",isbn:"978-1-80356-357-2",printIsbn:"978-1-80356-356-5",pdfIsbn:"978-1-80356-358-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!1,isSalesforceBook:!1,hash:"3aba1eb3600a8c9ff880c628f70b3298",bookSignature:"Ph.D. Delfín Ortega-Sánchez",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11481.jpg",keywords:"Integrated Curriculum, Transdisciplinarity, Integrated Active Learning, Educational Programs, Contemporary Social Problems, Critical Thinking, Creative Thinking, Social Thinking, Agenda 2030, Sustainable Development Goals, Educational Paradigm, Social Reality",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"February 18th 2022",dateEndSecondStepPublish:"March 18th 2022",dateEndThirdStepPublish:"May 17th 2022",dateEndFourthStepPublish:"August 5th 2022",dateEndFifthStepPublish:"October 4th 2022",remainingDaysToSecondStep:"2 months",secondStepPassed:!0,currentStepOfPublishingProcess:4,editedByType:null,kuFlag:!1,biosketch:"Internationally recognized researcher in the field of historical and social science education. Author of more than 100 publications, awarded three Doctorate degrees and the National End of Degree Award, granted by the Ministry of Education to the best academic records of Bachelor's degrees in Spain. Dr. Ortega-Sánchez has been Vice-Rector for Social Responsibility, Culture, and Sports at the University of Burgos since 2021.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"302925",title:"Ph.D.",name:"Delfín",middleName:null,surname:"Ortega-Sánchez",slug:"delfin-ortega-sanchez",fullName:"Delfín Ortega-Sánchez",profilePictureURL:"https://mts.intechopen.com/storage/users/302925/images/system/302925.jpg",biography:"I hold a PhD in Didactics of Social Sciences from the Autonomous University of Barcelona, a PhD in Educational Sciences from the University of Burgos, and a PhD in History from the University of Extremadura. My research interests focus on the construction of identities in the History and Geography teaching, gender mainstreaming in initial education and training for teachers, the didactic treatment of relevant social problems and controversial issues in the teaching of the social and human sciences, and the application of educational technology in the specific field of social sciences. I am currently a Social Sciences teacher and researcher at University of Burgos (Spain).",institutionString:"University of Burgos",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"0",institution:{name:"University of Burgos",institutionURL:null,country:{name:"Spain"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"23",title:"Social Sciences",slug:"social-sciences"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"429339",firstName:"Jelena",lastName:"Vrdoljak",middleName:null,title:"Ms.",imageUrl:"https://mts.intechopen.com/storage/users/429339/images/20012_n.jpg",email:"jelena.v@intechopen.com",biography:"As an Author Service Manager, my responsibilities include monitoring and facilitating all publishing activities for authors and editors. 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1. Introduction
Granitoid rocks are the most abundant plutonic rocks in the continental crust, which are diverse and their magma sources have long been debated. There is a tectonomagmatic connection, where each granite type is related to definite tectonic settings, and all magmatism is tectonically motivated, so that such a division is simply a matter of emphasis [1]. Using the QAP diagram (Figure 1) granites are classified into four granite domains: tonalite, granodiorite, granite (monzogranite, and syenogranite) and alkali feldspar granites according to IUGS [2]. Genetic alphabetical classification includes: I-type granites (I = igneous); S-type granites (S = sedimentary); M-type granites products of mantle melts (M = mantle) and A-type (A = anorogenic) [3]: A = type granites were referred as alkaline or anorogenic granites [4]. The granitic rocks show an obvious alumina saturation from metaluminous, through peraluminous to peralkaline [5, 6]. Peraluminous granites have Al2O3 > CaO + Na2O + K2O; Metaluminous: A2O3 < CaO + Na2O + K2O and Al2O3 > Na2O + K2O and peralkaline Na2O + K2O > Al2O3. Chemically, S-type granites are equivalent to peraluminous granites, and I-type granites are equivalent to metaluminous granites. Whalen et al. [7] used the contents of Zr, Ce, Y and Nb (normalized to Ga/Al) to discriminate between A-type granites and both I- and S- type granites. A more comprehensive descriptive basis for chemically subdividing granitoids was given by Frost et al. (2001), in which they subdivided granitic rocks based on the so - called Fe - number (whole– rock Σ FeO/[Σ FeO + MgO] into ferroan and magnesian rocks.
Figure 1.
A ternary QAP plot showing the relative modal proportions of quartz (Q), alkali feldspar (A) and plagioclase (P) defining the IUGS fields for granitic rocks (after Streckeisen, 1976).
Granites formed in a variety of tectonic settings around the world, either at plate margins or intraplate. They are subdivided according to their tectonic environments into four main groups—ocean ridge granites (ORG), volcanic arc granites (VAG), within plate granites (WPG) and collision granites (COLG) using trace element Y-Nb, Yb-Ta, Rb-(Y + Nb) and Rb— (Yb + Ta) diagrams [8]. Harris et al. [9] recognized four groups of collisional zone granites: (1) Pre-collision calc-alkaline (volcanic-arc) intrusions which are mostly derived from mantle modified by a subduction component; (2) Syn-collision peraluminous intrusions (leucogranites) which may be derived from the hydrated bases of continental thrust sheets; and (3) Late or post-collision calc-alkaline intrusions which may be derived from a mantle source but undergo extensive crustal contamination and (4) A fourth category, distinguished by Sylvester [10], consists of Alkaline granites in post - orogenic continental settings and fall within the A - type or anorogenic category of granitoids. Figure 2 shows the different types of granitoid rocks related to various tectonic settings [11, 12, 13, 14]. Sources of magma include two proposed processes: (i) fractional crystallization of mantle - derived basic magma; and (ii) partial melting of old sialic continental crust, leading either to the formation of anatectic plutons or to the contamination of mantle - derived magmas. The Cordilleran-type granites form in arc environments are characterized by magnesian compositions dictated by early crystallization of magnetite [15]. In contrast, ferroan granites are characteristic of extensional environments, where they form by partial melting or extreme differentiation of basaltic magma. Island arc granitoids (I-type granites) are produced above subduction zones, which characterized by large masses of batholiths made of diorites, quartz diorites, tonalites, granodiorites and minor granites. They are calc alkaline with small to high K contents and their Sr. initial ratio (Sri) are in the range 0.704–0.705 [16]. S-type granites in continental collision span compositions from granodiorites to granite, peraluminous granites without magnetite. Collision - related leucogranites of the High Himalayan have high (87 Sr./ 86 Sr) ratios in the range 0.743–0.762) and enriched in Rb and K but are depleted in Sr., Zr and LREE compared to Cordilleran granitoids [17]. Intraplate (within plate) granites can be subdivided based on tectonic criteria into intraoceanic, intracontinental and attenuated continental lithosphere. A-type granites are commonly alkali feldspar granites or syenogranites and often associated with syenites; these granites were defined by Loiselle and Wones [4] as alkaline or anorogenic granites. They are rich in silica and having high contents of LILE, HFSE (Zr, Ce, Nb, Hf, Ta, etc.), REE, K and Zr, but low in trace elements compatible in mafic silicates (Co, Sc, Cr, Ni) and feldspars (Ba, Sr., Eu) relative to the I-type ones. Intraplate A-type granitoids have significantly higher Fe/Mg ratios (Fe – number) than typical Cordilleran granitoids and accordingly fall in the “ferroan” granitoid category. Eby [18] divided A-type granites into two categories according to their Y/Nb ratios: a group have low Y/Nb ratios and generally low initial 87 Sr./ 86 Sr. ratios that formed by differentiation of basaltic magmas of OIB – like (plume) mantle sources; the second group of A-type granitoids characterized by higher Y/Nb ratios (1.2–7) and highly variable initial 87 Sr./86 Sr. ratios. This group shows a complex petrogenetic history as having a significant mantle component or may be totally of crustal origin. M-type granites (plagiogranites) can be subdivided tectonically into subduction-related and subduction-unrelated on the basis of the chemistry of their associated basalts. Plagiogranites are characterized by normalized and REE patterns with a notable depletion in the most highly incompatible large-ion lithophile (LIL) elements Rb, Ba and K, greater enrichment in Th, Nb and prominent negative anomalies in P and Ti.
Figure 2.
A classification of Granitoid rocks based on tectonic setting (according to pitcher, 1993; Barbarin, 1990; winter, 2001).
The Nubian Shield (NS) consists mainly of juvenile Neoproterozoic crust, where the ED of Egypt constitutes its northern part. Four main rock assemblages characterize the NS, namely: a gneiss assemblage [19, 20, 21, 22, 23, 24], an ophiolite and island arc assemblages [25, 26, 27, 28, 29], igneous intrusions and unmetamorphosed Dokhan volcanics and Hammamat molasse sediments. The Eastern Desert (ED) of Egypt include three domains: (a) the Northern Eastern Desert (NED), (b) Central Eastern Desert (CED) and (c) Southern Eastern Desert (SED), where the igneous activity began prior to 765 Ma and ended by 540 Ma [30, 31]. Granitoid rocks, which are common in the Egyptian Eastern Desert (ED) and Sinai were emplaced between (*820 to 570 Ma) at various tectonic settings [32]. The granitoid rocks of the ED include both older granites, which constitute about 27% of the basement outcrop [33] and younger granites constituting approximately 30% of plutonic assemblages in Egypt [34]. The reconstruction of this chapter is based on a compiled data of published and previous geological, geochemical and geochronological studies. This to reviews and discuss the general geochemical characteristics, and classification of granitic rocks in general and in the ED of Egypt too. This could be helpful in understanding their compositional variation, tectonic environments and magma evolution.
2. Neoproterozoic granites of the Eastern Desert of Egypt
2.1 General outlines
Granites are of wide distributions between the different rock units of the Egyptian Neoproterozoic rocks, constituting approximately 60% of its plutonic assemblage [35]. The main exposures of granitic masses are concentrated in the ED of Egypt, where a huge masses of granite plutons intruded into the pre-existing country rocks (Figure 3; based on the Geological map of Egypt 1981; [36]). Granitoid rocks of the ED are classified into older (750–610 Ma) and younger (620–540 Ma) granites based on their composition, color, and relative age [37]. They further classified as: (1) Subduction-related older granites; (2) suture-related or Post-orogenic younger granites and (3) intraplate anorogenic younger granites [35].The Older granites (OG) comprise mainly tonalites and granodiorites, and minor trondhjemite and quartz diorites. The Younger granites (YG) classified according to their geological setting and petrography [38] into: (i) phase I granodiorites with minor monzogranites, (ii) phase II (monzogranites and syenogranites), and phase III (alkali feldspar granites). Recently, part of the Younger granites (commonly phase III) is classified as A-type granites [39]. Stern and Hedge [31] proposed a major tectonic transition from a compressive to an extensional regime at 600 Ma. They concluded that the Egyptian granites are belonging to two main phases of the Pan-African Orogeny: (1) The older group (715–610 Ma) comprises syn- to late-tectonic granites forming batholithic masses that exhibit wide compositional variations (trondhjemites to granodiorites with minor granites), and (2) The younger group (600–540 Ma) comprises post-tectonic pluton to stock-sized granitic bodies, generally rich in K-feldspars and sometimes associated with rare metal mineralization. Bentor [32] classified the granites of the Arabian Nubian Shield into two groups: an older Syn- to late-orogenic granites (880–610 Ma), and younger post-orogenic to anorogenic granite (600–475 Ma. Loizenbauer et al. [40] identified three magmatic pulses in the Central Eastern Desert, dated as: 680 Ma; (2) 620 Ma; and (3) 585 Ma.
Figure 3.
Distribution of older and younger granites in the Eastern Desert of Egypt (based on the geological map of Egypt 1981; Asran, 2021).
2.2 Geological setting
The older granites of the ED constitute about 27% it’s basement outcrops [33]. They occur as low relief igneous mountains (Figure 4a). They intrude the oldest rock types such as metavolcanics, and metasediments and have commonly have foliated margins concordant to wall rock structure. The granites include rounded to subrounded microgranular mafic enclaves of variable sizes (few cm up to meter (Figure 4b). The rocks are of gray to whitish gray colors, medium to coarse grained and composed mainly of tonalites and granodiorites. Examples of such granites are: Abu Ziran granites in the Central Eastern Desert and the Shaitian granite in the southern Eastern Desert.
Figure 4.
Photographs showing the field observations of the Egyptian granites: (a) low relief older granite; (b) mafic enclaves with gradational contacts with the host older granite; (c) high relief younger granite (back); (d) angular xenoliths within host younger granites with sharp contacts.
The Younger granites are of wide distribution across the ED, where they form high relief bold mountains (Figure 4c). They intrude the earlier exposed rocks with sharp contacts and they commonly possess steep walls and oval or elongated outlines. They enclose mafic xenoliths, enclaves and roof pendants of country rocks with sharp contacts with the enclosing granitic rocks (Figure 4d). The rocks are of pink and red colors, medium to coarse grained and comprise monzogranites, syenogranite and alkali feldspar granites, even granodiorites are seldom reported. They are classified according to their geological setting and petrography into: (i) phase I granodiorites with minor monzogranites, (ii) phase II (monzogranites and syenogranites), and phase III (alkali feldspar granites) [38]. Examples of younger granites are El Sibai granite in the Central ED and Gattar granite in the northern ED.
2.3 Petrography
The Older granites are composed mainly of tonalite and granodiorites. They are consisting of quartz, plagioclase and K-feldspar as essential minerals as well as variable proportions of biotite and hornblende. Quartz occur as anhedral crystals, whereas plagioclase forms tabular, lamellar oligoclase and is occasionally zoned (Figure 5a,b). K-feldspar occurs as tabular microcline and/or Carlsbad orthoclase. Hornblende forms long prismatic crystals of green or yellowish green colors. Biotite occur as platy crystals of yellow or yellowish-brown colors.
Figure 5.
Photomicrographs of the Egyptian granites: (a) tonalite consists of quartz, plagioclase, K-feldspar and biotite. Together with iron oxides; (b) granodiorite with the plagioclase showing zoning; (c) syenogranite with perthitic texture; (d) myrmekitic and micrographic textures in alkali feldspar granite (pl = plagioclase; k-f = feldspar; Q = quartz; Bi = biotite).
The younger granites comprise monzogranite, syenogranite and alkali feldspar granite. They are composed of quartz, k-feldspar and plagioclase as essential minerals, together with subordinate biotite, muscovite, hornblende, riebeckite and arfvedsonite (Figure 5c,d). Quartz occurs as anhedral large crystals interstitial to other mineral constituents. Potash-feldspars include tabular orthoclase and microcline perthite crystals. Primary K-feldspar minerals are usually altered to sericite and clay minerals and corroded by quartz and plagioclase. Plagioclase is represented by subhedral tabular crystals with distinct albite-lamellar twining of albite to oligoclase composition and occasionally intergrown with the K-feldspar forming perthitic texture (Figure 5c). In alkali feldspar granite, quartz is actively intergrowth by adjacent feldspar leaving blebs of quartz inside the replacing alkali feldspar forming micrographic and myrmekitic textures (Figure 5c,d). Biotite is subordinate and occurs as subhedral flaky or platy crystals with inclusions of zircon, apatite and sphene.
2.4 Geochemical characteristics
Compiled data of whole-rock major, trace and REE of representative granitic samples from different occurrences are presented [24, 41, 42, 43, 44]. The OG are metaluminous to slightly peraluminous, and have calc-alkaline affinity, whereas most of YG have a peraluminous character and slightly metaluminous and peralkaline [24, 45]. According to Frost et al. [15], the majority of OG analyses fall within the magnesian field, while analyses of YG plot in ferroan field with few exceptions (Figure 6). The younger granites are either of calc-alkaline character, LILE-enriched, highly fractionated I-type granites, or alkaline rocks of A-type character. Commonly, the trace element characteristics for YG are marked by enriched contents of K, Rb, Ta, Th, Nb and Zr and depletion in Sr., Ba, P and Ti. They are enriched in the HFSE, Nb, Ta, Zr, Hf, Y, U, Th and total REEs and relatively depleted in Ba, Sr. with LREE-enriched to almost flat and prominent negative Eu anomaly. Noweir et al. [46] classified younger granites into four groups: (1) Group I of calc-alkaline to weakly alkaline I-type granites; (2) Group II alkaline A-type monzogranite to syenogranite; (3) Group III strongly alkaline alkali feldspar A-type granites; and (4) Group IV apogranites, enriched in Na2O. The Phase I younger granites of Samadi and Um Rus are calc alkaline, I-type and formed in a compressional regime or continental arc setting [47]. The phase-III younger granitoids (A-type) are characterized by higher SiO2, Rb, Y, Nb and REE and lower CaO, MgO, Sr., and Ba contents than other phases of younger granites [45]. They are classified as alkaline, and peralkaline to mildly peraluminous A-type granites [48]. Commonly, the calc-alkaline rocks of YG are enriched in Sr. and Ba, but relatively depleted in Zr, Nb, Y, Zn and K in comparison with the alkaline suite granitoids (A-type granites). They are considered as fractionated I-type to A-type granites, magnesian and peraluminous to metaluminous, whereas the alkaline suite ones (A-type) are ferroan and commonly peralkaline.
Figure 6.
Plot of Σ FeO/(Σ FeO + MgO) versus SiO2 content (after frost et al., 2001; redrawn from Abd El Naby, 2021).
The REE patterns of the granodiorites of the OG (Figure 7a) show enrichment in the LREE relative to HREE with small negative Eu anomaly (average Eu/Eu* = 0.674) [24]. The rocks display enrichment of LILE) HFSE, K, Sr., Rb, Ba, Th and Ta are, which are compatible with calc-alkaline trends found in island/continental arc settings. The alkali feldspar granites of the YG are characterized by LREE-enrichment or moderately fractionated LREE, flat heavy REE patterns (Figure 7b), and moderately to strongly negative Eu anomalies (Eu/Eu* = 0.14–0.63) [49]. REE patterns for YG show high contents of total REE and are enriched in LREEs, and depleted in HREEs, with negative Eu/Eu* [44]. Collision-related granites exhibited moderately negative Eu anomaly (Eu/Eu* = 0.093–0.436) whereas pattern of within plate granites showed moderately to strong negative Eu/Eu* values of approximately 0.026–0.211 for A1-type and 0.004–0.382 for A2-type (Figure 6c,d). Also, the calc-alkaline granites of the YG are characterized by higher Eu/Eu* values (0.5–1), giving rise to shallow negative anomalies. The alkaline granites appear to be differentiated from the calc-alkaline granitoids by higher RREE and much lower Eu/Eu* values [50].
Figure 7.
(a) REE of older granites and (b) REE of younger and A-type granites (from Basta et al., 2017); (c) and (d) chondrite-normalized REE patterns (normalizing values from McDonough and sun 1995). b trace element patterns normalized to the oceanic ridge granite (from Abd El Naby, 2021).
2.5 Tectonic setting
Generally, the Egyptian granitoids can be classified into: (1) synorogenic calc-alkaline granitoids, (2) late- to post-orogenic calc-alkaline granitoids, and (3) post-orogenic alkaline granites [51], or moreover, granitic rocks subdivided into (1) subduction-related granites, (2) collision-related granites, (3) A2-type intraplate granites and (4) A1-type intraplate granites. Petro et al., [52] constructed the AFM triangular diagram to discriminate between granites formed in compressional (e.g., subduction related) and extensional regimes (e.g., intraplate environment). The data of the OG are plotted inclined to the AF side of the AFM diagram (Figure 8a) suggesting a compressional tectonic setting, while the data from the YG are plotted parallel to the AF line implying their extensional trend and that they formed in within plate environment. Pearce and Gale, [53] suggested Nb (ppm) versus SiO2 (wt. %) diagram (Figure 8b) to discriminate tectonic environment of granites, in which the data of OG fall in the field of volcanic arc granites, whereas those of the YG plot in the field of the within–plate environment. The tectonic settings of the Egyptian granites can be deduced by using the discrimination diagrams of Pearce et al. [8]. In the Rb versus Y + Nb discrimination diagram (Figure 9a), the data of OG (tonalities, granodiorites) and phase I of younger granites plot within the volcanic-arc granite, while most obtained data of phase II and phase III of YG plot in the within-plate granite field. So, the YG include highly fractionated calc-alkaline I-type volcanic arc granites (postorogenic or collision-related) as well as A-type, intraplate granites. In other words, the younger granites, except phase I exhibit within plate tectonic setting. Most of the geochemical data of the A-type granites of the ED are generally consistent with a within-plate tectonic settings (Figure 9a). However, the majority of A-type granites such as El Atawi, Homrit are classified as A2 types with crustal sources, whose ratio Y/Nb is above 1.2 (Figure 9b) and appear to be formed mainly in a post-collisional setting., while A1-type granites such as Gattar, Abu Harba and Um Ara granites show Y/Nb ratio less than 1.2 and is characterized by continental intraplate environment [44]. Alkaline granites form mostly in intraoceanic system ocean islands or intracontinental rifts near the divergent boundaries of lithospheric plates in post-tectonic stage around 540 Ma [54]. The chemical characteristics of the A2-type intraplate granites indicate that they were derived from transitional stage between orogenic and anorogenic regimes, i.e., post-collision calc-alkaline granites. The change from compressional volcanic arc settings to extensional intraplate setting is likely to have occurred around 650–630 [55].
Figure 8.
(a) AFM diagram (after petro et al. (1979); (b) Nb-SiO2 plot for the Egyptian granites (Pearce and Gale 1977; based on data from Abd El Naby, 2021).
Figure 9.
(a) Yb + Nb versus Rb tectonic setting diagram of older and younger granitoid rocks of the ED of Egypt ((Pearce et al. 1984). Redrawn from El Bahariya, 2019); (b) Nb-Y-3 Ga ternary diagram (after Eby 1992). Redrawn from Abd El Naby, 2021.
2.6 Origin and source of magma
Previous studies on granitoid rocks of Egypt suggested several models and scenarios for the sources of magmas in different tectonic sites. Some workers favor fractional crystallization of mantle-derived mafic magma [56]. Others suggested instead partial melting of various crustal sources [57] or combine mantle and crustal source components [58, 59]. Moreover, Lundmark et al. [54] also suggested three magmatic pulses with refined age brackets at 705–680, 660 and 635–630 Ma.
The older granites are classified as I-type granites and of volcanic-arc-granite tectonic setting [60]. Two contrasting petrogenetic models have been proposed for the origin of the OG: (1) magmas generation by partial melting of mantle sources previously metasomatized by slab-derived fluids through fractionation from mantle-derived, LILE-enriched basaltic melts in subduction settings with some crustal contamination [61, 62, 63, 64]; (2) Fractional crystallization of mafic crustal melts generated by partial melting of amphibolite and mafic to intermediate igneous of lower crust [57]. However, the parental magmas may instead reflect mixing of mantle and crustal melts. The intermediate magma derived, by partial melting of the lower crust may promoted by heat from mantle-derived mafic melts producing a hybridized intermediate magma, that form tonalite and granodiorite by fractional crystallization during its ascent and cooling [65]. This metaluminous magnesian-rich magma eventually produce subduction-related granites (diorites, tonalities, granodiorites and minor monzogranites). Hassan and Hashad [34] proposed that emplacement of subduction-related granites was linked to three magmatic pulses at 850–800 Ma, 760–710 Ma and 630 Ma.
The magma of the younger granites appears to be derived by high degree of partial melting of crustal materials including: mafic lower crustal rocks [48], middle crust granodiorites-tonalites [66], metasedimentary protolith [67]. Alternatively, others-maintained mixing/mingling; of juvenile mantle-derived magma with felsic crustal melts [58]. Post-collisional granites of alkaline affinity are dominated at the final stages of the Pan-African orogeny [59]. The hot asthenosphere and crustal uplift causing extensive decompression melting and basaltic underplating and the heat promote partial melting of the lower crustal rocks to form the post-collisional calc-alkaline magma [68].
The alkaline A-type granites are considered as the product of either extensive fractional crystallization of mantle-derived mafic magmas [69] or partial melting crustal sources [70]. The A2-type intraplate granites appear to be derived from transitional stage between orogenic and anorogenic regimes. The A1-types are considered to be derived from differentiation of melts similar in composition to oceanic island basalts. Most of the A2 granites present in anorogenic environments and plot in the field of crust-derived A-type granites, which originate from a wide range of sources. However, the A2-type granites can also form at the sites of convergent (collision) plate boundaries [71]. Formation of A1-type intraplate granites is related to faulting [72] or magma is suggested to be produced by a melting process of lower crustal rocks in extension setting [73].
2.7 Age dating of granitoid rocks
Ages obtained for Older Granites from the Eastern Desert are younger than 750 Ma [74]. Stern and Hedge [31] gave Rb/Sr. whole-rock age of 674 ± 13 Ma for the time of intrusion of Wadi El-Miyah gray granites; and U/Pb zircon age 614 ± 8 Ma for the age of emplacement of Abu Ziran tonalite and granodiorite. Crystallization age for granodioritic batholiths from Humr Akarim and Humrat Mukbid, Eastern Desert of Egypt, is 630–620 Ma [75]. A comparable crystallization age (643 ± 9 Ma) of the Um Rus tonalite-granodiorite was determined by Zoheir et al. [76] although it is classified as phase I younger granite [38, 47].
Younger Granites (YG) include evolved island arc postorogenic and within plate anorogenic tectonic setting. The emplacement of the Egyptian late- to post-tectonic younger granites covers a time span between 600 and 550 Ma, [31] or 600 and 475 Ma [75]. The 635–580 Ma or 610 and 590 Ma period are characteristic for the postcollisional younger granite emplacement [77, 78]. They have been emplaced as two separates, but partially overlapping calc-alkaline and alkaline suites at 635–590 Ma and 608–580 Ma, respectively [79]. The Um Had granite has a U–Pb zircon age of 590–3.1 Ma [74]. Alkaline A-type granites from the ED (such as Al-Missikat, Abu Harba, and Gattar) dated ca. ~600 Ma [58].
3. Concluding remarks
Granites of different types have variable magma sources and tectonic environments. The Egyptian granites of the ED are classified into older and younger granites. The overall geological settings, geochemical characteristics and tectonic setting of the granitoid rocks of the ED of Egypt are presented and summarized in Table 1. The older granites occur as low relief igneous plutons intruded over a very long period of time from >850 to 615 Ma. Geochemistry of older granites reveals that they are metaluminous to slightly peraluminous, have calc-alkaline affinity, I-type granites and of volcanic-arc-granite tectonic setting. They are interpreted to result from melting of crustal rocks. Moreover, older I-type granites can form through fractionation from mantle-derived, LILE-enriched basaltic melts in subduction settings. The younger granites include highly fractionated calc-alkaline I-type granites as well as alkaline, A-type, granites. They are of peraluminous character and slightly metaluminous to peralkaline that have been emplaced as two suites: calc-alkaline (at 635–590 Ma) and alkaline (608–580 Ma) suites. Phase I younger granites (granodiorite and monzogranite) are suggested to be evolved island arc or post-orogenic subduction-related plutons, whereas Phase III and most of phase II exhibit within plate tectonic setting.
Older granites
Youger granites
Geological setting
Low releif mountains, gray coulur, with gradational contacts with the country rocks and have ellipsoidal enclaves with gradational contacts with the host granite
High relief, pink or yeloowish white coulour, have sharp contacts with the country rocks and their xenoliths and inclaves are irregular in shape and have sharp contacts with the host granite.
low-to medium-K calc-alkaline; I-type granites; subduction-related magnesian, granitoids display enrichment of LILE relative to HFSE and clear negative anomalies in Nb and Ta.
Highly fractionated calc-alkaline granites;.
alkaline to peralkaline granite, A-type; ferroan,
A2
A1
Tectonic setting and age dating
Compressional, Synorogenic; Volcanic arc granite or Magmatic arc/Active continental margin,*700–630 Ma (e.g., Lundmark et al. 2012; Ali et al. 2016)
Late-to post-orogenic, Collisional granite, or evolved volcani arc; Lundmark et al., 2012 590–610 Ma
Post-orogenic to anorogenic, Within plate 610 and 590 Ma (e.g., Ali et al. 2016; 590–540 Ma; Lundmark et al., 2012
Within plate, Anorogenic; 540 Ma Lundmark et al., 2012
Table 1.
Geological characteristics, geochemical features and tectonic setting of the granitoid rocks of the Eastern Desert of Egypt.
The diversity of granitoids rocks of the ED of Egypt and the variability of their chemical composition are controlled by the chemical composition of the source (crustal and mantle), P–T conditions, degree of partial melting, anatexis, as well as the extent of fractionation processes and crustal contamination. This implying various tectonic settings for the magma generation and emplacement. Granitic magmas formed during different tectonic regimes in compressional volcanic arc to extensional within-plate. Thus, the granitic rocks of the ED are geochemically diverse and their origin and tectonic evolution are still controversial.
\n',keywords:"granitoid rocks, neoproterozoic, granites, Nubian shield, Eastern Desert, Egypt, older and younger granites, tectonic setting",chapterPDFUrl:"https://cdn.intechopen.com/pdfs/75063.pdf",chapterXML:"https://mts.intechopen.com/source/xml/75063.xml",downloadPdfUrl:"/chapter/pdf-download/75063",previewPdfUrl:"/chapter/pdf-preview/75063",totalDownloads:1284,totalViews:0,totalCrossrefCites:1,totalDimensionsCites:2,totalAltmetricsMentions:0,impactScore:1,impactScorePercentile:55,impactScoreQuartile:3,hasAltmetrics:0,dateSubmitted:"November 24th 2019",dateReviewed:"January 8th 2021",datePrePublished:"February 4th 2021",datePublished:"March 10th 2021",dateFinished:"February 4th 2021",readingETA:"0",abstract:"Granites constitute the main rock components of the Earth’s continental crust, which suggested to be formed in variable geodynamics environments. The different types of granitic rocks, their compositional characteristics, tectonic settings and magma sources are outlined. Mineralogical classification of granites includes four rock types: tonalites, granodiorites, granite (monzogranite and syenogranites) and alkali-feldspar granites. Alphabetical classification subdivided granites into: I-type, S-type, A-type and M-type granites. Moreover, formation of granitic magmas requires distinctive geodynamic settings such as: volcanic arc granite (Cordilleran); collision-related granites (leucogranites); intra-plate and ocean ridge granites. The Eastern Desert of Egypt (ED) forms the northern part of Nubian Shield. Both older and younger granites are widely exposed in the ED. Old granites (OG) comprise tonalites and granodiorites of syn- to late-orogenic granitoid assemblages. They are calcalkaline, I-type, metaluminous and display island arc tectonic setting. Younger granites (YG) on the other hand, include granites, alkali-feldspar granites and minor granodiorites. They are of I- and A-type granites and of post-orogenic to anorogenic tectonic settings. The majority of the YG are alkaline, A-type granite and of within-plate tectonic setting (WPG). The A-type granites are subdivided into: A2-type postorogenic granites and A1-type anorogenic granites. Granite magma genesis involves: (a) fractional crystallization of mafic mantle-derived magmas; (b) anatexis or assimilation of old, upper crustal rocks (c) re - melting of juvenile mafic mantle – derived rocks underplating the continental crust. Generally, older I-type granitoids were interpreted to result from melting of mafic crust and dated at approximately 760–650 Ma, whereas younger granites suggested to be formed as a result of partial melting of a juvenile Neoproterozoic mantle source. Moreover, they formed from anatectic melts of various crustal sources that emplaced between 600 and 475 Ma.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/75063",risUrl:"/chapter/ris/75063",book:{id:"9879",slug:"geochemistry"},signatures:"Gaafar A. El Bahariya",authors:[{id:"267666",title:"Dr.",name:"Gaafar",middleName:null,surname:"El Bahariya",fullName:"Gaafar El Bahariya",slug:"gaafar-el-bahariya",email:"gbahariya@yahoo.com",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/267666/images/system/267666.png",institution:{name:"Tanta University",institutionURL:null,country:{name:"Egypt"}}}],sections:[{id:"sec_1",title:"1. Introduction",level:"1"},{id:"sec_2",title:"2. Neoproterozoic granites of the Eastern Desert of Egypt",level:"1"},{id:"sec_2_2",title:"2.1 General outlines",level:"2"},{id:"sec_3_2",title:"2.2 Geological setting",level:"2"},{id:"sec_4_2",title:"2.3 Petrography",level:"2"},{id:"sec_5_2",title:"2.4 Geochemical characteristics",level:"2"},{id:"sec_6_2",title:"2.5 Tectonic setting",level:"2"},{id:"sec_7_2",title:"2.6 Origin and source of magma",level:"2"},{id:"sec_8_2",title:"2.7 Age dating of granitoid rocks",level:"2"},{id:"sec_10",title:"3. 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Geochemistry and petrogenesis of post-collisional alkaline and peralkaline granites of the Arabian-Nubian Shield: a case study from the southern tip of Sinai Peninsula Egypt. International Geological Review 60: 998-1018'},{id:"B60",body:'Moghazi A.M.; 2002. Petrology and geochemistry of Pan-African granitoids, Kab Amiri area, Egypt—Implications for tectonomagmatic stages in the Nubian shield evolution. Mineralogy and Petrology 75: 41-67'},{id:"B61",body:'Wilson, M., 1994. Igneous petrogenesis. Chapman & Hall, London, p 466'},{id:"B62",body:'Pearce J.A and Peate D.W., 1995. Tectonic implications of the composition of volcanic arc magmas. Ann. Rev. Earth Planet. Sci. 23, 251-285'},{id:"B63",body:'El-Bialy M.Z, Streck M.J; 2009. Late Neoproterozoic alkaline magmatism in the Arabian-Nubian Shield: the post collisional A-type granite of Sahara-Umm Adawi pluton, Sinai Egypt. Arabian Journal of Geosciences 2: 151-174'},{id:"B64",body:'El-Bialy M.Z, Omar M.M; 2015. Spatial association of Neoproterozoic continental arc I-type and post-collision A-type granites in the Arabian-Nubian Shield: The Wadi Al-Baroud Older and Younger Granites, North Eastern Desert, Egypt. Journal of African Earth Sciences 103: 1-29'},{id:"B65",body:'Abdelfadil K.M, Obeid M.A, Azer M.K, Asimow P.D., 2018. Late Neoproterozoic adakitic lavas in the Arabian-Nubian shield, Sinai Peninsula Egypt. Journal of Asian Earth Sciences 158: 301-323'},{id:"B66",body:'Mohamed F.H and El-Sayed M.M., 2008. Post-orogenic and anorogenic A-type fluorite-bearing granitoids, Eastern Desert, Egypt: petrogenetic and geotectonic implications. Chemie der Erde 68: 431-450'},{id:"B67",body:'Moghazi A.M, Hassanen M.A, Mohamed F.H and Ali S., 2004. Late Neoproterozoic strongly peraluminous leucogranites, South Eastern Desert, Egypt: petrogenesis and geodynamic significance. Mineralogy and Petrology 81: 19-41'},{id:"B68",body:'Avigad D, Gvirtzman Z., 2009. Late Neoproterozoic rise and fall of the northern Arabian-Nubian shield: the role of lithospheric mantle delamination and subsequent thermal subsidence. Tectonophysics 477: 217-228'},{id:"B69",body:'Bonin B., 2007. A-type granites and related rocks: Evolution of a concept, problems and prospects. Lithos 97: 1-29'},{id:"B70",body:'Ali B.H, Wilde S.A, Gaber, M.M., 2009a. Granitoid evolution in Sinai, Egypt, based on precise SHRIMP U-Pb zircon geochronology. Gondwana Research 15: 38-48'},{id:"B71",body:'Grebennikov AV; 2014. Erratum to “A-type granites and related rocks: petrogenesis and classification”. Russian Geology and Geophysics 55: 1353-1366'},{id:"B72",body:'Dobretsov N.L., 2003. Mantle plumes and their role in the formation of anorogenic granites. Geology and Geophysics 44: 1243-1261'},{id:"B73",body:'Abu-Alam TS and Stüwe K., 2009. Exhumation during oblique transpression: the Feiran-Solaf region, Egypt. Journal of Metamorphic Geology 27: 439-459'},{id:"B74",body:'Andresen A, El-Rus MMA, Myhre PI, Boghdady GY., 2009. Corfu F. U-Pb TIMS age constraints on the evolution of the Neoproterozoic Meatiq Gneiss Dome, Eastern Desert, Egypt. International Journal of Earth Sciences 98: 481-497'},{id:"B75",body:'Ali KA, Andresen A, Stern RJ, Manton WI, Omar SA, Maurice AE., 2012. U-Pb zircon and Sr-Nd-Hf isotopic evidence for a juvenile origin of the c 634 Ma El-Shalul Granite, Central Eastern Desert, Egypt. Geological Magazine 149: 783-797'},{id:"B76",body:'Zoheir, B, Goldfarb. R, Holzheid. A, Helmy H and El Sheikh. A., 2019. Geochemical and geochronological characteristics of the Um Rus granite intrusion and associated gold deposit, Eastern Desert, Egypt. Geosci Front. https://doi.org/10.1016/j.gsf.2019.04.012'},{id:"B77",body:'Ali KA, Stern RJ, Manton WI, Kimura J-I, Khamees HA., 2009b. 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1. Introduction
Nowadays, the importance of ancient systems of education is attracting more attention. It is especially true in relation to the Greek’s teaching experience, including the one of the Sophists, Stoics, and students of Plato’s Academy and Aristotle’s Lykeion. This interest is arousing from professional philosophers (see: [10, 14, 20]) as well as from the practicing teachers (see: [7, 15, 19]). The main idea of this chapter is to argue that nowadays the importance of the Aristotelian approach to teaching is becoming not only interesting but also quite useful. At the same time, some authors indicate that modern universities are becoming much closer to corporations rather than to the classical universities, and in this case previous experience cannot be really useful ([9], pp. 24-25). I think that it is not quite right, and the basic ideas of great teachers should serve as landmarks notwithstanding the modern trends in education and conditions of life.
The main idea of this chapter is to argue that nowadays the importance of the Aristotelian approach to teaching is becoming not only interesting but also quite useful.
The problems of modern education are largely related to the new conditions in which a person of the information society finds himself.
This is, firstly, the victory of the pedagogical concept, which places the interests of the individual above the interests of society and, accordingly, approves the need to choose individual trajectories of education. Yet, the person has to become a member of society and, therefore, to be an obedient taxpayer sharing norms and persuasions of a particular social milieu. These two goals of education are not easily compatible; moreover, they are quite contradictory. This contradiction can be found in the saying by Alain Touraine, taken as the epigraph for the book [21]: “Democracy serves neither society nor individuals. Democracy serves human beings insofar as they are subjects, or in other words, their own creators and the creators of their individual and collective lives.” The problem here is that collective life is guaranteed by the state, and only law (also executed by the state) guarantees the possibility of individual life. At the same time, the law is implemented by the power of the state. This means that the state has to shape future citizens to be obedient, passive, and dependent. It is exactly what Chomsky says in his interview: “If kids are studying for a test, they’re not going to learn anything. We all know that from our own experience. You study for a test and pass it and you forget what the topic was, you know. And I presume that this is all pretty conscious. How conscious are they? I don’t know, but they’re reflections of the attitude that you have to have discipline, passivity, obedience, the kind of independence and creativity that we were shown in the ’60s and since then – it’s just dangerous” [8].
Secondly, teaching now occurs in conditions where information is always fully available. This means that information does not become real knowledge. It seems that bits of information appear out of nowhere. Accordingly, the very value of knowledge is undermined, because it appears to be so easily gained. This forms a second contradiction: we are living in an informational society, but information is losing its value.
2. Main part
Accordingly, the goals of education are dramatically changing. It is openly or implicitly proclaimed that the purpose of the system of education is, first, to educate a member of a well-organized society, whose purpose is to find the best suitable place in order to receive the maximum from outer conditions. In other words the system of education is aimed to coin qualified consumers, who will be able to navigate themselves through complicated conditions of modern society, or/and, secondly, education is aimed at training a narrow specialist who will be able to find the most appropriate and profitable job necessary for national economy. The system is built in such a way that a person eventually thinks that he chooses the purpose of his training and that he is the master, yet in reality he is driven by the system.
Yet here, the insurmountable and unproductive contradiction is formed between standardization (which is required for the training of a narrow specialist) and the implementation of the individual trajectory of education, which in name is designed to develop the inner abilities of the pupils. This contradiction is easy to demonstrate, for instance, by the so-called manifesto on the digital educational environment, which proclaims that “the purpose of education is not the assimilation of knowledge, but the development of personality” and that “…individualization is the highest good and point of reference” [17].1 The basic statements are as follows: “Nowadays training is predominantly the obtaining of information from outside – given by a program, a teacher, or a standard. In the digital environment the unit of learning becomes the activity of the student” [17]. And further, “…the usual concept of ‘a textbook’ retains its meaning only as a selection of educational content of different types. It should be replaced by a digital educational environment, where everyone can choose their own educational path, consisting of activities that they need here and now. The environment, in turn, should continuously analyze the needs and abilities of the student and offer scenarios for further development” [17]. The authors do not even notice how ridiculous and contradictory this picture looks. On the one hand, it speaks about the formation of an individual educational trajectory, which should be based on the abilities and interests of the student. But, on the other hand, an environment acts as an active builder of this exclusively autonomous personality due to its responsibility to set the parameters of this individual trajectory. What about the will of the personality whose path is arranged from outside? In addition, we are talking about the activities relevant at the moment, but it is unclear how this will determine future activity and how the abilities of the growing and emerging individual will be taken into account. What about the establishment of a system that would take into account the change of this very environment as well? There is an extremely thin difference between (1) the situation when artificial intelligence systems are designed to tutor students for particular tasks, yet the very task is presented in the course of traditional education (see, e.g., [6]), and (2) the situation when these systems start to play an active role replacing a student’s own sphere of initiative.
The goal of the creators of the so-called OLnet is similar, in that they state that “There has also been a noticeable move towards a strategic recognition of the mission critical importance of technologies as part of wider institutional structures. These changes are evidence that technologies have had an increasing impact on education processes over the last couple of decades, however the impact on actual practice – on teaching and learning – is perhaps not as radical as might have been expected. Considered in terms of methods of teaching, models of work and the relations between teacher and learner, the impact of technologies has not been as transformative in education as it has been in other industries such as finance, tourism or online shopping” ([11], p. 124). The very determination to transform the teaching process on the basis of new technologies excluding personal interaction in favor of impersonal procedure is quite indicative. The problem is that we cannot predict the outcome of the implementation of such innovations.
Further colors to this picture are added by the purely economic approach to education. This is perfectly demonstrated by the intermediate results of educational reforms which have been going in the Russian Federation for about a quarter of a century taking the averaged Western system of education as a model. The process of education is turned into a “service”: pupils are becoming clients who are always right, and teachers are the sellers of educational products. This situation is drastically different in its goals and approaches from the situation before.
In the end, we can observe the following outcome. The person who has been educated for 11 years (I am taking the average first year student of university although there definitely are some capable students):
cannot write summary of what he has heard during a lecture, because he (1) cannot discriminate between principle and secondary statement and (2) he cannot formulate the main idea of what he has just heard;
demonstrates an absence of elementary knowledge of mathematics, physics, history, literature, etc;
is able to recall bits of texts (without understanding them) at the level of short-time memory, yet long-time memory is not used;
does not try to form an integral picture systematizing fragments of received knowledge. Instead of this holistic presentation of some subject or aspect of reality, he creates a senseless mosaic, which is only casually related to the discussed subject. This means that the very possibility to ask any questions about this subject is not imaginable, because the questioning presupposes clarification and refinement of the integrate picture. The very intention to clarify disappears, replaced by simple procedure: any fragment of received knowledge is easily followed by the next one, and the link is not necessary;
loses the idea of the value of knowledge;
does not try to answer the questions which he formulated himself but is trained to seek information which is effortlessly available in one step using different databases;
cannot critically evaluate straightforwardly received information;
loses the feeling of incomprehension, which is unavoidable for the possibility to wonder, and, therefore, if information is not an answer to a question that a person consciously asked themselves, that person will not attempt to keep that information in long-term memory.
In this situation, it is interesting to look at the goals set by the education system in the era of Aristotle, given the phenomenon that is called the “Greek miracle” and which with extreme efficiency showed itself in a variety of areas of human activity, including the intellectual. Aristotle is also taken in this respect due to his activity as a teacher and founder of the school which greatly influenced the development of learning in Alexandria, the paramount center of science of the Hellenistic era.
Werner Yeager in his famous book Paideia stated that the Greeks thought that the main purpose of education was the creation of man. “They were the first to recognize that education means deliberately moulding human character in accordance with an ideal. … Throughout history, whenever this conception reappears, it is always inherited from the Greeks; and it always reappears when man abandons the idea of training the young like animals to perform certain definite external duties, and recollects the true essence of education” ([22], pp. xxii-xxiii). This idea of the creation of man (in Russian the word for “education” is “образование” which exactly means “creation” and “building”) is developed by the Greeks in close relation with the idea of a necessary political aspect. “The man revealed in the work of the great Greeks is a political man. Greek education is not the sum of a number of private arts and skills intended to create a perfect independent personality. No one believed that it was, until the decline of Hellenism, when the Greek state as such had vanished – the age from which modern pedagogy is directly derived” ([22], pp. xxv-xxvi). Yeager emphasizes that in this case the education was intended to create a responsible citizen rather than an independent personality or narrow specialist.
Aristotle in his understanding of education followed Socrates and especially his teacher Plato and, accordingly, opposed philosophy to dialectics and sophistry. Socrates began to struggle with the sophists, as they realized a purely intellectual ideal, allowing their students to achieve their goals in the political arena without trying to be virtuous. Socrates, followed by Plato and Aristotle, effectively challenged this ideal. Immortal accomplishment of the sophists was the invention of intellectual culture and corresponding ways of educational techniques. “At the same time it is clear that whenever their political training attacked the deeper problems of morality and the state, it was in danger of teaching half-truths—unless it could be grounded in genuine and thorough political thought, searching for the truth for its own sake. From this point of view, Plato and Aristotle later attacked the whole system of sophistic culture and shook it to its foundations” ([22], p. 293). The starting point of the Socratic approach to education was the civilization of the individual in order to make him a socially valuable person. Xenophon spoke on this, introducing the idea of his teacher that if you take “the human beings with the best natures, who are most robust in their souls and most able to accomplish whatever they attempt, if they are educated and learn what they should do, become best and most beneficial (for the good things they accomplish are very many and very great), while without education and learning they become worst and most harmful, for - not understanding how to decide what they should do - they frequently attempt wicked actions, and since they are grand and impetuous they are hard to restrain and hard to turn back, which is why the bad things they do are very many and very great” ([22], p. 112). In other words, we are talking about curbing wildlife, which characterizes an uneducated person. Thus, the purpose of education is undoubtedly proclaimed as the creation of a political person (a man of a polis), a citizen.
Plato follows Socrates directly; Aristotle follows Plato. If Socrates sets a pattern straightly by his personal example, Plato already implements this approach in the Academy, and his approach is intentionally opposed to the rhetorical schools of his time. Plato combines intelligence with the desire to implement a certain civil ideal. As John Dillon notes: “That is the true legacy of the Platonist model of education, on which modern civilization is progressively turning its back: that the properly structured study of quite abstract subjects is the best training for the mind, even when the mind is turned to the solution of entirely practical problems” ([12], p. 332). This aspect of Plato’s approach was fully continued by Aristotle in his Lykeion. Without entering into discussion of more detailed intersections between systems of teaching of three great philosophers, I would like to emphasize the following points of Aristotelian approach to education, which I assume to be the most important nowadays.
These points are (1) integrity of knowledge, (2) wonder as the beginning of knowledge, (3) oral communication as a way of organizing knowledge, and (4) knowledge as a necessary and special element of lifestyle.
Let us start with the first point: integrity. How has it been revealed in the educational system of Aristotle?
(1) An indication toward integrity and commitment to integrity are present (a) in the mandatory establishment of generic relations, when any object of study is considered, and in establishing the system of the most general categories, and (b) in the methodological support of knowledge.
We will consider these two aspects successively. According to Aristotle, philosophy and logic play a key role in education as the forms of implementation of a unified approach in any field of knowledge. It is philosophy that turns knowledge “scientific,” that is, in the understanding of Aristotle, the knowledge which is built from the beginnings, from the first principles. “Clearly then it is the function of the philosopher, that is, the student of the whole of reality in its essential nature, to investigate also the principles of syllogistic reasoning. And it is proper for him who best understands each class of subject to be able to state the most certain principles of that subject; so that he who understands the modes of Being qua Being should be able to state the most certain principles of all things. Now this person is the philosopher, …” ([1, 2], Metaphysics, 1005b). The first principles of everything are explored by theology, and, consequently, less general principles are examined by specific sciences. Thus, Aristotle transfers philosophical approach to any sphere of research, and any knowledge is built systematically. Hence, the methodical analysis is applied to everything under research. Namely, Aristotle is the one who sets the system of categories in his Metaphysics—essence, quality, place, action or suffering, relation, and quantity, and then he sets more extensive list of categories in the Categories. Aristotle states: “Clearly, then, it pertains to one science to study Being qua Being, and the attributes inherent in it qua Being; and the same science investigates, besides the concepts mentioned above, Priority and Posteriority, Genus and Species, Whole and Part, and all other such concepts” ([1, 2], Metaphysics, 1005a). Due to the emergence of categories—the specific concepts that cannot be defined by the principle of gender and species differences (because they are the most general of their kind)—it is possible to freely build a generic chain that has been impossible before the emergence of philosophy. Plato, followed by Aristotle, rationalized the relationship between concepts. Aristotle built categories as a system.2
The method developed by Aristotle provides a unified approach to the study of any phenomenon. For instance, he begins his Physics not with the concept of movement but from methodological instructions. The first chapter begins with the definition of true knowledge (to epistasmai - from he episteme - science): “When the objects of an inquiry, in any department, have principles, conditions, or elements, it is through acquaintance with these that knowledge, that is to say scientific knowledge, is attained. For we do not think that we know a thing until we are acquainted with its primary conditions or first principles, and have carried our analysis as far as its simplest elements. Plainly therefore in the science of Nature, as in other branches of study, our first task will be to try to determine what relates to its principles” ([3], Physics, 184a). This means that the researcher has to move from general to specific. Of course, speaking of physics, we assume that it is an inductive science, but if we attribute Aristotle’s approach not to obtaining knowledge, but to its representation, it turns out to be quite relevant here. We can do this because in teaching we are not just obtaining knowledge but have to present it to students.
In a similar way, Aristotle approaches judicial practice, which is very far from physics: “… Most important of all, because a judgment of a lawmaker is not about a particular case but about what lies in the future and in general, while the assemblyman and juror are actually judging present and specific cases …” ([5], Rhetoric, 1354b). This approach allows to lay the foundation of theoretical jurisprudence.
Practical disciplines are built by the same logic. Thus, Aristotle begins his ethical teaching with the definition of the good as the goal of any art and, accordingly, shows how specific benefits, like health, victory, and wealth, are subjects to more general benefits. “Now, as there are many actions, arts, and sciences, their ends also are many; the end of the medical art is health, that of shipbuilding a vessel, that of strategy victory, that of economics wealth. But where such arts fall under a single capacity — as bridle-making and the other arts concerned with the equipment of horses fall under the art of riding, and this and every military action under strategy, in the same way other arts fall under yet others — in all of these the ends of the master arts are to be preferred to all the subordinate ends; for it is for the sake of the former that the latter are pursued” ([4], Nicomachean Ethics, 1094a). The number of examples can be easily multiplied. Obviously, Aristotle’s approach in all these cases is based upon the assumption that as the world is consistent in its entirety, the methodology should be commensurable to it.
(2) Now we turn to wonder (to thaymadzein) as the beginning of knowledge. Aristotle talks about wonder and the ability to be surprised in two famous places from Metaphysics. Let us start with the second one: “… All begin, as we have said, by wondering that things should be as they are, e.g. with regard to marionettes, or the solstices, or the incommensurability of the diagonal of a square; because it seems wonderful to everyone who has not yet perceived the cause that a thing should not be measurable by the smallest unit. But we must end with the contrary and (according to the proverb) the better view, as men do even in these cases when they understand them; for a geometrician would wonder at nothing so much as if the diagonal were to become measurable” ([1, 2], Metaphysics 983а). So what is wonder according to Aristotle?
First, it seems necessary to understand wonder as the reaction to a deviation from the norm, in the most extreme cases, to a deviation that goes beyond the possible. By providing the example with toys (marionettes), Aristotle has in mind a situation where this reaction can proceed in the interest and demand of research and response. Secondly, he is talking about the surprise of the researcher, who moves from the opposite: he starts from the idea that the diagonal is commensurate; however by exploring the case comes to the contrary—the diagonal is incommensurable. Aristotle, as we have seen, speaks of two types of wonder: (1) the surprise arising from the observation of something unusual and (2) surprise that contradicts to the theory, in this case—to geometry. The surprise of the possible commensurability of the diagonal of the square is the surprise of the geometer, a man who already knows the theory. And here we are talking only about the fact that by reasoning from the opposite (from something amazing), Aristotle becomes convinced of the correctness of the idea of incommensurability.
Yet neither the example of marionettes nor the example of incommensurability leads to the search for new knowledge. Let us now turn to the earlier passage: “It is through wonder that men now begin and originally began to philosophize; wondering in the first place at obvious perplexities, and then by gradual progression raising questions about the greater matters too, e.g. about the changes of the moon and of the sun, about the stars and about the origin of the universe. Now he who wonders and is perplexed feels that he is ignorant (thus the myth-lover is in a sense a philosopher, since myths are composed of wonders); therefore if it was to escape ignorance that men studied philosophy, it is obvious that they pursued science for the sake of knowledge, and not for any practical utility” ([1, 2], Metaphysics, 982а). Thus, for Aristotle wonder becomes the beginning not only of philosophy but also of any reflective intellectual activity, due to the fact that myths are represented in the works of poetry. Fran O’Rourke draws attention to this point in his work, saying that the philosopher, according to Aristotle, “relies greatly upon the poet, the ‘maker’ of myth, who, through allegory, symbol and metaphor, shapes a meaning from the welter of human happenings by weaving them into a pattern and narrative of wider cosmic order. Although Aristotle does not state that the poet is engaged in wonderment of the totality … the juxtaposition and comparison of philosophy and poetry allow us to make this assumption” ([18], p. 31). O’Rourke emphasizes the point that, according to Aristotle, philosophy deals with totality (pantos), linking totality and wonder. Aristotle shows that from the beginning wonder leads to the creation of a myth. Myth replaces ignorance by stating the problem. Later philosophy starts to explore the problem in a systematic way.
Thus, according to Aristotle, wonder is necessary to indicate toward the situation of misunderstanding and incomprehension. Namely, this situation, in turn, generates interest, which, in relation to the most important things for a person, is presented in myths. Myths, in turn, raise questions, and they require systematic research of a philosopher or scientist.
It is interesting to note that Aristotle directly connects knowledge with leadership and, therefore, power. In Rhetoric he says: “And sine to be the leader is pleasantest, to seem to be wise in a practical way is a quality of leadership, and wisdom is a knowledge of many and admirable things” ([5], Rhetoric, 1371b). Aristotle understands that in society the power of myths is enormous, and, given this, the value of wonder is increasing even more.
In teaching, we can take these considerations in a slightly different way turning myths into hypotheses (taken as preliminary presuppositions) which are formulated to answer the question raised by wonder. I think that this substitution is not far from what Aristotle had in mind. Only the answer to a well-understood problem provides us with knowledge which will be stored in long-term memory.
(3) Let us now turn to the third point: the specifics of oral communication in comparison with the written. Here it is worth to pay attention to the nature of the organization of communication. Suffice to note that the guidance of Socrates was based precisely on his ability to influence the listeners by oral speech (e.g., it is possible to recall the speech of Alcibiades in Plato’s Symposium). Namely, in this position of oral teacher, Socrates has become an enduring role model. Aristotle sets another type of oral communication, more consistent with his nature—teaching in the process of walking. Note that walking almost completely excludes direct recording. If we consider that the extant texts are mostly student records of Aristotle’s lectures, it means that the students recorded them from memory, sometime after these lectures had been pronounced, that is, it is not a direct abstract but some later reproduction. It is worth, of course, to keep in mind that memory in a society where oral communication plays a decisive role, on average, was much more developed than memory of our contemporaries, when it is possible to find the right link, the right text in the book, or, even more effectively, at any time to turn to the help of a smartphone. It was necessary to keep a long chain of reasoning in mind. Thus, the retelling of some scenes in the dialogues of Plato may not have been fully written and was presented to a large extent as a record of spoken dialogues. A long narrative based on memory was normal practice. It is well-known that much attention was paid to the development of the memory by the Pythagoreans, and Plato and Aristotle went in line with this tradition.
In addition, for oral communication, it is very important to demonstrate the right intonation and clarity of speech. “There are three things which require special attention in regard to speech: first, the sources of proofs; secondly, style; and thirdly, the arrangement of the parts of the speech. We have already spoken of proofs and stated that they are three in number, what is their nature, and why there are only three; for in all cases persuasion is the result either of the judges themselves being affected in a certain manner, or because they consider the speakers to be of a certain character, or because something has been demonstrated. … In the first place, following the natural order, we investigated that which first presented itself—what gives things themselves their persuasiveness; in the second place, their arrangement by style; and in the third place, delivery, which is of the greatest importance but has not yet been treated of by anyone. In fact, it only made its appearance late in tragedy and rhapsody, for at first the poets themselves acted their tragedies” ([5], Rhetoric, 1403b, 1404a]). The subtlety of the assessment spoken in Ancient Greece is known; it is sufficient to recall the case that the actor Gegeloh has been ridiculed in one of Aristophanes’ comedies because he made a mistake in emphasis. In general, diction was a high priority. Such a reverent attitude to the spoken word raised its value much higher than in nowadays and, accordingly, drastically increased the impact on the listener.
Another important aspect of the primacy of oral communication is its dialogic nature, which is radically different from our primarily monologic reality. Involvement in the subject was being organized through dialogue, not through abstract acquaintance with it, especially with the usage of written text. Undoubtedly, students were able to ask questions and certainly greatly enjoyed this opportunity.3 The very nature of oral communication suggests that the listener much more actively delves into the matter here and now, and this requires (especially when discussing complex subjects) clarification or raising objections. Naturally, the very impression of the subject was associated with the situation of its perception—with the teacher’s intonations, with his reactions to questions, and with his manner of reasoning. All these aspects are lost when translating oral text into written. This was especially important in philosophy which embraced at that time a much wider range of subjects.
(4) Let us now turn to the last point—knowledge as a necessary and special element of lifestyle. The purpose of philosophizing was to build a way of life in accordance with certain principles. Aristotle formulated the difference between philosophy and other disciplines: “… Dialecticians and sophists wear the same appearance as the philosopher, for sophistry is Wisdom in appearance only, and dialecticians discuss all subjects, and Being is a subject common to them all; but clearly they discuss these concepts because they appertain to philosophy. For sophistry and dialectic are concerned with the same class of subjects as philosophy, but philosophy differs from the former in the nature of its capability and from the latter in its outlook on life. Dialectic treats as an exercise what philosophy tries to understand, and sophistry seems to be philosophy; but is not” ([1, 2], Metaphysics, 1004b]). It is also the continuation of the two-century tradition of wisdom.
Pierre Hadot paid attention to the idea of philosophy as a way of life, not just thinking as such. He writes: “These theories - which one could call ‘general philosophy’ - give rise, in almost all systems, to doctrines or criticisms of morality which, as it were, draw the consequences, both for individuals and for society, of the general principles of the system, and thus invite people to carry out a specific choice of life and adopt a certain mode of behavior.” And Hadot continues: “… Philosophical discourse must be understood from the perspective of the way of life of which it is both the expression and the means. Consequently, philosophy is above all a way of life, but one which is intimately linked to philosophical discourse” ([16], pp. 2-4). Although Aristotle seems for modern readers to act as a philosopher, striving for pure knowledge, that is, knowledge that is valuable for its own sake, Hadot shows that this is not the case. Aristotle in his approach to teaching differs significantly from Plato. If the Academy prepared people for political life, Lykeion prepared for the life of a philosopher. Obviously, for Aristotle, philosophy is “a theoretical” way of life. “In modern parlance, ‘the theoretic’ is opposed to ‘the practical’ the way the abstract and speculative is opposed to the concrete. From this perspective, then, we may oppose a purely theoretic philosophical discourse to a practical, lived philosophical life. Aristotle himself, however, uses only the word ‘theoretical’ [theoretikos], and he uses it to designate, on the one hand, the mode of knowledge whose goal is knowledge for knowledge’s sake, and not some goal outside itself; and on the other, the way of life which consists in devoting one’s life to this mode of knowledge. In this latter meaning, ‘theoretical’ is not opposed to ‘practical.’ In other words, ‘theoretical’ can be applied to a philosophy which is practiced, lived, and active, and which brings happiness” ([11], pp. 80–81). Since philosophy is a certain way of life, it definitely carries an ethical principle: “… ‘theoretical’ philosophy is at the same time a certain ethics. Just as virtuous practice is not to choose for itself a purpose other than virtue, to strive to be a good man, not counting on any private benefit—‘Just as virtuous praxis consists in choosing no other goal than virtue and in wanting to be a good person without seeking any particular interest, so theoretical praxis (it is Aristotle himself who inspires us to hazard this apparently paradoxical phrase) consists in choosing no goal other than knowledge. It means wanting knowledge for its own sake, without pursuing any other particular, egoistic interest which would be alien to knowledge. This is an ethics of disinterestedness and of objectivity” ([16], p. 81). Hadot notes that Aristotle is well aware that such a lifestyle requires that the material side of life is ensured. Economic side of life plays a significant role; however this does not occlude the intellectual striving.
Aristotle speaks of economics as of the basis for the transition to public activity, to the activity of the citizen, which is the nature of a real human being. According to Aristotle, through ethics and law, a person defines himself within the political community (koinonia). “Since the main mechanism of self-identification is the correlation, feeling and self-realization within the political community, the main definition of the Greek is his civil belonging to a certain city-state. The state is the highest, and the most perfect form of political communication of equal people (homilia)” ([13], pp. 189–190). Political communication is possible only due to speech. Namely, speech makes it possible, and we come to the point of intersection of oral communication (speech) and lifestyle. The speech itself, according to Aristotle, contains an ethical principle. He begins his Politics with the statement that the most important and embracing all other types of communication is political communication, that is, communication within the state. However, communication is based on speech: “… Man alone of the animals possesses speech. The mere voice, it is true, can indicate pain and pleasure, and therefore is possessed by the other animals as well … , but speech is designed to indicate the advantageous and the harmful, and therefore also the right and the wrong; for it is the special property of man in distinction from the other animals that he alone has perception of good and bad and right and wrong and the other moral qualities, and it is partnership in these things that makes a household and a city-state” ([1, 2], Politics, 1253a). It is obvious that a person can become a true human being only due to the fact that he is included in this system of social relations, civil relations, in particular.
In other words, we come to the problem of self-identification, where education plays a key role. Returning to the current situation in education, it is necessary to raise the question: is it possible to provide a sustainable self-identification if the individual trajectory of education is realized in full capacity? On the one hand, it is obvious that the individual trajectory of education is inevitable, because everyone learns the same things in different ways. All people are taught by the same samples of writing, but for apparent reasons everyone’s handwriting is different. On the other hand, it is understandable that people need a common knowledge platform to have a meaningful communication. If we exaggerate the idea of the initial choice of individual trajectories, communication will be reduced to a relatively small number of everyday topics, such as weather and the latest news. People who are taught this way are very easily manipulated. Otherwise, their way of life can be easily set and controlled from the outside. If this is stated as the aim of education, we have to forget the experience of the great ancient thinkers. It is quite useful to recall the role played by Aristotle’s pupils in foundation of the greatest scientific institution of antiquity—Alexandrian Museion and the library.
3. Conclusion
What follows from the reflection upon Aristotle’s approach to teaching in comparison with the current trends in education? Why is it relevant?
The significance of Aristotle, compared to the recent situation in education, starts with the counter-mosaic approach to teaching. The teacher has to strive toward systematic knowledge, which is possible only through the formation of a broad view of the subject based on the links with other subjects, creating at the end a hierarchical structure from first principles to the particulars. This underscores the importance of integral courses, including humanitarian ones.
The wonder that precedes the answer to the problem makes this answer and the relevant knowledge involved valuable and thus becomes part of long-term rather than short-term memory. The so-called problem approach is a kind of attempt to implement what Aristotle means, but it should be included in a broader context of questioning. It is possible to teach students to wonder; however this is not the same as putting them in a problematic situation. The latter is something artificial and secondary: the ability to wonder means the ability to intellectually create the problematic situation. It is part of life rather than part of the educational process. Yet only the ability to be surprised leads to the ability to raise questions, and after that the problem is formulated. It requires an appropriate mindset.
Oral communication about complex matters teaches concentration, the ability to highlight main points, to keep the thread of the narrative. It forces students to ask questions, turning a monologue of the teacher into a dialogue between teacher and student. Modern pedagogical practices are moving along the path of increasing the role of visualization, while philosophical courses should be based primarily on oral communication. Also, in teaching other disciplines, more attention should be paid to oral communication and dialogue as a form of resolving the problem situation.
Understanding that any knowledge is ethical in nature by itself makes the teaching more responsible. Striving for the truth and awareness of the power of acquired knowledge should accompany teaching from the very beginning. If these conditions are obeyed, education is aimed not toward the formation of a narrow specialist but toward the creation of a responsible citizen, who is much more an individual than a modern seeker of an individual educational trajectory.
Acknowledgments
The Author wishes to express his sincere gratitude to Novosibirsk State University of Economics and Management for financial support of this publication.
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Four aspects of his approach are specifically investigated: (1) the integrity of knowledge, (2) wonder as the beginning of knowledge, (3) oral communication as a specific way of creating knowledge, and (4) knowledge as a necessary element of way of life. While nowadays, the individuality is the primary value, and the accessibility of information is becoming almost absolute, these points of the Aristotle’s way of teaching are becoming crucial.",reviewType:"peer-reviewed",bibtexUrl:"/chapter/bibtex/65417",risUrl:"/chapter/ris/65417",signatures:"Oleg A. 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Introduction",level:"1"},{id:"sec_2",title:"2. Main part",level:"1"},{id:"sec_3",title:"3. Conclusion",level:"1"},{id:"sec_4",title:"Acknowledgments",level:"1"}],chapterReferences:[{id:"B1",body:'Tredennick H. Aristotle Metaphysics. Vol. 17. Cambridge, MA: Harvard University Press; 1933. Available from: http://www.perseus.tufts.edu [Accessed: Dec 12, 2018]'},{id:"B2",body:'Tredennick H. Aristotle in 23 Volumes. Vol. 18. London: William Heinemann Ltd.; 1989. Available from: http://www.perseus.tufts.edu [Accessed: Dec 12, 2018]'},{id:"B3",body:'Hardie RP, Gaye RK. Physics by Aristotle. Available from: http://classics.mit.edu/Aristotle/physics.1.i.html [Accessed: Dec 12, 2018]'},{id:"B4",body:'Ross D. Aristotle. The Nicomachean Ethics. NY: Oxford University Press; 2009'},{id:"B5",body:'Kennedy GA. Aristotle on Rhetoric. 2nd ed. Oxford University Press; 2007'},{id:"B6",body:'Hoppe U, Verdejo F, Kay J, editors. Artificial Intelligence in Education Shaping the Future of Learning through Intelligent Technologies. Amsterdam: IOS Press; 2003'},{id:"B7",body:'Michael B. Stoicism & Teaching: Part One. Available from: https://modernstoicism.com/stoicism-teaching-part-one/ [Accessed: Jan 2, 2019]'},{id:"B8",body:'Chomsky N. Democracy and Education in the 21st Century and Beyond: An Interview With Noam Chomsky. Available from: https://truthout.org/articles/democracy-and-education-in-the-21st-century-and-beyond-an-interview-with-noam-chomsky/ [Accessed: Dec 1, 2018]'},{id:"B9",body:'Stefan C. What Are Universities For? Penguin Books; 2012'},{id:"B10",body:'Gagarin M. Antiphon the Athenian: Oratory, Law, and Justice in the Age of the Sophists. Austin: University of Texas Press; 2002'},{id:"B11",body:'Conole G, McAndrew P. OLnet: A new approach to supporting the design and use of open educational resources of open educational resources of open educational resources. 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Oxford: Blackwell Publishers Ltd; 1995'},{id:"B16",body:'Hadot P. What is ancient philosophy? Harvard University Press Chase M (transl). paperback edition; 2004'},{id:"B17",body:'Manifest o tsifrovoi obrazovatel’noi srede (Manifesto on the digital educational environment). Available from: https://mel.fm/obrazovaniye/9541708-edutainme [Accessed: Dec 12, 2018] (In Russian)'},{id:"B18",body:'o’Rourke F. Aristotelian Interpretations. Irish Academic Press; 2016'},{id:"B19",body:'Shim SH. A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education. 2008;24:515-535'},{id:"B20",body:'Volf M. The sophistic education. SCHOLE: Ancient Philosophy and the Classical Tradition. 2018;12(1):287-296 (in Russian)'},{id:"B21",body:'Woods Philip A. Transforming Education Policy. Shaping a Democratic Future. Bristol: The Policy Press; 2011'},{id:"B22",body:'Werner Y. Paideia: The Ideals of Greek Culture. In: Archaic Greece: The Mind of Athens. Vol. 1. Oxford: Basil Blackwell; 1946'}],footnotes:[{id:"fn1",explanation:"This program is taken just as a demonstration of particular modern tendency in education."},{id:"fn2",explanation:"Émile Benveniste demonstrated that this system reflects the specific grammatical structure of the Ancient Greek; however in this case it does matter, because Aristotle started to apply these general concepts not in the sphere of linguistics but in the sphere of general knowledge."},{id:"fn3",explanation:"As far as we know, this possibility was forbidden for so-called akousmatikoi; however this was the norm in communication of Pythagoras with mathēmatikoi."}],contributors:[{corresp:"yes",contributorFullName:"Oleg A. Donskikh",address:"olegdonskikh@yandex.ru",affiliation:'
Department of Philosophy and Humanities, Novosibirsk State University of Economics and Management, Novosibirsk, Russia
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Paying the OAPF
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IntechOpen Waivers in Action
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At IntechOpen, the majority of OAPFs are paid by an Author’s institution or funding agency - Institutions (73%) vs. Authors (23%).
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IntechOpen Waivers in Action
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For Authors who are unable to obtain funding from their institution or research funding bodies and still need help in covering publication costs, IntechOpen offers the possibility of applying for a Waiver.
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How to Apply for a Waiver
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If 90% confidence interval for the ratio of the geometric least square means of peak plasma concentration, area under curve of test and reference drugs are within 80–125%, then bioequivalence will be established.",book:{id:"8331",slug:"pharmaceutical-formulation-design-recent-practices",title:"Pharmaceutical Formulation Design",fullTitle:"Pharmaceutical Formulation Design - Recent Practices"},signatures:"Divvela Hema Nagadurga",authors:null},{id:"68199",title:"Microcrystalline Cellulose as Pharmaceutical Excipient",slug:"microcrystalline-cellulose-as-pharmaceutical-excipient",totalDownloads:3568,totalCrossrefCites:3,totalDimensionsCites:18,abstract:"Microcrystalline cellulose (MCC) is a pure partially depolymerized cellulose synthesized from α-cellulose precursor (type Iβ), obtained as a pulp from fibrous plant material, with mineral acids using hydrochloric acid to reduce the degree of polymerization. The MCC can be synthesized by different processes such as reactive extrusion, enzyme mediated, steam explosion, and acid hydrolysis. It is commonly manufactured by spray-drying the neutralized aqueous slurry of hydrolyzed cellulose. The MCC is a valuable additive in pharmaceutical, food, cosmetic, and other industries. MMC obtained from different sources will differ considerably in chemical composition, structural organization, and physicochemical properties (crystallinity, moisture content, surface area and porous structure, molecular weight, etc.). The high demand of microcrystalline cellulose used in pharmaceutical industries has led to the utilization of locally and naturally occurring materials in the production of microcrystalline cellulose. Many studies on the physicochemical properties of locally produced MCC derived from natural sources have been extensively evaluated in the development of a new natural source for MCC as a substitution of wood, the most abundant one.",book:{id:"8331",slug:"pharmaceutical-formulation-design-recent-practices",title:"Pharmaceutical Formulation Design",fullTitle:"Pharmaceutical Formulation Design - Recent Practices"},signatures:"Anis Yohana Chaerunisaa, Sriwidodo Sriwidodo and Marline Abdassah",authors:null},{id:"53039",title:"Going Small: Using Biophysical Screening to Implement Fragment Based Drug Discovery",slug:"going-small-using-biophysical-screening-to-implement-fragment-based-drug-discovery",totalDownloads:2034,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"Screening against biochemical targets with compact chemical fragments has developed a reputation as a successful early‐stage drug discovery approach, thanks to recent drug approvals. Having weak initial target affinities, fragments require the use of sensitive biophysical technologies (NMR, SPR, thermal shift, ITC, and X‐ray crystallography) to accommodate the practical limits of going smaller. Application of optimized fragment biophysical screening approaches now routinely allows for the rapid identification of fragments with high binding efficiencies. The aim of this chapter is to provide an introduction to fragment library selection and to discuss the suitability of screening approaches adapted for lower‐throughput biophysical techniques. A general description of metrics that are being used in the progression of fragment hits, the need for orthogonal assay testing, and guidance on potential pitfalls are included to assist scientists, considering initiating their own fragment discovery program.",book:{id:"5360",slug:"special-topics-in-drug-discovery",title:"Special Topics in Drug Discovery",fullTitle:"Special Topics in Drug Discovery"},signatures:"John J. Bowling, William R. Shadrick, Elizabeth C. Griffith and\nRichard E. Lee",authors:[{id:"188526",title:"Mr.",name:"Richard",middleName:null,surname:"Lee",slug:"richard-lee",fullName:"Richard Lee"},{id:"194195",title:"Dr.",name:"John",middleName:null,surname:"Bowling",slug:"john-bowling",fullName:"John Bowling"},{id:"199006",title:"Dr.",name:"Will",middleName:null,surname:"Shadrick",slug:"will-shadrick",fullName:"Will Shadrick"},{id:"199007",title:"Dr.",name:"Elizabeth",middleName:null,surname:"Griffith",slug:"elizabeth-griffith",fullName:"Elizabeth Griffith"}]},{id:"58357",title:"Side Effects of Glucocorticoids",slug:"side-effects-of-glucocorticoids",totalDownloads:2098,totalCrossrefCites:6,totalDimensionsCites:10,abstract:"Glucocorticoids represent the most important and frequently used class of drugs in the management of many inflammatory and immunologic conditions. Beside these beneficial effects, glucocorticoids are also associated with serious side effects. Cushing’s syndrome, adrenal suppression, hyperglycemia, dyslipidemia, cardiovascular disease, osteoporosis, psychiatric disturbances, and immunosuppression are among the most important side effects of systemic glucocorticoids. These side effects are especially noticeable at high doses for prolonged periods. Even in low-dose therapy, glucocorticoids could lead to serious side effects. The underlying molecular mechanisms of side effects of glucocorticoids are complex, distinct, and frequently only partly understood. This comprehensive article reviews the current knowledge of the most important side effects of glucocorticoids from a clinical perspective.",book:{id:"6192",slug:"pharmacokinetics-and-adverse-effects-of-drugs-mechanisms-and-risks-factors",title:"Pharmacokinetics and Adverse Effects of Drugs",fullTitle:"Pharmacokinetics and Adverse Effects of Drugs - Mechanisms and Risks Factors"},signatures:"Irmak Sayın Alan and Bahadır Alan",authors:[{id:"159628",title:"Dr.",name:"Irmak",middleName:null,surname:"Sayin Alan",slug:"irmak-sayin-alan",fullName:"Irmak Sayin Alan"},{id:"209924",title:"Dr.",name:"Bahadir",middleName:null,surname:"Alan",slug:"bahadir-alan",fullName:"Bahadir Alan"}]}],onlineFirstChaptersFilter:{topicId:"1188",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:0,limit:8,total:null},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:87,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:98,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:27,numberOfPublishedChapters:287,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:9,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:139,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:0,numberOfUpcomingTopics:2,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!1},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:10,numberOfPublishedChapters:103,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:2,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:0,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!1},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:4,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"6",text:"It is great to work with the IntechOpen to produce a worthwhile collection of research that also becomes a great educational resource and guide for future research endeavors.",author:{id:"259298",name:"Edward",surname:"Narayan",institutionString:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259298/images/system/259298.jpeg",slug:"edward-narayan",institution:{id:"3",name:"University of Queensland",country:{id:null,name:"Australia"}}}},{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. The whole process of submitting an article and editing of the submitted article goes extremely smooth and fast, the number of reads and downloads of chapters is high, and the contributions are also frequently cited.",author:{id:"55578",name:"Antonio",surname:"Jurado-Navas",institutionString:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRisIQAS/Profile_Picture_1626166543950",slug:"antonio-jurado-navas",institution:{id:"720",name:"University of Malaga",country:{id:null,name:"Spain"}}}}]},series:{item:{id:"24",title:"Sustainable Development",doi:"10.5772/intechopen.100361",issn:null,scope:"
\r\n\tTransforming our World: the 2030 Agenda for Sustainable Development endorsed by United Nations and 193 Member States, came into effect on Jan 1, 2016, to guide decision making and actions to the year 2030 and beyond. Central to this Agenda are 17 Goals, 169 associated targets and over 230 indicators that are reviewed annually. The vision envisaged in the implementation of the SDGs is centered on the five Ps: People, Planet, Prosperity, Peace and Partnership. This call for renewed focused efforts ensure we have a safe and healthy planet for current and future generations.
\r\n
\r\n\t
\r\n
\r\n\tThis Series focuses on covering research and applied research involving the five Ps through the following topics:
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\r\n
\r\n\t1. Sustainable Economy and Fair Society that relates to SDG 1 on No Poverty, SDG 2 on Zero Hunger, SDG 8 on Decent Work and Economic Growth, SDG 10 on Reduced Inequalities, SDG 12 on Responsible Consumption and Production, and SDG 17 Partnership for the Goals
\r\n
\r\n\t
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\r\n\t2. Health and Wellbeing focusing on SDG 3 on Good Health and Wellbeing and SDG 6 on Clean Water and Sanitation
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\r\n\t
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\r\n\t3. Inclusivity and Social Equality involving SDG 4 on Quality Education, SDG 5 on Gender Equality, and SDG 16 on Peace, Justice and Strong Institutions
\r\n
\r\n\t
\r\n
\r\n\t4. Climate Change and Environmental Sustainability comprising SDG 13 on Climate Action, SDG 14 on Life Below Water, and SDG 15 on Life on Land
\r\n
\r\n\t
\r\n
\r\n\t5. Urban Planning and Environmental Management embracing SDG 7 on Affordable Clean Energy, SDG 9 on Industry, Innovation and Infrastructure, and SDG 11 on Sustainable Cities and Communities.
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\r\n\tThe series also seeks to support the use of cross cutting SDGs, as many of the goals listed above, targets and indicators are all interconnected to impact our lives and the decisions we make on a daily basis, making them impossible to tie to a single topic.
",coverUrl:"https://cdn.intechopen.com/series/covers/24.jpg",latestPublicationDate:"May 19th, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:0,editor:{id:"262440",title:"Prof.",name:"Usha",middleName:null,surname:"Iyer-Raniga",slug:"usha-iyer-raniga",fullName:"Usha Iyer-Raniga",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRYSXQA4/Profile_Picture_2022-02-28T13:55:36.jpeg",biography:"Usha Iyer-Raniga is a professor in the School of Property and Construction Management at RMIT University. Usha co-leads the One Planet Network’s Sustainable Buildings and Construction Programme (SBC), a United Nations 10 Year Framework of Programmes on Sustainable Consumption and Production (UN 10FYP SCP) aligned with Sustainable Development Goal 12. The work also directly impacts SDG 11 on Sustainable Cities and Communities. She completed her undergraduate degree as an architect before obtaining her Masters degree from Canada and her Doctorate in Australia. Usha has been a keynote speaker as well as an invited speaker at national and international conferences, seminars and workshops. Her teaching experience includes teaching in Asian countries. She has advised Austrade, APEC, national, state and local governments. She serves as a reviewer and a member of the scientific committee for national and international refereed journals and refereed conferences. She is on the editorial board for refereed journals and has worked on Special Issues. Usha has served and continues to serve on the Boards of several not-for-profit organisations and she has also served as panel judge for a number of awards including the Premiers Sustainability Award in Victoria and the International Green Gown Awards. Usha has published over 100 publications, including research and consulting reports. Her publications cover a wide range of scientific and technical research publications that include edited books, book chapters, refereed journals, refereed conference papers and reports for local, state and federal government clients. She has also produced podcasts for various organisations and participated in media interviews. She has received state, national and international funding worth over USD $25 million. Usha has been awarded the Quarterly Franklin Membership by London Journals Press (UK). Her biography has been included in the Marquis Who's Who in the World® 2018, 2016 (33rd Edition), along with approximately 55,000 of the most accomplished men and women from around the world, including luminaries as U.N. Secretary-General Ban Ki-moon. In 2017, Usha was awarded the Marquis Who’s Who Lifetime Achiever Award.",institutionString:null,institution:{name:"RMIT University",institutionURL:null,country:{name:"Australia"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:5,paginationItems:[{id:"91",title:"Sustainable Economy and Fair Society",coverUrl:"https://cdn.intechopen.com/series_topics/covers/91.jpg",isOpenForSubmission:!0,editor:{id:"181603",title:"Dr.",name:"Antonella",middleName:null,surname:"Petrillo",slug:"antonella-petrillo",fullName:"Antonella Petrillo",profilePictureURL:"https://mts.intechopen.com/storage/users/181603/images/system/181603.jpg",biography:"Antonella Petrillo is a Professor at the Department of Engineering of the University of Naples “Parthenope”, Italy. She received her Ph.D. in Mechanical Engineering from the University of Cassino. Her research interests include multi-criteria decision analysis, industrial plant, logistics, manufacturing and safety. She serves as an Associate Editor for the International Journal of the Analytic Hierarchy Process. She is a member of AHP Academy and a member of several editorial boards. 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She is regularly invited as a keynote speaker at conferences. She is a guest editor for several special issues and a member of the editorial board of several scientific journals. She has published more than 200 articles and is currently working on book projects in the field of OFDL. Ossiannilsson is a visiting professor at several international universities and was recently appointed Professor and Research Fellow at Victoria University of Wellington, NZ. Ossiannilsson has been awarded the following fellowships: EDEN Fellows, EDEN Council of Fellows, and Open Education Europe. She is a ICDE OER Ambassador, Open Education Europe Ambassador, GIZ Ambassador for Quality in Digital Learning, and part of the Globe-Community of Digital Learning and Champion of SPARC Europe. On a national level, she is a quality developer at the Swedish Institute for Standards (SIS) and for ISO. She is a member of the Digital Skills and Jobs Coalition Sweden and Vice President of the Swedish Association for Distance Education. She is currently working on a government initiative on quality in distance education at the National Council for Higher Education. 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Dr. Santos also has experience as a professor of graduate courses. Graduated in Pharmacy, specialization in Cosmetology and Cosmeceuticals applied to aesthetics, specialization in Aesthetic and Cosmetic Health, and a doctorate in Pharmaceutical Nanotechnology. Teaching experience in Pharmacy and Aesthetics and Cosmetics courses. She works mainly on the following subjects: nanotechnology, cosmetology, pharmaceutical technology, aesthetics.",institutionString:"Universidade Federal de Juiz de Fora",institution:{name:"Universidade Federal de Juiz de Fora",country:{name:"Brazil"}}},{id:"219081",title:"Dr.",name:"Abdulsamed",middleName:null,surname:"Kükürt",slug:"abdulsamed-kukurt",fullName:"Abdulsamed Kükürt",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRNVJQA4/Profile_Picture_2022-03-07T13:23:04.png",biography:"Dr. Kükürt graduated from Uludağ University in Turkey. He started his academic career as a Research Assistant in the Department of Biochemistry at Kafkas University. In 2019, he completed his Ph.D. program in the Department of Biochemistry at the Institute of Health Sciences. He is currently working at the Department of Biochemistry, Kafkas University. He has 27 published research articles in academic journals, 11 book chapters, and 37 papers. He took part in 10 academic projects. He served as a reviewer for many articles. He still serves as a member of the review board in many academic journals. His research interests include biochemistry, oxidative stress, reactive species, antioxidants, lipid peroxidation, inflammation, reproductive hormones, phenolic compounds, female infertility.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"178366",title:"Associate Prof.",name:"Volkan",middleName:null,surname:"Gelen",slug:"volkan-gelen",fullName:"Volkan Gelen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/178366/images/system/178366.jpg",biography:"Volkan Gelen is a Physiology specialist who received his veterinary degree from Kafkas University in 2011. Between 2011-2015, he worked as an assistant at Atatürk University, Faculty of Veterinary Medicine, Department of Physiology. In 2016, he joined Kafkas University, Faculty of Veterinary Medicine, Department of Physiology as an assistant professor. Dr. Gelen has been engaged in various academic activities at Kafkas University since 2016. There he completed 5 projects and has 3 ongoing projects. He has 60 articles published in scientific journals and 20 poster presentations in scientific congresses. His research interests include physiology, endocrine system, cancer, diabetes, cardiovascular system diseases, and isolated organ bath system studies.",institutionString:"Kafkas University",institution:{name:"Kafkas University",country:{name:"Turkey"}}},{id:"418963",title:"Dr.",name:"Augustine Ododo",middleName:"Augustine",surname:"Osagie",slug:"augustine-ododo-osagie",fullName:"Augustine Ododo Osagie",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/418963/images/16900_n.jpg",biography:"Born into the family of Osagie, a prince of the Benin Kingdom. I am currently an academic in the Department of Medical Biochemistry, University of Benin. Part of the duties are to teach undergraduate students and conduct academic research.",institutionString:null,institution:{name:"University of Benin",country:{name:"Nigeria"}}},{id:"192992",title:"Prof.",name:"Shagufta",middleName:null,surname:"Perveen",slug:"shagufta-perveen",fullName:"Shagufta Perveen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/192992/images/system/192992.png",biography:"Prof. Shagufta Perveen is a Distinguish Professor in the Department of Pharmacognosy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia. Dr. Perveen has acted as the principal investigator of major research projects funded by the research unit of King Saud University. She has more than ninety original research papers in peer-reviewed journals of international repute to her credit. She is a fellow member of the Royal Society of Chemistry UK and the American Chemical Society of the United States.",institutionString:"King Saud University",institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"49848",title:"Dr.",name:"Wen-Long",middleName:null,surname:"Hu",slug:"wen-long-hu",fullName:"Wen-Long Hu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49848/images/system/49848.jpg",biography:"Wen-Long Hu is Chief of the Division of Acupuncture, Department of Chinese Medicine at Kaohsiung Chang Gung Memorial Hospital, as well as an adjunct associate professor at Fooyin University and Kaohsiung Medical University. Wen-Long is President of Taiwan Traditional Chinese Medicine Medical Association. He has 28 years of experience in clinical practice in laser acupuncture therapy and 34 years in acupuncture. He is an invited speaker for lectures and workshops in laser acupuncture at many symposiums held by medical associations. He owns the patent for herbal preparation and producing, and for the supercritical fluid-treated needle. Dr. Hu has published three books, 12 book chapters, and more than 30 papers in reputed journals, besides serving as an editorial board member of repute.",institutionString:"Kaohsiung Chang Gung Memorial Hospital",institution:{name:"Kaohsiung Chang Gung Memorial Hospital",country:{name:"Taiwan"}}},{id:"298472",title:"Prof.",name:"Andrey V.",middleName:null,surname:"Grechko",slug:"andrey-v.-grechko",fullName:"Andrey V. Grechko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/298472/images/system/298472.png",biography:"Andrey Vyacheslavovich Grechko, Ph.D., Professor, is a Corresponding Member of the Russian Academy of Sciences. He graduated from the Semashko Moscow Medical Institute (Semashko National Research Institute of Public Health) with a degree in Medicine (1998), the Clinical Department of Dermatovenerology (2000), and received a second higher education in Psychology (2009). Professor A.V. Grechko held the position of Сhief Physician of the Central Clinical Hospital in Moscow. He worked as a professor at the faculty and was engaged in scientific research at the Medical University. Starting in 2013, he has been the initiator of the creation of the Federal Scientific and Clinical Center for Intensive Care and Rehabilitology, Moscow, Russian Federation, where he also serves as Director since 2015. He has many years of experience in research and teaching in various fields of medicine, is an author/co-author of more than 200 scientific publications, 13 patents, 15 medical books/chapters, including Chapter in Book «Metabolomics», IntechOpen, 2020 «Metabolomic Discovery of Microbiota Dysfunction as the Cause of Pathology».",institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"199461",title:"Prof.",name:"Natalia V.",middleName:null,surname:"Beloborodova",slug:"natalia-v.-beloborodova",fullName:"Natalia V. Beloborodova",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/199461/images/system/199461.jpg",biography:'Natalia Vladimirovna Beloborodova was educated at the Pirogov Russian National Research Medical University, with a degree in pediatrics in 1980, a Ph.D. in 1987, and a specialization in Clinical Microbiology from First Moscow State Medical University in 2004. She has been a Professor since 1996. Currently, she is the Head of the Laboratory of Metabolism, a division of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russian Federation. N.V. Beloborodova has many years of clinical experience in the field of intensive care and surgery. She studies infectious complications and sepsis. She initiated a series of interdisciplinary clinical and experimental studies based on the concept of integrating human metabolism and its microbiota. Her scientific achievements are widely known: she is the recipient of the Marie E. Coates Award \\"Best lecturer-scientist\\" Gustafsson Fund, Karolinska Institutes, Stockholm, Sweden, and the International Sepsis Forum Award, Pasteur Institute, Paris, France (2014), etc. Professor N.V. Beloborodova wrote 210 papers, five books, 10 chapters and has edited four books.',institutionString:"Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology",institution:null},{id:"354260",title:"Ph.D.",name:"Tércio Elyan",middleName:"Azevedo",surname:"Azevedo Martins",slug:"tercio-elyan-azevedo-martins",fullName:"Tércio Elyan Azevedo Martins",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/354260/images/16241_n.jpg",biography:"Graduated in Pharmacy from the Federal University of Ceará with the modality in Industrial Pharmacy, Specialist in Production and Control of Medicines from the University of São Paulo (USP), Master in Pharmaceuticals and Medicines from the University of São Paulo (USP) and Doctor of Science in the program of Pharmaceuticals and Medicines by the University of São Paulo. Professor at Universidade Paulista (UNIP) in the areas of chemistry, cosmetology and trichology. Assistant Coordinator of the Higher Course in Aesthetic and Cosmetic Technology at Universidade Paulista Campus Chácara Santo Antônio. Experience in the Pharmacy area, with emphasis on Pharmacotechnics, Pharmaceutical Technology, Research and Development of Cosmetics, acting mainly on topics such as cosmetology, antioxidant activity, aesthetics, photoprotection, cyclodextrin and thermal analysis.",institutionString:null,institution:{name:"University of Sao Paulo",country:{name:"Brazil"}}},{id:"334285",title:"Ph.D. Student",name:"Sameer",middleName:"Kumar",surname:"Jagirdar",slug:"sameer-jagirdar",fullName:"Sameer Jagirdar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334285/images/14691_n.jpg",biography:"I\\'m a graduate student at the center for biosystems science and engineering at the Indian Institute of Science, Bangalore, India. I am interested in studying host-pathogen interactions at the biomaterial interface.",institutionString:null,institution:{name:"Indian Institute of Science Bangalore",country:{name:"India"}}},{id:"329795",title:"Dr.",name:"Mohd Aftab",middleName:"Aftab",surname:"Siddiqui",slug:"mohd-aftab-siddiqui",fullName:"Mohd Aftab Siddiqui",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/329795/images/15648_n.jpg",biography:"Dr. Mohd Aftab Siddiqui is currently working as Assistant Professor in the Faculty of Pharmacy, Integral University, Lucknow for the last 6 years. He has completed his Doctor in Philosophy (Pharmacology) in 2020 from Integral University, Lucknow. He completed his Bachelor in Pharmacy in 2013 and Master in Pharmacy (Pharmacology) in 2015 from Integral University, Lucknow. He is the gold medalist in Bachelor and Master degree. He qualified GPAT -2013, GPAT -2014, and GPAT 2015. His area of research is Pharmacological screening of herbal drugs/ natural products in liver and cardiac diseases. He has guided many M. Pharm. research projects. He has many national and international publications.",institutionString:"Integral University",institution:null},{id:"255360",title:"Dr.",name:"Usama",middleName:null,surname:"Ahmad",slug:"usama-ahmad",fullName:"Usama Ahmad",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/255360/images/system/255360.png",biography:"Dr. Usama Ahmad holds a specialization in Pharmaceutics from Amity University, Lucknow, India. He received his Ph.D. degree from Integral University. Currently, he’s working as an Assistant Professor of Pharmaceutics in the Faculty of Pharmacy, Integral University. From 2013 to 2014 he worked on a research project funded by SERB-DST, Government of India. He has a rich publication record with more than 32 original articles published in reputed journals, 3 edited books, 5 book chapters, and a number of scientific articles published in ‘Ingredients South Asia Magazine’ and ‘QualPharma Magazine’. He is a member of the American Association for Cancer Research, International Association for the Study of Lung Cancer, and the British Society for Nanomedicine. Dr. Ahmad’s research focus is on the development of nanoformulations to facilitate the delivery of drugs that aim to provide practical solutions to current healthcare problems.",institutionString:"Integral University",institution:{name:"Integral University",country:{name:"India"}}},{id:"30568",title:"Prof.",name:"Madhu",middleName:null,surname:"Khullar",slug:"madhu-khullar",fullName:"Madhu Khullar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/30568/images/system/30568.jpg",biography:"Dr. Madhu Khullar is a Professor of Experimental Medicine and Biotechnology at the Post Graduate Institute of Medical Education and Research, Chandigarh, India. She completed her Post Doctorate in hypertension research at the Henry Ford Hospital, Detroit, USA in 1985. She is an editor and reviewer of several international journals, and a fellow and member of several cardiovascular research societies. Dr. Khullar has a keen research interest in genetics of hypertension, and is currently studying pharmacogenetics of hypertension.",institutionString:"Post Graduate Institute of Medical Education and Research",institution:{name:"Post Graduate Institute of Medical Education and Research",country:{name:"India"}}},{id:"223233",title:"Prof.",name:"Xianquan",middleName:null,surname:"Zhan",slug:"xianquan-zhan",fullName:"Xianquan Zhan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/223233/images/system/223233.png",biography:"Xianquan Zhan received his MD and Ph.D. in Preventive Medicine at West China University of Medical Sciences. He received his post-doctoral training in oncology and cancer proteomics at the Central South University, China, and the University of Tennessee Health Science Center (UTHSC), USA. He worked at UTHSC and the Cleveland Clinic in 2001–2012 and achieved the rank of associate professor at UTHSC. Currently, he is a full professor at Central South University and Shandong First Medical University, and an advisor to MS/PhD students and postdoctoral fellows. He is also a fellow of the Royal Society of Medicine and European Association for Predictive Preventive Personalized Medicine (EPMA), a national representative of EPMA, and a member of the American Society of Clinical Oncology (ASCO) and the American Association for the Advancement of Sciences (AAAS). He is also the editor in chief of International Journal of Chronic Diseases & Therapy, an associate editor of EPMA Journal, Frontiers in Endocrinology, and BMC Medical Genomics, and a guest editor of Mass Spectrometry Reviews, Frontiers in Endocrinology, EPMA Journal, and Oxidative Medicine and Cellular Longevity. He has published more than 148 articles, 28 book chapters, 6 books, and 2 US patents in the field of clinical proteomics and biomarkers.",institutionString:"Shandong First Medical University",institution:{name:"Affiliated Hospital of Shandong Academy of Medical Sciences",country:{name:"China"}}},{id:"297507",title:"Dr.",name:"Charles",middleName:"Elias",surname:"Assmann",slug:"charles-assmann",fullName:"Charles Assmann",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/297507/images/system/297507.jpg",biography:"Charles Elias Assmann is a biologist from Federal University of Santa Maria (UFSM, Brazil), who spent some time abroad at the Ludwig-Maximilians-Universität München (LMU, Germany). He has Masters Degree in Biochemistry (UFSM), and is currently a PhD student at Biochemistry at the Department of Biochemistry and Molecular Biology of the UFSM. His areas of expertise include: Biochemistry, Molecular Biology, Enzymology, Genetics and Toxicology. He is currently working on the following subjects: Aluminium toxicity, Neuroinflammation, Oxidative stress and Purinergic system. Since 2011 he has presented more than 80 abstracts in scientific proceedings of national and international meetings. Since 2014, he has published more than 20 peer reviewed papers (including 4 reviews, 3 in Portuguese) and 2 book chapters. He has also been a reviewer of international journals and ad hoc reviewer of scientific committees from Brazilian Universities.",institutionString:"Universidade Federal de Santa Maria",institution:{name:"Universidade Federal de Santa Maria",country:{name:"Brazil"}}},{id:"217850",title:"Dr.",name:"Margarete Dulce",middleName:null,surname:"Bagatini",slug:"margarete-dulce-bagatini",fullName:"Margarete Dulce Bagatini",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217850/images/system/217850.jpeg",biography:"Dr. Margarete Dulce Bagatini is an associate professor at the Federal University of Fronteira Sul/Brazil. She has a degree in Pharmacy and a PhD in Biological Sciences: Toxicological Biochemistry. She is a member of the UFFS Research Advisory Committee\nand a member of the Biovitta Research Institute. She is currently:\nthe leader of the research group: Biological and Clinical Studies\nin Human Pathologies, professor of postgraduate program in\nBiochemistry at UFSC and postgraduate program in Science and Food Technology at\nUFFS. She has experience in the area of pharmacy and clinical analysis, acting mainly\non the following topics: oxidative stress, the purinergic system and human pathologies, being a reviewer of several international journals and books.",institutionString:"Universidade Federal da Fronteira Sul",institution:{name:"Universidade Federal da Fronteira Sul",country:{name:"Brazil"}}},{id:"226275",title:"Ph.D.",name:"Metin",middleName:null,surname:"Budak",slug:"metin-budak",fullName:"Metin Budak",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226275/images/system/226275.jfif",biography:"Metin Budak, MSc, PhD is an Assistant Professor at Trakya University, Faculty of Medicine. He has been Head of the Molecular Research Lab at Prof. Mirko Tos Ear and Hearing Research Center since 2018. His specializations are biophysics, epigenetics, genetics, and methylation mechanisms. He has published around 25 peer-reviewed papers, 2 book chapters, and 28 abstracts. He is a member of the Clinical Research Ethics Committee and Quantification and Consideration Committee of Medicine Faculty. His research area is the role of methylation during gene transcription, chromatin packages DNA within the cell and DNA repair, replication, recombination, and gene transcription. His research focuses on how the cell overcomes chromatin structure and methylation to allow access to the underlying DNA and enable normal cellular function.",institutionString:"Trakya University",institution:{name:"Trakya University",country:{name:"Turkey"}}},{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",slug:"anca-pantea-stoian",fullName:"Anca Pantea Stoian",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",biography:"Anca Pantea Stoian is a specialist in diabetes, nutrition, and metabolic diseases as well as health food hygiene. She also has competency in general ultrasonography.\n\nShe is an associate professor in the Diabetes, Nutrition and Metabolic Diseases Department, Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. She has been chief of the Hygiene Department, Faculty of Dentistry, at the same university since 2019. Her interests include micro and macrovascular complications in diabetes and new therapies. Her research activities focus on nutritional intervention in chronic pathology, as well as cardio-renal-metabolic risk assessment, and diabetes in cancer. She is currently engaged in developing new therapies and technological tools for screening, prevention, and patient education in diabetes. \n\nShe is a member of the European Association for the Study of Diabetes, Cardiometabolic Academy, CEDA, Romanian Society of Diabetes, Nutrition and Metabolic Diseases, Romanian Diabetes Federation, and Association for Renal Metabolic and Nutrition studies. She has authored or co-authored 160 papers in national and international peer-reviewed journals.",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",country:{name:"Romania"}}},{id:"279792",title:"Dr.",name:"João",middleName:null,surname:"Cotas",slug:"joao-cotas",fullName:"João Cotas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279792/images/system/279792.jpg",biography:"Graduate and master in Biology from the University of Coimbra.\n\nI am a research fellow at the Macroalgae Laboratory Unit, in the MARE-UC – Marine and Environmental Sciences Centre of the University of Coimbra. My principal function is the collection, extraction and purification of macroalgae compounds, chemical and bioactive characterization of the compounds and algae extracts and development of new methodologies in marine biotechnology area. \nI am associated in two projects: one consists on discovery of natural compounds for oncobiology. The other project is the about the natural compounds/products for agricultural area.\n\nPublications:\nCotas, J.; Figueirinha, A.; Pereira, L.; Batista, T. 2018. An analysis of the effects of salinity on Fucus ceranoides (Ochrophyta, Phaeophyceae), in the Mondego River (Portugal). Journal of Oceanology and Limnology. in press. DOI: 10.1007/s00343-019-8111-3",institutionString:"Faculty of Sciences and Technology of University of Coimbra",institution:null},{id:"279788",title:"Dr.",name:"Leonel",middleName:null,surname:"Pereira",slug:"leonel-pereira",fullName:"Leonel Pereira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/279788/images/system/279788.jpg",biography:"Leonel Pereira has an undergraduate degree in Biology, a Ph.D. in Biology (specialty in Cell Biology), and a Habilitation degree in Biosciences (specialization in Biotechnology) from the Faculty of Science and Technology, University of Coimbra, Portugal, where he is currently a professor. In addition to teaching at this university, he is an integrated researcher at the Marine and Environmental Sciences Center (MARE), Portugal. His interests include marine biodiversity (algae), marine biotechnology (algae bioactive compounds), and marine ecology (environmental assessment). Since 2008, he has been the author and editor of the electronic publication MACOI – Portuguese Seaweeds Website (www.seaweeds.uc.pt). He is also a member of the editorial boards of several scientific journals. Dr. Pereira has edited or authored more than 20 books, 100 journal articles, and 45 book chapters. He has given more than 100 lectures and oral communications at various national and international scientific events. He is the coordinator of several national and international research projects. In 1998, he received the Francisco de Holanda Award (Honorable Mention) and, more recently, the Mar Rei D. Carlos award (18th edition). He is also a winner of the 2016 CHOICE Award for an outstanding academic title for his book Edible Seaweeds of the World. In 2020, Dr. Pereira received an Honorable Mention for the Impact of International Publications from the Web of Science",institutionString:"University of Coimbra",institution:{name:"University of Coimbra",country:{name:"Portugal"}}},{id:"61946",title:"Dr.",name:"Carol",middleName:null,surname:"Bernstein",slug:"carol-bernstein",fullName:"Carol Bernstein",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61946/images/system/61946.jpg",biography:"Carol Bernstein received her PhD in Genetics from the University of California (Davis). She was a faculty member at the University of Arizona College of Medicine for 43 years, retiring in 2011. Her research interests focus on DNA damage and its underlying role in sex, aging and in the early steps of initiation and progression to cancer. In her research, she had used organisms including bacteriophage T4, Neurospora crassa, Schizosaccharomyces pombe and mice, as well as human cells and tissues. She authored or co-authored more than 140 scientific publications, including articles in major peer reviewed journals, book chapters, invited reviews and one book.",institutionString:"University of Arizona",institution:{name:"University of Arizona",country:{name:"United States of America"}}},{id:"182258",title:"Dr.",name:"Ademar",middleName:"Pereira",surname:"Serra",slug:"ademar-serra",fullName:"Ademar Serra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/182258/images/system/182258.jpeg",biography:"Dr. Serra studied Agronomy on Universidade Federal de Mato Grosso do Sul (UFMS) (2005). He received master degree in Agronomy, Crop Science (Soil fertility and plant nutrition) (2007) by Universidade Federal da Grande Dourados (UFGD), and PhD in agronomy (Soil fertility and plant nutrition) (2011) from Universidade Federal da Grande Dourados / Escola Superior de Agricultura Luiz de Queiroz (UFGD/ESALQ-USP). Dr. Serra is currently working at Brazilian Agricultural Research Corporation (EMBRAPA). His research focus is on mineral nutrition of plants, crop science and soil science. Dr. Serra\\'s current projects are soil organic matter, soil phosphorus fractions, compositional nutrient diagnosis (CND) and isometric log ratio (ilr) transformation in compositional data analysis.",institutionString:"Brazilian Agricultural Research Corporation",institution:{name:"Brazilian Agricultural Research Corporation",country:{name:"Brazil"}}}]}},subseries:{item:{id:"4",type:"subseries",title:"Fungal Infectious Diseases",keywords:"Emerging Fungal Pathogens, Invasive Infections, Epidemiology, Cell Membrane, Fungal Virulence, Diagnosis, Treatment",scope:"Fungi are ubiquitous and there are almost no non-pathogenic fungi. Fungal infectious illness prevalence and prognosis are determined by the exposure between fungi and host, host immunological state, fungal virulence, and early and accurate diagnosis and treatment. \r\nPatients with both congenital and acquired immunodeficiency are more likely to be infected with opportunistic mycosis. Fungal infectious disease outbreaks are common during the post- disaster rebuilding era, which is characterised by high population density, migration, and poor health and medical conditions.\r\nSystemic or local fungal infection is mainly associated with the fungi directly inhaled or inoculated in the environment during the disaster. The most common fungal infection pathways are human to human (anthropophilic), animal to human (zoophilic), and environment to human (soilophile). Diseases are common as a result of widespread exposure to pathogenic fungus dispersed into the environment. \r\nFungi that are both common and emerging are intertwined. In Southeast Asia, for example, Talaromyces marneffei is an important pathogenic thermally dimorphic fungus that causes systemic mycosis. Widespread fungal infections with complicated and variable clinical manifestations, such as Candida auris infection resistant to several antifungal medicines, Covid-19 associated with Trichoderma, and terbinafine resistant dermatophytosis in India, are among the most serious disorders. \r\nInappropriate local or systemic use of glucocorticoids, as well as their immunosuppressive effects, may lead to changes in fungal infection spectrum and clinical characteristics. Hematogenous candidiasis is a worrisome issue that affects people all over the world, particularly ICU patients. CARD9 deficiency and fungal infection have been major issues in recent years. Invasive aspergillosis is associated with a significant death rate. Special attention should be given to endemic fungal infections, identification of important clinical fungal infections advanced in yeasts, filamentous fungal infections, skin mycobiome and fungal genomes, and immunity to fungal infections.\r\nIn addition, endemic fungal diseases or uncommon fungal infections caused by Mucor irregularis, dermatophytosis, Malassezia, cryptococcosis, chromoblastomycosis, coccidiosis, blastomycosis, histoplasmosis, sporotrichosis, and other fungi, should be monitored. \r\nThis topic includes the research progress on the etiology and pathogenesis of fungal infections, new methods of isolation and identification, rapid detection, drug sensitivity testing, new antifungal drugs, schemes and case series reports. 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International Union of Microbiological Societies (IUMS) Fellow, and International Emerging Infectious Diseases (IEID) Fellow, Centers for Diseases Control and Prevention (CDC), Atlanta, USA. Diploma of Dermatological Scientist, Japanese Society for Investigative Dermatology. Ph.D. of Juntendo University, Japan. Bachelor’s and Master’s degree, Medicine, West China University of Medical Sciences. Chair of Sichuan Medical Association Dermatology Committee. General Secretary of The 19th Annual Meeting of Chinese Society of Dermatology and the Asia Pacific Society for Medical Mycology (2013). In charge of the Annual Medical Mycology Course over 20-years authorized by National Continue Medical Education Committee of China. Member of the board of directors of the Asia-Pacific Society for Medical Mycology (APSMM). Associate editor of Mycopathologia. Vice-chief of the editorial board of Chinses Journal of Mycology, China. 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