Drugs used in treatment [15].
\r\n\toxygen-free atmosphere. Biochar has been used for many years as a soil amendment and in general soil applications. Nonetheless, biochar is far more than a mere soil amendment. In this review, we report all the applications of biochar including environmental remediation, energy storage, composites, and catalyst production. In this book, we intend to collect contributions from worldwide experts in the field of biochar production and utilization providing a general overview of the recent uses of biochar in material science, thus presenting this cheap and waste-derived material as a high value-added carbonaceous source. Furthermore, we are aiming to give readers a handy and effective tool to easily understand how this field is interesting and diverse. It is a goal that this book could be easily used by any reader with a strong scientific background ranging from scientific company advisors to academic members. Nonetheless, students enrolled in scientific undergraduate and graduate programs could be consulted to this text for any further and deeper investigation. In the end, we intend to propose a very high scientific content book that could represent the reference text for any consideration and future study about biochar for the next years.
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Non-allergic rhinitis occurs in approximately one third of allergic rhinitis. Affects 22 million people (7% of the population) in the USA [1]. In non-allergic rhinitis; Skin test positivity or specific Ig E response cannot be detected. The pathophysiology of nonallergic rhinitis (NAR) is heterogeneous [2]. The most common type is vasomotor rhinitis, also called idiopathic. In addition, there are many types such as hormonal, gustatory, occupational, atrophic, cold air-induced and systemic diseases [3]. Patients; They present with symptoms such as nasal congestion, runny nose, sneezing, and itching in the nose, the symptoms of the patients do not show a seasonal pattern. There are family stories, but they are not as common as allergic rhinitis (AR). An underlying factor such as infection, sinusitis or polyps cannot be detected in patients. It was determined that the patients showed more neurogenic abnormalities in the pathophysiology. These patients have been shown to be hypersensitive to substances with ingredients such as cold air or capsaicin. The diagnosis is made clinically, the onset of the disease is in adolescence [4].
Non-Allergic rhinitis occurs due to non-IgE mediated mechanisms. Prostaglandins, leukotrienes are found in both the upper and lower airways. These cause mast cell secretion, eosinophils, after exposure to the allergen in rhinitis. Prostaglandins and leukotrienes released from mast cells cause vasodilatation and hypersecretion from the gland, leading to rhinitis symptoms. Although this mechanism is not fully active in non-allergic rhinitis, symptoms occur with a similar effect [5].
Vasomotor rhinitis; It constitutes the most important part of rhinitis in the definition of non-allergic rhinitis. Its other name is known as non-allergic rhinopathy. It occurs as a result of impaired vasomotor balance in the nose. There is a loop in the form of sympathetic/parasympathetic innervation in the nose. This cycle is disrupted due to reasons such as exercise, cold, stress, insufficient thyroid functions, pregnancy, excessive or prolonged use of some blood pressure drugs, birth control pills and decongestant drugs. At the beginning of all these reasons, nasal congestion is temporary and reversible. So if the cause is removed, the disease will improve. In addition, if it lasts long enough, this time the blood vessels will lose their elasticity and the event turns into an irreversible situation. Metabolic (Acromegaly, Pregnancy, Hypothyroidism), Autoimmune (Sjogren’s syndrome SLE Relapsing polychondritis Churg-Straus),Granulomatous diseases (Sarcoidosis and Wegener’s granulomatosis), Other (Cystic fibrosis, Cilia dyskinesia syndromes, Immunodeficiency, Amyloidosis, Chronic fatigue syndrome) are the most common causes of NAR [6].
Typically, it starts after consuming hot or spicy food and alcohol. It starts with a food allergy or an unknown mechanism and continues with profuse rhinorrhea. Ipratropium bromide is used in the treatment [7].
Occupationally allergic and non-allergic can occur. There are four types. The first is an uncomfortable rhinitis without inflammation in the nose caused by smell. The second type is rhinitis that is caused by irritant and causes inflammation in the mucosa. The third type is corrosive rhinitis that occurs due to high concentration of chemicals in the nasal mucosa. Ammonia etc. occurs with inhalation of substances. The fourth type is rhinitis, which causes Ig E due to occupational exposure. Latex allergy in healthcare workers depends on this. Nasal saline irrigation solutions, nasal steroids and antihistamines are used in the treatment of this rhinitis [8] (Table 1).
Drugs | Usage areas | Side effects |
---|---|---|
Antihistaminics | Sneezing, runny nose, itchy nose | Anti-cholinergic side effects such as dryness of mucosal membranes, urinary retention, constipation, tachycardia, decreased visual acuity; Central side effects such as attention deficit and sleep |
Steroids (Oral prednisolone, methylprednisolone, nasal mometasone, fluticasone) | Nasal discharge, itching, sneezing (Due to the systemic side effects of oral steroids, nasal steroids are in common use and are used as the first choice in treatment. | Besides growth retardation in children, metabolism disorders in all cases, glaucoma and cataract formation, immunosuppression, suppression of the growth axis, thinning of the skin, behavioral disorders, osteoporosis |
Leukotriene antagocytes (Montelukast, zileuton etc.) | It is the gold standard in rhinitis that does not respond to antihistamines and nasal steroids. | Agitation aggression, anxiety, hallucination, depression, insomnia, irritability, restlessness, and suicidal thoughts. |
Oral / Nasal decongestants Pseudoephedrine and phenylephrine-oral oxymetazoline, xylometazoline and naphazoline (intranasal) | Nasal congestion | When used orally, irritability, insomnia, irritability, headache, tachycardia, hypertension, increased intraocular pressure, urinary difficulty |
Drugs used in treatment [15].
It is divided into two as gestational rhinitis induced by the menstrual cycle. Gestational rhinitis begins in the second trimester of pregnancy and continues until the second week of postpartum. It is related to pregnancy in another form of hormonal rhinitis. This can start in any week of pregnancy. Nasal saline irrigation is used in the treatment. In addition, they can benefit from the tapes used for the nose wings at night. The benefit of intranasal steroids in these patients has not been determined. The use of pseudoephedrine should be avoided during pregnancy, especially in the 1st trimester [9].
It is a severe nasal congestion caused by the continuous use of agents such as oxymetazoline and phenylephrine, which are sympathomimetic agents. They use oral or topical steroids in treatment and sympathomimetic sprays are discontinued. Drugs such as ACE inhibitors, NSAIDs and Aspirin also have similar effects [10].
Progressive nzal atrophy and Klebsiella ozaenae etc. It occurs due to mucosal colonization with microbial agents. There is a disturbing foul-smelling discharge on the jas. It can also develop after inferior turbinate surgery. Oral antibiotics, salty and oily washing solutions are used for malodorous discharge. Since the disease is very persistent, symptomatic patients should be followed up from time to time [11].
Known as non-allergic rhinitis with eosinophilic syndrome (NARES), the disease usually begins in adulthood; It is a type of non-allergic rhinitis characterized by negative skin test and normal IgE levels. Aspirin sensitivity, asthma and nasal polyps may develop in these patients. Eosinophilia is observed in patients. There is also an increased risk of obstructive sleep apnea syndrome. Another variant is Non-Allergic rhinitis disease with eosinophilia in the blood called BENARES. Although the clinic of the disease is the same as NARES; In this disease, there is eosinophilia in the blood instead of nasal eosinophilia. Intranasal corticosteroids are sufficient in both NARES and BENARES [12].
Infectious rhinitis is a type of rhinitis with acute or chronic runny nose, nasal congestion, frontal headache, smell disorders, post nasal discharge and cough. Most infectious rhinitis in children are viral and resolve with symptomatic treatment. If it is bacterial, antibiotics are used. In addition, nasal solutions, nasal steroids are also effective in treatment [13].
What are the risk factors?
Exposure to smoke, exhaust fumes, or tobacco smoke
Being over 20 years old. (Allergic rhinitis occurs before this age, non-allergic rhinitis occurs after the age of 20)
Continuous use of decongestants: Nasal decongestants, which solve acute nasal congestion, cause congestion when used for a long time and increase congestion with rebaunt effect.
Gender: Being a woman increases non-allergic rhinitis with hormonal effect.
Occupation: Exposure to fumes from building materials, solvents or other chemicals
Chronic diseases: such as hypothyroidism and chronic fatigue syndrome
Stress. Emotional or physical stress increases susceptibility.
In non-allergic rhinitis, the diagnosis is made by exclusion. First of all, allergic rhinitis is ruled out. Sinus problems are then ruled out. So there are no definitive diagnostic criteria. To exclude, respectively.
Prick test: It is done to determine whether the symptoms are caused by an allergen. Allergens are applied to the skin and decided as positive or negative depending on the reaction.
Blood test: IgE levels are checked to measure immune response.
Nasal endoscopy: Pathologies such as nasal polyps and acute sinusitis are ruled out in endoscopy.
CT Imaging: Detailed imaging is performed for paranasal sinuses.
Non-allergic rhinitis treatment is similar to allergic rhinitis. In treatment;
Antihistamines
Antihistamines are molecules that bind competitively to H1 receptors. They help us treat sneezing, runny nose and itchy nose by reducing the sensation of vascular permeability, smooth muscle contraction and itching.
Although first generation antihistamines are cheap, we know that there is serious central nervous system penetration. For this reason, unfortunately, almost 10–40% of the patients cause severe distraction, sleepiness and concentration impairment. Anti-cholinergic side effects such as dryness in mucosal membranes, urinary retention, constipation, tachycardia, and decreased visual acuity limit the use of these drugs in elderly patients. In addition, the antagonistic effects of these drugs, which require long-term use, related to serotonin receptors, unfortunately, can cause weight gain. Trefenadine and astemizole are the first 2nd generation antihistamines and their central nervous system penetration is less than the old generation; However, they were removed from use in clinical practice due to arrhythmia caused by susceptible patients. Loratadine and cetirizine are generally less sedating new generation drugs. Levocetirizine is an enantiomer of the cetirizine molecule and unfortunately causes sedation at the effective doses. Fexofenadine, terfenadine; deslarotadine are also active metabolites of loratadine; these are sometimes referred to as 3rd generation antihistamines. It is reported that fexofenadine does not cross the blood brain barrier and therefore does not sedate. However, unfortunately, this is not the case in clinical use. Desloratadine is also reported to have more sedation and anti-cholinergic side effects [15].
Recently, anti-inflammatory effects of antihistamines have been mentioned. It is stated that mast cells and basophils stabilize the receptor independently by inhibiting the transmembrane passage of calcium and intracellular cAMP, thus reducing the release of inflammatory mediators such as histamine, tryptase and prostaglandin. However, many antihistamines are unfortunately unable to stabilize these cells at therapeutic doses. Ketotifen, olopatadine, azelastine, bepotastine and alkaftadine are mostly known as both H1 receptor antagonists and dual-acting antihistamines with mast cell stability. It is stated that some antihistamines inhibit NF-B and GATA3 transcription via H1 receptor and thus achieve anti-inflammatory effect.
Corticosteroids
Corticosteroids are the first-line anti-inflammatory drugs we know best for the treatment of many inflammatory diseases. Although corticosteroids have well-known side effects, we see that they are still one of the most important pharmacological agents. In addition to growth retardation in children, side effects such as metabolism disorders, glaucoma and cataract formation, immunosuppression, suppression of the HPA axis, thinning of the skin, behavioral disorders and osteoporosis are the most common ones in all cases. Due to these restrictions arising in systemic use, it is mostly used intranasally in AR. Among the intranasal preparations, they are currently the most used pharmacological products in primary care. Although the anti-inflammatory mechanisms of corticosteroids are not very clear, the most important effects are seen as cytokine and chemokine inhibition. They bind to glucocorticoid receptors (GR) in the cytoplasm, dimerize and pass into the nucleus; they then associate with the glucocorticoid response element (GRE) and consequently increase the transcription of the gene codes of anti-inflammatory proteins such as lipocortin-1, IL-10, IL-1 receptor antagonist and neutral endopeptidase.
Glucocorticoids also cause a considerable reduction in the number of inflammatory cells in nasal lavage fluid. Especially, they cause a significant decrease in eosinophil numbers. This is due to their inhibitory functions on both IL-5 and GM-CSF. Currently, beclamethasone monohydrate, budesonide, flunisolide, triamcinolone acetonide, fluticasone (propionate and furoate), mometasone furoate, and ciclesonide are commercially available nasal topical corticosteroids. There are no significant differences in clinical efficacy between these preparations.
Local burning and stinging sensation, irritation, dryness and sometimes nosebleeds can be encountered as topical side effects with these preparations [15].
Leukotriene antagocytes
Leukotrienes are inflammatory lipid mediators synthesized from arachidonic acid that can be produced by mast cells, eosinophils, basophils and macrophages. The adventure of arachidonic acid cleavage that started with the posfolipase A2 enzyme from the nuclear membrane continues with leukotriene synthesis. Arachidonic acid is metabolized to LTA4 via the 5-lipoxygenase (5-LO) enzyme. LTC4, LTD4 and LTE4 are then formed through different convertases. We call these leukotrienes “cysteinyl leukotrienes (CsyLTs)”. CsyLTs has serious bronchial smooth muscle contraction, mucus production, edema and vascular permeability enhancing effects. LTD4 enhances the P-selectin pathway, increasing leukocyte adhesion and leukocyte aggregation to the inflammation site. It also plays an important role in eosinophil adhesion by increasing β2-integrins. As a result of nasal provocation with LD4 in normal humans, it was observed that nasal mucosal blood flow accelerated and airway resistance increased.
Leukotrienes can be physiologically antagonized by blocking their synthesis or receptors. Zileuton is a 5-LO synthesis inhibitor and it is a pharmacological product that can block nasal congestion in patients with AR after allergen provocation. For now, only montelukast, which is a Cys LT1 receptor antagonist, has been approved for AR and is a commercial product. Montelukast is observed to improve congestion during the day and at night, nasal discharge, nasal itching and sneezing, difficulty falling asleep, and sleeping at night. It is thought to reduce the number of peripheral eosinophils and thus create an anti-inflammatory effect. However, despite all these, there are many publications showing that it is much less effective than intranasal corticosteroids in terms of these effects. Although it looks like a safe preparation in general; Some psychiatric side effects such as agitation, aggression, anxiety, hallucination, depression, insomnia, irritability, restlessness and suicidal thoughts are mentioned [15].
Nasal decongestants
These drugs slow down nasal blood flow by antagonizing α1 and α2 adrenergic receptors in nasal capacitance vessel endothelium. In this way, they reduce nasal mucosal congestion and swelling. Better results can be obtained when combined with an antihistamine. Pseudoephedrine and phenylephrine, which are catecholamines, have oral forms. Although a runny nose can improve symptoms, it has no effect on itching, sneezing and eye symptoms in the nose. The imidazoline derivatives oxymetazoline, xylometazoline and naphazoline are suitable for intranasal use. Although they are fast intranasal decongestants and have fewer side effects, severe rebound congestion effects occur when the drug is discontinued. In some publications, it is mentioned that oxymetazoline inhibits T cells and cytokines such as IL-1β, TNF-α, IL-6 and IL-8. Some local nasal side related to these preparations.
Omaluzimab is a humanized, recombinant, monoclonal antibody that blocks the binding of circulating IgE antibodies to the high affinity receptors in cells such as mast cells and basophil by complexing with the Ce3 region. There are many publications showing that patients with AR provide a very serious clinical benefit by significantly decreasing circulating IgE levels. In addition, it reduces FcR1 expressions on mast cells in both blood and tissue. It improves the nasal symptoms and increases the quality of life. It is an antibody that is well tolerated and has a very low risk of anaphylaxis (0.9/1000 applications). There are studies showing that SIT treatment applied together with omalizumab is more effective in single applications. The most important handicap is that it is currently an expensive treatment model [15].
Capsaicin is bound to vanilloid resertors expressed in nasal C-fibers. It has been observed that repeated applications to the skin or intranasally cause desensitization in the peripheral nerve endings. It works well in vasomotor rhinitis in which neurotransmitters play an important role. It has been observed that it reduces symptoms such as nasal congestion, runny nose, and sneezing in AR. However, there are also publications showing that it has no clinical efficacy, especially in patients with house dust mite-sensitive PAR patients.
Nasal irrigation or irrigation with saline is a complementary treatment model in AR. In this form of treatment, it is ensured that the contact of the sinuses and pharynx with allergens and mucus is reduced. At the same time, edema in the nose is reduced. It has been shown that nasal saline application reduces the need for topical corticosteroids in children with AR.
It has been shown that exposure to microbes in children increases the expression of IL-10 and TGF-β inhibitory cytokines as well as the development of Th1-type immune response. There is evidence that beneficial microorganisms do this through toll-like respectors. Especially bifidobacteria and lactobacilli have such effects. There are studies showing that such probiotics can be effective in AR.
There is no sufficient and scientific evidence that acupuncture is effective in AR.
It has been stated that UV-A and UV-B are used, and that the patients are not able to use drugs or get sufficient response in a few small series. In only one study on AR, infrared radiation therapy (FIR) has been tried. It has been stated that the application of the oven affects the thermo-receptors due to the heat it emits and can be effective by increasing the microcirculation.
Surgical intervention may be beneficial for sinusitis, nasal polyps, enlarged turbinates, or nasal septal deviation, if any, that do not respond to medical treatment [15].
“Education is what survives when what has been learnt has been forgotten”
The changes and advancement in the socio-economic and cultural systems globally, indicate the need for rethinking knowledge construction in schools as well as teacher education and training. The transformation of the mindset of knowledge recipients to knowledge constructors in teachers should be the main focus in the teachers’ education and training. This work contests the view of the perennial and essential philosophy to reproduce knowledge of discoveries, inventions and construction which does not inspire and challenge those who receive it. The assertion of [1] about education raises questions about education as a concept and the phenomenon thereof. If education was indeed about knowledge creation and not reproduction of knowledge, what has been learnt could not been forgotten. The Phenomenologist Psychologist describes learning as the process of creating lived experiences, from the environment and one’s surroundings. The knowledge therefore becomes part and parcel of one’s being, and the lived experiences are the basis for any further knowledge creation. If learning is about mental, emotional, and physical development, firstly, the person acquiring knowledge will have the understanding of; what knowledge, why knowledge and how knowledge? The explorations, inquiry and search for suitable and relevant information is driven by the inquest to solve problems experienced from the real-life environment, not about idealised situations. It is this sense that this work conceptualises B.F Skinner’s assertion about education. The other issue that is linked to Skinner’s assertion about education is viewed in this work to be the compartmentalised knowledge into the abstract realities, which are delinked from the real-life experience. According to [2], knowledge that is brought into the classroom as reported reality, is more relative than the actual lived experience, which is authentic practical experience and the reality of the process and results of problem solving, exploration and inquiry. The post-school education and training cannot be the continuation of the approach to knowledge acquisition at a school level. Research has highlighted that the conformist approaches to knowledge acquisition in South Africa and globally had deprived teachers the opportunity for lifelong learning, reflective thinking, and subsequently teachers have become technicians [3, 4, 5]. This work supports the trajectory of scholarship, which promotes the descriptions of educational practices as a process of engagement with the reality and surrounding environment for the purpose of creating knowledge and developing essential cognitive, affective, and psychomotor skills. According to the educational psychology, the mental growth and development is the results of the process of becoming, meaning that adaptation in the environment demands problem solving, exploration and inquiry. These are therefore cognitive skills, or the functions performed by the mind for the purpose of enabling the individuals to master the demands and challenges posed by the environment. The mind alone cannot complete the function of adaptation and mastery of the environment and surroundings, but the affective skills also play a role, for example, the decision-making processes are based on; a willingness to participate, the choice to respond or to receive, and interest. The aspect of psychomotor skills is the physical actions or movement driven by the affective and cognitive abilities to address the desire to adapt to the environment and to master the realities in the surroundings.
The argument on the necessity and importance of the learners’ perspective in knowledge construction in teacher education and training is informed by the data collected from lesson observations. The desire that manifested from teacher-learners’ interaction regarding factual knowledge, confirmed the ideas advocated by constructivist, humanist, cognitive and phenomenologist approaches, which identify the nature of the learners to rely on their interest, familiarity with context and experiences to conceptualise knowledge [6]. The findings presented in this work are the extension of this narrative, that promotes the contestations and debates in the classroom to allow learners to express their opinions, interests and experiences of what is presented to them. In addition, the findings from the data influenced this work to firstly assert that factual knowledge presented to learners in the field of Natural Science and Social Science in grade nine is irrelevant to the learners’ interests, familiar contexts and real-life experiences. Secondly, learners have no confidence in the textbook knowledge and in the teachers’ abilities to transverse knowledge and general outlooks to real-life world experiences, to assist learners to develop an in-depth understanding of scientific phenomena. The lack of opportunities for debates and reflective argumentation in Natural Science and Social Science classrooms, is perceived in this work to be incongruent with the assertion that “education is what survives when what has been learnt has been forgotten” [1]. The assimilation of raw facts deprives learners in the Natural Science and Social Sciences classes the opportunities to explore, discover, and investigate facts through deductive reasoning and logical thinking, hence learners were not complaisant with the explanations from the teachers and the textbooks in the observed lessons for this chapter.
The educational and curriculum transformation in South Africa reflects ideas and perceptions that had been advocated by international research. With regards to knowledge production, the Department of Education established the National Qualification Framework, to articulate phases in the educational system, and curriculum design and organisation. The restructuring of knowledge in the national school curriculum encapsulated ideas of the so-called mode two knowledge; the clustering of compartmentalised knowledge in a broader field of study [7, 8]. The first curriculum introduced by the new education ministry for the democratic South Africa was called, Curriculum for the 21st century, and this curriculum introduced a concept of ‘Learning Areas’, to replace subjects in the national curriculum for schools, for example, Life Sciences in a school curriculum encapsulated knowledge regarding aspects of life and sciences and it was for this reason that it changed from being a subject to being called a ‘Learning Area’.
The curriculum transformation in South Africa from 1997 to 2010 has been criticised in the works of academics and researchers [9, 10] for being vague and too broad, in the sense that the adopted design for Curriculum 2005 or Curriculum for the 21st century did not take the capacity of the current cohort of teacher into account. The criticisms were justified by the revelations and findings in the report of the ministerial task team appointed by the Department of Education to investigate the challenges and difficulties which findings are highlighted in the works of [11, 12]. According to [13] the main focus of the investigation covered; the field testing, teacher orientation and follow up training, professional support services provided within provincial systems, classroom practices, the quality, quantity, use of learning support materials in support of the Curriculum for 21st century, and the level of understanding of outcomes- based education. The findings highlighted by the task team from its review provided this work with the understanding of the background and the process that resulted in the current educational and pedagogical practices of teachers in schools. This background provides a clue about the views and the purpose of the designers of the curriculum for the 21st century concerning the transformation of a paradigm of knowledge production and pedagogy suitable for equipping citizens with skills, abilities, and knowledge of global standards. According to the task team’s report the decline in the levels of abilities and skills to read, write and to understand and perform numerical calculation in mathematics was of great concern, the levels of incapacity of teachers to comprehend the philosophical and theoretical principles and ideas underpinning the curriculum changes resulted in chaos in the learning environment. Teachers were struggling to understand and to implement curriculum guidelines due to the inability to conceptualise the new terminologies and concepts that were introduced in the Curriculum for 21st century. According to the curriculum guidelines teachers were expected to create a knowledge structure by integrating conceptual knowledge to in order to promote correlations within the Learning Area (related subjects), for example Natural Science, which is a cluster of physical science and life sciences in the General Education and training phase of the National Qualification Framework. The systemic evaluations conducted by the department in the subsequent years through the annual assessment (ANA) highlighted that curriculum transformation in spite of all various interventions by the department, implementation of the purposes and intentions of the curriculum designers were not attained in South Africa. Despite the recommendations and proposal to the department based on the continuous reviews of the curriculum to; adjust the curriculum by scrapping the new terminologies and concepts and reversing ‘Learning Areas’ in favour of subject content knowledge, supply schools with textbooks, allow teachers to utilise the traditional ways of teaching and learning, which they are familiar with, and assess learning of knowledge as they have been professionally trained to do. The reversal of the changes introduced in the Curriculum for 21st century in South African terms was aimed at getting education “back to basics” and this implied the perpetuation of traditional practices based on the absolutist and perennial view of knowledge, conceptualisation of learning and traditional behaviourist pedagogical content knowledge. This study finds it interesting that the recommendations referred to in this work were from the ministerial team whom the minister considered to be a skilled, prominent South African educationist-curriculum and evaluation specialists, school-based practitioners and department-based policy makers [13].
The recommendations of the 2000 and 2008 ministerial task teams persuaded the ministers of education to consider revising the school curriculum and indeed, in 2005 the National Revised Curriculum (NRCS) and NCS were the version of the streamlined curriculum changes, and later in 2008 the curriculum became the Curriculum and Assessment Policy Statement (CAPS). The education ministers in the education department proclaimed that the revisions in the curriculum statement for the 21st are still based on the principles of constructivism and outcome [14].
This section presents the conceptual framework drawn from the synthesis and analysis of the contesting perspectives concerning the conceptualisation of knowledge structure and knowing. Literature points to the emerging perspective advocated in the works of [15, 16, 17, 18, 19] which contest the classification of knowledge into heterogeneous subject or discipline content. Researchers who pursue the narrative of knowledge integration [20, 21] had proposed different approaches to hybridism of heterogeneous knowledge structure and those are: interdisciplinary, multi-disciplinary and cross-disciplinary. [22], in the same vein suggested that an outcomes-based curriculum model is an appropriate tool for promoting an integrated knowledge structure in the school subject curriculum. In pursuit of the relevant curriculum design for implementing hybridisation of knowledge [23, 24] proposed the consideration of two approaches to curriculum designs; first is the subject-based designs which entails: broad fields curriculum that merge several disciplines into interdisciplinary subject areas, this curriculum allows more correlation, integration, and holism, for example, Natural Sciences, Social Studies or Sciences and humanities etc. Second, is integrated the curriculum design, which encourages integration of concepts across, within and to future knowledge [25].
The opinions and ideas from the works of [26, 27, 28] informed this study regarding alternative ways to knowledge production that are recommendable for a lifelong-long process. These researchers share similar views of knowledge as a social construct; its production reflects elements of engagement of humans with reality in a specific time and context, interaction between human and environment as well as real-life problems. The understanding of knowledge established from this perspective highlights that knowledge is time and context specific and therefore knowledge is fallible and not everlasting. Similarly, the constructivism and progressive philosophical ideas support the view of knowledge as a process, which is driven by socio-economic needs and demands [29, 30]. The issue of knowledge in the classroom should be assessed in terms of relevance to the current socio-economic needs of the nation or society, worthiness to provide solutions to the current and future problems in the society. By the same token, [31, 32] argue that subject content knowledge in textbooks present the narrow and linear programmed or structured factual knowledge, which is mostly based on the unilateral world view of the author. Ideas drawn from ([31], 16) affirm the importance of questions that lead to the construction of a new set of connections and fresh perspective of knowledge structure. ([33], 5) also, alluded to composition of knowledge structure, to be both a social construct and real, while [27, 34] pointed out that knowledge comprises of commonsense, assumptions, conclusions, and hypothesis, therefore the validating and verifying of knowledge is an ongoing process. [14] supports the notion of knowledge as a fallible product and argued that knowledge is neither universal nor absolute because its production is regulated by contexts in terms of time, socio-cultural and economic advancements.
In the context of a school curriculum, [35] stated that subject content knowledge should not be confined to textbooks, instead learners and teachers should focus on current and future realities and current phenomena that affect the society. [19], extended the rhetoric of classroom-based knowledge construction when expressing the recognition and acknowledgement of learners’ perspectives of world outlooks in the process of curriculum development. [25], supports the promotion of contemporary ideas and knowledge when pointing out that the view that knowledge is generated through senses meaning, the sense of sight, hearing, touch, taste and smell. The constructivist such as John Dewey posits that knowledge is both tacit or implicit and explicit; the tacit knowledge is the collective noun for ideas, views, experiences and opinions constructed as individuals interact with reality and the environment, whereas the explicit knowledge is the expressions of the tacit knowledge, in other words the experiences and ideas an individual prefers to share with other individuals.
The opinions and ideas drawn from [24, 27] reveal contestations surrounding the philosophical and theoretical paradigms of knowledge production, which are empiricism or analytic, interpretive or hermeneutics, praxis or critical pedagogy. The empiricism paradigm pursues the scientific methods and procedures to produce knowledge, hence the countenance of knowledge is based on verification and validation of facts through scientific methods. According to [2, 13] subject content taught in classrooms is the product of scientific procedures conducted far away from the place of learning. The argument expressed by these researchers is that the main aim and the core for learning the subject content is the knowledge of the process of production rather than receiving the product. [19], also pointed out that the subject content curriculum that promotes perennial philosophical views of knowledge emphasises an absolute and universal approach to knowledge acquisition; memorisation and acceptance of facts without reflections and argumentative debates.
The discussion of different paradigms and philosophical underpinning are of importance to this work, because the main focus is on the issue of worthwhile, truthfulness and relevance of knowledge or information taught in the Natural Sciences and Social Sciences to school learners. The problem statement was to investigate the perspective of knowledge from the manner in which learners view knowledge that is taught, teachers’ perspectives of knowledge and the engagement of teachers and learners during knowledge acquisition. [28], argued that knowing is not only limited to empirical or scientific knowledge, but other ways such as intuition, revelations, reasoning, and logic, are recognised ways of knowledge construction. The data collected from classroom practices of pre-service teachers and the challenges they encounter in reproducing the traditional facts of the ancient times pointed to outdated facts and pedagogical content knowledge of the teachers.
This work draws theoretical ideas and views from constructivist, progressive and phenomenologist theories. The advocates of the constructivist theory assert that learners have their points of view and perspectives to life and reality resulting from the process of adaptation in their environment [35]. To the constructivist theory, learning is a process of becoming and it is through mastery of abilities, knowledge, and skills that the learners attain self-realisation, meaning that the learner seeks to find answers to the questions and solutions to the real-life problems [14, 24, 29, 32, 33] in the same viewpoint assert that it is in the nature of the learner to ask questions about their surroundings, and the relationships between entities that constitute their world. The researchers in theory recommend that learners should be exposed to real-world problems rather that abstract realities, for them to construct their knowledge by means of explorations, investigating, problem-solving, trial and error, and experimentation [18, 29]. In the same narrative, ([27], 7) argues that the nature of knowledge and characteristics in a progressive and pragmatic context, meaning knowledge that reflects the past, present and projecting the future possibilities are; engaging, existential, expressive, evolving, experimental, anti-entropy, and entertaining. These six aspects or characteristics provide guidelines. The constructivist theory supports the learner-centred strategies to teaching and learning; allowing learners to ask questions or identify problems that they want to solve. [32, 33, 36, 37] point out that, learners could enjoy the freedom to explore and construct their own world view if the curriculum designers perceive knowledge as a process or means to an end, not as infallible and indisputable facts. Similarly, the phenomenologist theory echoes the sentiment of the consideration of individuals’ interests, emotional and cognitive needs, freedom of choice, and their experiences, as fundamental aspects of the process of knowledge acquisition and construction [24, 25]. The recent researchers of the learning revolution [38] advise that learning for the future advancements in human life, should account for the demands of the changing times in human cultural development, and shift from the traditions of handling learners as empty vessels to be filled with insignificant and outdated factual knowledge. These researchers recommend the recognition of talents and imaginative abilities as essential meta-cognitive and intellectual abilities which are innate in learners.
This work also drew ideas from [22, 35, 39] about quality teaching and learning, as he asserted the importance of the three interactions. First is the learner-knowledge interaction, second, teacher-knowledge interaction and third, the teacher-learner interaction. The conceptualised interactions demonstrated in the diagram, indicate the worlds or dimensions from which the participants create their own meaning of the content knowledge. According to constructivist and phenomenologists’ theories, the teacher should allow learners to engage with the content knowledge and to build up new understandings, and if learners are to construct their own understanding of the content knowledge, teachers should capitalise on the learners’ prior knowledge and imaginations [18, 19, 29]. ([35], 49) proposes ways in which teachers could support and encourage learners to interact with knowledge for an in-depth understanding and creation of new knowledge, and this should be done through asking simple questions, for example, ‘How did you know about that? Did anyone approach this problem in a different way? Is there anyone with the similar view of knowledge? [35] is of the view that teachers should always establish the patterns of thoughts of the learners, be aware of and accept learners’ perspectives and to organise concepts and ideas such that learners are able to discern for themselves issues or knowledge that require more exploration and investigations.
The three interactions are the focus of this work used during the analysis of the three scenarios or case studies with the purpose of understanding the perspective of knowledge, its relevance to their cognitive abilities, emotional development, and construction of their own outlook to reality and world views. In this work the problem statement is the perennial knowledge structure promoted by the current curriculum design and its relevance to the transformation of South African learners’ world outlook. The question linked to this problem statement is: How do learners perceive school knowledge and the problem and challenges in real world systems?
The constructivist theory warns that imposing knowledge to learners as fallible and conclusive deprives learners the opportunities to develop intellectual skills; logic, evaluation, critical thinking, hypothesising and creative thinking [7, 23, 29, 33]. The Piaget theory on human cognitive development revealed that at a formal operational stage, children can think hypothetically and critically about things around them, therefore an exposition of knowledge that acts against this principle is viewed in this work to be oppressive and manipulative to the young generation.
This research is guided by the views and opinions of the critical study to expose the manipulation and oppressive approaches to knowledge acquisition in South African schools, and the purpose is to evoke a rethinking of the approach to knowledge structuring that is suitable for liberating learners’ minds in the 21st century. According to ([40], 471) critical study is a qualitative research in which the researcher is committed to exposing social manipulation and changing oppressive social structures for the purpose of finding the discourse to the current practices.
The case study design was chosen for the study and the rationale was that the researchers intended to utilise interviews and observations of the interactions in the teaching and learning processes in the classrooms. In this vein ([41], 41) refers to the case as the situation selected by the researcher in which a phenomenon is described by participants’ meanings of the process or events. The second connotation of the case study refers to the research design which enables the researcher to apply qualitative procedures and techniques to obtain an in-depth understanding of the phenomenon. In this study the first connotations describe the focus, which in this case is the interaction between learners and subject content knowledge interaction in the broad field curriculum for the 21st century in South Africa; Social Sciences and Natural Sciences.
The participants in the research were selected from the group of in-service teachers in their post-graduate teacher qualification. The purposive sampling strategy was used to select students with the highest qualifications in the knowledge of the disciplines, for example, Social Sciences students who specialised in Geography and History, and for Natural Sciences, students who specialised in Physical Science and Chemistry or Life Sciences.
The research ethics were considered during the selection of participants and the application of research instruments. Firstly, students were informed about their rights which were: to participate voluntarily, to opt out if they wish to do so, they will not be coerced to answer or provide information which they feel is confidential; their identity and personal details were to be kept anonymous. The learners were informed that the information gathered is not about them, but the observations focussed on the process of learning and teaching.
The selection of the participants in the study adopted a snowball sampling strategy. Snowball sampling is about recruiting participants from the larger sample [40, 41]. The participants in the focus group consisted of sixteen grade nine learners and two teachers who taught Natural Sciences and Social Sciences. The criteria used to recruit participants were: active participation in the class discussions, and a willingness to share opinions and ideas during the lesson.
The primary sources of data were notes developed during the observation of lessons focussed on the learner-knowledge interaction, teacher-knowledge interaction, and teacher-learner interaction. The second set of data was obtained from interview transcripts developed from the students’ reflections during face-to-face discussions after the lesson observations.
The study utilised an observation schedule focussing on the four areas of pedagogical interactions, which are learner-teacher interaction, learner-content knowledge interaction, teacher-content knowledge interaction, and teacher-learner-subject content knowledge interaction in the teaching and learning environment. The capturing and analysis of data focussed on learners’ perceptions of subject content knowledge and opinions about how best the subject content knowledge could be taught more meaningfully to them. The second set of data focussed on the appropriateness and adequacy of feedback and explanations of the teachers to learners’ questions and opinions.
“Researcher needs to live in classrooms, to see the complex forms of interaction that occur in classrooms. In this way, more accurate pictures can be got of which particular kind of students get what particular kind of knowledge and dispositions, one can also see how knowledge is actually created and used in classroom settings” ([32], 15).
The qualitative data analysis procedures were followed; first the data recorded in the observation schedule was given codes. According to [42] a code is a descriptive name for the topic of subject of a data segment. Second, the codes were organised into units focussing on the learners’ reflections, questions and comments and the category for this data was learner-knowledge interactions. The codes that highlighted teachers’ comments, explanations and feedback comprise the category of teacher- knowledge interaction and the last category was formed by actions and behaviour indicating satisfaction, doubts and confusion, and all these were classified under teacher-learner interaction.
Data coded and classified under learner-knowledge interaction were questions asked by learners during the conclusion of the Social Sciences (Geography) lesson and comments made by learners comprise the data summarised in the table.
Learner X asked: “Is earth moving or revolving from the east to the west?”
Learner T asked: “Does the sun rise and set or is it the earth rises?
Learner C asked: “Why does the teacher say the sun rises from the east and sets on the west? Is there such a thing?
Learner R: “Sir, there is something that worries me about the shape of the earth. The globe shows that earth is round, but on the chart the earth is flat. If the earth is like that globe what makes water in the oceans and rivers change position as the earth rotates?”
Learners G: “Sir, I have learned from the Natural Science textbook that the sun does not move, only the earth and other planets rotate around the sun.”
Learner K: “It is wrong to say the sun rises from the east and sets on the west. There is no rising and setting of the sun here.”
Learner F: “And then….. (
Learner J: “I believe the earth is flat, no earth round rather I can say it is round and flat.”
Learner L: “Why are [we] learning this because the Natural Science books and the teacher say something different and the Social Science books and the teacher teach us another thing. What is the truth?”
Learner N asked; “Madam, is the ocean water a soluble or solution?”
Learner Z asked; “What makes ocean water taste so much salty because there is no salt?”
Learner P asked; “Is it true, teacher that all human beings were apes, long-long ago? This information is in the Natural Science textbook.”
Learner S asked; “Who saw these changes and why are we learning about this? How is this information preparing us for jobs?”
Learners commented:
Learner C, “Learning about these things is boring to me and I see no need of knowing anything about apes and this evolution.”
Learner E, “I like to know more about cars and aeroplanes, not the apes and soluble and solvents. At home I spend time reading about cars and drawing cars.”
Learner J: “School is boring because we sit in class, listen to all these lies from the books, writing notes from the book and writing tests.”
Learner M “I am sick and tired of knowledge that does not help us to know how cell phones are made, televisions and music.”
The importance of the data from the questions asked by the learners and comments in this work, as highlighted under the section of data analysis, was to establish the holistic perspective of learners concerning firstly, their interpretation of reality and the environment, and relating knowledge that is an abstract form with their common-sense knowledge, and prior knowledge. Secondly, the comments revealed the perceptions of knowledge learned from the subjects or broad fields in the school curriculum in relation to learners’ feelings, interests, experiences, and views on the relevance of information to their actual life beyond the school. The data from the comments and questions pointed to the criteria used by learners to evaluate knowledge, teaching and learning. The data highlighted that the main premise for logic and reasoning in the learner-knowledge interaction are: (i) relevance, (ii) truthfulness, (iii) worthiness, (iv) evidence and (v) context for the content knowledge. The question asked seeking relevance was for example, “How is this information preparing us for jobs?” Whereas comments that expressed the similar sentiment were: “I am sick and tired of knowledge that does not help us to know how cell phones are made, televisions and music”. According to [2, 14], highlighted in their work, that meaningful knowledge is not just information, but its essence is in the process of production, because the process of production encapsulates the relevance in terms of time and environment contexts. These researchers contended that the only choice in knowledge production currently is between positivism, absolutist, and constructivist relativism, and this trajectory limits the insight into the multifaceted, evolving, and dialogic nature of content knowledge.
Learners distanced themselves from the confusion they identified in the information presented in the textbooks. The contradiction presented in what had been taught for so many years in the subject as factual knowledge, was considered by learners as fallible because it does not provide sense to their questions. To emphasise the importance of knowledge and knowing [10, 11] cited Maton’s legitimating theory, to reveal that knowledge structure had a knower structure, this assertion, is in congruence with the evidence highlighted in the learners’ propensities expressed in their comments and questions, for example, “school is boring because we sit in class listen to all these lies from the books, writing notes from the book and writing tests”, “I am sick and tired of knowledge that does not help us to know how cell phones are made, televisions and music.” These comments highlight that the current generation of learners are not the knower structure for the knowledge structure that is prepared for them. The perspective of the school and classroom being “boring”, was interpreted in this study to mean an oppressive and manipulative environment, because of the comparison drawn between the content knowledge and the expectations, interest and desires for the future, which are not taken care of in the knowledge structure. The argument, about the knowledge structure and knower in the works of ([32], 15) is, in whose interest is certain knowledge (facts, skills, propensities and dispositions) taught in the school curriculum? The concerns of the learners indicate blind spots in the selection and organisation of knowledge in the textbooks and in the school curriculum at large. The dimension of the learner in the selection and sequencing of learning content, from the learners’ perspective does not consider relevance, interest, future plans and desires of the learners, who are the consumers of the product. Instead, knowledge is packaged for the sake of keeping busy in the classroom, which in their view was just a waste of their time and opportunities. The definition of the term ‘education’ by the international researchers and the theorist, B.F Skinner is confirmed in the findings on learner-knowledge interaction, there are specific aspects pointed in the definition “education is what survives when what has been learnt has been forgotten.” The findings provided evidence to the definition of education in the quotation, which implies meaningless and contradictory factual knowledge taught in classroom, the survival implies awareness of the contradictory and meaningless factual knowledge, recall of factual knowledge for the purposes of marks and to obtain a certificate. The conceptualisation of the phrase, “what has been learnt has been forgotten” insinuates that some of the knowledge will be for the short while, which could be for the purposes of test and exams. The learners’ comments and questions made it clear that content knowledge that does not have value to their present and future is a waste of time at the expense of what is of significant to them. The imposed worthless knowledge to them in the school curriculum creates negative perceptions about schooling and knowledge. The phenomenologist and constructivist principles about the learner, learning and knowledge, recommends that learners should be viewed and treated as active participants in knowledge production or construction; learners have their own desires, interests and perceptions about knowledge, and skills that are learnt; learners should not be treated as empty vessels [7, 33]. Concerning knowledge and meaningful learning, [8, 22, 35] emphasise the importance of context and content, the context is the authentic world of knowledge production and its application, whereas content is the collective of conceptual, practical, procedural domains of knowledge about real life phenomena. In the context of the finding highlighting the rejection of content knowledge about the positions of the earth and the sun, the main issue was that learners wanted the practical and procedural understanding of the positions, for them to be convinced. The debate and contradictions contributed to the rejection of the factual knowledge due to the lack of evidence from practical and procedural knowledge from the authentic context where the knowledge is produced.
The ability to connect factual knowledge from Natural Sciences and Social Sciences highlighted in the data provided confirmed the Piaget theory of cognitive development, which states that learners at the age of ten and up, are able to think at an abstract level and generate hypotheses. The critical thinking and evaluation skills on the truthfulness and worthiness of scientific facts in the Natural Science and Social sciences about the positions of the sun and the earth was to learners a theme with contradictions in both fields of knowledge production.
Researcher into teachers’ professional development push the rhetoric of high-quality instruction for quality learning in classrooms [12, 13, 14, 20, 35]. The clarity seeking questions asked by the learners highlighted the deep inquest for knowledge that is not provided in the textbooks. The learners’ questions exposed the limitations in the teacher’s competence to think beyond the textbook knowledge, and as a result learners demonstrated their dissatisfaction and loss of hope and trust in their teachers. The data highlighted that teachers in the two classrooms relied on the perennial approach to knowledge and teaching strategies, which do not take heed of learners’ perspective or viewpoints, hence teachers were caught off guard when confronted by questions requiring in-depth explanation of scientific knowledge. [24, 25] highlighted that a perennial view of knowledge promotes reproduction and transmission of factual knowledge, and does not provide room for contestations, however, the behaviour demonstrated by learners confirmed John Dewey’s counter view on knowledge, which pointed out that learners are interested in knowledge that relates to their daily life experiences. The attitude of the teacher to learners’ questions dented the trust in the teacher-learner relationship, which according to [19, 28, 32] is fundamental to effective learning. The learner-knowledge interaction revealed that teachers lacked the ability to relate content knowledge to the real-life situations and context. This research exposed that learners think beyond the book’s factual knowledge and were able to challenge the teacher-knowledge interaction, which proved to be meaningless to the learners’ search for in-depth understanding.
Reflections on the lesson, according to the evaluation form, the teacher was expected to allow learners to ask questions for clarity purposes. The data presented in two columns show the learner-teacher interaction about the plane earth and the positions of the sun, east and west.
“Yes, the sun rises from the east, read your Social Science textbook”.
“The earth is round and revolves around the sun”.
“The earth is the circumference, with imaginary lines”.
“The sun is the source of energy for the biosphere”.
“The sun is static, meaning that it does not move”.
“Yes, I know it, I am a graduate meaning I have a degree in Geography”.
“The forces of nature make the sun to rise up from the east and set on the west. When you wake up in the morning you can see this for yourself.”
“Yes, the sun moves up from the east and move down in the afternoon and sets in the west”.
“I do get your point, but you should not worry about this for now”.
“The textbook is written by expects and scientists they have conducted experiments”.
“This means that what they say is true and you should believe it”.
“All what you should know is that the sun rises from the east. East is the direction on the compass”.
“In Natural Science, yes we know that the sun does not move”.
“There is only one sun. Do not be confused by these two”.
“There scientist in the Natural Science have tested this and discovered that it to be true, that the sun does not move only the planets rotates around the sun”.
Despite the proposals of the Department of Higher Education in the renewal curriculum policy guidelines, to ensure that pre-service and in-service teachers are equipped with the competence to master theoretical knowledge as well as contexts and conditions under which knowledge is produced in the field or discipline. This work revealed that teachers’ knowledge interaction lacked evidence of epistemological principles highlighted by ([33], 25) and [27] which include: logical thinking; the application of deductive reasoning or syllogism that consists of premises. The first premise is called a major premise that comprises generalised perceptions of the reality, second is, the minor premise; the particular perceptions, and third is the conclusion. The questions asked by learners about the rising and setting of the sun were based on the generally accepted fact, which was confirmed by the subject teacher and the authors of the textbooks for Social Sciences for grade nine, on the other hand learners turned the fact into a hypothesis to be verified. The teacher–learner interaction was viewed by learners to be an opportunity to test the hypothesis to verify the truthfulness of the fact about the rising and setting of the sun. The teacher was unable to assist learners to understand the scientific procedures which led to the conclusion presented in the textbook. Instead, the teacher forced learners to accept the facts as presented in the textbooks. The disposition revealed that the role of the teacher in classroom is to perpetuate traditional practices in learning that promote regurgitation and memorisation of facts, and these traditional practices applied by teachers are in contradiction to the constructivist principles underpinning the curriculum, knowledge integration and contextual construction of knowledge.
The questions from learner-knowledge interaction confirmed the view expressed by [29, 31] that priori or common sense is the basis of knowledge production. Learners’ priori exposed the dimension which the teachers were not aware of and had never expected from grade nine learners; hence the teachers were unable to address those questions.
The findings highlighted in the teachers-knowledge interaction and teacher-learner interaction pointed out that those teachers in the Social Science and Natural Science lesson show no interests in how learners internalise knowledge. Instead of adjusting the teaching techniques to acknowledge and accommodate learners’ queries and concerns, teachers defended the content knowledge, and cautioned learners about questioning knowledge generated by experts and the teachers’ knowledge of the subjects. According to [18, 20, 28, 29], the tendency to suppress learners’ points of view to knowledge and their perspectives is detrimental to meaningful and effective knowledge acquisition and learning. The learners expressed their discontent about the contradictions in the scientific knowledge presented in the textbooks and the views of the teachers. According to [27, 34] warned that the knowledge structure in textbooks is not authentic knowledge because it does not engage learners in the procedure through which that factual knowledge was produced. In the same vein, [35] expressed that factual knowledge without understanding of procedural processes involved in the production of knowledge is worthless to learners. The data presenting learners’ disgruntled dispositions confirms that learners were not satisfied with the knowledge of facts, the common interests were on how such facts were generated, and beyond that, they wanted the contradictions in the factual knowledge to be addressed.
The findings presented in this work pointed to the limitations in the development of the Natural Sciences and Social Sciences subject content knowledge. The first limitation is the promotion of the absolutist view of knowledge and traditional pedagogy. The reflections and learners’ perspectives of reality are not considered as part of knowledge interaction in the teaching and learning. According to [37, 39] constructivism, pedagogy and learner-centred teaching and learning provides learners with opportunities to engage critically with abstract reality by asking questions and developing hypotheses, to seek concrete examples that facilitate understanding of the facts. The second limitation was the teacher knowledge interaction, which pointed to the adherence of teachers to the textbook knowledge and lack of ability to relate abstract knowledge to reality. The findings of the study revealed that learners were frustrated by the teachers’ feedback and comments which indicated that teachers were unable to address the intellectual and cognitive needs of the learners. The questions asked by learners in the Natural Sciences and Social Science lessons pointed to the desire of learners to link abstract and factual knowledge presented by teachers and the textbook with the perceptual knowledge which forms learners general or prior knowledge. According to [21] prior knowledge or general knowledge forms the foundations for meaningful learning since learners use what they perceive from their surroundings to understand abstract factual knowledge.
The other limitation highlighted by the findings was the lack of research and investigating skills for science teachers, for example, questions asked by learners based on the use of the globe to teach a lesson about the structure of the earth should have been considered by the teacher as a hypothesis for investigating and research instead of suppressing the intellectual seeking questions. [8, 25, 31, 43] argued that scientific discoveries are not infallible, however, in their empirical nature, the space for further questions and hypothesis are inevitable.
This work concluded that the teacher-knowledge interaction promoted regurgitation and reproduction of factual knowledge whilst learner-knowledge interaction demanded interpretation, reasoning, deductive thinking and logic about subject content knowledge. The interpretation of this contrast is considered in this work to be an obstacle to the principles of the learner-centred approach underpinning the curriculum of the 21st century education in South Africa. According to [5, 12] teachers should encourage active learner participation of learners in the learning process, and the strategies recommended to teaching and learning are: investigation, research project, exploration, and experimentation, instead of memorisation and reproduction of knowledge. This work also concluded that learners’ intellectual capacity was suppressed by the beliefs of teachers about knowledge production, which was rigid and confined to textbook knowledge. The limitations in the teachers’ abilities to relate factual knowledge to everyday life reality, subsequently developed negative attitudes in learners towards the subject content knowledge.
The questions which this work raises for future research are: what qualities do prospective teachers require to engage learners in the process of knowledge production? Second, how is the principle of a learner-centred approach being conceptualised in the structuring of knowledge to benefit learners’ interests above those of the curriculum developers? Thirdly, how could knowledge structuring cater for differentiated interests and aspirations about life beyond the school? [14, 19, 23, 28] argue that learning and knowledge should not be confined within classroom frameworks, but it should empower learners with ideas and skills to adapt in the world beyond the school.
This work recommends the review of the knowledge structure, on the basis of findings from the comments of the learners which indicated that textbook knowledge is worthless and valueless in terms of helping them to achieve their goals. The narrative in this work serves to motivate for the recognition and acknowledgement of the importance of learners’ perspectives of subject content knowledge, and intellectual and cognitive needs of learners as well by teachers, teacher educators and national school curriculum developers. Education for the liberation of the mind can begin by equipping teachers with the competences of mastering knowledge production. In Scientific Studies knowledge production implies knowing and understanding procedures and scientific processes involved in scientific discoveries, verification of scientific knowledge, for example, investigations, experimentations, creation of hypotheses and methods of testing hypotheses, reasoning and logical thinking. Twenty-first century learners are more technologically inclined, and therefore the use of technology, as learner V indicated, that their interest as young citizens is to be knowledgeable about technology so that they can be part of the technological discoveries of the twenty-first century. The learners expressed views which indicated that they regard themselves capable or achieving their goals should they be allowed to explore their areas of interests using knowledge of modern technology. This work considered this determination and enthusiasm demonstrated by learners in the study, as an opportunity to be explored through alternative strategies to knowledge structuring, which will incorporate or apply learners’ perspective as a threshold to curriculum design, development, and implementation in practice.
The argument presented by this work confirms the definition of education in Skinner (1964) that, “education is what remains after all which has been learnt has been forgotten.” Teacher educators should think critically about this definition and begin to change the perceptions about learning and learners.
"Open access contributes to scientific excellence and integrity. It opens up research results to wider analysis. It allows research results to be reused for new discoveries. And it enables the multi-disciplinary research that is needed to solve global 21st century problems. Open access connects science with society. It allows the public to engage with research. To go behind the headlines. And look at the scientific evidence. And it enables policy makers to draw on innovative solutions to societal challenges".
\n\nCarlos Moedas, the European Commissioner for Research Science and Innovation at the STM Annual Frankfurt Conference, October 2016.
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The Open Access publishing movement started in the early 2000s when academic leaders from around the world participated in the formation of the Budapest Initiative. They developed recommendations for an Open Access publishing process, “which has worked for the past decade to provide the public with unrestricted, free access to scholarly research—much of which is publicly funded. Making the research publicly available to everyone—free of charge and without most copyright and licensing restrictions—will accelerate scientific research efforts and allow authors to reach a larger number of readers” (reference: http://www.budapestopenaccessinitiative.org)
\n\nIntechOpen’s co-founders, both scientists themselves, created the company while undertaking research in robotics at Vienna University. Their goal was to spread research freely “for scientists, by scientists’ to the rest of the world via the Open Access publishing model. The company soon became a signatory of the Budapest Initiative, which currently has more than 1000 supporting organizations worldwide, ranging from universities to funders.
\n\nAt IntechOpen today, we are still as committed to working with organizations and people who care about scientific discovery, to putting the academic needs of the scientific community first, and to providing an Open Access environment where scientists can maximize their contribution to scientific advancement. By opening up access to the world’s scientific research articles and book chapters, we aim to facilitate greater opportunity for collaboration, scientific discovery and progress. We subscribe wholeheartedly to the Open Access definition:
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\n\nAs a firm believer in the wider dissemination of knowledge, IntechOpen supports the Open Access Initiative Protocol for Metadata Harvesting (OAI-PMH Version 2.0). Read more
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\n\nBook chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen upholds a very flexible Copyright Policy. There is no copyright transfer to the publisher and Authors retain exclusive copyright to their work. All Monographs/Compacts are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Read more
\n\nPeer Review Policies
\n\nAll scientific works are Peer Reviewed prior to publishing. Read more
\n\nOA Publishing Fees
\n\nThe Open Access publishing model employed by IntechOpen eliminates subscription charges and pay-per-view fees, enabling readers to access research at no cost. In order to sustain operations and keep our publications freely accessible we levy an Open Access Publishing Fee for manuscripts, which helps us cover the costs of editorial work and the production of books. Read more
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Radiotherapy and Nuclear Medicine Technology has always been my aspiration and my life. As years passed I accumulated a tremendous amount of skills and knowledge in Radiotherapy and Nuclear Medicine, Conventional Radiology, Radiation Protection, Bioinformatics Technology, PACS, Image processing, clinically and lecturing that will enable me to provide a valuable service to the community as a Researcher and Consultant in this field. My method of translating this into day to day in clinical practice is non-exhaustible and my habit of exchanging knowledge and expertise with others in those fields is the code and secret of success.",institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"313277",title:"Dr.",name:"Bartłomiej",middleName:null,surname:"Płaczek",slug:"bartlomiej-placzek",fullName:"Bartłomiej Płaczek",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/313277/images/system/313277.jpg",biography:"Bartłomiej Płaczek, MSc (2002), Ph.D. (2005), Habilitation (2016), is a professor at the University of Silesia, Institute of Computer Science, Poland, and an expert from the National Centre for Research and Development. His research interests include sensor networks, smart sensors, intelligent systems, and image processing with applications in healthcare and medicine. He is the author or co-author of more than seventy papers in peer-reviewed journals and conferences as well as the co-author of several books. He serves as a reviewer for many scientific journals, international conferences, and research foundations. Since 2010, Dr. Placzek has been a reviewer of grants and projects (including EU projects) in the field of information technologies.",institutionString:"University of Silesia",institution:{name:"University of Silesia",country:{name:"Poland"}}},{id:"35000",title:"Prof.",name:"Ulrich H.P",middleName:"H.P.",surname:"Fischer",slug:"ulrich-h.p-fischer",fullName:"Ulrich H.P Fischer",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/35000/images/3052_n.jpg",biography:"Academic and Professional Background\nUlrich H. P. has Diploma and PhD degrees in Physics from the Free University Berlin, Germany. He has been working on research positions in the Heinrich-Hertz-Institute in Germany. Several international research projects has been performed with European partners from France, Netherlands, Norway and the UK. He is currently Professor of Communications Systems at the Harz University of Applied Sciences, Germany.\n\nPublications and Publishing\nHe has edited one book, a special interest book about ‘Optoelectronic Packaging’ (VDE, Berlin, Germany), and has published over 100 papers and is owner of several international patents for WDM over POF key elements.\n\nKey Research and Consulting Interests\nUlrich’s research activity has always been related to Spectroscopy and Optical Communications Technology. Specific current interests include the validation of complex instruments, and the application of VR technology to the development and testing of measurement systems. He has been reviewer for several publications of the Optical Society of America\\'s including Photonics Technology Letters and Applied Optics.\n\nPersonal Interests\nThese include motor cycling in a very relaxed manner and performing martial arts.",institutionString:null,institution:{name:"Charité",country:{name:"Germany"}}},{id:"341622",title:"Ph.D.",name:"Eduardo",middleName:null,surname:"Rojas Alvarez",slug:"eduardo-rojas-alvarez",fullName:"Eduardo Rojas Alvarez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/341622/images/15892_n.jpg",biography:null,institutionString:null,institution:{name:"University of Cuenca",country:{name:"Ecuador"}}},{id:"215610",title:"Prof.",name:"Muhammad",middleName:null,surname:"Sarfraz",slug:"muhammad-sarfraz",fullName:"Muhammad Sarfraz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/215610/images/system/215610.jpeg",biography:"Muhammad Sarfraz is a professor in the Department of Information Science, Kuwait University, Kuwait. His research interests include optimization, computer graphics, computer vision, image processing, machine learning, pattern recognition, soft computing, data science, and intelligent systems. Prof. Sarfraz has been a keynote/invited speaker at various platforms around the globe. He has advised/supervised more than 110 students for their MSc and Ph.D. theses. He has published more than 400 publications as books, journal articles, and conference papers. He has authored and/or edited around seventy books. Prof. Sarfraz is a member of various professional societies. He is a chair and member of international advisory committees and organizing committees of numerous international conferences. He is also an editor and editor in chief for various international journals.",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"32650",title:"Prof.",name:"Lukas",middleName:"Willem",surname:"Snyman",slug:"lukas-snyman",fullName:"Lukas Snyman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/32650/images/4136_n.jpg",biography:"Lukas Willem Snyman received his basic education at primary and high schools in South Africa, Eastern Cape. He enrolled at today's Nelson Metropolitan University and graduated from this university with a BSc in Physics and Mathematics, B.Sc Honors in Physics, MSc in Semiconductor Physics, and a Ph.D. in Semiconductor Physics in 1987. After his studies, he chose an academic career and devoted his energy to the teaching of physics to first, second, and third-year students. After positions as a lecturer at the University of Port Elizabeth, he accepted a position as Associate Professor at the University of Pretoria, South Africa.\r\n\r\nIn 1992, he motivates the concept of 'television and computer-based education” as means to reach large student numbers with only the best of teaching expertise and publishes an article on the concept in the SA Journal of Higher Education of 1993 (and later in 2003). The University of Pretoria subsequently approved a series of test projects on the concept with outreach to Mamelodi and Eerste Rust in 1993. In 1994, the University established a 'Unit for Telematic Education ' as a support section for multiple faculties at the University of Pretoria. In subsequent years, the concept of 'telematic education” subsequently becomes well established in academic circles in South Africa, grew in popularity, and is adopted by many universities and colleges throughout South Africa as a medium of enhancing education and training, as a method to reaching out to far out communities, and as a means to enhance study from the home environment.\r\n\r\nProfessor Snyman in subsequent years pursued research in semiconductor physics, semiconductor devices, microelectronics, and optoelectronics.\r\n\r\nIn 2000 he joined the TUT as a full professor. Here served for a period as head of the Department of Electronic Engineering. Here he makes contributions to solar energy development, microwave and optoelectronic device development, silicon photonics, as well as contributions to new mobile telecommunication systems and network planning in SA.\r\n\r\nCurrently, he teaches electronics and telecommunications at the TUT to audiences ranging from first-year students to Ph.D. level.\r\n\r\nFor his research in the field of 'Silicon Photonics” since 1990, he has published (as author and co-author) about thirty internationally reviewed articles in scientific journals, contributed to more than forty international conferences, about 25 South African provisional patents (as inventor and co-inventor), 8 PCT international patent applications until now. Of these, two USA patents applications, two European Patents, two Korean patents, and ten SA patents have been granted. A further 4 USA patents, 5 European patents, 3 Korean patents, 3 Chinese patents, and 3 Japanese patents are currently under consideration.\r\n\r\nRecently he has also published an extensive scholarly chapter in an internet open access book on 'Integrating Microphotonic Systems and MOEMS into standard Silicon CMOS Integrated circuitry”.\r\n\r\nFurthermore, Professor Snyman recently steered a new initiative at the TUT by introducing a 'Laboratory for Innovative Electronic Systems ' at the Department of Electrical Engineering. The model of this laboratory or center is to primarily combine outputs as achieved by high-level research with lower-level system development and entrepreneurship in a technical university environment. Students are allocated to projects at different levels with PhDs and Master students allocated to the generation of new knowledge and new technologies, while students at the diploma and Baccalaureus level are allocated to electronic systems development with a direct and a near application for application in industry or the commercial and public sectors in South Africa.\r\n\r\nProfessor Snyman received the WIRSAM Award of 1983 and the WIRSAM Award in 1985 in South Africa for best research papers by a young scientist at two international conferences on electron microscopy in South Africa. He subsequently received the SA Microelectronics Award for the best dissertation emanating from studies executed at a South African university in the field of Physics and Microelectronics in South Africa in 1987. In October of 2011, Professor Snyman received the prestigious Institutional Award for 'Innovator of the Year” for 2010 at the Tshwane University of Technology, South Africa. This award was based on the number of patents recognized and granted by local and international institutions as well as for his contributions concerning innovation at the TUT.",institutionString:null,institution:{name:"University of South Africa",country:{name:"South Africa"}}},{id:"317279",title:"Mr.",name:"Ali",middleName:"Usama",surname:"Syed",slug:"ali-syed",fullName:"Ali Syed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/317279/images/16024_n.png",biography:"A creative, talented, and innovative young professional who is dedicated, well organized, and capable research fellow with two years of experience in graduate-level research, published in engineering journals and book, with related expertise in Bio-robotics, equally passionate about the aesthetics of the mechanical and electronic system, obtained expertise in the use of MS Office, MATLAB, SolidWorks, LabVIEW, Proteus, Fusion 360, having a grasp on python, C++ and assembly language, possess proven ability in acquiring research grants, previous appointments with social and educational societies with experience in administration, current affiliations with IEEE and Web of Science, a confident presenter at conferences and teacher in classrooms, able to explain complex information to audiences of all levels.",institutionString:null,institution:{name:"Air University",country:{name:"Pakistan"}}},{id:"75526",title:"Ph.D.",name:"Zihni Onur",middleName:null,surname:"Uygun",slug:"zihni-onur-uygun",fullName:"Zihni Onur Uygun",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/75526/images/12_n.jpg",biography:"My undergraduate education and my Master of Science educations at Ege University and at Çanakkale Onsekiz Mart University have given me a firm foundation in Biochemistry, Analytical Chemistry, Biosensors, Bioelectronics, Physical Chemistry and Medicine. After obtaining my degree as a MSc in analytical chemistry, I started working as a research assistant in Ege University Medical Faculty in 2014. In parallel, I enrolled to the MSc program at the Department of Medical Biochemistry at Ege University to gain deeper knowledge on medical and biochemical sciences as well as clinical chemistry in 2014. In my PhD I deeply researched on biosensors and bioelectronics and finished in 2020. Now I have eleven SCI-Expanded Index published papers, 6 international book chapters, referee assignments for different SCIE journals, one international patent pending, several international awards, projects and bursaries. In parallel to my research assistant position at Ege University Medical Faculty, Department of Medical Biochemistry, in April 2016, I also founded a Start-Up Company (Denosens Biotechnology LTD) by the support of The Scientific and Technological Research Council of Turkey. Currently, I am also working as a CEO in Denosens Biotechnology. The main purposes of the company, which carries out R&D as a research center, are to develop new generation biosensors and sensors for both point-of-care diagnostics; such as glucose, lactate, cholesterol and cancer biomarker detections. My specific experimental and instrumental skills are Biochemistry, Biosensor, Analytical Chemistry, Electrochemistry, Mobile phone based point-of-care diagnostic device, POCTs and Patient interface designs, HPLC, Tandem Mass Spectrometry, Spectrophotometry, ELISA.",institutionString:null,institution:{name:"Ege University",country:{name:"Turkey"}}},{id:"246502",title:"Dr.",name:"Jaya T.",middleName:"T",surname:"Varkey",slug:"jaya-t.-varkey",fullName:"Jaya T. Varkey",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246502/images/11160_n.jpg",biography:"Jaya T. Varkey, PhD, graduated with a degree in Chemistry from Cochin University of Science and Technology, Kerala, India. She obtained a PhD in Chemistry from the School of Chemical Sciences, Mahatma Gandhi University, Kerala, India, and completed a post-doctoral fellowship at the University of Minnesota, USA. She is a research guide at Mahatma Gandhi University and Associate Professor in Chemistry, St. Teresa’s College, Kochi, Kerala, India.\nDr. Varkey received a National Young Scientist award from the Indian Science Congress (1995), a UGC Research award (2016–2018), an Indian National Science Academy (INSA) Visiting Scientist award (2018–2019), and a Best Innovative Faculty award from the All India Association for Christian Higher Education (AIACHE) (2019). She Hashas received the Sr. Mary Cecil prize for best research paper three times. She was also awarded a start-up to develop a tea bag water filter. \nDr. Varkey has published two international books and twenty-seven international journal publications. She is an editorial board member for five international journals.",institutionString:"St. Teresa’s College",institution:null},{id:"250668",title:"Dr.",name:"Ali",middleName:null,surname:"Nabipour Chakoli",slug:"ali-nabipour-chakoli",fullName:"Ali Nabipour Chakoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/250668/images/system/250668.jpg",biography:"Academic Qualification:\r\n•\tPhD in Materials Physics and Chemistry, From: Sep. 2006, to: Sep. 2010, School of Materials Science and Engineering, Harbin Institute of Technology, Thesis: Structure and Shape Memory Effect of Functionalized MWCNTs/poly (L-lactide-co-ε-caprolactone) Nanocomposites. Supervisor: Prof. Wei Cai,\r\n•\tM.Sc in Applied Physics, From: 1996, to: 1998, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Determination of Boron in Micro alloy Steels with solid state nuclear track detectors by neutron induced auto radiography, Supervisors: Dr. M. Hosseini Ashrafi and Dr. A. Hosseini.\r\n•\tB.Sc. in Applied Physics, From: 1991, to: 1996, Faculty of Physics & Nuclear Science, Amirkabir Uni. of Technology, Tehran, Iran, Thesis: Design of shielding for Am-Be neutron sources for In Vivo neutron activation analysis, Supervisor: Dr. M. Hosseini Ashrafi.\r\n\r\nResearch Experiences:\r\n1.\tNanomaterials, Carbon Nanotubes, Graphene: Synthesis, Functionalization and Characterization,\r\n2.\tMWCNTs/Polymer Composites: Fabrication and Characterization, \r\n3.\tShape Memory Polymers, Biodegradable Polymers, ORC, Collagen,\r\n4.\tMaterials Analysis and Characterizations: TEM, SEM, XPS, FT-IR, Raman, DSC, DMA, TGA, XRD, GPC, Fluoroscopy, \r\n5.\tInteraction of Radiation with Mater, Nuclear Safety and Security, NDT(RT),\r\n6.\tRadiation Detectors, Calibration (SSDL),\r\n7.\tCompleted IAEA e-learning Courses:\r\nNuclear Security (15 Modules),\r\nNuclear Safety:\r\nTSA 2: Regulatory Protection in Occupational Exposure,\r\nTips & Tricks: Radiation Protection in Radiography,\r\nSafety and Quality in Radiotherapy,\r\nCourse on Sealed Radioactive Sources,\r\nCourse on Fundamentals of Environmental Remediation,\r\nCourse on Planning for Environmental Remediation,\r\nKnowledge Management Orientation Course,\r\nFood Irradiation - Technology, Applications and Good Practices,\r\nEmployment:\r\nFrom 2010 to now: Academic staff, Nuclear Science and Technology Research Institute, Kargar Shomali, Tehran, Iran, P.O. Box: 14395-836.\r\nFrom 1997 to 2006: Expert of Materials Analysis and Characterization. Research Center of Agriculture and Medicine. Rajaeeshahr, Karaj, Iran, P. O. Box: 31585-498.",institutionString:"Atomic Energy Organization of Iran",institution:{name:"Atomic Energy Organization of Iran",country:{name:"Iran"}}},{id:"248279",title:"Dr.",name:"Monika",middleName:"Elzbieta",surname:"Machoy",slug:"monika-machoy",fullName:"Monika Machoy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248279/images/system/248279.jpeg",biography:"Monika Elżbieta Machoy, MD, graduated with distinction from the Faculty of Medicine and Dentistry at the Pomeranian Medical University in 2009, defended her PhD thesis with summa cum laude in 2016 and is currently employed as a researcher at the Department of Orthodontics of the Pomeranian Medical University. She expanded her professional knowledge during a one-year scholarship program at the Ernst Moritz Arndt University in Greifswald, Germany and during a three-year internship at the Technical University in Dresden, Germany. She has been a speaker at numerous orthodontic conferences, among others, American Association of Orthodontics, European Orthodontic Symposium and numerous conferences of the Polish Orthodontic Society. She conducts research focusing on the effect of orthodontic treatment on dental and periodontal tissues and the causes of pain in orthodontic patients.",institutionString:"Pomeranian Medical University",institution:{name:"Pomeranian Medical University",country:{name:"Poland"}}},{id:"252743",title:"Prof.",name:"Aswini",middleName:"Kumar",surname:"Kar",slug:"aswini-kar",fullName:"Aswini Kar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252743/images/10381_n.jpg",biography:"uploaded in cv",institutionString:null,institution:{name:"KIIT University",country:{name:"India"}}},{id:"204256",title:"Dr.",name:"Anil",middleName:"Kumar",surname:"Kumar Sahu",slug:"anil-kumar-sahu",fullName:"Anil Kumar Sahu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/204256/images/14201_n.jpg",biography:"I have nearly 11 years of research and teaching experience. I have done my master degree from University Institute of Pharmacy, Pt. Ravi Shankar Shukla University, Raipur, Chhattisgarh India. I have published 16 review and research articles in international and national journals and published 4 chapters in IntechOpen, the world’s leading publisher of Open access books. I have presented many papers at national and international conferences. I have received research award from Indian Drug Manufacturers Association in year 2015. My research interest extends from novel lymphatic drug delivery systems, oral delivery system for herbal bioactive to formulation optimization.",institutionString:null,institution:{name:"Chhattisgarh Swami Vivekanand Technical University",country:{name:"India"}}},{id:"253468",title:"Dr.",name:"Mariusz",middleName:null,surname:"Marzec",slug:"mariusz-marzec",fullName:"Mariusz Marzec",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/253468/images/system/253468.png",biography:"An assistant professor at Department of Biomedical Computer Systems, at Institute of Computer Science, Silesian University in Katowice. Scientific interests: computer analysis and processing of images, biomedical images, databases and programming languages. He is an author and co-author of scientific publications covering analysis and processing of biomedical images and development of database systems.",institutionString:"University of Silesia",institution:null},{id:"212432",title:"Prof.",name:"Hadi",middleName:null,surname:"Mohammadi",slug:"hadi-mohammadi",fullName:"Hadi Mohammadi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/212432/images/system/212432.jpeg",biography:"Dr. Hadi Mohammadi is a biomedical engineer with hands-on experience in the design and development of many engineering structures and medical devices through various projects that he has been involved in over the past twenty years. Dr. Mohammadi received his BSc. and MSc. degrees in Mechanical Engineering from Sharif University of Technology, Tehran, Iran, and his PhD. degree in Biomedical Engineering (biomaterials) from the University of Western Ontario. He was a postdoctoral trainee for almost four years at University of Calgary and Harvard Medical School. He is an industry innovator having created the technology to produce lifelike synthetic platforms that can be used for the simulation of almost all cardiovascular reconstructive surgeries. He’s been heavily involved in the design and development of cardiovascular devices and technology for the past 10 years. He is currently an Assistant Professor with the University of British Colombia, Canada.",institutionString:"University of British Columbia",institution:{name:"University of British Columbia",country:{name:"Canada"}}},{id:"254463",title:"Prof.",name:"Haisheng",middleName:null,surname:"Yang",slug:"haisheng-yang",fullName:"Haisheng Yang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/254463/images/system/254463.jpeg",biography:"Haisheng Yang, Ph.D., Professor and Director of the Department of Biomedical Engineering, College of Life Science and Bioengineering, Beijing University of Technology. He received his Ph.D. degree in Mechanics/Biomechanics from Harbin Institute of Technology (jointly with University of California, Berkeley). Afterwards, he worked as a Postdoctoral Research Associate in the Purdue Musculoskeletal Biology and Mechanics Lab at the Department of Basic Medical Sciences, Purdue University, USA. He also conducted research in the Research Centre of Shriners Hospitals for Children-Canada at McGill University, Canada. Dr. Yang has over 10 years research experience in orthopaedic biomechanics and mechanobiology of bone adaptation and regeneration. He earned an award from Beijing Overseas Talents Aggregation program in 2017 and serves as Beijing Distinguished Professor.",institutionString:"Beijing University of Technology",institution:null},{id:"255757",title:"Dr.",name:"Igor",middleName:"Victorovich",surname:"Lakhno",slug:"igor-lakhno",fullName:"Igor Lakhno",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255757/images/system/255757.jpg",biography:"Lakhno Igor Victorovich was born in 1971 in Kharkiv (Ukraine). \nMD – 1994, Kharkiv National Medical Univesity.\nOb&Gyn; – 1997, master courses in Kharkiv Medical Academy of Postgraduate Education.\nPhD – 1999, Kharkiv National Medical Univesity.\nDSc – 2019, PL Shupik National Academy of Postgraduate Education \nLakhno Igor has been graduated from an international training courses on reproductive medicine and family planning held in Debrecen University (Hungary) in 1997. Since 1998 Lakhno Igor has worked as an associate professor of the department of obstetrics and gynecology of VN Karazin National University and an associate professor of the perinatology, obstetrics and gynecology department of Kharkiv Medical Academy of Postgraduate Education. Since June 2019 he’s a professor of the department of obstetrics and gynecology of VN Karazin National University and a professor of the perinatology, obstetrics and gynecology department of Kharkiv Medical Academy of Postgraduate Education . He’s an author of about 200 printed works and there are 17 of them in Scopus or Web of Science databases. Lakhno Igor is a rewiever of Journal of Obstetrics and Gynaecology (Taylor and Francis), Informatics in Medicine Unlocked (Elsevier), The Journal of Obstetrics and Gynecology Research (Wiley), Endocrine, Metabolic & Immune Disorders-Drug Targets (Bentham Open), The Open Biomedical Engineering Journal (Bentham Open), etc. He’s defended a dissertation for DSc degree \\'Pre-eclampsia: prediction, prevention and treatment”. Lakhno Igor has participated as a speaker in several international conferences and congresses (International Conference on Biological Oscillations April 10th-14th 2016, Lancaster, UK, The 9th conference of the European Study Group on Cardiovascular Oscillations). His main scientific interests: obstetrics, women’s health, fetal medicine, cardiovascular medicine.",institutionString:"V.N. Karazin Kharkiv National University",institution:{name:"Kharkiv Medical Academy of Postgraduate Education",country:{name:"Ukraine"}}},{id:"89721",title:"Dr.",name:"Mehmet",middleName:"Cuneyt",surname:"Ozmen",slug:"mehmet-ozmen",fullName:"Mehmet Ozmen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/89721/images/7289_n.jpg",biography:null,institutionString:null,institution:{name:"Gazi University",country:{name:"Turkey"}}},{id:"243698",title:"M.D.",name:"Xiaogang",middleName:null,surname:"Wang",slug:"xiaogang-wang",fullName:"Xiaogang Wang",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243698/images/system/243698.png",biography:"Dr. Xiaogang Wang, a faculty member of Shanxi Eye Hospital specializing in the treatment of cataract and retinal disease and a tutor for postgraduate students of Shanxi Medical University, worked in the COOL Lab as an international visiting scholar under the supervision of Dr. David Huang and Yali Jia from October 2012 through November 2013. Dr. Wang earned an MD from Shanxi Medical University and a Ph.D. from Shanghai Jiao Tong University. Dr. Wang was awarded two research project grants focused on multimodal optical coherence tomography imaging and deep learning in cataract and retinal disease, from the National Natural Science Foundation of China. He has published around 30 peer-reviewed journal papers and four book chapters and co-edited one book.",institutionString:"Shanxi Eye Hospital",institution:{name:"Shanxi Eye Hospital",country:{name:"China"}}},{id:"242893",title:"Ph.D. Student",name:"Joaquim",middleName:null,surname:"De Moura",slug:"joaquim-de-moura",fullName:"Joaquim De Moura",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/242893/images/7133_n.jpg",biography:"Joaquim de Moura received his degree in Computer Engineering in 2014 from the University of A Coruña (Spain). In 2016, he received his M.Sc degree in Computer Engineering from the same university. He is currently pursuing his Ph.D degree in Computer Science in a collaborative project between ophthalmology centers in Galicia and the University of A Coruña. His research interests include computer vision, machine learning algorithms and analysis and medical imaging processing of various kinds.",institutionString:null,institution:{name:"University of A Coruña",country:{name:"Spain"}}},{id:"267434",title:"Dr.",name:"Rohit",middleName:null,surname:"Raja",slug:"rohit-raja",fullName:"Rohit Raja",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRZkkQAG/Profile_Picture_2022-05-09T12:55:18.jpg",biography:null,institutionString:null,institution:null},{id:"294334",title:"B.Sc.",name:"Marc",middleName:null,surname:"Bruggeman",slug:"marc-bruggeman",fullName:"Marc Bruggeman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/294334/images/8242_n.jpg",biography:"Chemical engineer graduate, with a passion for material science and specific interest in polymers - their near infinite applications intrigue me. \n\nI plan to continue my scientific career in the field of polymeric biomaterials as I am fascinated by intelligent, bioactive and biomimetic materials for use in both consumer and medical applications.",institutionString:null,institution:null},{id:"244950",title:"Dr.",name:"Salvatore",middleName:null,surname:"Di Lauro",slug:"salvatore-di-lauro",fullName:"Salvatore Di Lauro",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0030O00002bSF1HQAW/ProfilePicture%202021-12-20%2014%3A54%3A14.482",biography:"Name:\n\tSALVATORE DI LAURO\nAddress:\n\tHospital Clínico Universitario Valladolid\nAvda Ramón y Cajal 3\n47005, Valladolid\nSpain\nPhone number: \nFax\nE-mail:\n\t+34 983420000 ext 292\n+34 983420084\nsadilauro@live.it\nDate and place of Birth:\nID Number\nMedical Licence \nLanguages\t09-05-1985. Villaricca (Italy)\n\nY1281863H\n474707061\nItalian (native language)\nSpanish (read, written, spoken)\nEnglish (read, written, spoken)\nPortuguese (read, spoken)\nFrench (read)\n\t\t\nCurrent position (title and company)\tDate (Year)\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. Private practise.\t2017-today\n\n2019-today\n\t\n\t\nEducation (High school, university and postgraduate training > 3 months)\tDate (Year)\nDegree in Medicine and Surgery. University of Neaples 'Federico II”\nResident in Opthalmology. Hospital Clinico Universitario Valladolid\nMaster in Vitreo-Retina. IOBA. University of Valladolid\nFellow of the European Board of Ophthalmology. Paris\nMaster in Research in Ophthalmology. University of Valladolid\t2003-2009\n2012-2016\n2016-2017\n2016\n2012-2013\n\t\nEmployments (company and positions)\tDate (Year)\nResident in Ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl.\nFellow in Vitreo-Retina. IOBA. University of Valladolid\nVitreo-Retinal consultant in ophthalmology. Hospital Clinico Universitario Valladolid. Sacyl. National Health System.\nVitreo-Retinal consultant in ophthalmology. Instituto Oftalmologico Recoletas. Red Hospitalaria Recoletas. \n\t2012-2016\n2016-2017\n2017-today\n\n2019-Today\n\n\n\t\nClinical Research Experience (tasks and role)\tDate (Year)\nAssociated investigator\n\n' FIS PI20/00740: DESARROLLO DE UNA CALCULADORA DE RIESGO DE\nAPARICION DE RETINOPATIA DIABETICA BASADA EN TECNICAS DE IMAGEN MULTIMODAL EN PACIENTES DIABETICOS TIPO 1. Grant by: Ministerio de Ciencia e Innovacion \n\n' (BIO/VA23/14) Estudio clínico multicéntrico y prospectivo para validar dos\nbiomarcadores ubicados en los genes p53 y MDM2 en la predicción de los resultados funcionales de la cirugía del desprendimiento de retina regmatógeno. Grant by: Gerencia Regional de Salud de la Junta de Castilla y León.\n' Estudio multicéntrico, aleatorizado, con enmascaramiento doble, en 2 grupos\nparalelos y de 52 semanas de duración para comparar la eficacia, seguridad e inmunogenicidad de SOK583A1 respecto a Eylea® en pacientes con degeneración macular neovascular asociada a la edad' (CSOK583A12301; N.EUDRA: 2019-004838-41; FASE III). Grant by Hexal AG\n\n' Estudio de fase III, aleatorizado, doble ciego, con grupos paralelos, multicéntrico para comparar la eficacia y la seguridad de QL1205 frente a Lucentis® en pacientes con degeneración macular neovascular asociada a la edad. (EUDRACT: 2018-004486-13). Grant by Qilu Pharmaceutical Co\n\n' Estudio NEUTON: Ensayo clinico en fase IV para evaluar la eficacia de aflibercept en pacientes Naive con Edema MacUlar secundario a Oclusion de Vena CenTral de la Retina (OVCR) en regimen de tratamientO iNdividualizado Treat and Extend (TAE)”, (2014-000975-21). Grant by Fundacion Retinaplus\n\n' Evaluación de la seguridad y bioactividad de anillos de tensión capsular en conejo. Proyecto Procusens. Grant by AJL, S.A.\n\n'Estudio epidemiológico, prospectivo, multicéntrico y abierto\\npara valorar la frecuencia de la conjuntivitis adenovírica diagnosticada mediante el test AdenoPlus®\\nTest en pacientes enfermos de conjuntivitis aguda”\\n. National, multicenter study. Grant by: NICOX.\n\nEuropean multicentric trial: 'Evaluation of clinical outcomes following the use of Systane Hydration in patients with dry eye”. Study Phase 4. Grant by: Alcon Labs'\n\nVLPs Injection and Activation in a Rabbit Model of Uveal Melanoma. Grant by Aura Bioscience\n\nUpdating and characterization of a rabbit model of uveal melanoma. Grant by Aura Bioscience\n\nEnsayo clínico en fase IV para evaluar las variantes genéticas de la vía del VEGF como biomarcadores de eficacia del tratamiento con aflibercept en pacientes con degeneración macular asociada a la edad (DMAE) neovascular. Estudio BIOIMAGE. IMO-AFLI-2013-01\n\nEstudio In-Eye:Ensayo clínico en fase IV, abierto, aleatorizado, de 2 brazos,\nmulticçentrico y de 12 meses de duración, para evaluar la eficacia y seguridad de un régimen de PRN flexible individualizado de 'esperar y extender' versus un régimen PRN según criterios de estabilización mediante evaluaciones mensuales de inyecciones intravítreas de ranibizumab 0,5 mg en pacientes naive con neovascularización coriodea secunaria a la degeneración macular relacionada con la edad. CP: CRFB002AES03T\n\nTREND: Estudio Fase IIIb multicéntrico, randomizado, de 12 meses de\nseguimiento con evaluador de la agudeza visual enmascarado, para evaluar la eficacia y la seguridad de ranibizumab 0.5mg en un régimen de tratar y extender comparado con un régimen mensual, en pacientes con degeneración macular neovascular asociada a la edad. CP: CRFB002A2411 Código Eudra CT:\n2013-002626-23\n\n\n\nPublications\t\n\n2021\n\n\n\n\n2015\n\n\n\n\n2021\n\n\n\n\n\n2021\n\n\n\n\n2015\n\n\n\n\n2015\n\n\n2014\n\n\n\n\n2015-16\n\n\n\n2015\n\n\n2014\n\n\n2014\n\n\n\n\n2014\n\n\n\n\n\n\n\n2014\n\nJose Carlos Pastor; Jimena Rojas; Salvador Pastor-Idoate; Salvatore Di Lauro; Lucia Gonzalez-Buendia; Santiago Delgado-Tirado. Proliferative vitreoretinopathy: A new concept of disease pathogenesis and practical\nconsequences. Progress in Retinal and Eye Research. 51, pp. 125 - 155. 03/2016. DOI: 10.1016/j.preteyeres.2015.07.005\n\n\nLabrador-Velandia S; Alonso-Alonso ML; Di Lauro S; García-Gutierrez MT; Srivastava GK; Pastor JC; Fernandez-Bueno I. Mesenchymal stem cells provide paracrine neuroprotective resources that delay degeneration of co-cultured organotypic neuroretinal cultures.Experimental Eye Research. 185, 17/05/2019. DOI: 10.1016/j.exer.2019.05.011\n\nSalvatore Di Lauro; Maria Teresa Garcia Gutierrez; Ivan Fernandez Bueno. Quantification of pigment epithelium-derived factor (PEDF) in an ex vivo coculture of retinal pigment epithelium cells and neuroretina.\nJournal of Allbiosolution. 2019. ISSN 2605-3535\n\nSonia Labrador Velandia; Salvatore Di Lauro; Alonso-Alonso ML; Tabera Bartolomé S; Srivastava GK; Pastor JC; Fernandez-Bueno I. Biocompatibility of intravitreal injection of human mesenchymal stem cells in immunocompetent rabbits. Graefe's archive for clinical and experimental ophthalmology. 256 - 1, pp. 125 - 134. 01/2018. DOI: 10.1007/s00417-017-3842-3\n\n\nSalvatore Di Lauro, David Rodriguez-Crespo, Manuel J Gayoso, Maria T Garcia-Gutierrez, J Carlos Pastor, Girish K Srivastava, Ivan Fernandez-Bueno. A novel coculture model of porcine central neuroretina explants and retinal pigment epithelium cells. Molecular Vision. 2016 - 22, pp. 243 - 253. 01/2016.\n\nSalvatore Di Lauro. Classifications for Proliferative Vitreoretinopathy ({PVR}): An Analysis of Their Use in Publications over the Last 15 Years. Journal of Ophthalmology. 2016, pp. 1 - 6. 01/2016. DOI: 10.1155/2016/7807596\n\nSalvatore Di Lauro; Rosa Maria Coco; Rosa Maria Sanabria; Enrique Rodriguez de la Rua; Jose Carlos Pastor. Loss of Visual Acuity after Successful Surgery for Macula-On Rhegmatogenous Retinal Detachment in a Prospective Multicentre Study. Journal of Ophthalmology. 2015:821864, 2015. DOI: 10.1155/2015/821864\n\nIvan Fernandez-Bueno; Salvatore Di Lauro; Ivan Alvarez; Jose Carlos Lopez; Maria Teresa Garcia-Gutierrez; Itziar Fernandez; Eva Larra; Jose Carlos Pastor. Safety and Biocompatibility of a New High-Density Polyethylene-Based\nSpherical Integrated Porous Orbital Implant: An Experimental Study in Rabbits. Journal of Ophthalmology. 2015:904096, 2015. DOI: 10.1155/2015/904096\n\nPastor JC; Pastor-Idoate S; Rodríguez-Hernandez I; Rojas J; Fernandez I; Gonzalez-Buendia L; Di Lauro S; Gonzalez-Sarmiento R. Genetics of PVR and RD. Ophthalmologica. 232 - Suppl 1, pp. 28 - 29. 2014\n\nRodriguez-Crespo D; Di Lauro S; Singh AK; Garcia-Gutierrez MT; Garrosa M; Pastor JC; Fernandez-Bueno I; Srivastava GK. Triple-layered mixed co-culture model of RPE cells with neuroretina for evaluating the neuroprotective effects of adipose-MSCs. Cell Tissue Res. 358 - 3, pp. 705 - 716. 2014.\nDOI: 10.1007/s00441-014-1987-5\n\nCarlo De Werra; Salvatore Condurro; Salvatore Tramontano; Mario Perone; Ivana Donzelli; Salvatore Di Lauro; Massimo Di Giuseppe; Rosa Di Micco; Annalisa Pascariello; Antonio Pastore; Giorgio Diamantis; Giuseppe Galloro. Hydatid disease of the liver: thirty years of surgical experience.Chirurgia italiana. 59 - 5, pp. 611 - 636.\n(Italia): 2007. ISSN 0009-4773\n\nChapters in books\n\t\n' Salvador Pastor Idoate; Salvatore Di Lauro; Jose Carlos Pastor Jimeno. PVR: Pathogenesis, Histopathology and Classification. Proliferative Vitreoretinopathy with Small Gauge Vitrectomy. Springer, 2018. ISBN 978-3-319-78445-8\nDOI: 10.1007/978-3-319-78446-5_2. \n\n' Salvatore Di Lauro; Maria Isabel Lopez Galvez. Quistes vítreos en una mujer joven. Problemas diagnósticos en patología retinocoroidea. Sociedad Española de Retina-Vitreo. 2018.\n\n' Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor Jimeno. iOCT in PVR management. OCT Applications in Opthalmology. pp. 1 - 8. INTECH, 2018. DOI: 10.5772/intechopen.78774.\n\n' Rosa Coco Martin; Salvatore Di Lauro; Salvador Pastor Idoate; Jose Carlos Pastor. amponadores, manipuladores y tinciones en la cirugía del traumatismo ocular.Trauma Ocular. Ponencia de la SEO 2018..\n\n' LOPEZ GALVEZ; DI LAURO; CRESPO. OCT angiografia y complicaciones retinianas de la diabetes. PONENCIA SEO 2021, CAPITULO 20. (España): 2021.\n\n' Múltiples desprendimientos neurosensoriales bilaterales en paciente joven. Enfermedades Degenerativas De Retina Y Coroides. SERV 04/2016. \n' González-Buendía L; Di Lauro S; Pastor-Idoate S; Pastor Jimeno JC. Vitreorretinopatía proliferante (VRP) e inflamación: LA INFLAMACIÓN in «INMUNOMODULADORES Y ANTIINFLAMATORIOS: MÁS ALLÁ DE LOS CORTICOIDES. RELACION DE PONENCIAS DE LA SOCIEDAD ESPAÑOLA DE OFTALMOLOGIA. 10/2014.",institutionString:null,institution:null},{id:"265335",title:"Mr.",name:"Stefan",middleName:"Radnev",surname:"Stefanov",slug:"stefan-stefanov",fullName:"Stefan Stefanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/265335/images/7562_n.jpg",biography:null,institutionString:null,institution:null},{id:"318905",title:"Prof.",name:"Elvis",middleName:"Kwason",surname:"Tiburu",slug:"elvis-tiburu",fullName:"Elvis Tiburu",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Ghana",country:{name:"Ghana"}}},{id:"336193",title:"Dr.",name:"Abdullah",middleName:null,surname:"Alamoudi",slug:"abdullah-alamoudi",fullName:"Abdullah Alamoudi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Majmaah University",country:{name:"Saudi Arabia"}}},{id:"318657",title:"MSc.",name:"Isabell",middleName:null,surname:"Steuding",slug:"isabell-steuding",fullName:"Isabell Steuding",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}},{id:"318656",title:"BSc.",name:"Peter",middleName:null,surname:"Kußmann",slug:"peter-kussmann",fullName:"Peter Kußmann",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Harz University of Applied Sciences",country:{name:"Germany"}}},{id:"338222",title:"Mrs.",name:"María José",middleName:null,surname:"Lucía Mudas",slug:"maria-jose-lucia-mudas",fullName:"María José Lucía Mudas",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Carlos III University of Madrid",country:{name:"Spain"}}},{id:"147824",title:"Mr.",name:"Pablo",middleName:null,surname:"Revuelta Sanz",slug:"pablo-revuelta-sanz",fullName:"Pablo Revuelta Sanz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Carlos III University of Madrid",country:{name:"Spain"}}}]}},subseries:{item:{id:"9",type:"subseries",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",hasOnlineFirst:!1,hasPublishedBooks:!0,annualVolume:11405,editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",slug:"luis-villarreal-gomez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",biography:"Dr. Luis Villarreal is a research professor from the Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Tijuana, Baja California, México. Dr. Villarreal is the editor in chief and founder of the Revista de Ciencias Tecnológicas (RECIT) (https://recit.uabc.mx/) and is a member of several editorial and reviewer boards for numerous international journals. He has published more than thirty international papers and reviewed more than ninety-two manuscripts. 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In addition to a number of research articles, he has written two books, Computational Intelligence: An Introduction and Fundamentals of Computational Swarm Intelligence.",institutionString:null,institution:{name:"Stellenbosch University",institutionURL:null,country:{name:"South Africa"}}},subseries:[{id:"22",title:"Applied Intelligence",keywords:"Machine Learning, Intelligence Algorithms, Data Science, Artificial Intelligence, Applications on Applied Intelligence",scope:"This field is the key in the current industrial revolution (Industry 4.0), where the new models and developments are based on the knowledge generation on applied intelligence. The motor of the society is the industry and the research of this topic has to be empowered in order to increase and improve the quality of our lives.",annualVolume:11418,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/22.jpg",editor:{id:"27170",title:"Prof.",name:"Carlos",middleName:"M.",surname:"Travieso-Gonzalez",fullName:"Carlos Travieso-Gonzalez",profilePictureURL:"https://mts.intechopen.com/storage/users/27170/images/system/27170.jpeg",institutionString:null,institution:{name:"University of Las Palmas de Gran Canaria",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"13633",title:"Prof.",name:"Abdelhamid",middleName:null,surname:"Mellouk",fullName:"Abdelhamid Mellouk",profilePictureURL:"https://mts.intechopen.com/storage/users/13633/images/1567_n.jpg",institutionString:null,institution:{name:"Paris 12 Val de Marne University",institutionURL:null,country:{name:"France"}}},{id:"109268",title:"Dr.",name:"Ali",middleName:null,surname:"Al-Ataby",fullName:"Ali Al-Ataby",profilePictureURL:"https://mts.intechopen.com/storage/users/109268/images/7410_n.jpg",institutionString:null,institution:{name:"University of Liverpool",institutionURL:null,country:{name:"United Kingdom"}}},{id:"3807",title:"Dr.",name:"Carmelo",middleName:"Jose Albanez",surname:"Bastos-Filho",fullName:"Carmelo Bastos-Filho",profilePictureURL:"https://mts.intechopen.com/storage/users/3807/images/624_n.jpg",institutionString:null,institution:{name:"Universidade de Pernambuco",institutionURL:null,country:{name:"Brazil"}}},{id:"38850",title:"Dr.",name:"Efren",middleName:null,surname:"Gorrostieta Hurtado",fullName:"Efren Gorrostieta Hurtado",profilePictureURL:"https://mts.intechopen.com/storage/users/38850/images/system/38850.jpg",institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},{id:"239041",title:"Prof.",name:"Yang",middleName:null,surname:"Yi",fullName:"Yang Yi",profilePictureURL:"https://mts.intechopen.com/storage/users/239041/images/system/239041.jpeg",institutionString:"Virginia Tech",institution:{name:"Virginia Tech",institutionURL:null,country:{name:"United States of America"}}}]},{id:"23",title:"Computational Neuroscience",keywords:"Single-Neuron Modeling, Sensory Processing, Motor Control, Memory and Synaptic Pasticity, Attention, Identification, Categorization, Discrimination, Learning, Development, Axonal Patterning and Guidance, Neural Architecture, Behaviours and Dynamics of Networks, Cognition and the Neuroscientific Basis of Consciousness",scope:"Computational neuroscience focuses on biologically realistic abstractions and models validated and solved through computational simulations to understand principles for the development, structure, physiology, and ability of the nervous system. This topic is dedicated to biologically plausible descriptions and computational models - at various abstraction levels - of neurons and neural systems. This includes, but is not limited to: single-neuron modeling, sensory processing, motor control, memory, and synaptic plasticity, attention, identification, categorization, discrimination, learning, development, axonal patterning, guidance, neural architecture, behaviors, and dynamics of networks, cognition and the neuroscientific basis of consciousness. Particularly interesting are models of various types of more compound functions and abilities, various and more general fundamental principles (e.g., regarding architecture, organization, learning, development, etc.) found at various spatial and temporal levels.",annualVolume:11419,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/23.jpg",editor:{id:"14004",title:"Dr.",name:"Magnus",middleName:null,surname:"Johnsson",fullName:"Magnus Johnsson",profilePictureURL:"https://mts.intechopen.com/storage/users/14004/images/system/14004.png",institutionString:null,institution:{name:"Malmö University",institutionURL:null,country:{name:"Sweden"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"13818",title:"Dr.",name:"Asim",middleName:null,surname:"Bhatti",fullName:"Asim Bhatti",profilePictureURL:"https://mts.intechopen.com/storage/users/13818/images/system/13818.jpg",institutionString:null,institution:{name:"Deakin University",institutionURL:null,country:{name:"Australia"}}},{id:"151889",title:"Dr.",name:"Joao Luis Garcia",middleName:null,surname:"Rosa",fullName:"Joao Luis Garcia Rosa",profilePictureURL:"https://mts.intechopen.com/storage/users/151889/images/4861_n.jpg",institutionString:null,institution:{name:"University of Sao Paulo",institutionURL:null,country:{name:"Brazil"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",fullName:"Yalcin Isler",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",institutionURL:null,country:{name:"Turkey"}}}]},{id:"24",title:"Computer Vision",keywords:"Image Analysis, Scene Understanding, Biometrics, Deep Learning, Software Implementation, Hardware Implementation, Natural Images, Medical Images, Robotics, VR/AR",scope:"The scope of this topic is to disseminate the recent advances in the rapidly growing field of computer vision from both the theoretical and practical points of view. Novel computational algorithms for image analysis, scene understanding, biometrics, deep learning and their software or hardware implementations for natural and medical images, robotics, VR/AR, applications are some research directions relevant to this topic.",annualVolume:11420,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/24.jpg",editor:{id:"294154",title:"Prof.",name:"George",middleName:null,surname:"Papakostas",fullName:"George Papakostas",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002hYaGbQAK/Profile_Picture_1624519712088",institutionString:null,institution:{name:"International Hellenic University",institutionURL:null,country:{name:"Greece"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"1177",title:"Prof.",name:"Antonio",middleName:"J. R.",surname:"Neves",fullName:"Antonio Neves",profilePictureURL:"https://mts.intechopen.com/storage/users/1177/images/system/1177.jpg",institutionString:null,institution:{name:"University of Aveiro",institutionURL:null,country:{name:"Portugal"}}},{id:"220565",title:"Dr.",name:"Jucheng",middleName:null,surname:"Yang",fullName:"Jucheng Yang",profilePictureURL:"https://mts.intechopen.com/storage/users/220565/images/5988_n.jpg",institutionString:null,institution:{name:"Tianjin University of Technology",institutionURL:null,country:{name:"China"}}},{id:"29299",title:"Prof.",name:"Serestina",middleName:null,surname:"Viriri",fullName:"Serestina Viriri",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYOalQAG/Profile_Picture_1620817405517",institutionString:null,institution:{name:"University of KwaZulu-Natal",institutionURL:null,country:{name:"South Africa"}}},{id:"315933",title:"Dr.",name:"Yalın",middleName:null,surname:"Baştanlar",fullName:"Yalın Baştanlar",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002qpr7hQAA/Profile_Picture_1621430127547",institutionString:null,institution:{name:"Izmir Institute of Technology",institutionURL:null,country:{name:"Turkey"}}}]},{id:"25",title:"Evolutionary Computation",keywords:"Genetic Algorithms, Genetic Programming, Evolutionary Programming, Evolution Strategies, Hybrid Algorithms, Bioinspired Metaheuristics, Ant Colony Optimization, Evolutionary Learning, Hyperparameter Optimization",scope:"Evolutionary computing is a paradigm that has grown dramatically in recent years. This group of bio-inspired metaheuristics solves multiple optimization problems by applying the metaphor of natural selection. It so far has solved problems such as resource allocation, routing, schedule planning, and engineering design. Moreover, in the field of machine learning, evolutionary computation has carved out a significant niche both in the generation of learning models and in the automatic design and optimization of hyperparameters in deep learning models. This collection aims to include quality volumes on various topics related to evolutionary algorithms and, alternatively, other metaheuristics of interest inspired by nature. For example, some of the issues of interest could be the following: Advances in evolutionary computation (Genetic algorithms, Genetic programming, Bio-inspired metaheuristics, Hybrid metaheuristics, Parallel ECs); Applications of evolutionary algorithms (Machine learning and Data Mining with EAs, Search-Based Software Engineering, Scheduling, and Planning Applications, Smart Transport Applications, Applications to Games, Image Analysis, Signal Processing and Pattern Recognition, Applications to Sustainability).",annualVolume:11421,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/25.jpg",editor:{id:"136112",title:"Dr.",name:"Sebastian",middleName:null,surname:"Ventura Soto",fullName:"Sebastian Ventura Soto",profilePictureURL:"https://mts.intechopen.com/storage/users/136112/images/system/136112.png",institutionString:null,institution:{name:"University of Córdoba",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"111683",title:"Prof.",name:"Elmer",middleName:"P.",surname:"Dadios",fullName:"Elmer Dadios",profilePictureURL:"https://mts.intechopen.com/storage/users/111683/images/system/111683.jpg",institutionString:"De La Salle University",institution:{name:"De La Salle University",institutionURL:null,country:{name:"Philippines"}}},{id:"106873",title:"Prof.",name:"Hongwei",middleName:null,surname:"Ge",fullName:"Hongwei Ge",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Dalian University of Technology",institutionURL:null,country:{name:"China"}}},{id:"171056",title:"Dr.",name:"Sotirios",middleName:null,surname:"Goudos",fullName:"Sotirios Goudos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bS9IuQAK/Profile_Picture_1622623673666",institutionString:null,institution:{name:"Aristotle University of Thessaloniki",institutionURL:null,country:{name:"Greece"}}},{id:"15895",title:"Assistant Prof.",name:"Takashi",middleName:null,surname:"Kuremoto",fullName:"Takashi Kuremoto",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLrqQAG/Profile_Picture_1625656196038",institutionString:null,institution:{name:"Nippon Institute of Technology",institutionURL:null,country:{name:"Japan"}}},{id:"125844",title:"Prof.",name:"Wellington",middleName:"Pinheiro Dos",surname:"Santos",fullName:"Wellington Santos",profilePictureURL:"https://mts.intechopen.com/storage/users/125844/images/4878_n.jpg",institutionString:null,institution:{name:"Federal University of Pernambuco",institutionURL:null,country:{name:"Brazil"}}}]},{id:"26",title:"Machine Learning and Data Mining",keywords:"Intelligent Systems, Machine Learning, Data Science, Data Mining, Artificial Intelligence",scope:"The scope of machine learning and data mining is immense and is growing every day. It has become a massive part of our daily lives, making predictions based on experience, making this a fascinating area that solves problems that otherwise would not be possible or easy to solve. This topic aims to encompass algorithms that learn from experience (supervised and unsupervised), improve their performance over time and enable machines to make data-driven decisions. It is not limited to any particular applications, but contributions are encouraged from all disciplines.",annualVolume:11422,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/26.jpg",editor:{id:"24555",title:"Dr.",name:"Marco Antonio",middleName:null,surname:"Aceves Fernandez",fullName:"Marco Antonio Aceves Fernandez",profilePictureURL:"https://mts.intechopen.com/storage/users/24555/images/system/24555.jpg",institutionString:null,institution:{name:"Autonomous University of Queretaro",institutionURL:null,country:{name:"Mexico"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"43680",title:"Prof.",name:"Ciza",middleName:null,surname:"Thomas",fullName:"Ciza Thomas",profilePictureURL:"https://mts.intechopen.com/storage/users/43680/images/system/43680.jpeg",institutionString:null,institution:{name:"Government of Kerala",institutionURL:null,country:{name:"India"}}},{id:"16614",title:"Prof.",name:"Juan Ignacio",middleName:null,surname:"Guerrero Alonso",fullName:"Juan Ignacio Guerrero Alonso",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6HB8QAM/Profile_Picture_1627901127555",institutionString:null,institution:{name:"University of Seville",institutionURL:null,country:{name:"Spain"}}},{id:"3095",title:"Prof.",name:"Kenji",middleName:null,surname:"Suzuki",fullName:"Kenji Suzuki",profilePictureURL:"https://mts.intechopen.com/storage/users/3095/images/1592_n.jpg",institutionString:null,institution:{name:"University of Chicago",institutionURL:null,country:{name:"United States of America"}}},{id:"214067",title:"Dr.",name:"W. David",middleName:null,surname:"Pan",fullName:"W. David Pan",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSEI9QAO/Profile_Picture_1623656213532",institutionString:null,institution:{name:"University of Alabama in Huntsville",institutionURL:null,country:{name:"United States of America"}}},{id:"72920",title:"Prof.",name:"Yves",middleName:"Philippe",surname:"Rybarczyk",fullName:"Yves Rybarczyk",profilePictureURL:"https://mts.intechopen.com/storage/users/72920/images/system/72920.jpeg",institutionString:"Dalarna University, Faculty of Data and Information Sciences",institution:{name:"Dalarna University",institutionURL:null,country:{name:"Sweden"}}}]},{id:"27",title:"Multi-Agent Systems",keywords:"Collaborative Intelligence, Learning, Distributed Control System, Swarm Robotics, Decision Science, Software Engineering",scope:"Multi-agent systems are recognised as a state of the art field in Artificial Intelligence studies, which is popular due to the usefulness in facilitation capabilities to handle real-world problem-solving in a distributed fashion. The area covers many techniques that offer solutions to emerging problems in robotics and enterprise-level software systems. Collaborative intelligence is highly and effectively achieved with multi-agent systems. Areas of application include swarms of robots, flocks of UAVs, collaborative software management. Given the level of technological enhancements, the popularity of machine learning in use has opened a new chapter in multi-agent studies alongside the practical challenges and long-lasting collaboration issues in the field. It has increased the urgency and the need for further studies in this field. We welcome chapters presenting research on the many applications of multi-agent studies including, but not limited to, the following key areas: machine learning for multi-agent systems; modeling swarms robots and flocks of UAVs with multi-agent systems; decision science and multi-agent systems; software engineering for and with multi-agent systems; tools and technologies of multi-agent systems.",annualVolume:11423,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/27.jpg",editor:{id:"148497",title:"Dr.",name:"Mehmet",middleName:"Emin",surname:"Aydin",fullName:"Mehmet Aydin",profilePictureURL:"https://mts.intechopen.com/storage/users/148497/images/system/148497.jpg",institutionString:null,institution:{name:"University of the West of England",institutionURL:null,country:{name:"United Kingdom"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"275140",title:"Dr.",name:"Dinh Hoa",middleName:null,surname:"Nguyen",fullName:"Dinh Hoa Nguyen",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRbnKQAS/Profile_Picture_1622204093453",institutionString:null,institution:{name:"Kyushu University",institutionURL:null,country:{name:"Japan"}}},{id:"20259",title:"Dr.",name:"Hongbin",middleName:null,surname:"Ma",fullName:"Hongbin Ma",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRhDJQA0/Profile_Picture_2022-05-02T08:25:21.jpg",institutionString:null,institution:{name:"Beijing Institute of Technology",institutionURL:null,country:{name:"China"}}},{id:"28640",title:"Prof.",name:"Yasushi",middleName:null,surname:"Kambayashi",fullName:"Yasushi Kambayashi",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYOQxQAO/Profile_Picture_1625660525470",institutionString:null,institution:{name:"Nippon Institute of Technology",institutionURL:null,country:{name:"Japan"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/74261",hash:"",query:{},params:{id:"74261"},fullPath:"/chapters/74261",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()