forces. His capital was Srirangapatna or Seringapatnam, though he had a palace at Bangalore as well. Among his many treasures, his royal library at Srirangapatnam housed manuscripts on different subjects which was also dismantled after he fell, and sent to different places, as ‘’spoils of war’’, mostly British colonial destinations in early 19th century. The journey of the royal collection with some of its highlights and where it is preserved and provided to readers today in the 21st century, is the mainstay of this article, along with some illustrations to convey the story well. The collection is now at various locations in India and the United Kingdom. The British Library, London and New India Office, also at London, The National Archives, New Delhi and the Asiatic Society Office at Kolkata house many of his treasures. His collection included a variety of books on diffeent topics. Mentionable are the Kashf-al-Mahjub by Abul Hasan Ali bin Uthman bin ali Al Hujwiri on Sufism, Ain- i- Akbari by Abul Fazl, Majmua-i-Khurrami by Bahadur Singh, Alamgirnama on the rule of Mughal Emperor Aurangzeb, Tarikh-i-Alam-ara-ara-i-Abbasi on the reign of King Abbas of Persia by Iskandar. Tipu mainaitained a binding unit in his library and was an expert calligraphist who kept his own writings like Ahkamnamah, Iqrarnamah, Kayfiyat-i-vilayat-i-Faransis, Hukmnamah-i-Tipu Sultan among others. Also research is continuously being done and getting published on the Tipu Sultan collection, as a kind of outreach, which is elucidated here to evoke further interest in the topic.