Themes and frequency.
\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"3092",leadTitle:null,fullTitle:"Anopheles mosquitoes - New insights into malaria vectors",title:"Anopheles mosquitoes",subtitle:"New insights into malaria vectors",reviewType:"peer-reviewed",abstract:"Anopheles mosquitoes are highly important insects due to their involvement in the transmission of human malaria and its devastating consequences in endemic countries worldwide. In 2010 alone, malaria was responsible for an estimated 660,000 deaths. As the study of Anopheles species and populations is a key element for reaching the goal of malaria elimination, an enormous amount of information has accumulated over the past century, and together in recent decades with the advent of novel technologies the acquisition of new knowledge has accelerated even further. The originality of this book is to offer the latest compilation on various research, new concepts, paradigms and innovative approaches for the control of anophelines using state-of-the-art methodologies and analysis. The 24 chapters, written by internationally recognized experts from 5 continents, cover the rich landscape for the understanding of Anopheles mosquitoes and the development of more effective weapons to control the vector of malaria.",isbn:null,printIsbn:"978-953-51-1188-7",pdfIsbn:"978-953-51-4244-7",doi:"10.5772/3392",price:169,priceEur:185,priceUsd:219,slug:"anopheles-mosquitoes-new-insights-into-malaria-vectors",numberOfPages:830,isOpenForSubmission:!1,isInWos:1,isInBkci:!0,hash:"c9e622485316d5e296288bf24d2b0d64",bookSignature:"Sylvie Manguin",publishedDate:"July 24th 2013",coverURL:"https://cdn.intechopen.com/books/images_new/3092.jpg",numberOfDownloads:91186,numberOfWosCitations:545,numberOfCrossrefCitations:323,numberOfCrossrefCitationsByBook:31,numberOfDimensionsCitations:760,numberOfDimensionsCitationsByBook:39,hasAltmetrics:1,numberOfTotalCitations:1628,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"March 7th 2012",dateEndSecondStepPublish:"March 28th 2012",dateEndThirdStepPublish:"November 1st 2012",dateEndFourthStepPublish:"September 30th 2012",dateEndFifthStepPublish:"February 27th 2013",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,8,9,10",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"50017",title:"Prof.",name:"Sylvie",middleName:null,surname:"Manguin",slug:"sylvie-manguin",fullName:"Sylvie Manguin",profilePictureURL:"https://mts.intechopen.com/storage/users/50017/images/3936_n.png",biography:"Sylvie Manguin is a Full Research Professor at the Institute of Research for Development (IRD), based at the University of Montpellier, France. She is a leading medical entomologist and academician researcher whose main interest concerns mosquitoes and vector-borne diseases such as malaria and dengue. She has developed studies on Anopheles mosquitoes from three continents (Asia, Africa, Americas) including molecular species identification, population genetics, phylogenetic, vectorial capacities, spatial surveillance, midgut microbiota biodiversity, salivary immunological markers and vector control approaches. She is the author of 90 indexed publications, six book chapters, three books including “Anopheles mosquitoes: New insights into malaria vectors” for which she is the Editor (InTech Open Access) and “Biodiversity of malaria in the World” (John Libbey Ed.), respectively published in 2013 and 2008. She is also the Secretary General of the International Federation of Tropical Medicine (IFTM) http://www.iftm-hp.org/board.html, member of the Editorial Boards of the Malaria Journal and Acta Tropica and she serves as reviewer in several international institutions and more than 20 scientific journals.",institutionString:null,position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"3",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"Institut de Recherche pour le Développement",institutionURL:null,country:{name:"France"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1046",title:"Infectious Diseases",slug:"infectious-diseases"}],chapters:[{id:"41407",title:"The Phylogeny and Classification of Anopheles",doi:"10.5772/54695",slug:"the-phylogeny-and-classification-of-anopheles",totalDownloads:4860,totalCrossrefCites:31,totalDimensionsCites:69,hasAltmetrics:0,abstract:null,signatures:"Ralph E. 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The teacher has coded the robot to introduce the Science, Technology, Engineering, and Mathematics (STEM) Challenge to the class. The robot states: “We are going to complete a STEM challenge. Yesterday, we explored different bridges using our Virtual Reality Field Trip. Also, we read April Jones Prince’s ‘Twenty-One Elephants and Still Standing’ about how elephants were used to test durability of the Brooklyn Bridge. Today you are going to start to think about how you will build a bridge that can hold as many plastic elephants (weights) as possible.” The teacher shows the student materials that are available to use for the STEM challenge. Further, the teacher tells the students that they need to make sure that they create durable drawbridge that can open and close. The students examine the little baby-pool that was set-up in the classroom to see how the bridge will need to safely connect two different areas. Sophie, a girl in the class, starts to measure the area so she can consider this as he starts to create a plan. Davin, a boy in the class, goes to get his sketchpad so he can start to sketch a possible design. The students start to share ideas with their group members. The students are starting to work through the Engineer by Design (EbD) process.
The previous scenario is similar to what is occurring in a second-grade classroom in Pennsylvania, United States. Dr. Jessica D. Redcay codes Robon, the first female robot, from RoboKind® to co-teach lessons. Previously, teachers have not used robots as teaching assistants in the classroom so a limited amount of research is available. RoboKind® uses the platform of providing Robots4STEM. Therefore, the research study specifically focused-on the connection between using Robon during a STEM challenges with second grade students. Robon is a robot so the teacher can use a loop-code to repeat concepts to students who might benefit from repetition. Science topics include a lot of content-specific terms and concepts. Students can develop strong background knowledge about new content that will be covered throughout the unit. In addition, Robon is coded to model think alouds to students throughout STEM challenges. All of these types of activities should help foster metacognitive thinking. However, since this model for teaching was not previously utilized additional research was need to explore this model.
Science Technology Engineering Math (STEM) Challenges involve students using problem-based learning (PBL) [1]. Engineers are problem solvers who design or improve the design of different things in the world [2]. Designing is a process not a product so the word is used a verb not a noun [2]. Engineers use Engineer by Design (EbD) loop that include: (1) define and research a problem (2) brainstorm and explore possible solutions (3) develop a prototype (4) test (5) reflect (6) redesign (7) test [3]. The steps are centered around three main stages of the loop: beginning, middle, and end. The three main stages are connected to define, design, and optimize [4]. The beginning stage involves engineers defining the problem. This stage occurs during step one of the design loop. The middle stage involves designing. Steps two through four are included in the middle stage. The end stage involves optimizing or changing the new idea to address a problem. Steps five through seven occur during the end stage [4].
STEM challenges are used in the classroom with students to help students have a chance to learn more about real-world problems [3]. A STEM challenge involves the teacher providing a real-world problem, and the teacher provides a question for the students to try to solve. The students work with a team, within specified parameters, to try to develop and test possible solutions [5]. A STEM challenge has theoretical underpinnings within a constructivist or inquiry approach [6]. Further STEM challenges utilize Bybee’s 6 E’s Instructional Model. The 6 E’s include engage, explore, explain, elaborate, evaluate, and engineer [6]. Research studies have supported the use of STEM challenges with young children [5]. Prior to the current research study, social robots were not used in conjunction with STEM challenges.
Previous research studies have not directly linked STEM education and metacognition. However, STEM challenges have skills that have been linked to metacognition, Metacognitive thinking starts to occurs when a child is between the ages of 5 and 6 [7]. At this stage students start to think about their own process of thinking [7]. The research study involved students who are 7 and 8 years old. Students in second grade have only had a year or two to start developing metacognitive skills. Young children are naturally curious. As students work through a STEM challenges, children are using the inquiry model. Previous research studies have demonstrated that students show higher levels of metacognitive thinking when they become curious about task because students become more interested in activity seeking information to explain the unknown [8]. Additional research studies have demonstrated that students learn social metacognitive skills when working with groups [9].
Students demonstrate higher levels of metacognitive thinking when think-alouds are used by social robots [10]. Students need to be provided with guidance to encourage introspection. Vygotsky believed that students need to be provided with scaffolds or supports to help students understand that they can construct their own knowledge [7]. Additionally, students develop metalinguistic awareness when they are provided with models and time to reflect on experiences [7].
RoboKind® is a company that created a social, codable robot. The robot named Milo from RoboKind® has various facial expressions to encourage emotional awareness. Milo has a visual communicator on his chest. The pictures help make learning easier for students. Further, the robot can speak in different languages [11]. Originally, the robots were used to help children with Autism. Various teachers who have used Robots4Autism explained that social robots helped increase the engagement level of the students. Further, students develop better communication skills [12]. Social scripts are used with Milo to help increase students’ ability to converse [13].
RoboKind® expanded Robots4Autism to Robots4STEM with Jett. Students learn visual programming as they work through different modules focused-on different key coding concepts. Students are able to code a personalized avatar, and students can sync the code with a robot [14]. Students are able to see concrete results of what they are coding. Jett has a sister robot who was released in 2019. Her name is Robon [14]. Robon, the first female Robots4STEM robot, was used as a part of this research study. The robot which was a part of the research study is used by a Girls Who Code Robots Club. In addition to the coding club, Robon is coded to act as a teaching assistant in the classroom. Robon was used in the research study to provide students with an introduction to different STEM topics. Since the idea of using social robots as a teacher assistant in the classroom is a new concept, research does not exist yet. Specially, previous research did not explore parallels between the use of STEM challenges and social robots to metacognitive skill development.
Some elementary schools have STEM specialists, and some elementary school teachers are responsible for teaching STEM lessons. Further, some schools have adopted STEM programs, and sometimes teachers are designing their own STEM lessons. STEM education at an elementary level can occur within a teacher’s existing classroom or some schools have a STEM lab. The current research study involved a school that did not have a separate STEM lab area. Also, the school did not have a STEM specialist. At the school of research study, classroom teachers were responsible for the STEM education of the students. The integration of STEM education at an elementary is rather natural because students are with the same teacher for most of the day [15].
Teachers often find it challenging to obtain materials to use during a STEM challenge [16]. Recycled or free materials are a great option for STEM challenges. For example, teachers can use things like paper towel rolls, newspapers, cardboard boxes, and egg cartons. Additionally, teachers can purchase items that are versatile, and teachers can provide students with building materials that can be used in combination with other materials. Two examples of versatile materials include Creation Crate® TechCard® and SAM Labs®. The research study involved the use of recycled materials and versatile building materials.
Creation Crate® TechCard® are building materials designed for schools. The company provides kits that teachers can use with students to demonstrate different science concepts. Additionally, teachers can provide the students with materials to use to build freely. The materials are easy for students to use because the card contains punched holes that fit dowel rods. Further, the card sets are scored so students can fold it easily. The card kits are made from 100% recycled materials as well [17]. Young children benefit from using hands-on materials to understand abstract concepts [7]. The crane and drawbridge kits were used during the current research study. The students were encouraged expand or extend the original kit design.
SAM Labs® are wireless Bluetooth blocks that move, light-up, and make noises. The blocks pair with the coding app called SAM Blockly®. Students learn to code. The company provides lesson plans that teachers can use with students to teach coding skills [18]. Young learners need opportunities to see connections between concrete and abstract ideas [7]. Further, teachers can use the materials in other ways too. For example, during the current research study the SAM Labs® blocks were used in combination with the Creation Crate® TechCard® crane kit so the crane would move, light-up, and make a noise.
The most successful innovators find a balance between things they are doing with time to think and reflect [19]. In an era filled with technology and distractions, students are provided with a limited amount of time to stop, think, and reflect. Brain research has consistently demonstrated that students need enriched opportunities with time to reflect to help increase synaptic connections [7]. Neuroplasticity is the idea that the brain can improve for the better or for the worse. When students are overloaded with information without time to reflect then students are not able to find patterns within their own thinking [7]. Young students are processing a lot of information. The process of assimilating and accommodating information requires time for students to think [7]. The need for think time seems intuitive because every living being requires time. For example, if a Jade Plant is transplanted then it needs several weeks before it can be watered. The Jade Plant needed time to adjust to a new situation. In the classroom students are the same as Jade Plants and other living beings, they need time to reflect to foster metacognitive thinking skills.
FlipGrid® is an online video discussion. A grid is a class or group of students. The teacher posts topics for the students to respond to with a video response. The students are able to view and respond to the video posts of their peers [20]. Students benefit from going into a privacy pod to think and record individual reflections. The research study involved the use of FlipGrid®. Students shared their reflections in privacy pods. The video responses were transcribed in FlipGrid®, and the transcriptions were exported.
Students need opportunities to hear their voice and the voices of their classmates. Learning occurs when students have the opportunities to express their ideas and opinions [21]. When students have opportunities to be heard in the classroom then students benefit from trying-out new thoughts and ideas [22]. Students develop metalinguistic awareness, or a better understanding of how they develop new words, when they have the chance to practice and try out new words [7].
A qualitative, explanatory research study was used to explore one central research question. Research question 1: What, if any, themes will emerge when exploring the responses of second grade students after complete two STEM challenges?
A second-grade class of 25 students completed two different STEM challenges that involved the use of a social robot. At the conclusion of the challenge the students reflected upon their experiences using FlipGrid®—a video discussion platform. The students were able to hold their physical projects that they constructed as they recorded their reflections. The responses of the students were transcribed, coded, and categorized to explore possible themes to describe students” thinking throughout STEM challenges.
The students were provided with a STEM challenge to create a drawbridge that would be strong enough to hold at least 21 plastic elephants. At the beginning of the challenge, the students were introduced to the vocabulary using Virtual Reality (VR) exploration of different real-world bridges. As the students progressed through Nearpod® VR the teacher and social robot, Robon from RoboKind®, provided a guided a think aloud and helped develop content-specific vocabulary. The students used Creation Crate® TechCard® Bridge Kits. Creation Crate® TechCard® are recycled materials that used by young students to create and design different things. Further, the teacher read aloud
Another STEM challenge involved building a working crane. The students were able to learn about cranes by exploring VR on Nearpod®. Robon from RoboKind®, was coded and used throughout the challenge to provide a think aloud to support the challenge. The students were provided with Creation Crate® TechCard® Crane Kit. The kit involves the use of air pistons to move the crane. The students added the Crane to SAM Labs® Kit. SAM Labs® include wireless Bluetooth blocks that connect to the app. The students were able to use the blocks to add lights, movement, and sound to the crane.
Fifty video responses recorded in FlipGrid® were transcribed to explore students experiences when completing two different STEM challenges. The transcriptions included 20 minutes of responses. Only two segments of data were removed the study because the student was unaware that they were continuing to record, and the recording did not connect to the topic.
Seventy-seven segments of data were coded. Five themes emerged. The following themes emerged: (1) metalinguistic awareness (2) curiosity and real-world connections (3) problem solving strategies (4) social metacognition strategies (5) concrete to abstract thinking. The themes and frequency are listed in Table 1.
Theme | Frequency of response |
---|---|
Metalinguistic | 12 (16%) |
Curiosity and real-world connections | 26 (34%) |
Problem solving | 20 (26%) |
Social metacognition | 11 (14%) |
Concrete to abstract thinking | 8 (10%) |
Themes and frequency.
The theme with the highest frequency of response was curiosity and real-world connections with 26 segments of data (34%). Responses were coded as curiosity and real-world connection when the response connected to real-world examples or the STEM challenge. Additionally, responses that demonstrated an interest in topic of the STEM challenge were coded within this category as well. An example of a response within this category included one student who stated: “Real cranes use lights and sounds when moving.” Another example of a response in this category included: “The Brooklyn Bridge took 14 years to build, and 21 elephants walked across it to see if was sturdy.” Some students identified the Golden Gate Bridge or other types of actual bridges that were observed during the Virtual Reality Tour.
The theme with the second highest frequency of response was problem solving with 20 segments of data (26%). Responses were included within this theme when students described how they worked through the problem or challenge. Further, the students described how they figured things out throughout the STEM challenge process. One example of a response that was included in this theme included a student who stated: “The air in the piston makes the crane move.” Another student explained: “We used the blue-tooth blocks that were connected to the iPad to make our crane move, light-up, and it made sound.” Other examples involved explaining how the drawstring bridge was created so it would be sturdy enough to hold a lot of plastic elephants but it still had the ability to move up and down.
The theme with the third highest frequency of response was metalinguistic with 12 responses (16%). Responses were included within this theme if the students responded focusing on the language. Sometimes students would describe new words, but the students could not remember the name of the word. For example, on student stated: “There was one thing under the toy crane. I forget what it was called, but it was the thing that we used with the iPad to control it.” Another student stated: “We used a syringe as an air piston.” The students were becoming aware of new words, and the students were learning how to apply the words to describe what they did.
The theme with the second least amount of frequency of response was social metacognition with 11 responses (14%). Responses were included within this theme if the students reflected on the process involved with working and communicating with others. For example, one student stated: “We worked together as a team. I saw that people in my group were all doing a good job.” Another student stated: “As a group we made a crane. We all had different things to do. I had was able to put the glue dots on the TechCard.” Responses that involved group work and collaboration were coded in the Social Metacognition category.
The theme with the least amount of frequency of response involved concrete to abstract thinking with eight responses (10%). Responses within this category involved students using the concrete prototype to describe abstract concepts. When the students were reflecting on the experience then the student had the chance to hold the concrete object to help with the explanation. One student stated: “Let me show you how this works.” Another student said, “Watch this!” Whenever a student referenced the concrete object when explaining abstract ideas then the response was categorized as concrete to abstract thinking.
The research study results added to the existing body of knowledge in the area of STEM education. Previous research studies did not make a direct connection between STEM education, social robots, and metacognition. Different connections between STEM related skills were linked to metacognitive thinking, but it was not directly linked in a research study. FlipGrid® videos provide researchers an opportunity to explore students reflecting-upon their experiences.
Metacognitive thinking allows learners to transfer and adapt to different situations because learners have a strong understanding of their own knowledge [23]. Metacognition is similar to one looking into a toy kaleidoscope. As one turns or looks into the mirrors and reflections then the perspective changes. The word kaleidoscope is Greek, and the word means “beautiful form to see [24].” When a person is able to self-reflect then the thinking of the person transforms into a beautiful new understanding. The research study involved exploring the responses of students when using STEM challenges and social robots. The themes that emerged were connected the EbD loop and metacognition. When everything comes together then it can be explained by a new model called Redcay’s STEM-oscope Model (RSM).
A triangle is located inside of a kaleidoscope. Therefore, RSM has a triangle with the three sides labeled to correspond with the three stages of a STEM challenge: (1) beginning-define, (2) middle-design, (3) end-optimize. The five themes that emerged from the research study fit within the three stages of STEM education. The curiosity and real-world connection theme is connected to the beginning-define stage. The social metacognition and concrete to abstract themes are connected to the middle-design stage. The problem-solving theme is connected to the end-optimize stage (see Figure 1).
A picture depicting Redcay’s STEM-oscope Model that combines STEM education, social robots, and metacognition.
Two themes that emerged fall within the beginning-define stage of the EbD loop: (1) curiosity and real-world connections and (2) metalinguistic awareness. Within the beginning stage students are identifying the problem. Further, the engage phase of 6 E’s of Science Inquiry is connected to the beginning stage as well [6]. The engage phase involves making connections between old and new knowledge. The two STEM challenges included in the research study included Virtual Reality Tour with Nearpod®, an introduction from Robon from RoboKind®, and read aloud. The purpose of the activities that occur during the beginning-define stage involve developing vocabulary and providing an authentic, real-word connection to the challenge.
Curiosity and real-world connections theme had the highest frequency of response. The engage stage of the 6 E’s instructional method occurs at the beginning of a STEM challenge [6]. In the STEM challenge, Virtual Reality with Nearpod®were used to help students see real-world examples. Further, students were provided with read alouds about the topic. Robon from RoboKind® was coded to give an introduction, and provide the students with background knowledge. Previous research studies have demonstrated that students learn the most when they are curious about the content area of focus [8]. When students are curious then they are able to learn more about something news. Further, when students show neuroplasticity-ability to make synaptic connections in the brain due to an enhanced learning opportunity—then students’ ability to learn increases [8]. Students learn best when concepts are linked to real-world examples [11].
Metalinguistic was the theme with the third highest frequency. Students were able to use and apply new terms through the design process. Previous research studies have demonstrated that students’ metalinguistic skills increased after students had an opportunity to observe and try-out new words within a group [7]. Robon from RoboKind® was coded to provide students with think alouds through the STEM challenges. Previous research studies have demonstrated that students benefited from think alouds provided by social robots [10]. Further, students had the opportunity to try out the new words using FlipGrid®. Students could listen to their own reflections, and the students could listen to the reflections of their peers. These different opportunities helped the students further develop their own knowledge about how they are using and applying new words.
Two themes were connected to the middle-design phase of the EbD loop: (1) problem solving and (2) concrete to abstract. During the design phase students brainstorm ideas, create a prototype, and test the prototype. The purpose of this phase is to try-out different hands-on activities. Students are working through the explore, explain, and engineer phases of 6 E’s of Science Inquiry [6]. As students manipulate concrete objects then it helps students understand and explain abstract concepts. Further, students are working-on learning how to explain and properly communicate their ideas to others. Students need opportunities to collaborate and socialize.
Social metacognition had the second to least frequency of response. Students were reflecting upon how they worked together in teams. Previous research studies have demonstrated that students benefit from working collaboratively, and this helps develop social metacognitive thinking [9]. Students reflected upon the negative and positive aspects of working within a group. Students were able to organize their thinking into patterns then the patterns or ideas can be applied or used in the future [25].
The category with the least amount of frequency was concrete to abstract thinking. Materials like Creation Crate® TechCard® allow students to construct, build, and re-build an unlimited number of proto-types that can help students better understand the connection between the concrete object and the abstract idea. Further, another versatile material is SAM Labs® students are able to connect different circuits in the app, but the abstract concept is applied to motion in an actual concrete object. Young students learn best when concrete objects are linked to abstract concepts [7]. Some students might have already internalized abstract ideas so they did not need to rely on concrete objects.
One theme connected to the end-redesign phase: problem solving. During the end-redesign phase the students are re-designing and re-testing. The redefine phase align with the elaborate and evaluate phase of the 6 E’s of Science Inquiry [6]. Students are able to expand with new experiences to discover more about the topic. Students self-evaluate and reflect on the STEM challenge to make decisions about how to improve and change their initial ideas.
Problem solving was the theme with the second highest frequency. STEM challenges start with real-world problems [3]. Further, throughout the STEM challenge, students solve problems and students demonstrate flexible and creative thinking. Previous research has demonstrated that students benefit when they think through problems [3]. Students are able to reflect upon the process, and students can organize their thinking around patterns that can be used in future situations [11].
The research study was limited because it only included one group of students in one grade level. Additional research is needed to examine and explore the effectiveness of using social robots as teacher assistants when completing STEM challenges in the classroom. Further, additional research is needed to test the new STEM-oscope Model with students in differing grades and places. The current research had students reflect on the STEM challenges at the end. Future researchers might consider having students share reflections after the individual EbD loop phases. After exploring additional data per phase then possible subthemes might emerge. Quantitative research is needed to further explore the effectiveness of new educational models and methods.
The research study added to existing body of STEM Education Research because it connected STEM education, social robots, and metacognitive thinking in a new model called Redcay’s STEM-oscope Model. The qualitative, explanatory research study involved the exploration of 100 student responses after completing two STEM challenges. The students responded to the STEM challenges using FlipGrid®. The data were transcribed, coded, and analyzed to answer the research question: What, if any, themes will emerge when exploring the responses of second grade students after complete two STEM challenges?
Five themes emerged: (1) metalinguistic awareness (2) curiosity and real-world connections (3) problem solving strategies (4) social metacognition strategies (5) concrete to abstract thinking. The five themes connected to the three main stages of the EbD loop: (1) Beginning-Define (2) Middle-Design (3) End-Optimize. Further, the 6 E’s of Science Inquiry were embedded and connected to the themes as well. The model is arranged in the shape of triangle because kaleidoscopes use a triangle shape with mirrors. When STEM education is connected to metacognition then an experience similar to looking through a kaleidoscope occurs. As one turns and reflects then perspectives and understandings increase. STEM-oscope Model involves students self-reflecting throughout the STEM process to gain better self-awareness.
Metalinguistic awareness was promoted as a social robot, Robon from RoboKind® provided Think Alouds. Students were able to listen to their own recording, and students were able to listen to the recording of their peers. Students benefited from using versatile materials like Creation Crate® TechCard® and SAM Labs® that further allowed students to make connections between concrete objects and abstract ideas. Additionally, students benefited from having the opportunity to make real-world connections using Virtual Reality from Nearpod®. Students benefited from interacting within groups, and students learned more as they solved problems. These themes were previously recognized separately as benefiting students to think metacognitively. However, a STEM challenge allows the students to have an enhanced experience because it fosters metacognition by developing various skillsets.
I acknowledge using the following resources for the STEM challenges: RoboKind®, Creation Crate® TechCard®, SAM Labs®, FlipGrid®, Nearpod®, and
I would like to thank my supportive family. Sophie and Davin-I hope that you always take risks, and go for your dreams. This is dedicated to all of my fellow researchers and teachers. Let us continue to make a positive impact in lives of our students! I would like to thank my KTI Family for your support! Thank you and best wishes to all of the students that I have had the opportunity to teach.
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\\n\\nThe following terminology applies to these Terms and Conditions, Privacy Statement, Disclaimer Notice, and any or all Agreements:
\\n\\n“Client”, “Customer”, “You” and “Your” refers to you, the person accessing this website and accepting the Company’s Terms and Conditions;
\\n\\n“The Company”, “Ourselves”, “We”, “Our” and “Us”, refers to our Company, IntechOpen;
\\n\\n“Party”, “Parties”, or “Us”, refers to both the Client and ourselves, or either the Client or ourselves.
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\\n\\nAny use of the above terminology, or other words in the singular, plural, capitalization and/or he/she or they, are taken as interchangeable.
\\n\\nUnless otherwise stated, IntechOpen and/or its licensors own the intellectual property rights for all materials on www.intechopen.com. All intellectual property rights are reserved. You may view, download, share, link and print pages from www.intechopen.com for your own personal use, subject to the restrictions set out in these Terms and Conditions.
\\n\\nWe employ the use of cookies. By using the IntechOpen website you consent to the use of cookies in accordance with IntechOpen’s Privacy Policy. Most modern day interactive websites use cookies to enable the retrieval of user details for each visit. On our site, cookies are predominantly used to enable functionality and ease of use for those visiting the site.
\\n\\nIn no circumstances shall IntechOpen or its suppliers be liable for any damages (including, without limitation, damages for loss of data or profit, or due to business interruption) arising out of the use, or inability to use, the materials on IntechOpen's websites, even if IntechOpen or an IntechOpen authorized representative has been notified orally or in writing of the possibility of such damage. Some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages; consequently, these limitations may not apply to you.
\\n\\nIntechopen.com website content and services are provided on an "AS IS" and an "AS AVAILABLE" basis. Material appearing on www.intechopen.com could include minor technical, typographical, or photographic errors. IntechOpen may make changes to any material contained on its website at any time without notice.
\\n\\nIntechOpen has no formal affiliation to any external sites that link to www.intechopen.com, unless otherwise specifically stated. As such, it is not responsible for content that appears on any such sites. The inclusion of any link to IntechOpen does not imply endorsement by IntechOpen. Use of any such linked website is done solely at the user's own discretion.
\\n\\nWe reserve the right of ownership over our entire website www.intechopen.com, and all contents. By using our services, you agree to remove all links to our website immediately upon request. We also reserve the right to amend these Terms and Conditions and our linking policy at any time. By continuing to link to our website, you agree to be bound to, and abide by, these linking Terms and Conditions.
\\n\\nIf you find any link on our website, or any linked website, objectionable for any reason, please Contact Us. We will consider all requests to remove links but will have no obligation to do so.
\\n\\nWithout prior approval and express written permission, you may not create frames around our web pages or use other techniques that alter in any way the visual presentation or appearance of our website.
\\n\\nIntechOpen may revise its Terms of Service for its website at any time without notice. By using this website, you are agreeing to be bound by the current version of all Terms at the time of use.
\\n\\nThese Terms and Conditions are governed by and construed in accordance with the laws of the United Kingdom and you irrevocably submit to the exclusive jurisdiction of the courts in London, United Kingdom.
\\n\\nCroatian version of Terms and Conditions available here
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\n\nThe following terminology applies to these Terms and Conditions, Privacy Statement, Disclaimer Notice, and any or all Agreements:
\n\n“Client”, “Customer”, “You” and “Your” refers to you, the person accessing this website and accepting the Company’s Terms and Conditions;
\n\n“The Company”, “Ourselves”, “We”, “Our” and “Us”, refers to our Company, IntechOpen;
\n\n“Party”, “Parties”, or “Us”, refers to both the Client and ourselves, or either the Client or ourselves.
\n\nAll Terms refer to the offer, acceptance, and consideration of payment necessary to provide assistance to the Client in the most appropriate manner, whether by formal meetings of a fixed duration, or by any other agreed means, for the express purpose of meeting the Client’s needs in respect of provision of the Company’s stated services/products, and in accordance with, and subject to, the prevailing laws of the United Kingdom.
\n\nAny use of the above terminology, or other words in the singular, plural, capitalization and/or he/she or they, are taken as interchangeable.
\n\nUnless otherwise stated, IntechOpen and/or its licensors own the intellectual property rights for all materials on www.intechopen.com. All intellectual property rights are reserved. You may view, download, share, link and print pages from www.intechopen.com for your own personal use, subject to the restrictions set out in these Terms and Conditions.
\n\nWe employ the use of cookies. By using the IntechOpen website you consent to the use of cookies in accordance with IntechOpen’s Privacy Policy. Most modern day interactive websites use cookies to enable the retrieval of user details for each visit. On our site, cookies are predominantly used to enable functionality and ease of use for those visiting the site.
\n\nIn no circumstances shall IntechOpen or its suppliers be liable for any damages (including, without limitation, damages for loss of data or profit, or due to business interruption) arising out of the use, or inability to use, the materials on IntechOpen's websites, even if IntechOpen or an IntechOpen authorized representative has been notified orally or in writing of the possibility of such damage. Some jurisdictions do not allow limitations on implied warranties, or limitations of liability for consequential or incidental damages; consequently, these limitations may not apply to you.
\n\nIntechopen.com website content and services are provided on an "AS IS" and an "AS AVAILABLE" basis. Material appearing on www.intechopen.com could include minor technical, typographical, or photographic errors. IntechOpen may make changes to any material contained on its website at any time without notice.
\n\nIntechOpen has no formal affiliation to any external sites that link to www.intechopen.com, unless otherwise specifically stated. As such, it is not responsible for content that appears on any such sites. The inclusion of any link to IntechOpen does not imply endorsement by IntechOpen. Use of any such linked website is done solely at the user's own discretion.
\n\nWe reserve the right of ownership over our entire website www.intechopen.com, and all contents. By using our services, you agree to remove all links to our website immediately upon request. We also reserve the right to amend these Terms and Conditions and our linking policy at any time. By continuing to link to our website, you agree to be bound to, and abide by, these linking Terms and Conditions.
\n\nIf you find any link on our website, or any linked website, objectionable for any reason, please Contact Us. We will consider all requests to remove links but will have no obligation to do so.
\n\nWithout prior approval and express written permission, you may not create frames around our web pages or use other techniques that alter in any way the visual presentation or appearance of our website.
\n\nIntechOpen may revise its Terms of Service for its website at any time without notice. By using this website, you are agreeing to be bound by the current version of all Terms at the time of use.
\n\nThese Terms and Conditions are governed by and construed in accordance with the laws of the United Kingdom and you irrevocably submit to the exclusive jurisdiction of the courts in London, United Kingdom.
\n\nCroatian version of Terms and Conditions available here
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Therefore, more studies are needed to assess the benefit of antibiotic prescription and whether it is safe to refrain from its use.",book:{id:"5185",slug:"dental-implantology-and-biomaterial",title:"Dental Implantology and Biomaterial",fullTitle:"Dental Implantology and Biomaterial"},signatures:"Dalia Khalil, Bodil Lund and Margareta Hultin",authors:[{id:"179031",title:"Dr.",name:"Dalia",middleName:null,surname:"Khalil",slug:"dalia-khalil",fullName:"Dalia Khalil"},{id:"185113",title:"Dr.",name:"Bodil",middleName:null,surname:"Lund",slug:"bodil-lund",fullName:"Bodil Lund"},{id:"185114",title:"Dr.",name:"Margareta",middleName:null,surname:"Hultin",slug:"margareta-hultin",fullName:"Margareta Hultin"}]},{id:"47915",title:"Rationale for Dental Implants",slug:"rationale-for-dental-implants",totalDownloads:3076,totalCrossrefCites:0,totalDimensionsCites:2,abstract:null,book:{id:"4548",slug:"current-concepts-in-dental-implantology",title:"Current Concepts in Dental Implantology",fullTitle:"Current Concepts in Dental Implantology"},signatures:"Ilser Turkyilmaz and Gokce Soganci",authors:[{id:"171984",title:"Associate Prof.",name:"Ilser",middleName:null,surname:"Turkyilmaz",slug:"ilser-turkyilmaz",fullName:"Ilser Turkyilmaz"}]},{id:"18430",title:"An Important Dilemma in Treatment Planning: Implant or Endodontic Therapy?",slug:"an-important-dilemma-in-treatment-planning-implant-or-endodontic-therapy-",totalDownloads:6264,totalCrossrefCites:0,totalDimensionsCites:0,abstract:null,book:{id:"179",slug:"implant-dentistry-a-rapidly-evolving-practice",title:"Implant Dentistry",fullTitle:"Implant Dentistry - A Rapidly Evolving Practice"},signatures:"Funda Kont Cobankara and Sema Belli",authors:[{id:"28846",title:"Dr.",name:"Funda",middleName:null,surname:"Kont Çobankara",slug:"funda-kont-cobankara",fullName:"Funda Kont Çobankara"},{id:"75862",title:"Prof.",name:"Sema",middleName:null,surname:"Belli",slug:"sema-belli",fullName:"Sema Belli"}]}],onlineFirstChaptersFilter:{topicId:"998",limit:6,offset:0},onlineFirstChaptersCollection:[{id:"81595",title:"Prosthetic Concepts in Dental Implantology",slug:"prosthetic-concepts-in-dental-implantology",totalDownloads:25,totalDimensionsCites:0,doi:"10.5772/intechopen.104725",abstract:"This chapter will address evidence-based prosthetic concepts in dental implantology as well as clinical evidence with focus on appropriate logic and technical skills. Those prosthetic factors are as just important as surgical factors, and long-term success can only be achieved if both of those factors are considered, respected, and strictly followed from planning to prosthetic phase of treatment. This chapter will deal with materials selection for prosthetic part, shape, size, and design of supracrestal parts of abutments and their influence on soft tissue and bone stability around dental implants. Furthermore, one of most important decisions is about choosing the proper way of retention: screw- vs. cement-retained restorations, and it will be discussed in detail. Additionally, emergence profile and its function in soft tissues adaptation and adhesion to different prosthetic materials also have important role in long-term success of dental implant restorations.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Ivica Pelivan"},{id:"80500",title:"Novel Dental Implants with Herbal Composites: A Review",slug:"novel-dental-implants-with-herbal-composites-a-review",totalDownloads:49,totalDimensionsCites:0,doi:"10.5772/intechopen.101489",abstract:"Missing a permanent tooth is a miserable condition faced by a common man. A tooth decay, periodontitis, mechanical trauma, or any systemic complications lead to such a complication. These bone defects when left untreated lead to severe resorption of the alveolar bone. A proper dental filling with an appropriate bone substitute material could prevent such resorption and paves a way for subsequent implant placement. Dental implants are considered as the prime option by dentists to replace a single tooth or prevent bone resorption. A variety of bone substitutes are available differ in origin, consistency, particle size, porosity, and resorption characteristics. Herbal composites in dentistry fabricated using biphospho-calcium phosphate, casein, chitosan, and certain herbal extracts of Cassia occidentalis, Terminalia arjuna bark, Myristica fragans also were reported to possess a higher ossification property, osteogenic property and were able to repair bone defects. C. occidentalis was reported to stimulate mineralization of the bone and osteoblastic differentiation through the activation of the PI3K-Akt/MAPKs pathway in MC3T3-E1 cells of mice. This implant proved better osteoconductivity and bioactivity compared to pure HAP and other BCP ratios. Terminalia Arjuna was also worked in the incorporation in the graft to enhance the osteogenic property of the implant and gave good results. Another implant bone graft was synthesized containing BCP, biocompatible casein, and the extracts of Myristica fragans and subjected to in vitro investigations and the results revealed the deposition of apatite on the graft after immersing in SBF and also the ALP activity was high when treated with MG-63 cells, NIH-3 T3, and Saos 2 cell lines. This study indicates that the inclusion of plant extract enhances the osteogenic property of the graft. Thus, these novel dental implants incorporated with herbal composites evaluated by researchers revealed an enhanced bone healing, accelerates osseointegration, inhibits osteopenia, and inhibits inflammation. This application of herbal composite inclusion in dentistry and its applications has a greater potential to improve the success rate of dental implants and allows the implications of biotechnology in implant dentistry.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Gopathy Sridevi and Seshadri Srividya"},{id:"78320",title:"Implant-Retained Maxillary and Mandibular Overdentures - A Solution for Completely Edentulous Patients",slug:"implant-retained-maxillary-and-mandibular-overdentures-a-solution-for-completely-edentulous-patients",totalDownloads:66,totalDimensionsCites:0,doi:"10.5772/intechopen.99575",abstract:"The main goal of modern removable prosthodontics is to restore the normal appearance, function, esthetics and speech in each completely edentulous patient. However, if all teeth are missing in a patient, it becomes very complicated to achieve it using traditional protocols. Therefore, implants were introduced into removable prosthodontics to ensure better retention and stability of the conventional dentures. In case of a large amount of bone missing in the jaw it is necessary to ensure the functioning of the dentures constructing various additional stabilizing and retentive prosthodontic solutions on the osseointegrated implants. Numerous types of attachment systems have been used recently for relating implant-retained overdentures to underlying implants: basically splinting (various bar shape designs) and non-splinting attachments (various ball type attachment, magnet attachment, telescopic coping systems). Indications for their use depend on the surgical and prosthodontic factors such as the number and position of the implants, the amount of free intermaxillary space and the type and size of the overdentures. Different indications, types of the overdentures and the attachment systems will be discussed in this chapter.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Dubravka Knezović Zlatarić, Robert Ćelić and Hrvoje Pezo"},{id:"79724",title:"Implant Stability Quotient (ISQ): A Reliable Guide for Implant Treatment",slug:"implant-stability-quotient-isq-a-reliable-guide-for-implant-treatment",totalDownloads:60,totalDimensionsCites:0,doi:"10.5772/intechopen.101359",abstract:"Implant stability is a prerequisite for successful dental implants and osseointegration. To determine the status of implant stability, continuous monitoring in an objective and qualitative manner is important. To measure implant stability two different stages are there: Primary and secondary. Primary implant stability at placement is a mechanical phenomenon that is related to the local bone quality and quantity, the type of implant and placement technique used. Primary stability is checked from mechanical engagement with cortical bone. Secondary stability is developed from regeneration and remodeling of the bone and tissue around the implant after insertion and affected by the primary stability, bone formation and remodeling. Implant stability is essential for the time of functional loading. Classical benchmark methods to measure implant stability were radiographs or microscopic analysis, removal torque, push-through and pull-through but due to lack of feasibility, time consumption and ethical reasons other methods have been propounded over period of time like measurement of implant torque, model analysis and most important ISQ which has the ability to monitor osseointegration and the life expectancy of an implant. ISQ is a valuable diagnostic and clinical tool that has far-reaching consequences on implant dentistry and this article throws light on advanced and reliable methods of assessing ISQ.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Gaurav Gupta"},{id:"79817",title:"Peri-Implant Soft Tissue Augmentation",slug:"peri-implant-soft-tissue-augmentation",totalDownloads:128,totalDimensionsCites:0,doi:"10.5772/intechopen.101336",abstract:"The peri-implant soft tissue (PIS) augmentation procedure has become an integral part of implant-prosthetic rehabilitation. Minimal width of keratinized mucosa (KM) of 2 mm is deemed necessary to facilitate oral hygiene maintenance around the implant and provide hard and soft peri-implant tissue stability. PIS thickness of at least 2 mm is recommended to achieve the esthetic appearance and prevent recessions around implant prosthetic rehabilitation. The autogenous soft tissue grafts can be divided into two groups based on their histological composition—free gingival graft (FGG) and connective tissue graft (CTG). FGG graft is used mainly to increase the width of keratinized mucosa while CTG augment the thickness of PIS. Both grafts are harvested from the same anatomical region—the palate. Alternatively, they can be harvested from the maxillary tuberosity. Soft tissue grafts can be also harvested as pedicle grafts, in case when the soft tissue graft remains attached to the donor site by one side preserving the blood supply from the donor region. Clinically this will result in less shrinkage of the graft postoperatively, improving the outcome of the augmentation procedure. To bypass the drawback connected with FGG or CTG harvesting, substitutional soft tissue grafts have been developed.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Marko Blašković and Dorotea Blašković"},{id:"79611",title:"Growth Factors and Dental Implantology",slug:"growth-factors-and-dental-implantology",totalDownloads:103,totalDimensionsCites:0,doi:"10.5772/intechopen.101082",abstract:"Normal healing procedure of bone involves various sequential events to develop bone and bridge the bone -to- bone gap. When this healing occurs with a metal (titanium) fixture on one side, it is called as osseointegration. After extensive studies on this topic, it is found that this procedure occurs in presence of various biologic constituents that are spontaneously released at the site. Thus, to accelerate normal healing after implant placement and make results more predictable, it has been proposed to use these autologous factors in the osteotomy site. Since it is the beginning of a new revolution in dental implantology, right now it is essential to analyze all possible combinations of host conditions, bone quality and quantity and bio factors being used. This can definitely be a boon for the patients with compromised systemic or local conditions.",book:{id:"10808",title:"Current Concepts in Dental Implantology - From Science to Clinical Research",coverURL:"https://cdn.intechopen.com/books/images_new/10808.jpg"},signatures:"Deeksha Gupta"}],onlineFirstChaptersTotal:17},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:89,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:104,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:32,numberOfPublishedChapters:318,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:12,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:11,numberOfPublishedChapters:141,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:8,numberOfPublishedChapters:129,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:113,numberOfOpenTopics:3,numberOfUpcomingTopics:1,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:106,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:19,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:5,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:0,numberOfPublishedChapters:15,numberOfOpenTopics:5,numberOfUpcomingTopics:0,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. 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Completed the Course Medical Mycology, the Centraalbureau voor Schimmelcultures (CBS), Fungal Biodiversity Centre, Netherlands (2006). 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. Board Member and Chair of Mycology Group of Chinese Society of Dermatology.",institutionString:null,institution:{name:"Sichuan University",institutionURL:null,country:{name:"China"}}},editorTwo:null,editorThree:null},{id:"5",title:"Parasitic Infectious Diseases",coverUrl:"https://cdn.intechopen.com/series_topics/covers/5.jpg",isOpenForSubmission:!0,editor:{id:"67907",title:"Dr.",name:"Amidou",middleName:null,surname:"Samie",slug:"amidou-samie",fullName:"Amidou Samie",profilePictureURL:"https://mts.intechopen.com/storage/users/67907/images/system/67907.jpg",biography:"Dr. Amidou Samie is an Associate Professor of Microbiology at the University of Venda, in South Africa, where he graduated for his PhD in May 2008. He joined the Department of Microbiology the same year and has been giving lectures on topics covering parasitology, immunology, molecular biology and industrial microbiology. 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His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. 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He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",institutionURL:null,country:{name:"India"}}},editorTwo:null,editorThree:null}]},overviewPageOFChapters:{paginationCount:10,paginationItems:[{id:"82380",title:"Evolution of Parasitism and Pathogenic Adaptations in Certain Medically Important Fungi",doi:"10.5772/intechopen.105206",signatures:"Gokul Shankar Sabesan, Ranjit Singh AJA, Ranjith Mehenderkar and Basanta Kumar Mohanty",slug:"evolution-of-parasitism-and-pathogenic-adaptations-in-certain-medically-important-fungi",totalDownloads:4,totalCrossrefCites:0,totalDimensionsCites:0,authors:null,book:{title:"Fungal Infectious Diseases - Annual Volume 2022",coverURL:"https://cdn.intechopen.com/books/images_new/11400.jpg",subseries:{id:"4",title:"Fungal Infectious Diseases"}}},{id:"82367",title:"Spatial Variation and Factors Associated with Unsuppressed HIV Viral Load among Women in an HIV Hyperendemic Area of KwaZulu-Natal, South Africa",doi:"10.5772/intechopen.105547",signatures:"Adenike O. 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He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. 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He has edited more than 50 international books, presented more than 500 lectures/posters in congresses/meetings, and published more than 1,100 scientific papers in international journals.",institutionString:"Tehran University of Medical Sciences",institution:{name:"Tehran University of Medical Sciences",country:{name:"Iran"}}},{id:"180733",title:"Dr.",name:"Jean",middleName:null,surname:"Engohang-Ndong",slug:"jean-engohang-ndong",fullName:"Jean Engohang-Ndong",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/180733/images/system/180733.png",biography:"Dr. Jean Engohang-Ndong was born and raised in Gabon. After obtaining his Associate Degree of Science at the University of Science and Technology of Masuku, Gabon, he continued his education in France where he obtained his BS, MS, and Ph.D. in Medical Microbiology. He worked as a post-doctoral fellow at the Public Health Research Institute (PHRI), Newark, NJ for four years before accepting a three-year faculty position at Brigham Young University-Hawaii. Dr. Engohang-Ndong is a tenured faculty member with the academic rank of Full Professor at Kent State University, Ohio, where he teaches a wide range of biological science courses and pursues his research in medical and environmental microbiology. Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:null},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}},{id:"441116",title:"Dr.",name:"Jovanka M.",middleName:null,surname:"Voyich",slug:"jovanka-m.-voyich",fullName:"Jovanka M. 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Animals need to receive a properly balanced diet. One of the new challenges we are now faced with is sustainable animal diets (STAND) that involve the 3 P’s (People, Planet, and Profitability). We must develop animal feed that does not compete with human food, use antibiotics, and explore new growth promoters options, such as plant extracts or compounds that promote feed efficiency (e.g., monensin, oils, enzymes, probiotics). 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