\r\n\t1. Emphasizing the unique power of the molecular docking method in new drug discovery;
\r\n\t2. Demonstration of how the molecular docking technique has led to the discovery of new molecules in cancer therapy, proteasome, and STAT3 inhibition, and the treatment of Alzheimer's disease;
\r\n\t3. Underlining the importance of molecular docking-based modeling methods in the various branches of biotechnology
\r\n\tWe hope that this book will be a common point where researchers working in the fields of life sciences and drug development will eventually meet.
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A notable feature of Green Pedagogy is that students not only learn about topics from a sustainability perspective but that they also apply what they have learned directly, to affect their immediate environment, as well as being led to reflect on the potential of their local action for the future. These last two steps of Green Pedagogy ensure that a sustainability perspective is one of empowerment and personal growth rather than simply a source of despair and paralysis in the face of large and intractable problems. Green Pedagogy, as other sustainability approaches, is based on an onion model of wellbeing that assumes that economic wellbeing is dependent on social justice, which in turn is dependent on environmental wellbeing, the so-called strong sustainability model shown in Figure 1. This contrasts to the primacy that is usually accorded to economic wellbeing in many day-to-day decisions. The final two stages of Green Pedagogy are the way in which the approach builds sustainability competence by automating a sustainability response in the learners; in other words, building a sustainable mindset by making visible the sustainability values upon which daily problem solving can be based.
Nested strong sustainability model.
This chapter is narrated from the perspective of a project that involved the practical transfer of the Green Pedagogy concept from its Austrian-German origins to English in a specially developed blended learning teacher-training course. The linguistic challenges reflect to an extent those faced more commonly in the other direction, from English to a local language and context. The European ProfESus project developed a training course for home economics teachers to help them promote a sustainable mindset in their learners by applying the Green Pedagogy approach and this experience will be used as a case study to illustrate the application of the approach and how it is received both by in-service teachers and student teachers. The coordinating institution of the project, University College for Agrarian and Environmental Pedagogy (UCAEP) in Vienna, Austria, is home to the well-developed Green Pedagogy, which formed the pedagogical basis of the course developed by the project for deployment at European level and beyond. This chapter describes the challenges and successes of translating and transferring a specific pedagogy across languages, cultures and contexts.
Globally, home economics has diminished as a school subject but there are indications that governments (such as Australia’s sustainability curriculum) may recognize the value of strengthening home economics at the school level, given rising global levels of food waste and lack of knowledge about healthy eating and food preparation. There is therefore a direct link between home economics and the issue of sustainability, but several other school subjects exist for which this pedagogy is suitable.
Green Pedagogy or
Implementing Green Pedagogy was a central aim of the ProfESus Erasmus+ European project to develop a teacher-training course for home economics teachers that was proposed and led by UCAEP over two and a half years from 2016. The aim of the course was to train home economics teachers to help their students develop professional competencies that were more sustainable. The 8 ECVETS/ECTS blended learning course included several innovative aspects, but one of the main aims was to spread the practice of the Green Pedagogy approach out of Austria to the rest of Europe and beyond.
The first obstacle faced by the pan- European project group with partners from Italy, Latvia, Denmark and Finland as well as Austria, was that there was no description of
Most descriptions of sustainable education such as Sterling’s Future Fit [7], and The Natural Step [8], describe a holistic, multi-faceted and long-term process approach and Green Pedagogy is no exception. This leads to a barrier of complexity when translating from German to English. However, since the Green Pedagogy approach is based on some well-known pedagogical theories such as constructivism [9, 10], experiential learning [11] and conceptual change [12], these provide familiar footholds into the approach.
The aim of Green Pedagogy is to go beyond surface learning, beyond knowledge and skills and to target long term attitudes or mindset. Attitudes can be further sub-divided into values and collaborative skills [13]. By targeting attitudes, the aim is to achieve deep learning about sustainability based on a more conscious understanding of how actions, such as the way in which one plans and prepares a meal in the home economics class, support or negate existing values. In this way, sustainable practices cross over into other areas of the learners’ lives at home, at work and in their community in the form of deeply ingrained sustainability competencies such as those developed by UNECE [13].
The Green Pedagogy approach to embedding sustainability in the classroom can be summarized in Figure 2. Already in translating the diagram from German to English several important decisions have been taken that will lead the English speaker in certain directions that may not be the intended one. In the remainder of this chapter, we will explain the diagram and end by considering some of the questions that teachers raised when meeting this framework for the first time.
Green pedagogy: A visual representation.
The approach is primarily a pedagogy but can also be used to guide consultancy work. The advantage of Green Pedagogy is that it provides a template for learning activity planning, with the six dots at the base of the spiral representing a recommended lesson planning structure and sequence. The plan need not be restricted to a single timetabled lesson but can be stretched over a series of connected lessons that could represent a case study, a project, a research activity, a lab activity, work placement or a field activity. To account for the fact that a single cycle of Green Pedagogy may stretch over several timetabled lessons, we will use the term learning activity plan (LAP) to refer to a Green Pedagogy cycle. The six steps can be applied across disciplines including most of the subjects that are commonly found in a school timetable. The six steps can also be applied at different education levels from lower primary to higher education. The creators of Green Pedagogy assert that this is a pedagogy that could be used as an everyday pedagogy in most cases [14].
Figure 2 conveys the holistic complexity of Green Pedagogy, which comprises the six steps that should be present in every planned learning activity. These six steps are shown against the background of a rising spiral, which indicates the continuous nature of the process to acquire experience-based competency based around the main pillar of sustainability that comprises economic wellbeing, social justice, and environmental health in the center. The first implication of Green Pedagogy is that this should not be a one-off activity in the way that, for example, some educational institutions include project-based activities on an occasional basis. A major reason for this is that sustainability in this model is seen as a competence that can only be developed with practice over time, rather than a body of knowledge that can be covered after which educators can move on to the remainder of the curriculum.
Another significant aspect of the diagram is that it refers to ‘practical competencies’ at the top of the spiral. The implication of this is that the sustainable competencies should always be practiced in conjunction with school subject competencies or vocational competencies. In the case of the ProfESus project, sustainability competencies were promoted in conjunction with home economics competencies. In this way, sustainability is embedded in everyday practice rather than seen as a separate bolt-on activity. In the case of the ProfESus project the target group was home economics and hospitality teachers and trainers. Thus, in the pilot training course, the participants were expected to state explicitly which sustainable competencies and which vocational competencies they were targeting in every learning activity.
We will deconstruct the diagram from the bottom up.
Green Pedagogy is based on several pedagogical foundations, many of which are inter-linked. These are at the base of Figure 2 from left to right:
Systemic thinking is a cornerstone of effective sustainable action [15]. The typical school timetable divided into different subjects is the antithesis of systemic thinking, therefore Green Pedagogy encourages teachers to cross disciplines. Transdiciplinarity refers to literacy in and ability to understand concepts across multiple disciplines. In the ProfESus project an example of this was when one of the home economics teachers planned a project in collaboration with the English teacher in a Swedish school since a great deal of important sustainability material is found in English. This was an authentic and natural way to cross disciplines.
This is a reference to contingency theory [16] which says that every situation is unique and that there is therefore no single optimal solution but only a solution that takes account of the internal and external aspects of whatever specific situation is being analyzed. This reminds teachers that whenever they take up a new topic in class, they need to encourage their learners to evaluate the internal and external situation of the problem being analyzed and come up with their own specific solutions and furthermore that several solutions may be equally appropriate. Going further, contingency also points to the potential for learners to propose viable solutions to real world problems that could be implemented.
The complex nature of sustainability questions means that it is useful to explore problems and their solutions in a holistic and non-linear way in contrast to the reductionist approach increasingly seen in the scientific disciplines according to Foerster [17]. This aspect of the pedagogy is not only relevant to discussing existing situations but also relevant to the ability to conceive of different future scenarios as variables change.
Systemic thinking is well known as a key factor in developing a sustainable solution to real world problems [15] since students must see all interwoven aspects of the system under consideration in their own community. Thus, systemic thinking is a precondition for any effective sustainable learning process. Systemic thinking encourages problem solving through defining the problem as part of the system from which it derives and then looking at different aspects of the system to see which of these need to be, and which can be adjusted to come closer to a solution of the problem.
Since the Green Pedagogy approach is more than mere knowledge transfer but also about developing a sustainable mindset around relevant collaboration and values, it is appropriate to add a layer of meta-thinking. This is supported by the extensive work of educators in promoting thinking about thinking as a way of raising learning levels in general. As an example, the work of Ritchhart, Church and Morrison on what they term Visible Thinking [18] is enabling educators globally to engage learners in thinking about their thinking to measurable effect in terms of achieved learning. Meta-thinking is important in the application of Green Pedagogy in that it supports the generation of novel solutions to intractable and complex sustainability problems. It has also been pointed out that the increased complexity of the modern world requires increased self-reflection, which is an integral part of meta-thinking [14].
It could be argued that these five cornerstones of Green Pedagogy seem to overlap, and that systemic thinking could be sufficient to cover them all. However, each cornerstone highlights a specific aspect of systemic thinking that is of benefit when being considered by teachers separately as they develop their learning activity plans.
It is recommended that once a teacher or institution has made the decision to promote a sustainable mindset in their learners, that most learning activities should follow the Green Pedagogy format in the order in which they are described across the six steps. The learning activity plan template developed by the ProfESus project helps teachers planning one or several lessons or trainings. It is often more appropriate to go through the six steps over a series of lessons rather than in one short 45-minute or 90-minute timetabled class. The learning activity plan (LAP) [19] template is thus a tool to act as a prompt for teachers so that they do not forget to highlight the targeted professional and sustainability competencies and how they will be exercised over the six steps. The LAP template can be used as an aide-memoire rather than being explicitly filled out before each lesson or group of lessons.
As we describe the six steps below, it should be noted that where there is a choice of topic, the teacher should choose ‘wicked problems’ (
We will now describe the six steps in more detail using the example of menu planning to illustrate how each step follows the previous one. ‘The Menu today can change your World Tomorrow’ is a sample lesson plan built around the application of Green Pedagogy. The main purpose of the lesson is to raise learners’ awareness of the criteria to use in preparing menus for specific target groups such as kindergartners, hospital patients or residents in elderly care homes. The conventional way of tackling this topic is by focusing on nutritional values and individual preferences, tempered by budget constraints. The aim of the case study lesson is to build awareness of the complexity of planning healthy and sustainable nutrition and to use extended criteria in concrete planning situations.
In this stage, learners must come to the realization that a specific problem exists and needs to be solved, achieved by finding out what learners already know about the designated topic. In the case study lesson, this was done by exploring the concept of ‘meal’ by showing images of a wide variety of meals, some of which probably pushed the boundaries of some of the learners. They included traditional meals, hospital tray meals, insect dishes, vegan dishes and 3D printed food. A key aspect of Green Pedagogy is to evoke and use emotions in order to prompt action and reflection and this is particularly essential in this first step in order to motivate learners. For example, most people would react to the idea of an insect-based meal, such as the one shown in Figure 3, with disgust.
Tarantula spiders as a meal.
This is the step during which misconceptions are uncovered and confronted. So, the reconstruction refers to what is put in place of misconceptions. In the case study lesson, the learners were presented with a set of weekly menu plans from different types of institutions such as schools, hospitals, elderly care homes and kindergartens. The learners were then asked to analyze the menu plans according to nutritional, practical and dietary requirements. This step is the first stage of conceptual change [12] where the teacher finds out what the students believe they know about the topic. This stage leads directly to the next step in which the perspective is widened.
In this stage learners are prompted to suggest solutions by being provoked with unexpected possibilities. Ideally the provocation should come as a response to the direction in which the learners have been going so far. Therefore, the provocation can neither be the start of the lesson nor be completely planned in advance. An important aspect of this stage is to widen the scope of stakeholders involved in the problem. In Green Pedagogy, this stage is also referred to as “irritation” and this can be confusing for English speakers as we explore later in this chapter.
In our case study lesson, this stage was achieved by showing the learners images of the food production, consumption and waste cycle involved in some of the menu plans that had been described. These included images of intensive farming, use of pesticide, intensive farming methods of animal husbandry regarding pigs and milk cows as well as images of the food waste and garbage that is a common end result of this type of institutional catering. At this point the learners realized that they had not considered intensive farming methods (as seen in Figure 4) or pollution problems that were embedded in their menu plans. Their perspective had stayed almost wholly in the kitchens.
Do eggs and chicken come from battery farms?
This step is the second stage in the conceptual change process in which beliefs are challenged. This stage was an invitation to re-visit the menu analysis stage to discuss possible improvements. In a learner group that has already been exposed to Green Pedagogy for a while, this step could sometimes be a rapid and simple check whether all stakeholders have been considered.
The interaction stage is necessary for learners to process and evaluate possible solutions in the light of the wide range of additional perspectives met in the previous stage. The interaction stage is an opportunity for collaborative analytical discussion. In the case study lesson, step 3 was a silent gallery walk. Therefore, after the walk, the learners were full of ideas to discuss what needed to be done to improve the menu plans in this interaction stage based on the new information about the food production chain. In the sample lesson, this involved discussion and writing notes on the posters about what additional information they needed before amending their menu analysis. It was an opportunity to voice the emotions that arose from the silent gallery walk of the previous stage. At this point, it is easy for learners to be overwhelmed by feelings of frustration and the teacher needs to use moderation and facilitation skills to make this a useful interaction. This is the final stage of the conceptual change process in which earlier beliefs are amended in the light of new information and thinking.
This stage is needed to reduce learners feeling powerless in the face of the problem under consideration. In this stage, learners are prompted to relate what they have learned to their personal experience. In the case of the sample lesson, learners were asked to consider their school canteen and what they could do to improve the situation in this local context. They suggested that the meals at school should be labeled according to the different aspects that they had discussed. This included adding icons to the school menu showing whether the meal is organic, vegetarian or produced according to recognized animal welfare benchmarks. In this way, learners can create viable solutions to real life problems.
This final stage requires the learners to create a vision of where their ideas or actions from stage 5 could lead. To embed learning, it is equally important to ask learners at this final stage what they learned in this process. In the case study lesson, this was achieved by asking what the effect would be if canteens and restaurants across the region adopted their new icon system.
The six steps do not necessarily take the same amount of time each. In some cases, it will be appropriate to spend very little time on one or two of the steps. For example, in some contexts it is possible for the provocation stage to take only two minutes.
We can also look at how the case study lesson plan sits on the pedagogical foundations at the base of the diagram. The proposed LAP becomes transdisciplinary at step 3 where the learners are invited to consider the wider context of their menu plan analysis. Contingency is included once the learners are prompted to consider how the wider menu analysis can be applied to their local context. The restructuring of linear paradigms occurs when the learners are prompted to revisit their menu plan analysis in the light of the new information on food production methods. The third step prompts learners to think about the whole system of food production and therefore represents systemic thinking. Finally, there are several points in the lesson where learners are prompted to think at a meta-level, when they are for example invited to consider what constitutes a meal for them, how much the production methods of food affect their emotions and when linking the general principles of menu planning to their local context and to their personal preferences.
The Green Pedagogy approach is based on several theoretical foundations that have been extensively described in the literature in German and summarized in English [1]. These include:
Kolb’s experiential learning in which learning is ‘a continuous process in which experiences are collected in concrete or abstract form and are then used in experimental or reflective ways’ [11]. In Green Pedagogy this is manifest through the way in which students learn through the deconstruction, reconstruction, and reflection of a specific problem (Steps 1-6).
Green Pedagogy also reflects Situated Learning [22] by proposing that learning is bounded by the circumstances and settings in which it happens, including the existing mental frameworks that learners bring to the room. This is manifest in Green Pedagogy by the insistence on starting with a meaningful problem and probing what learners already believe about the problem before going on to discover new solutions (Steps 1-6).
The theory of concept change [12] aims to counteract incorrect beliefs by first examining what learners already know about the considered problem or topic before challenging these beliefs with new perspectives (Steps 1-4).
Constructivism [9]: Green Pedagogy reflects constructivism in its step-by-step process that takes a learner from a known topic to a new understanding of the topic through collaboration, discussion, analysis and reflection (Steps 1-6).
Reflective thinking [23]: The whole process of Green Pedagogy embodies Dewey’s reflective thinking which he describes as follows: ‘Reflective thinking, in distinction of other operations to which we apply the name of thought, involves first a state of doubt/hesitation/perplexity/mental difficulty in which thinking originates. Secondly an act of searching/hunting/inquiry to find material that will resolve the doubt, settle and dispose of perplexity’.
Expansive learning [24] describes an approach to learning that aims to improve the lives of the learner and society at the same time. The approach uses a prescribed cycle of inquiry by highlighting the contradictions of the current situation (a specific type of problem-solving activity) and empowering the learner to find realistic solutions.
Figure 2 is bounded by reference to preferred learning approaches on the one side and constraints and requirements of applicable policies and curricula on the other. This means that Green Pedagogy can be applied in widely different educational settings. Green Pedagogy does not rule out using other proven effective sustainability approaches. It is compatible with UNESCO recommended approaches to sustainability [25] such as storytelling, project-based learning, and values education. The novel feature of Green Pedagogy is that it provides a format for planning learning activities that puts the dual competencies of sustainability and subject specific skills at its center, the whole based on learner values that are made explicit during the process.
We have described how Green Pedagogy can be applied in one specific home economics lesson, but it can be applied equally successfully to a wide range of other school and vocational training areas. The following list contains exemplars from different vocational and academic fields where it would be advantageous to employ the Green Pedagogy approach.
Agricultural practice: learning best practices for the control of weeds and pests
Geography: exploring the results and implications of different urban planning policies
Physics: exploring the implications of using renewable energy as well as the mechanics of efficiency
Hotel management: considerations when making decisions about purchase or lease of bed linen and staff uniforms, reduction of food waste
History: analyzing and learning from mistakes in the course of catastrophic events such as the Irish potato famine
Consultancy exercise: devising a new marketing strategy for a hospitality business such as a holiday activity center.
A summary of areas of current research into the application of Green Pedagogy in the classroom reveals some of the issues with which teachers may need to deal, when adopting it as a new practice. The identification of strengths and drawbacks of the concept of Green Pedagogy is a matter of ongoing research, for which lesson plans of experienced teachers are the material of continuing qualitative analysis to advance the concept itself further.
First results show difficulties in transfer to daily practice. Often, open learning processes without obvious clear solutions tend to be rejected by teachers and the processing of the resultant emotions is rather limited, even though bafflement and provocation are applied. Sometimes it proved to be hard to uncover multi-perspective points of view.
These results led to the development of follow-up courses to cover the demand for further training of teaching staff to meet the future challenges of sustainable teaching practice.
Another current research project deals with the strengthening of personal and social competencies in Green Pedagogy learning processes. It focuses on presenting concrete didactic measures to foster the development of personal and social competencies of learners. Therefore, the application of Green Pedagogy represents an active field of inquiry where not all best practices are yet finalized. This may present an additional challenge when attempting to translate the approach from its native German into English for an international audience.
The ProfESus Erasmus+ project developed an 8 ECVET/ECTS teacher training course aimed at home economics teachers and hospitality trainers to help them prompt sustainable mindsets in their students. The course attracted 35 participants not just from Europe but also from Pakistan, Egypt, Kenya and Tanzania. The 15-week blended learning course started with a face-to-face week in Vienna for Module 1 followed by two online modules in which participants explored different aspects of the pedagogy such as systemic and strategic thinking, collaboration, and values education in Module 2. There followed planning and execution of a lesson or series of lessons in Module 3 in their home setting and finally they met up again to exchange feedback on their experiences and make plans for their future practice in the classroom in the final fourth module which took place face to face in Finland. Course participants were introduced to Green Pedagogy in Module 1 in Vienna, revisited it as a pedagogical approach in Module 2 and were required to implement it in their project lesson(s) in Module 3 by using the specially developed learning activity plan template in which the elements of Green Pedagogy were embedded. At the meta-level, the project partners planned the blended learning course itself to follow the Green Pedagogy structure. In the next section, we will review some of the questions and misunderstandings that our participants experienced as they tried to understand the translated version of Green Pedagogy in English. Note that for almost all the participants, English was their second language, which could have created an even greater remove between the original German version and their final understanding of it.
The project had several opportunities to discover participant reactions to the new approach. These included the two face-to-face weeks, the learning diaries that formed a required part of the course, dialog during three online meetings that occurred during the online section of the course, the content of the responses that the participants gave to the required tasks and multiple feedback surveys during and after the course.
From the experience of the ProfESus pilot blended learning course the following issues regarding Green Pedagogy became apparent.
The word as it is used in German can best be compared to the grit that forms the pearl in the oyster, meaning that this is a stage that can be used to generate new understanding and learning. It is unfortunate that the German word has its direct English equivalent, which is rather negative in meaning. Some of the ProfESus course participants therefore understood this stage 3 at first to mean that they should cause annoyance in their students, rather than the intended meaning that an attempt should be made to make learners stop and think when something surprising or out of place is presented to them.
The challenge with this in stage 3 is that it seems too similar to the first confrontation phase, but also with placing it sometime into the lesson rather than at the beginning. Many teachers understand the value of starting a lesson by provocation, so waiting for this stage had to be justified. However, the second name for this stage, intervention, might make things clearer. Thus, a lesson starts with a confrontation that identifies and defines a problem and after exploration of that problem has begun, targeted interventions that widen the perspective of the problem, are brought in by the teacher.
The issue of sustainable development as a central topic for a lesson is becoming more popular as the urgency of the problem becomes more apparent. Repositories such as the World’s Largest Lesson and the British Council, which helps teachers globally teaching English, offer a wealth of free resources. It is common in these lesson plans to stop at the point when the sustainability problem has been described and analyzed. The last two stages of the Green Pedagogy approach are extremely important to combat feelings of hopelessness and lack of agency by focusing on what students can do in their own context that relates back to the analyzed problem. In the example of the British Council lesson plan entitled ‘Climate Change’ [26], which does not follow the Green Pedagogy template, it is suggested that generating visions and solutions is added as a time-filler in case the lesson ends early, or the teacher needs to give some homework. Had this lesson plan been created using the Green Pedagogy approach it would have recognized that the last two stages of Green Pedagogy are critical for the mental health of the learners and should not be seen as optional extras.
Green Pedagogy was new for all the non-Austrian participants in the ProfESus course. Even the participants from Germany, although German-speaking, had not been introduced to this approach before. For the Austrian participants, some of whom were recruited through the project coordinating organization, UCAEP, which also developed the pedagogy, Green Pedagogy was nothing new and already embedded in their practice.
In the blended ProfESus course, questions arose because of the unfamiliarity of the new pedagogical framework. Below are the four main questions together with responses.
Does the Green Pedagogy format not become repetitive over time? The response to this is that if each learning activity ends with a truly actionable plan at the personal level, this should maintain learners’ engagement.
Can you apply this to all your lessons? The Green Pedagogy approach is almost subject agnostic. Although it may seem difficult to fit Green Pedagogy into the study of mathematics at first glance, there are wide possibilities to apply mathematical skills in the field of sustainable development, such as land consumption, food waste percentages or precipitation amount. Most traditional school and vocational subjects easily lend themselves to the Green Pedagogy approach.
The question also refers to the use of Green Pedagogy throughout a course, which is implied in the methodology aims of Green Pedagogy and therefore it is beneficial to integrate sustainable work practices in most lessons.
Do you have to go through all the steps? It is recommended that steps are not omitted, and this is particularly important regarding steps 5 and 6, otherwise students can be left feeling overwhelmed and helpless.
Is this forcing the teacher views on to the students? The role of the teacher in Green Pedagogy is to provide additional perspectives for the learners to consider. These new perspectives may lead to new solutions that better chime with learners’ existing values. Therefore, this is not about a teacher imposing their values on learners.
We could attempt to see how well the concept of Green Pedagogy was embedded in our teacher participants by examining the learner diaries that we asked them to compile as part of the four-month course. A text analysis carried out using a content analysis software tool showed that the concept of Green Pedagogy was a minor rather than a major theme for the ProfESus participants [27]. This indicated that there was more work to be done in conveying the practice of Green Pedagogy more efficiently in English and that a four-month course is insufficient on its own to effect sustainable change in didactics and education. A continuous peer-reflection process might help to implement Green Pedagogy enduringly into a wider field of learning.
Green Pedagogy is useful amidst the plethora of materials emerging from the UN Sustainability Goals initiative to help teachers include more sustainable approaches insofar as it gives clear guidelines at the lesson planning level. This pedagogical approach can be used at all levels of schooling and beyond in higher education. The 6-step process is also useful as a way of approaching consultancy briefs where the aim is to include a sustainability perspective. The second main advantage of implementing Green Pedagogy is that it can be used to lead educators to target both vocational (or subject-specific) competencies and sustainability competencies simultaneously. This means that academic or vocational skills are acquired through a sustainability perspective and that sustainability does not need to appear as a distinct topic in the school timetable since it can be infused across large parts of the existing curriculum. The Green Pedagogy guidelines can be justified by reference to established theoretical frameworks such as conceptual change. Learners can be overwhelmed by the intractable problems of the world and Green Pedagogy offers a way of countering this. An important aspect of Green Pedagogy is to allow learners to uncover their own values as a result of what they have been exposed to through the Green Pedagogy approach rather than imposing teacher values on learners. The approach encourages learners to widen their consideration of the range of relevant stakeholders affected by the problem as a way of highlighting the sustainability aspect of any problem. Thus, a systematic implementation of Green Pedagogy across an educational institution will lead to its learners understanding much more about, for example, the institution’s suppliers, its treatment of waste and its local impact after first examining the chosen problem in a national or global context. The stakeholder understanding will also include the learners’ own context at home and include the effect of the actions of family members. An important part of Green Pedagogy is to end learning activities with an actionable vision that learners can act upon rather than leaving the classroom feeling that all is hopeless. It is easily combined with other recommended sustainability education approaches and provides a useful checklist to ensure efficacy. Thus, Green Pedagogy is a useful addition to the sustainability education lexicon if some of the German origins are thoroughly explained, to ensure that Green Pedagogy transitions effectively from the German-speaking sphere to the English context. It is a pedagogy that can support transformative learning through the exploration and clarification of learners’ own values.
The ProfESus project was part-funded by an Erasmus+ grant by the European Union.
Figure 1. KTucker, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons
Figure 2. By permission of the ProfESus project
Figure 3. From Flickr https://www.flickr.com/photos/slapers/6720032299/in/pool-1453665@N24/
Figure 4. Compassion Over Killing, CC BY-SA 3.0 <https://creativecommons.org/licenses/by-sa/3.0>, via Wikimedia Commons
The authors declare no conflict of interest.
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Some methods can be highlighted in the search for geometric representation of the shapes found in the nature, the fractal geometry, the polar geometry, and the superformula of Gielis. This chapter is focusing on bio‐inspired microstrip antennas, especially on leaf‐shaped antennas from the Gielis superformula that open a vast research field for more compact antennas with low visual impact.",book:{id:"5833",slug:"trends-in-research-on-microstrip-antennas",title:"Microstrip Antennas",fullTitle:"Trends in Research on Microstrip Antennas"},signatures:"Alexandre Jean René Serres, Georgina Karla de Freitas Serres, Paulo\nFernandes da Silva Júnior, Raimundo Carlos Silvério Freire, Josiel do\nNascimento Cruz, Tulio Chaves de Albuquerque, Maciel Alves\nOliveira and Paulo Henrique da Fonseca Silva",authors:[{id:"107092",title:"Dr.",name:"Paulo",middleName:null,surname:"Silva",slug:"paulo-silva",fullName:"Paulo Silva"},{id:"199230",title:"Dr.",name:"Alexandre Jean René",middleName:null,surname:"Serres",slug:"alexandre-jean-rene-serres",fullName:"Alexandre Jean René Serres"},{id:"199961",title:"BSc.",name:"Maciel Alves de",middleName:null,surname:"Oliveira",slug:"maciel-alves-de-oliveira",fullName:"Maciel Alves de Oliveira"},{id:"199963",title:"MSc.",name:"Josiel",middleName:null,surname:"Cruz",slug:"josiel-cruz",fullName:"Josiel Cruz"},{id:"205094",title:"Dr.",name:"Georgina Karla",middleName:null,surname:"Freitas Serres",slug:"georgina-karla-freitas-serres",fullName:"Georgina Karla Freitas Serres"},{id:"205095",title:"Ph.D.",name:"Paulo",middleName:"Fernandes",surname:"Fernandes da Silva Junior",slug:"paulo-fernandes-da-silva-junior",fullName:"Paulo Fernandes da Silva Junior"},{id:"205097",title:"Dr.",name:"Raimundo Carlos",middleName:null,surname:"Silvério Freire",slug:"raimundo-carlos-silverio-freire",fullName:"Raimundo Carlos Silvério Freire"},{id:"205098",title:"M.Sc.",name:"Tulio Chaves",middleName:null,surname:"Albuquerque",slug:"tulio-chaves-albuquerque",fullName:"Tulio Chaves Albuquerque"}]},{id:"27693",doi:"10.5772/29971",title:"A Comprehensive Survey on WiMAX Scheduling Approaches",slug:"a-comprehensive-survey-on-wimax-scheduling-approaches-",totalDownloads:3282,totalCrossrefCites:6,totalDimensionsCites:9,abstract:null,book:{id:"2044",slug:"quality-of-service-and-resource-allocation-in-wimax",title:"Quality of Service and Resource Allocation in WiMAX",fullTitle:"Quality of Service and Resource Allocation in WiMAX"},signatures:"Lamia Chaari, Ahlem Saddoud, Rihab Maaloul and Lotfi Kamoun",authors:[{id:"80143",title:"Dr.",name:"Lamia",middleName:null,surname:"Chaari",slug:"lamia-chaari",fullName:"Lamia Chaari"},{id:"80302",title:"PhD.",name:"Ahlem",middleName:null,surname:"Saddoud",slug:"ahlem-saddoud",fullName:"Ahlem Saddoud"},{id:"80303",title:"Prof.",name:"Lotfi",middleName:null,surname:"Kamoun",slug:"lotfi-kamoun",fullName:"Lotfi Kamoun"},{id:"81658",title:"MSc.",name:"Rihab",middleName:null,surname:"Maaloul",slug:"rihab-maaloul",fullName:"Rihab Maaloul"}]},{id:"57320",doi:"10.5772/intechopen.70173",title:"Bandwidth Enhancement Techniques",slug:"bandwidth-enhancement-techniques",totalDownloads:4844,totalCrossrefCites:5,totalDimensionsCites:8,abstract:"In this chapter, a variety of procedures proposed in the literature to increase the impedance bandwidth of microstrip patch antennas are presented and discussed. Intrinsic techniques, proximity coupled and aperture-coupled patches, applying horizontally coupled patches to driven patch on a single layer and stacked patches are discussed. Beside the linear polarised solutions, some techniques for designing wideband circular polarised patch antennas are also presented. Furthermore, some other techniques proposed in the literature including log-periodic array of patches, E-shaped patch, L-shaped feeding, microstrip monopole slotted antenna, defected ground/patch technique and the latest works during the recent years are introduced and investigated. It is tried to make a comparison between different methods giving a typical bandwidth that can be obtained using each method, beside discussing about the benefits or limitations that each method has.",book:{id:"5833",slug:"trends-in-research-on-microstrip-antennas",title:"Microstrip Antennas",fullTitle:"Trends in Research on Microstrip Antennas"},signatures:"Seyed Ali Razavi Parizi",authors:[{id:"198931",title:"Dr.",name:"Seyed Ali",middleName:null,surname:"Razavi Parizi",slug:"seyed-ali-razavi-parizi",fullName:"Seyed Ali Razavi Parizi"}]},{id:"55913",doi:"10.5772/intechopen.69522",title:"Design and Analysis of Microstrip Patch Antennas Using Artificial Neural Network",slug:"design-and-analysis-of-microstrip-patch-antennas-using-artificial-neural-network",totalDownloads:1965,totalCrossrefCites:6,totalDimensionsCites:6,abstract:"The microstrip patch antenna can also be designed using an artificial neural network (ANN) modeling technique where size of the antenna is major limitation especially in mobile and wireless applications. In this chapter, analysis and synthesis problems for designing of microstrip patch antennas were discussed using the artificial neural network technique. An analysis problem refers to calculation of resonant frequency of microstrip patch antenna whereas a synthesis problem refers to calculation of dimensions of patch antenna. Both problems are reciprocal of each other. Results are implemented using graphical user interface (GUI) tools of MATLAB programming language. Back‐propagation training algorithm of artificial neural network is used to train the network for minimization of error and computation time. Therefore, the geometric dimensions of patch are obtained with high accuracy in less computation time as compared to simulation software.",book:{id:"5833",slug:"trends-in-research-on-microstrip-antennas",title:"Microstrip Antennas",fullTitle:"Trends in Research on Microstrip Antennas"},signatures:"Vivek Singh Kushwah and Geetam Singh Tomar",authors:[{id:"198433",title:"Dr.",name:"Vivek",middleName:"Singh",surname:"Kushwah",slug:"vivek-kushwah",fullName:"Vivek Kushwah"},{id:"198435",title:"Dr.",name:"Geetam Singh",middleName:null,surname:"Tomar",slug:"geetam-singh-tomar",fullName:"Geetam Singh Tomar"}]},{id:"68080",doi:"10.5772/intechopen.87985",title:"Polarization Modulation",slug:"polarization-modulation",totalDownloads:953,totalCrossrefCites:1,totalDimensionsCites:3,abstract:"Conventional wireless communication systems use amplitude, frequency, and phase of the carrier wave to carry information. However, actual radio waves also have vector parameters, such as polarization and propagation direction. In this chapter, a modulation scheme using polarizations is explained. The polarization modulation provides an additional degree of freedom for the modulation of the carrier waves. Furthermore, the polarization modulation is suitable to realize simple transceivers using RF signal processing. Antennas are the most important key parts of the polarization modulation systems. Polarization agile antennas, active integrated array antenna which integrates an oscillator and modulators, and polarization discrimination antenna are also introduced.",book:{id:"7414",slug:"modulation-in-electronics-and-telecommunications",title:"Modulation in Electronics and Telecommunications",fullTitle:"Modulation in Electronics and Telecommunications"},signatures:"Ichihiko Toyoda",authors:null}],mostDownloadedChaptersLast30Days:[{id:"57320",title:"Bandwidth Enhancement Techniques",slug:"bandwidth-enhancement-techniques",totalDownloads:4830,totalCrossrefCites:5,totalDimensionsCites:8,abstract:"In this chapter, a variety of procedures proposed in the literature to increase the impedance bandwidth of microstrip patch antennas are presented and discussed. Intrinsic techniques, proximity coupled and aperture-coupled patches, applying horizontally coupled patches to driven patch on a single layer and stacked patches are discussed. 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Energy absorption in human biological tissues can be characterized by specific absorption rate (SAR). This value refers to the actual amount of electromagnetic energy absorbed in the biological tissues, thus a lower value of SAR indicates a lower radiation exposure risk to the human body. So, our challenge is to introduce mobile handset antennas with low SAR and operating at all mobile and wireless applications. In this chapter, novel configurations of single-element antenna are designed, simulated, fabricated, and measured. The antennas operate for most cellular applications: global system for mobile (GSM)-850/900, digital cellular system (DCS)-1800, personal communication service (PCS)-1900, universal mobile telecommunication system (UMTS)-2100, and long-term evolution (LTE) bands. The antennas also support wireless applications. The proposed antennas have a compact size and low SAR at all bands. Also, this chapter presents a comprehensive study on the performance of the antenna in the different environments. Furthermore, the antenna performance is tested in the presence of head and hand in free space and in a car. The simulation and measurement results are in good agreement.",book:{id:"5833",slug:"trends-in-research-on-microstrip-antennas",title:"Microstrip Antennas",fullTitle:"Trends in Research on Microstrip Antennas"},signatures:"Kamel Salah Sultan, Haythem Hussien Abdullah and Esmat Abdel-\nFatah Abdallah",authors:[{id:"214874",title:"Dr.",name:"Kamel",middleName:null,surname:"Sultan",slug:"kamel-sultan",fullName:"Kamel Sultan"}]},{id:"62550",title:"Design Concepts of Low-Noise Amplifier for Radio Frequency Receivers",slug:"design-concepts-of-low-noise-amplifier-for-radio-frequency-receivers",totalDownloads:3194,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"The development of high-performance radio frequency (RF) transceivers or multi-standard/reconfigurable receivers requires an innovative RF front-end design to ensure the best from a good technology. In general, the performance of front-end and/or building blocks can be improved only by an increase in the supply voltage, width of the transistors or an additional stage at the output of a circuit. This leads to increase the design issues like circuit size and the power consumption. Presently, the wireless market and the need to develop efficient portable electronic systems have pushed the industry to the production of circuit designs with low-voltage power supply. The objective of this work is to introduce an innovative single-stage design structure of low noise amplifier (LNA) to achieve higher performance under low operating voltage. TSMC 0.18 micron CMOS technology scale is utilized for realizing LNA designs and the simulation process is carried out with a supply voltage of 1.8 V. The LNA performance measures are analyzed by using an Intel Core2 duo CPU E7400@2.80GHz processor with Agilent’s Advanced Design System (ADS) 2009 version software.",book:{id:"6771",slug:"rf-systems-circuits-and-components",title:"RF Systems, Circuits and Components",fullTitle:"RF Systems, Circuits and Components"},signatures:"Sumathi Manickam",authors:[{id:"245830",title:"Dr.",name:"Sumathi",middleName:null,surname:"Manickam",slug:"sumathi-manickam",fullName:"Sumathi Manickam"}]},{id:"71296",title:"A Review: Circuit Theory of Microstrip Antennas for Dual-, Multi-, and Ultra-Widebands",slug:"a-review-circuit-theory-of-microstrip-antennas-for-dual-multi-and-ultra-widebands",totalDownloads:1294,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"In this chapter, a review has been presented on dual-band, multiband, and ultra-wideband (UWB). This review has been classified according to antenna feeding and loading of antennas using slots and notch and coplanar structure. Thereafter a comparison of dual-band, multiband, and ultra-wideband antenna has been presented. The basic geometry of patch antenna has been present along with its equivalent circuit diagram. It has been observed that patch antenna geometry for ultra-wideband is difficult to achieve with normal structure. Ultra-wideband antennas are achieved with two or more techniques; mostly UWB antennas are achieved from coplaner structures.",book:{id:"7414",slug:"modulation-in-electronics-and-telecommunications",title:"Modulation in Electronics and Telecommunications",fullTitle:"Modulation in Electronics and Telecommunications"},signatures:"Ashish Singh, Krishnananda Shet, Durga Prasad, Akhilesh Kumar Pandey and Mohammad Aneesh",authors:null},{id:"68080",title:"Polarization Modulation",slug:"polarization-modulation",totalDownloads:951,totalCrossrefCites:1,totalDimensionsCites:3,abstract:"Conventional wireless communication systems use amplitude, frequency, and phase of the carrier wave to carry information. However, actual radio waves also have vector parameters, such as polarization and propagation direction. In this chapter, a modulation scheme using polarizations is explained. The polarization modulation provides an additional degree of freedom for the modulation of the carrier waves. 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He is an academic staff member of the Department of Reproduction and Artificial Insemination, Selçuk University, Turkey. He manages several studies on sperms and embryos and is an editorial board member for several international journals. His studies include sperm cryobiology, in vitro fertilization, and embryo production in animals.",institutionString:"Selçuk University, Faculty of Veterinary Medicine",institution:null},{id:"90846",title:"Prof.",name:"Yusuf",middleName:null,surname:"Bozkurt",slug:"yusuf-bozkurt",fullName:"Yusuf Bozkurt",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/90846/images/system/90846.jpg",biography:"Yusuf Bozkurt has a BSc, MSc, and Ph.D. from Ankara University, Turkey. He is currently a Professor of Biotechnology of Reproduction in the field of Aquaculture, İskenderun Technical University, Turkey. His research interests include reproductive biology and biotechnology with an emphasis on cryo-conservation. He is on the editorial board of several international peer-reviewed journals and has published many papers. Additionally, he has participated in many international and national congresses, seminars, and workshops with oral and poster presentations. He is an active member of many local and international organizations.",institutionString:"İskenderun Technical University",institution:{name:"İskenderun Technical University",country:{name:"Turkey"}}},{id:"61139",title:"Dr.",name:"Sergey",middleName:null,surname:"Tkachev",slug:"sergey-tkachev",fullName:"Sergey Tkachev",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/61139/images/system/61139.png",biography:"Dr. Sergey Tkachev is a senior research scientist at the Institute of Fundamental Medicine and Biology, Kazan Federal University, Russia, and at the Institute of Chemical Biology and Fundamental Medicine SB RAS, Novosibirsk, Russia. He received his Ph.D. in Molecular Biology with his thesis “Genetic variability of the tick-borne encephalitis virus in natural foci of Novosibirsk city and its suburbs.” His primary field is molecular virology with research emphasis on vector-borne viruses, especially tick-borne encephalitis virus, Kemerovo virus and Omsk hemorrhagic fever virus, rabies virus, molecular genetics, biology, and epidemiology of virus pathogens.",institutionString:"Russian Academy of Sciences",institution:{name:"Russian Academy of Sciences",country:{name:"Russia"}}},{id:"310962",title:"Dr.",name:"Amlan",middleName:"Kumar",surname:"Patra",slug:"amlan-patra",fullName:"Amlan Patra",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/310962/images/system/310962.jpg",biography:"Amlan K. Patra, FRSB, obtained a Ph.D. in Animal Nutrition from Indian Veterinary Research Institute, India, in 2002. He is currently an associate professor at West Bengal University of Animal and Fishery Sciences. He has more than twenty years of research and teaching experience. He held previous positions at the American Institute for Goat Research, The Ohio State University, Columbus, USA, and Free University of Berlin, Germany. His research focuses on animal nutrition, particularly ruminants and poultry nutrition, gastrointestinal electrophysiology, meta-analysis and modeling in nutrition, and livestock–environment interaction. He has authored around 175 articles in journals, book chapters, and proceedings. Dr. Patra serves on the editorial boards of several reputed journals.",institutionString:null,institution:{name:"West Bengal University of Animal and Fishery Sciences",country:{name:"India"}}},{id:"53998",title:"Prof.",name:"László",middleName:null,surname:"Babinszky",slug:"laszlo-babinszky",fullName:"László Babinszky",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/53998/images/system/53998.png",biography:"László Babinszky is Professor Emeritus, Department of Animal Nutrition Physiology, University of Debrecen, Hungary. He has also worked in the Department of Animal Nutrition, University of Wageningen, Netherlands; the Institute for Livestock Feeding and Nutrition (IVVO), Lelystad, Netherlands; the Agricultural University of Vienna (BOKU); the Institute for Animal Breeding and Nutrition, Austria; and the Oscar Kellner Research Institute for Animal Nutrition, Rostock, Germany. In 1992, Dr. Babinszky obtained a Ph.D. in Animal Nutrition from the University of Wageningen. His main research areas are swine and poultry nutrition. He has authored more than 300 publications (papers, book chapters) and edited four books and fourteen international conference proceedings.",institutionString:"University of Debrecen",institution:{name:"University of Debrecen",country:{name:"Hungary"}}},{id:"201830",title:"Dr.",name:"Fernando",middleName:"Sanchez",surname:"Davila",slug:"fernando-davila",fullName:"Fernando Davila",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/201830/images/5017_n.jpg",biography:"I am a professor at UANL since 1988. My research lines are the development of reproductive techniques in small ruminants. We also conducted research on sexual and social behavior in males.\nI am Mexican and study my professional career as an engineer in agriculture and animal science at UANL. Then take a masters degree in science in Germany (Animal breeding). Take a doctorate in animal science at the UANL.",institutionString:null,institution:{name:"Universidad Autónoma de Nuevo León",country:{name:"Mexico"}}},{id:"309250",title:"Dr.",name:"Miguel",middleName:null,surname:"Quaresma",slug:"miguel-quaresma",fullName:"Miguel Quaresma",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309250/images/9059_n.jpg",biography:"Miguel Nuno Pinheiro Quaresma was born on May 26, 1974 in Dili, Timor Island. He is married with two children: a boy and a girl, and he is a resident in Vila Real, Portugal. He graduated in Veterinary Medicine in August 1998 and obtained his Ph.D. degree in Veterinary Sciences -Clinical Area in February 2015, both from the University of Trás-os-Montes e Alto Douro. He is currently enrolled in the Alternative Residency of the European College of Animal Reproduction. He works as a Senior Clinician at the Veterinary Teaching Hospital of UTAD (HVUTAD) with a role in clinical activity in the area of livestock and equine species as well as to support teaching and research in related areas. He teaches as an Invited Professor in Reproduction Medicine I and II of the Master\\'s in Veterinary Medicine degree at UTAD. Currently, he holds the position of Chairman of the Portuguese Buiatrics Association. He is a member of the Consultive Group on Production Animals of the OMV. He has 19 publications in indexed international journals (ISIS), as well as over 60 publications and oral presentations in both Portuguese and international journals and congresses.",institutionString:"University of Trás-os-Montes and Alto Douro",institution:{name:"University of Trás-os-Montes and Alto Douro",country:{name:"Portugal"}}},{id:"38652",title:"Prof.",name:"Rita",middleName:null,surname:"Payan-Carreira",slug:"rita-payan-carreira",fullName:"Rita Payan-Carreira",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRiFPQA0/Profile_Picture_1614601496313",biography:"Rita Payan Carreira earned her Veterinary Degree from the Faculty of Veterinary Medicine in Lisbon, Portugal, in 1985. She obtained her Ph.D. in Veterinary Sciences from the University of Trás-os-Montes e Alto Douro, Portugal. After almost 32 years of teaching at the University of Trás-os-Montes and Alto Douro, she recently moved to the University of Évora, Department of Veterinary Medicine, where she teaches in the field of Animal Reproduction and Clinics. Her primary research areas include the molecular markers of the endometrial cycle and the embryo–maternal interaction, including oxidative stress and the reproductive physiology and disorders of sexual development, besides the molecular determinants of male and female fertility. She often supervises students preparing their master's or doctoral theses. She is also a frequent referee for various journals.",institutionString:null,institution:{name:"University of Évora",country:{name:"Portugal"}}},{id:"283019",title:"Dr.",name:"Oudessa",middleName:null,surname:"Kerro Dego",slug:"oudessa-kerro-dego",fullName:"Oudessa Kerro Dego",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/283019/images/system/283019.png",biography:"Dr. Kerro Dego is a veterinary microbiologist with training in veterinary medicine, microbiology, and anatomic pathology. Dr. Kerro Dego is an assistant professor of dairy health in the department of animal science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. He received his D.V.M. (1997), M.S. (2002), and Ph.D. (2008) degrees in Veterinary Medicine, Animal Pathology and Veterinary Microbiology from College of Veterinary Medicine, Addis Ababa University, Ethiopia; College of Veterinary Medicine, Utrecht University, the Netherlands and Western College of Veterinary Medicine, University of Saskatchewan, Canada respectively. He did his Postdoctoral training in microbial pathogenesis (2009 - 2015) in the Department of Animal Science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. Dr. Kerro Dego’s research focuses on the prevention and control of infectious diseases of farm animals, particularly mastitis, improving dairy food safety, and mitigation of antimicrobial resistance. Dr. Kerro Dego has extensive experience in studying the pathogenesis of bacterial infections, identification of virulence factors, and vaccine development and efficacy testing against major bacterial mastitis pathogens. Dr. Kerro Dego conducted numerous controlled experimental and field vaccine efficacy studies, vaccination, and evaluation of immunological responses in several species of animals, including rodents (mice) and large animals (bovine and ovine).",institutionString:"University of Tennessee at Knoxville",institution:{name:"University of Tennessee at Knoxville",country:{name:"United States of America"}}},{id:"251314",title:"Dr.",name:"Juan Carlos",middleName:null,surname:"Gardón",slug:"juan-carlos-gardon",fullName:"Juan Carlos Gardón",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/251314/images/system/251314.jpeg",biography:"Juan Carlos Gardón Poggi received University degree from the Faculty of Agrarian Science in Argentina, in 1983. Also he received Masters Degree and PhD from Córdoba University, Spain. He is currently a Professor at the Catholic University of Valencia San Vicente Mártir, at the Department of Medicine and Animal Surgery. He teaches diverse courses in the field of Animal Reproduction and he is the Director of the Veterinary Farm. He also participates in academic postgraduate activities at the Veterinary Faculty of Murcia University, Spain. His research areas include animal physiology, physiology and biotechnology of reproduction either in males or females, the study of gametes under in vitro conditions and the use of ultrasound as a complement to physiological studies and development of applied biotechnologies. Routinely, he supervises students preparing their doctoral, master thesis or final degree projects.",institutionString:"Catholic University of Valencia San Vicente Mártir, Spain",institution:{name:"Valencia Catholic University Saint Vincent Martyr",country:{name:"Spain"}}},{id:"125292",title:"Dr.",name:"Katy",middleName:null,surname:"Satué Ambrojo",slug:"katy-satue-ambrojo",fullName:"Katy Satué Ambrojo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/125292/images/system/125292.jpeg",biography:"Katy Satué Ambrojo received her Veterinary Medicine degree, Master degree in Equine Technology and doctorate in Veterinary Medicine from the Faculty of Veterinary, CEU-Cardenal Herrera University in Valencia, Spain. She is a Full Professor at the Department of Medicine and Animal Surgery at the same University. She developed her research activity in the field of Endocrinology, Hematology, Biochemistry and Immunology of horses. She is a scientific reviewer of several international journals : American Journal of Obstetrics and Gynecology, Comparative Clinical Pathology, Veterinary Clinical Pathology, Journal of Equine Veterinary Science, Reproduction in Domestic Animals, Research Veterinary Science, Brazilian Journal of Medical and Biological Research, Livestock Production Science and Theriogenology. Since 2014, she has been the Head of the Clinical Analysis Laboratory of the Hospital Clínico Veterinario from the Faculty of Veterinary, CEU-Cardenal Herrera University.",institutionString:"CEU-Cardenal Herrera University",institution:{name:"CEU Cardinal Herrera University",country:{name:"Spain"}}},{id:"309529",title:"Dr.",name:"Albert",middleName:null,surname:"Rizvanov",slug:"albert-rizvanov",fullName:"Albert Rizvanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309529/images/9189_n.jpg",biography:'Albert A. Rizvanov is a Professor and Director of the Center for Precision and Regenerative Medicine at the Institute of Fundamental Medicine and Biology, Kazan Federal University (KFU), Russia. He is the Head of the Center of Excellence “Regenerative Medicine” and Vice-Director of Strategic Academic Unit \\"Translational 7P Medicine\\". Albert completed his Ph.D. at the University of Nevada, Reno, USA and Dr.Sci. at KFU. He is a corresponding member of the Tatarstan Academy of Sciences, Russian Federation. Albert is an author of more than 300 peer-reviewed journal articles and 22 patents. He has supervised 11 Ph.D. and 2 Dr.Sci. dissertations. Albert is the Head of the Dissertation Committee on Biochemistry, Microbiology, and Genetics at KFU.\nORCID https://orcid.org/0000-0002-9427-5739\nWebsite https://kpfu.ru/Albert.Rizvanov?p_lang=2',institutionString:"Kazan Federal University",institution:{name:"Kazan Federal University",country:{name:"Russia"}}},{id:"210551",title:"Dr.",name:"Arbab",middleName:null,surname:"Sikandar",slug:"arbab-sikandar",fullName:"Arbab Sikandar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210551/images/system/210551.jpg",biography:"Dr. Arbab Sikandar, PhD, M. Phil, DVM was born on April 05, 1981. He is currently working at the College of Veterinary & Animal Sciences as an Assistant Professor. He previously worked as a lecturer at the same University. \nHe is a Member/Secretory of Ethics committee (No. CVAS-9377 dated 18-04-18), Member of the QEC committee CVAS, Jhang (Regr/Gen/69/873, dated 26-10-2017), Member, Board of studies of Department of Basic Sciences (No. CVAS. 2851 Dated. 12-04-13, and No. CVAS, 9024 dated 20/11/17), Member of Academic Committee, CVAS, Jhang (No. CVAS/2004, Dated, 25-08-12), Member of the technical committee (No. CVAS/ 4085, dated 20,03, 2010 till 2016).\n\nDr. Arbab Sikandar contributed in five days hands-on-training on Histopathology at the Department of Pathology, UVAS from 12-16 June 2017. He received a Certificate of appreciation for contributions for Popularization of Science and Technology in the Society on 17-11-15. He was the resource person in the lecture series- ‘scientific writing’ at the Department of Anatomy and Histology, UVAS, Lahore on 29th October 2015. He won a full fellowship as a principal candidate for the year 2015 in the field of Agriculture, EICA, Egypt with ref. to the Notification No. 12(11) ACS/Egypt/2014 from 10 July 2015 to 25th September 2015.; he received a grant of Rs. 55000/- as research incentives from Director, Advanced Studies and Research, UVAS, Lahore upon publications of research papers in IF Journals (DR/215, dated 19-5-2014.. He obtained his PhD by winning a HEC Pakistan indigenous Scholarship, ‘Ph.D. fellowship for 5000 scholars – Phase II’ (2av1-147), 17-6/HEC/HRD/IS-II/12, November 15, 2012. \n\nDr. Sikandar is a member of numerous societies: Registered Veterinary Medical Practitioner (life member) and Registered Veterinary Medical Faculty of Pakistan Veterinary Medical Council. The Registration code of PVMC is RVMP/4298 and RVMF/ 0102.; Life member of the University of Veterinary and Animal Sciences, Lahore, Alumni Association with S# 664, dated: 6-4-12. ; Member 'Vets Care Organization Pakistan” with Reference No. VCO-605-149, dated 05-04-06. :Member 'Vet Crescent” (Society of Animal Health and Production), UVAS, Lahore.",institutionString:"University of Veterinary & Animal Science",institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}},{id:"311663",title:"Dr.",name:"Prasanna",middleName:null,surname:"Pal",slug:"prasanna-pal",fullName:"Prasanna Pal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311663/images/13261_n.jpg",biography:null,institutionString:null,institution:{name:"National Dairy Research Institute",country:{name:"India"}}},{id:"202192",title:"Dr.",name:"Catrin",middleName:null,surname:"Rutland",slug:"catrin-rutland",fullName:"Catrin Rutland",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",biography:"Catrin Rutland is an Associate Professor of Anatomy and Developmental Genetics at the University of Nottingham, UK. She obtained a BSc from the University of Derby, England, a master’s degree from Technische Universität München, Germany, and a Ph.D. from the University of Nottingham. She undertook a post-doctoral research fellowship in the School of Medicine before accepting tenure in Veterinary Medicine and Science. Dr. Rutland also obtained an MMedSci (Medical Education) and a Postgraduate Certificate in Higher Education (PGCHE). She is the author of more than sixty peer-reviewed journal articles, twelve books/book chapters, and more than 100 research abstracts in cardiovascular biology and oncology. She is a board member of the European Association of Veterinary Anatomists, Fellow of the Anatomical Society, and Senior Fellow of the Higher Education Academy. 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