\r\n\tWithin this scenario, special attention needs to be devoted to financial implications, due to their pervasiveness. Nobody would question the key role that finance plays to complement the real sphere of the economy and that has increasingly attracted both academics and practitioners. As a result, traditional pillars – such as financial markets, products, and institutions – have evolved significantly, with financial innovation fueling further progress over time. The global side of the coin features – among others – financially connected markets, international financial exchanges, and financial conglomerates that provide valuable opportunities in terms of international corporate finance. On the other side, recent advances have involved a wider recourse to ESG factors, allowed forward steps towards a more inclusive financial system, and have made digital finance a must, rather than an option, even though much remains to be accomplished, for instance, to facilitate access to formal financial channels in many underdeveloped regions.
\r\n\r\n\t
\r\n\tThis book aims to examine emerging trends, new perspectives, and empirical applications that deal with globalization and sustainability. The goal is to provide a comprehensive overview of these important concepts as valuable support to successfully meet the challenges and take on the opportunities ahead. At the same time, drawing upon empirical evidence can contribute to bridging the gap between theory and practice, which also fits within the scope of this book.
Class II malocclusion is among the most common developmental anomalies with a prevalence ranging from 15 to 30% in most populations [1, 2]. This malocclusion is likely to produce significant negative esthetic, psychological, and social effects [3–6]. This dentofacial anomaly can be divided into two different categories based on the involved arch to maxillary excess or mandibular deficiency [7, 8]. The resulting anomaly may demonstrate various severities of class II malocclusion in different ages, which dictates the preferred approach to clinical management.
\nLike other types of malocclusions, the etiology of class II malocclusion has been linked to hereditary and environmental factors [9].
\nProclination of upper incisors and/or retroinclination of the lower incisors by a habit or the soft tissues can result in an increased overjet in any type of skeletal pattern [10]. In class II division 1, the lips of the parents are usually incompetent and they try to compensate it via circumoral muscular activity, rolling the lower lip behind the upper incisors, or moving the tongue forward between the incisors, or a combination of all these items [11]. Finger‐sucking or other oral habits may also lead to the development of this malocclusion, mostly following imbalances of the buccinator muscles and tongue force, and narrowing the maxillary arch. In addition, habits usually procline the upper incisors and retrocline the lower incisors (Figure 1).
\nProlonged thumb‐sucking habit creating asymmetric open bite and class II malocclusion.
Dental features such as tooth size arch length discrepancies could be involved in developing class II malocclusion, which might be the reason for the labial movement of the upper incisors resulting in exacerbation of the overjet (Figure 2).
\nClass II div 1 malocclusion with class II molar and canine relationship and increased overjet and overbite.
Vertical dimension of class II division 2 patients is usually decreased in comparison to other types, which may result in the absence of an occlusal stop on lower incisors and consequently an increase in the overbite [11]. Dental crowding also, in contrast to the div 1 category, is exacerbated by retroinclination of the upper incisors [11, 12]. Active muscular lips are responsible for upper and lower retroinclination in this type (Figure 3).
\nRetroclined upper central incisors, proclined laterals, and increased overbite in a class II div 2 case.
As in other types of malocclusions, class II malocclusion could be identified based on precise clinical evaluation (extra‐ and intra‐oral features), diagnostic aids (history, photographic analysis, radiographic analysis, and cast analysis), and functional analysis (examination of postural rest position and maximum intercuspation, examination of the temporomandibular joint and orofacial dysfunction) of the patients [11–13]. The angle defined class II malocclusion as characterized by a distal relation of the lower to the upper permanent first molars to the extent of more than one‐half the width of one cusp and the maxillary incisors being protrusive [14]. Class II division 1 patients demonstrate convex profile, dolichocephalic shape of the head, shallow/deep mentolabial sulcus, hyperactive mentalis, and upper lip. Class II division 2 patients present straight to convex profile, mesocephalic or dolichocephalic head shape, normal or hyperactive mentolabial sulcus, and normal or hyperactive upper lip [11, 12].
\nThe presence of distal step molar relation, tooth size discrepancy, and/or excessive overjet may lead the clinicians to a false interpretation of skeletal class II malocclusion [9]. Skeletal class II malocclusion components may be classified by maxillomandibular relationship (mandibular retrognathism, midface protrusion or both), the cranial base length (increased length of the anterior cranial base: midface protrusion, while lengthening of the posterior cranial base: more retruded position of the temporomandibular articulation), vertical discrepancy (anterior upper face height often greater than normal), and steep occlusal plane (Figure 4) [9].
\n(a) Lateral cephalometric analysis of a patient with class II malocclusion and vertical growth pattern. (b) Superimposition of lateral cephalometric analysis on the soft‐tissue profile of the patient (overlay tracing).
Treatment strategies of class II malocclusion are categorized based on the growing and non‐growing status of patients. Treatment timing of class II malocclusion has long been a topic of controversy for decades [15–17]. The literature is replete with research aimed at answering most clinical challenges of this type of malocclusion [18]. The existing evidence suggests that providing early orthodontic treatment for children with class II malocclusion and prominent upper front teeth is more effective in reducing the incidence of incisal trauma than providing one course of orthodontic treatment when the child is in early adolescence [19].
\nThe best treatment modalities for class II malocclusion in growing patients include using functional appliances either removable (Activator, Bionator, Frankel, and Twin‐block) or fixed appliances (MARA, cemented Twin‐block, or Herbst appliance) that mostly enhance further mandibular growth via mandibular advancement and also headgear (Cervical, Highpull, and combination type), which provides extra oral force to restrict further maxillary growth [20–22] (Figures 5 and 6).
\n(a) Patient at age 11 years: frontal and profile photographs of the patient before treatment. (b) Intraoral photographs of the patient showing class II div 2 malocclusion. (c) Patient at age 13 years: photographs of the patient after treatment with cervical headgear and fixed orthodontic treatment. (d) Intraoral photographs of the patient after treatment.
(a) Frontal and profile photographs of the patient at age 12 years prior to treatment. (b) Intraoral photographs of the patient showing class II div 1 malocclusion with increased overjet and overbite before treatment. (c) Photographs of the patient at age 14 years after an 8‐month treatment with Twin‐block, followed by fixed orthodontic treatment. (d) Intraoral photograph of the patient after treatment. (e) Pretreatment and posttreatment lateral cephalograms.
Both removable functional appliances and headgear therapy depend on the cooperation of the patients. However, in contrast to the theory, there would not be a clear cut between clinical indications of these two broad clinical interventions of class II malocclusions [23]. Among the different removable appliances, Twin‐block is used more often [18], which can efficiently promote mandibular growth, restrict further forward growth of the maxilla, and improve skeletal relationships in growing skeletal class II individuals with mandibular retrusion [24, 25].
\nFigure 7 demonstrates a 14‐year‐old boy with class II malocclusion and bilateral buccal crossbite (Brodie syndrome). His mandible was totally locked and could not grow normally. Treatment began with a removable anterior bite plate, an open midpalatal screw in the acrylic portion for the upper arch in order to constrict the expanded ridge, and a Quad‐helix appliance for the lower arch to expand the ridge. After 3 months, treatment was continued with a Twin‐block appliance and an open screw in the maxilla. Fixed orthodontic treatment was performed for only 6 months.
\n(a) Frontal and profile photographs of the patient before treatment. (b) Intraoral photograph before treatment. (c) Anterior bite plate and open screw in midpalatal portion. (d) Intraoral photograph of the patient 6 months after beginning the treatment. (e) Pretreatment and posttreatment lateral cephalograms.
Several systematic review studies have investigated the present literature on the effect of treatment with functional appliances in comparison with untreated controls and demonstrated that skeletal changes were statistically significant, but unlikely to be clinically significant [26]. The limited quality and heterogeneity of the present studies in this field restrict the power of pure clinical judgment. However, in two recent systematic review articles, removable functional appliances were effective in improving class II malocclusion in short term, although their effects are mainly dentoalveolar, rather than skeletal [27]. On the other hand, more long‐term skeletal effects following removable functional appliances were seen in patients during their pubertal growth phase, compared to prepubertal phase [18, 25]. However, their soft‐tissue changes were minimal from the clinical standpoint [28].
\nFixed functional appliances were introduced first by Emil Herbst to overcome the cooperation obstacle of removable appliances [29]. The key differences between removable and fixed appliances are different working hours (intermittent vs. continuous), and also optimal treatment timing (before puberty growth vs. at or after puberty spurt) and direction of further growth [30]. To date, there are a limited number of studies evaluating clinical effectiveness and patient\'s experience and perceptions of these fixed functional appliances [23]. As it is stated in the literature, fixed functional treatment is effective when performed during the pubertal growth phase, and very little data are available on postpubertal patients [31]. Various types of fixed functional appliances (rigid, semirigid, and flexible) have been developed and used in clinical settings [13] (Figure 8). However, dental changes including mesial movement of lower molars and proclination of lower incisors were proven more significant than skeletal changes following their implication, compared to removable appliances [18, 32], which can negatively affect the long‐term stability of the results. Many treatment modalities have been introduced to minimize the aforementioned side effects of these appliances including the application of increased‐dimension arch wire, negative torque arch wire, and the use of lower incisor brackets with increased lingual crown torque [33, 34].
\nFixed functional appliance.
Recently, clinicians tried to control the dentoalveolar side effects of fixed functional appliances by means of bone anchorage such as miniscrews and miniplates [35–37]. The results of the studies investigating the efficacy of skeletal anchorage were controversial and need further investigation [1, 38–40].
\nCurrently, the number of adult patients seeking orthodontic treatment has gradually increased which focus mostly on camouflaging the malocclusion [41]. In contrast to growing patients, limited range of treatment modalities could be served for adult cases with class II skeletal and dental malocclusions. Depending on the severity of malocclusion, class II elastics, compensatory extraction (maxillary premolars and/or mandibular premolars) or even orthognathic surgical modalities may be used to alleviate the functional and esthetic problems associated with this type of malocclusion [42] (Figures 9–11).
\nPre‐ and posttreatment intraoral photographs of a patient using cervical headgear non‐extraction treatment.
(a) Profile and intraoral photographs of the patient at age 13 years. Treatment plan was to extract upper first premolars and lower second premolars. (b) Photographs of the patient after treatment at age 15 years.
(a) Frontal and intraoral photographs of the patient with bilateral buccal crossbite. (b) Profile and intraoral photographs of the patient at the end of treatment.
The patient presented in Figure 11 is another case of Brodie syndrome but at the age of 34 years. Fixed orthodontic treatment in combination with upper removable constriction plate and Quad‐helix appliance in the lower arch was performed for 12 months, and then the patient underwent Lefort I (two‐piece constriction and impaction) and mandibular advancement surgery. Postsurgical orthodontic treatment was continued for 5 months. Prevention of such complex orthognathic bimaxillary surgery could have easily been achieved in growing patients (Figure 7).
\nClass II elastics with non‐extraction treatment plan is a typical interarch approach for managing mild class II malocclusion [43]. The effects of class II elastics include mesial movements of the mandibular molars, tipping of the mandibular incisors, distal movements and tipping of the maxillary incisors, extrusion of the mandibular molars and maxillary incisors, and consequently clockwise rotation of the mandibular plane [44]. As success of treatments based on interarch elastics depends heavily on patient compliance for their effectiveness, poor cooperation can lead to poor treatment outcomes and increased treatment time [45].
\nIn many non‐extraction cases, the pendulum appliance is the most effective and commonly used device for distalizing maxillary molars. Its significant clinical advantages include minimal dependence on patient compliance, allows for correction of minor transverse and vertical molar positions by incorporation of u‐loop in adjustment springs (which further enhance additional space achievement), and laboratory‐friendly fabrication. Palatal coverage concomitant to pendulum appliance mediated to reduce the moderate anchorage loss effect causing upper incisor proclination [46]. The expected distal movement of the first molars appears to be more significant if it could be used before the eruption of the upper second molars. To achieve proper distal movement of dentition after second molar eruption, clinicians may need to distalize the second molars first, followed by using a palatal arch bar (PAB) or Nance holding arch for retention. Then, the first molars are distalized. The extraction of erupted second molars can be done in case of great demand of distalizing first molars and the presence of erupting third molars, which may totally replace the second molar position [47] (Figures 12 and 13).
\nDistalizing maxillary molars by pendulum appliance, palatal coverage for anchorage control.
Nance holding arch for retention after achieving angle class I for the first permanent molars.
In a very recent study, both pendulum and distal screw seem to be equally effective in distalizing maxillary molars; however, greater distal molar tipping and premolar anchorage loss can be expected using the pendulum appliance [46].
\nExtractions of only upper premolars are indicated for some special patients. According to a current soft‐tissue paradigm, clinicians must pay attention to several factors such as soft‐tissue thickness, amount of pretreatment crowding or cephalometric discrepancy, when deciding their extraction regimens for adult patients [48, 49]. As it is stated in a very recent systematic review, when class II division 1 malocclusion is treated with maxillary and mandibular premolar extractions, the nasolabial angle increases and the lips are retracted. However, there is less retraction of the lower lip in the only upper premolar extraction protocol [50]. A delicate adjustment and trade‐off between the amount of anterior retraction and the mesial movement of the posterior segment following extraction regimens in each vulnerable adult class II patient have to be considered to maintain the profile and the position of the upper lip at its most appropriate state. In order to reduce anchorage loss and space management obtained in extraction and non‐extraction cases (distalizing appliances), temporary anchorage devices have been introduced in clinical orthodontic situations [51]. These devices serve considerable advantages including the ease of insertion and the removal in addition to the possibility of immediate loading [52, 53]. The only distinct factors predicting temporary anchorage device failures were soft‐tissue inflammation surrounding a temporary anchorage device and early loading (within 3 weeks after insertion) [54].
\nIn rare and very severe cases, distraction osteogenesis (DO) with or without further orthognathic surgery can be done to promote the situation [55, 56]. This procedure can be applied for very severe class II malocclusions following mandibular deficiencies with wide age range such as infants with Pierre Robbins syndrome, growing children with severe class II malocclusion (Figures 14 and 15), or even adult patients with the history of bilateral condylar ankylosis (Figure 16).
\n(a) Frontal photograph of the patient before distraction. (b) Bilateral extraoral distractors in place. (c) Postdistraction photograph after 30‐mm activation.
(a) Pre‐ and postdistraction photographs of patient\'s profile. (b) Intraoral photographs of the patient before and after bilateral DO.
(a) A 29‐year‐old patient with bilateral condylar ankylosis. (b) CBCT scans of the patient. (c) At age 33 years after bilateral distraction osteogenesis, orthognathic surgery, and genioplasty.
In severe class II malocclusion cases, orthognathic surgery (mandibular advancement with or without maxillary impaction) can be done to enhance soft‐tissue esthetic [57, 58]. The proper presurgical orthodontic tooth movements and alignment of arches are essential to maximize the amount of discrepancy correction during surgery [59]. Many class II patients present with proper mandible size, which is located downward and backward secondary to vertical maxillary excess. Superior impaction of the maxilla with proper center of rotation allows the mandible to rotate upwards and forwards, which enhance the facial height and increase chin prominence [59]. Although orthognathic surgery could be an efficient treatment modality in severe class II patients, both the cost of the surgery and the fear of undergoing surgery normally prevent patients from choosing this treatment option [60]. Furthermore, most of the studies on surgery‐first approach are done on class III malocclusion cases, which significantly reduced treatment time with equal dentoalveolar short‐ and long‐term results [61] (Figures 17–20).
\n(a) Pre‐ and postsurgical (maxillary narrowing and mandibular advancement) photographs of the patient. (b) Pre‐ and postsurgical lateral cephalograms.
(a) Pre‐ and postsurgical (mandibular advancement) photographs of the patient. (b) Pre‐ and postsurgical lateral cephalograms. (c) Posttreatment occlusion.
(a) Profile and frontal photographs of the patient before surgery. (b) Intraoral view of the patient prior to surgery. (c) Profile photograph of the patient after maxillary impaction and mandibular advancement surgery. (d) Lateral cephalograms of the patient before and after surgery.
(a)Frontal photograph of an adult patient with major thalassemia, severe class II malocclusion 9‐mm overjet, and 8‐mm overbite before surgery. (b) Frontal photograph after 12‐mm maxillary impaction and 8‐mm setback plus genioplasty.
The clinical efficacy of orthognathic surgery on preexisting temporomandibular disorder (TMD) in class II patients is controversial [62, 63]. There are some reports of postsurgical condylar resorption in class II adult patients [64]. This could be the result of direct changes in the position of condyle, which may take place by inappropriate application of rigid fixation during surgery, worsening the TMD [65]. On the other hand, the improvement of clinical symptoms after orthognathic surgery can be explained by the better occlusal stability following surgery [66] (Figure 21).
\n(a) Profile photograph of a patient with class II malocclusion and TMD. (b) Lateral cephalogram of the patient before treatment. (c) Panoramic view of the patient before treatment. (d) PA cephalogram showing cant of the maxilla and deviation of the mandible. (e) Frontal and profile photographs of the patient after mandibular advancement (nonrigid fixation). (f) Lateral cephalogram of the patient after surgery.
Mandibular DO has been introduced to correct severe skeletal discrepancies in class II adult patients [67]. This technique was first developed by Ilizarov for the long bones in the 1950s [68] and was ultimately applied for the facial skeleton [55, 69, 70]. At first, clinicians thought this method might end up in less neurosensory disturbances and a more stable result compared to the routine bilateral sagittal split osteotomies. However, these findings were not verified later by more controlled studies as they reported no considerable differences regarding neurosensory disturbances and short‐ or long‐term skeletal stability [71] (Figure 22).
\n(a) Predistraction profile photograph and lateral cephalogram of an adult patient. (b) Postdistraction profile photograph and lateral cephalogram. (Bilateral intraoral distractors were used.)
Despite the correction of a class II malocclusion, a considerable number of class II patients experience some level of unpredictable relapses in following years after treatment [28]. Reported relapse rates following these treatments range from 20 to 52% [72]. The only available evidence on stability of treatment regards the Herbst appliance [72]. Several factors including gender, muscular functions and pretreatment habits, different treatment modalities, and posttreatment occlusion have been considered as potential factors affecting stability of the result. However, a very recent systematic review concluded that currently, there is very limited evidence to support the influence of predictive factors on relapse or stability of treatment outcomes [73].
\nAlthough mandibular advancement by bilateral sagittal split osteotomy seems to be a good treatment option for skeletal class II, it is less stable than setback in the short and long terms [74]. Miniplates demonstrated better long‐term results than bicortical screws of titanium, stainless steel, or bioresorbable material. However, their short‐term relapse rate was approximately comparable in class II malocclusion patients. This observed relapse depends on a wide range of patient‐centered and surgeon‐centered characteristics involving the skill and experience of the surgeon in the proper seating of the condyles, the exact amount of mandibular advancement, the tension of muscles and soft tissue, the mandibular plane angle, and the patient\'s age. Patients with low and high mandibular plane angles have increased vertical and horizontal relapses, respectively [74].
\nClass II Malocclusion Treatment\n
Growing\n
Functional\n
Removable\n
Activator
Bionator
Frankel
Twin‐block
Fixed\n
MARA
Cemented Twin‐block
Herbst
Headgear (skeletal effect)\n
Cervical
High pull
Combination
Non‐growing\n
Camouflage\n
Non‐extraction regimen with class II elastics
Distal movement of upper teeth ± second molar extraction\n
Pendulum
Headgear (dental effect)
Miniscrew‐assisted distalizations
Extraction of maxillary premolars
Orthognathic surgery\n
Mandibular advancement
Bimax surgery
DO
Relapse
The authors thank the staff of Orthodontic, Oral, and Maxillofacial Surgery departments for the general support of treatment procedures of the presented cases and specially wish to express their sincere gratitude to Prof. L Eslamian, Prof. M Nouri, and Prof. M Safavi.
\nAyer’s [1] logical positivism had tried to ground all authentic knowing in the rational or empirically observable and/or measurable. Other than the “truths” contained in mathematics and logic, all other truth or assured knowledge claims were to be restricted to what could be empirically verified according to the so-called “Verification Principle” emanating from an eminent group of European philosophers known as the Vienna Circle [2]. The Verification Principle and its spawning in logical positivism were effectively outgrowths of nineteenth-century thinking resulting largely from conceptions of scientific method and supposedly assured scientific knowing held at the time.
\nDuring the nineteenth century and persisting well into the twentieth and even twenty-first centuries, scientific knowledge was believed to rest entirely on empirical methodology and so all human pursuits interested in knowledge were to follow suit. Among the human science disciplines, psychology and sociology developed in this way and, especially granted their influence on education, it was predictable that it would reflect these beliefs as well. Hence, as a highly influential influence, we find Tyler [3] generating a virtual empirical science around assessment regimes which, in the spirit of “teaching to the test,” inevitably determined the direction of pedagogy. Bloom and associates [4, 5] built further on such thinking in the form of the taxonomies of educational objectives and their appropriate assessment regimes; these taxonomies drove generations of educational thinking, in turn also influencing the ways in which the principles and practice of pedagogy were enacted in schools. Thus, the foundations for instrumentalism in education were being well set in place, with associated pedagogical assumptions and practice unrelenting regardless of masses of evidence of the damage that can be done by them to efficacious learning, not to mention that their own foundations in scientific thinking have come under increasing scrutiny. These claims will be substantiated in what follows and the terms of a values pedagogical alternative will be outlined and justified by reference to international research, especially in the data and findings of the Australian Values Education Program.
\nWittgenstein [6], in his famous work,
Such rejoinders were further reinforced by Lakatos [8] and Kuhn [9] who coined the notions of “touchstone” and “paradigm” respectively to connote the true basis of claims to “know.” According to their theories, knowing is not merely a linear conforming of perception and reality, as the logical positivist would have it. It is not objective in the simple observable or measurable sense because it is infused with the subjectivity of the person doing the knowing. Quine [10] went on to show just how subjective were the assertions of those empiricists claiming to be objective: indeed, the Verification Principle itself defied the very rules which formed it in that it belonged to neither category of mathematics and logic nor of the empirically verifiable. Feyerabend [11] launched highly critical attacks on the ways in which education systems had applied logical positivist and/or simple empirical assumptions to curriculum and pedagogy, especially in the ways they had prioritized certain forms of knowledge over others, on the purported basis that they offered surer knowing (read the empirically verifiable knowing of science and technology mainly), while other forms of knowledge were relegated to the margins if not right out of education. See also Apple [12] on “high status knowledge” and the damage that such conceptions have done to the balanced curriculum and holistic learning.
\nThe “certain forms of knowledge” to which Feyerabend refers is further enlightened in Habermas’s [13, 14] “ways of knowing” theory. Habermas’s explanation for apparently different forms of knowledge derives from his belief that knowing is impelled by a series of “cognitive interests,” three interests which are effectively part of the way the human mind works. First, there is an interest in technical control which impels an “empirical-analytic” way of knowing. This is useful knowledge for performing fairly basic tasks of being able to put something together, find a place on a map, operate a machine, or for competence in the fundamentals of literacy and numeracy. Second, the interest in understanding meanings gives rise to an “historical-hermeneutic” way of knowing, the knowing that results largely from engagement, interrelationship and dialogue with others. This is a knowing that wants to get behind basic knowing to interpret what it might mean, for example, to understand the importance of what is being put together, the significance of the place on the map, the ramifications and potential impact of the machine’s operations, and the full effects of literacy and numeracy, including their cultural significance and differences. While empirical-analytic knowing does not require human interaction nor much in the way of imagination, historical-hermeneutic knowing requires both.
\nThird, there is an interest in being emancipated, a free agent as it were, which issues in a “critical” or “self-reflectivity” way of knowing, the knowledge that comes ultimately from knowing oneself. This is the knowing that causes us to reflect critically on our subject matter, our sources and ultimately ourselves as agents of knowing. Such agency impels us to go to any lengths to be assured that what we know is, as far as is possible, the unfettered truth, free of cultural bias and partial interpretation, including as those might function in ourselves. For Habermas, this way of knowing provides for the only truly assured, totally comprehensive and authentic human knowing. It is a deeply moral knowing in that it drives fearlessly beyond the politically correct or skewed, the safe, and the partisan interested, including as these blind spots play out in oneself. It requires profound forms of human encounter and ultimately of self-knowledge. It also requires much in the way of imagination. Habermasian literature, primary and secondary, is replete with the notion of imagination as a prerequisite for knowing of the fullest kind. Indeed, against both modernism’s and especially post-modernism’s unimaginative conceptions of the Enlightenment project, he proffers that what they have robbed us of is “… the spontaneous powers of imagination, of self-experience and of emotionality.” ([15], p. 13) For Habermas, this is an aberration of what the Enlightenment project was intended to do [16, 17].
\nIn this work, Habermas illustrates well, among other things, the limitations of logical positivism’s conception of knowing and all it has led to, the limitations being set essentially around a knowing of basics, a knowing he describes as empirical-analytic, useful for certain basic knowledge and skills but a long way from the full reaches of knowing. It is an especially long way from the more sophisticated knowing related to interpretations and meanings, and the more moral knowing that entails deep human encounters and, finally, a ruthless self-knowing, all of which require deep levels of imagination and emotionality. Seeing it this way helps to understand why Feyerabend was so critical of education that prioritized more basic knowing to the exclusion of holistic knowing.
\nEven as the terms of nineteenth century positivism were being laid, such as bespoken in the Verification Principle, so the critique was underway, a critique that, from Habermas’s point of view, has not been taken seriously and from Feyerabend’s view, has impacted negatively on education. For Habermas, knowing required a fortified hermeneutic dimension which ultimately could lead to the more sophisticated knowing connoted in being an agent of knowing, in his sense. Habermas [15] is quite explicit that, for him, his thinking here owes much to Husserlian philosophy. Husserl [18] was a nineteenth century empiricist who saw even then the limitations of the narrower assumptions and functioning of a simple understanding of empiricism, ones that emanated from the Verification Principle and became the basis of logical positivism. He described this kind of empiricism as “descriptive science,” fundamentally the same conception as to be found in Habermas’s empirical-analytic knowing, the knowing of basic facts and figures, purely descriptive knowing.
\nWhile a useful foundation for scientific knowing, for Husserl, it lacked the more important and essential human knowing that was the product of what he referred to as “eidetic science,” the knowing and understanding of meanings, of different perceptions that can only be unraveled by human beings interacting and by deep forms of reflective learning. Eidetic science was heavily subjective and that was the very thing that was being in a sense forbidden by the obsession with descriptive science, creating in turn an inherent obstacle to deeper forms of learning. For Husserl, human sciences had to include a human element and yet that was being denied to them by the scientific assumptions of the day. The irony herein was that knowledge of the deeper kind was being blocked in the name of a science purporting to be the means of all knowing. The same irony is reflected in both Habermasian epistemology and Feyerabend’s and Apple’s reflections on what was ensuing in education. In the name of sound education, sound education was being denied. So what are the assumptions that led to this anomaly and how can they be broken down and re-formed in the interests of truly sound education? Well, the path and history of science itself, the very discipline that is purported to lie at the foundations of the assumptions, are instructive in this regard. The two exemplars by which I choose to make that point are the sciences of astrophysics and neuroscience.
\nFor Husserl, truth was best understood as ever elusive, rather than easily grasped in the way of simple empiricism, and so the truth seeker had to proceed with caution. Good science was a humble rather than arrogant methodology around alleged “certainties” that the tenets of descriptive science had led to. Good science was replete with imagination. Husserl’s caution about science is interestingly prophetic when one considers the far greater caution detected in much modern science, such as astrophysics, for instance. Against all the alleged certainties premised by earlier empirically bound method, we find find de Grasse Tyson [19] referring to dark energy and dark matter as a “mysterious presence,” constituting 96% or so of the known universe, responsible for maintaining it the way it is, yet about which we are “clueless.” He describes dark matter as our “frenemy,” part friend, part enemy: “We have no clue what it is. It is kind of annoying. But we desperately need it in our calculations to arrive at an accurate description of the universe.” (p. 62).
\nDe Grasse Tyson speaks frequently about the need for high levels of cognitive imagination for modern astrophysics to proceed. He underlines this point by reference to Albert Einstein, fairly unarguably the greatest scientist to ever live, yet one not given at all to simple empiricism or to being limited by Husserl’s notion of descriptive science. He says of Einstein that he “… hardly ever set foot in the laboratory; he did not test phenomena or use elaborate equipment. He was a theorist who perfected the “thought experiment,” in which you engage nature through your imagination” (p. 62). De Grasse Tyson refers to the book, titled,
Einstein’s knowing was finally endorsed by highly sophisticated forms of empiricism but the basis and impulsion of his knowing came not from empirical method but from what I refer to as imaginative method. On the other hand, the reliance on a simple empiricism on the part of the 100 adversarial scientists blinded them, while Einstein’s on imagination released him to speculate on realities that were quite beyond empirical verification of the kind most scientists of the day were relying on. In Husserlian terms, it illustrates the reliance for holistic knowing purposes on descriptive and eidetic sciences intersecting and interacting. In Habermasian terms, the 100 scientists’ cognitive interest was in control, where Einstein’s was in imaginative exploration of the kind that characterizes the true agent of knowing. He wanted to know the truth and to get there he had to go beyond the bounds of controlled knowing. There is a lesson here for all learning ventures, including school-based pedagogy. Over-controlling of the knowledge process in the form of endless measuring of outcomes, accountability and assorted forms of instrumentalism can actually create blind spots and retard knowing of the most important kinds. On the other hand, releasing and nurturing the imagination might well be the most useful thing that schools can do.
\nUpdated neuroscience is another science that, in many ways, takes us to the same place. Damasio [24] and Immordino-Yang [25] refer to the enriched cognitive functioning, especially around imagination that ensues when discourse of any kind takes account of emotionality and sociality. In reference specifically to school-based discourse, Damasio and Immordino-Yang [26] have this to say:
\nNarvaez [27, 28, 29, 30] builds on these ideas, both as a neuropsychologist and educator, in the ways she positions imagination as the confidence-builder and architect of the mindset essential to what she refers to as “efficacious learning.” She ties imagination, emotion and cognition together in suggesting that it is imagination that unlocks the emotions that are needed for sound reasoning. In a word, reasoning is both rational and emotional. The mind thinks both logically and emotionally.
\nNarvaez focusses much on the ways in which human knowing has worked over the millennia of human existence, a process that in a sense is repeated each time a new life comes into the world. Among her specialities is early childhood education where imagination is the key or, if not stimulated, it is the death of efficacious learning. Yet, in the face of any amount of evidence, including in the different ways in which the scientific base of instrumentalist pedagogy is changing, instrumentalism in pedagogy and education generally seems to be the standard modus operandi of educational systems. The desire for accountability, invariably motivated by political agendas, including of control, rather than inspired by educational theory, drives systems towards the most easily measurable, invariably the basics, Habermas’s empirical-analytic knowing, Husserl’s descriptive science, Damasio’s and Immordino-Yang’s disembodied systems. When this drive becomes an obsession, affecting individual schools’ reputations, the key performance indicators of school administrators, the political slogans of governments and oppositions, the “be all and end all” of ranking in international testing, then the casualty is imaginative pedagogy and its associated efficacious learning. Let me offer one example of this, an example from Australia.
\nNAPLAN (National Assessment Program Literacy and Numeracy) was established by the Australian Government in 2008. It is a national literacy and numeracy testing mechanism administered at four levels across primary and secondary education. It is mandatory for any school wishing to maintain government registration. Its results are inserted into a software program called “My School” (comprising a large data set about each school’s numbers, demographics and, once imported, NAPLAN test results). This import was designed to show which schools were doing well in literacy and numeracy and which were not. It quickly became a ready-reference for parents in their school selection, a serious reputational issue for schools and a crucial KPI (key performance indicator) for school administrators.
\nNAPLAN had two main stated purposes: first, it was to strengthen literacy and numeracy levels of Australia’s young people; second, it was to improve Australia’s standing in the OECD international testing mechanism, PISA (Program for International Student Assessment). Evidence suggested, after 10 years, that there was no indication that either objective had been achieved in any substantial way. According to one study that typified the national result, literacy and numeracy levels had not improved, at least according to the limited NAPLAN device itself [31]. Additionally, Australia’s standing in PISA was demonstrably worse than before NAPLAN began [32].
\nAt the time of writing, there is a strong push coming from powerful education entities, bureaucracies, teacher unions and teachers themselves that NAPLAN has so skewed the imperatives of education that it constitutes a menace to efficacious learning. Furthermore, research evaluations of the mechanism testify that it has “… a narrow focus on a limited set of skills rather than developing capacity…” The same research identified the following problems:
Meanwhile, an international testing expert declared NAPLAN to be “bizarre” in its inappropriateness. It is directed at all the wrong kind of learning and actually encourages bad writing [34]. Most recently, the federal government’s own national policy and practice entity, the Gonski Institute for Education, called for its “ditching” [35]. In a word, NAPLAN has become synonymous with bad teaching and incompetent, negligent and damaging education. It is not simply that NAPLAN has achieved nothing worthwhile. The more damaging finding from evaluation is that it has become a threat to the business of sound education and has malevolently influenced school-based pedagogy.
\nNAPLAN created a stressful, needlessly competitive and, in that sense, unsafe environment for learning. Furthermore, it failed to impact positively on the very academic learning that was its principal target. It is a prime example of a pedagogical approach driven by the linear assumptions of logical positivism and ignoring the wisdom to be found in the philosophical and scientific perspectives outlined above. I now wish to summarize briefly the very different effects of a values pedagogy, drawing on evidence principally from the Australian Values Education Program. In contrast with instrumentalist pedagogy, it emanated in what I describe as imaginative pedagogy, a pedagogy that elicited the imaginative capacities essential to the most effective forms of learning.
\nNarvaez [27, 28, 29] makes the point that imaginative pedagogy is not always the result of spontaneous impulses. It requires both the safe environment and the guiding hand of craftily planned pedagogy. It is another way of talking about the two-sided coin of values pedagogy, the implicit side being the safe, values-filled learning environment and the explicit being the values-focused pedagogy.
\nBy implicit is meant that the learning environment must be values-filled, characterized by care, trust, respect and encouragement. There is any amount of research that has demonstrated the importance of the values-filled “ambience,” as Newmann [36] described it. Newmann’s work was in the area of “authentic pedagogy,” the pedagogy most associated with teaching that works best. Findings from his research were factor analyzed into five “pedagogical dynamics,” five features or characteristics that seemed to sum up the things most obviously associated with teaching that was working, achieving its goals, including academic achievement. The last and most important was the “ambience of care and trust.” The ambience of care and trust is the starting point, or
The explicit side of the coin is seen in the orientation of the learning discourse being around values, the values inherent in curriculum content, rather than merely the “facts and figures” or most easily measurable features of the content. One of the many misconceptions about values pedagogy is that it means doing something additional to the standard curriculum. In fact, it does not require separation from the curriculum; rather, it determines the direction of the curriculum through
The content of any curriculum area tends to focus on the facts and figures (what Habermas calls the “empirical/analytic”) relevant to the area in question. Why? Because that is the most easily measured. When employed judiciously and seen as first step or means to a greater end, this can assist in the foundations of sound pedagogy. On the other hand, when it is seen as the entire step or end in itself, it becomes a malevolent force against sound pedagogy, instead settling for what I am describing as instrumentalist pedagogy. As most teachers know well, the more education that follows this kind of instrumentalism, the more boring it risks becoming, the more skewed in favor of those with retentive memories and the more unfair and potentially damaging it becomes to those many people who learn better in other ways. Additionally, the case being made above by the likes of Habermas and Narvaez is that, important as the facts and figures might be, the less we stimulate the interpretive, critical and imaginative ways of knowing, the more we stifle efficacious learning, and indeed the more we risk atrophying cognitive powers generally. In that sense, instrumentalist forms of pedagogy risk “de-educating” and stifling learning potential, rather than the opposite that is intended.
\nSo, in the values pedagogy work as it functioned in the Australian program, all extant content was derived from the set syllabuses but instead of settling for the standard objectives, largely the easily measurable ones, the values inherent in the content became the focus, thereby stretching rather than limiting the cognitive powers being called on. In other words, instead of simply rolling out the content because it was there in the syllabus and because a measurable outcome for reporting was demanded by the system, lessons were begun with questions like “what value is in this content? What value for students’ important knowledge, vital understanding of the world into which they are moving, crucial skills and competencies for future work, important insights for their wellbeing and the wellbeing of those with whom they will form relationships? What value is it to their future personal and social development? What value is it for the world in general? What vital lessons about humanity and the Cosmos, if any, might be contained in this content?”
\nEvidence suggests that when these kinds of values questions were stimulating and determining the pedagogical direction, then the easily measurable content knowledge fell out anyway and, in all irony, students were actually more likely to remember the facts and figures at the center of such content knowledge, far beyond the measuring device, because of the contextual stimulation that was being applied. In Habermasian terms, interpretive, critical, self-reflective and imaginative knowing was being impelled. Data from the projects testifying to these claims include the following:
\nThe justification of such findings against Habermasian theory was summarized in the following way:
\nIn the projects that ran as part of the program, there were what were described as predictable, less predictable and quite unpredictable results. The predictable results were that students’ accrual of important
Moreover, there were less predictable results in the form of a plethora of discourse about improvements in
Then there was the unpredictable category of discourse around academic attention (what we eventually described as academic diligence). There was no discourse whatever in the set up about academic improvement yet it began appearing very early on in the feedback process and then continued as a persistent feature of evaluation. It was initially referred to as a “surprise effect” [44] and impelled much of the searching out of the literature (Habermas, Narvaez, etc.) noted above in order to try and explain it. As they show, be it from a philosophical or neuroscientific perspective, a pedagogy that provides a caring, positive relational and safe learning environment (the implicit side of the coin), along with an approach to content that challenges interpretive, critical, self-reflective and imaginative pedagogy is likely to result in, as Narvaez would put it, the kinds of emotions that make for sound reasoning. In this sense, the surprise is not such a surprise. The surprise is, rather, that we so easily forget such fundamentals.
\nThe issue of the unpredictable academic diligence being enhanced was one that required especial attention when the results were being finally evaluated and all claims were subject to their own testing and measuring in the project titled,
Full and complete details of how this project functioned methodologically can be found in Lovat and Dally [46].
\nThe great Muslim scholar of the Middle Ages, Abu al-Ghazali had much to say about educational wisdom [47, 48]. Amidst the wisdom are words about the imperative for good learning to be prefaced by the instilling of imagination and the eliciting of wonder. These are the foundations of enduring learning, or what we might refer to as lifelong learning. A pedagogy focused too much on prescriptive teaching and persistent testing will retard progressive learning, while one centered on imagination and wonder can facilitate the desire to continue on the learning path. In many ways, Ghazali was an educational neuroscientist well before his time. His perspective also underlines why it is that values pedagogy contains a potential to lay the foundations for lifelong learning.
\nIndeed, there is a literature that deals precisely with the connection between values pedagogy and lifelong learning [49], including higher learning. As described, values pedagogy has potential to inflame the cognitive interests that impel those higher forms of learning that are essential to the kinds of critique that an informed populace requires of its citizenry, including the original and innovative thought associated with doctoral learning, as an example drawn from the parameters of higher education [50, 51]. This underlines the importance of such a pedagogy not only for maximizing learning breadth and depth in schools but also for the kind of learning that leads to the highest forms of intellectual achievement such as are crucial to individual wholeness and to a successful, moral and harmonious citizenry.
\nGhazali’s de facto motto was to ask many questions and allow the answers to come from the learner rather than the teacher. Above all, not to provide answers to questions that had not even been asked by the learner. Yet, of course, much education at all levels does precisely what he advised not to do. This is at the heart of instrumentalist pedagogy and it explains why it can do such damage to learning potential, especially in the long term. It can offer the kind of short term learning required for immediate tasks and satisfying testing requirements but it offers little to lifelong and/or higher learning and, furthermore, can work against it. The effects of such are multiple, ranging from a narrowing of the kinds of critique necessary to overturn age-old prejudices that lead invariably to dysfunctional societies and a fractious world through to a surfeit of doctoral candidates in universities who are less equipped than they should be in independent learning strategies. In this sense, instrumentalist pedagogies are formulas for retarded learning, while values pedagogy has the potential to lay the foundations for progressive learning.
\nThe challenge for educational institutions at all levels is to take heed of the multiplicity of research that underpins the claims being made here. We live in an era that is blessed with the scientific understanding of learning that Ghazali did not possess. Yet, the irony would seem to be that he might well have understood intuitively how efficacious learning should proceed, regardless of the lack of evidence. On the other hand, many modern educational regimes have the evidence before them but ignore it and establish regimes of learning that are actually hostile to efficacious learning. The Australian NAPLAN example above is just one of any number of examples from school and higher education regimes that could be cited of negligent and damaging practice underpinned by an instrumentalist set of assumptions leading to instrumentalist pedagogies and a narrowing of the scope of learning.
\nEspecially as education becomes more of a mass industry and resources become invariably lean, the temptation to establish perfunctory goals at the lowest level of what Habermas calls empirical-analytic knowing becomes particularly coercive. This is especially the case because the output of such knowing is the most easily measured. School and higher education regimes can therefore easily fool themselves, through the record of measurements, into thinking that good outcomes have been achieved and good learning has been facilitated, where in fact the foundations of lifelong and higher learning have been damaged and retarded. This is a challenge indeed for the modern education setting, wherever and at whatever level. Granted these challenges, research around values pedagogy presents as a viable, inexpensive way forward.
\nThe chapter has set out to debunk the kinds of instrumentalist pedagogies that abound in educational systems both for their conceptual weaknesses and failure to keep pace with the very scientific understandings on which they rest and for the demonstrable damage they do to young people’s learning potential. It furthermore proposes a values pedagogy as an approach with potential for obverse effects, one that ensures the right environment for learning as well as the kind of intellectual stimulation required for the imagination that spurs the emotions that impel sound reasoning. In a word, instrumentalist pedagogy survives as a tool of political agendas and populist media, whereas values pedagogy rests on the firmest evidence from philosophical and neuroscientific research about how the mind works, the brain functions and how efficacious learning is therefore best effected.
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Delac received his B.Sc.E.E. degree in 2003 and is currentlypursuing a Ph.D. degree at the University of Zagreb, Faculty of Electrical Engineering andComputing. His current research interests are digital image analysis, pattern recognition andbiometrics.",institutionString:null,institution:{name:"University of Zagreb",country:{name:"Croatia"}}},{id:"557",title:"Dr.",name:"Andon",middleName:"Venelinov",surname:"Topalov",slug:"andon-topalov",fullName:"Andon Topalov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/557/images/1927_n.jpg",biography:"Dr. Andon V. Topalov received the MSc degree in Control Engineering from the Faculty of Information Systems, Technologies, and Automation at Moscow State University of Civil Engineering (MGGU) in 1979. He then received his PhD degree in Control Engineering from the Department of Automation and Remote Control at Moscow State Mining University (MGSU), Moscow, in 1984. 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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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He also obtained an MSc in Molecular and Genetic Medicine, and a Ph.D. in Clinical Immunology and Human Genetics from the University of Sheffield, UK. He also completed a short-term fellowship in Pediatric Clinical Immunology and Bone Marrow Transplantation at Newcastle General Hospital, England. Dr. Rezaei is a Full Professor of Immunology and Vice Dean of International Affairs and Research, at the School of Medicine, Tehran University of Medical Sciences, and the co-founder and head of the Research Center for Immunodeficiencies. He is also the founding president of the Universal Scientific Education and Research Network (USERN). Dr. Rezaei has directed more than 100 research projects and has designed and participated in several international collaborative projects. He is an editor, editorial assistant, or editorial board member of more than forty international journals. He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. 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