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ISSN: 2155-9821
Journal of Bioprocessing & Biotechniques
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Global Science Education: Bioprocessing and Brainfueling of Innovation

Akbar Nikkhah*
Department of Animal Sciences, University of Zanjan, Iran
Corresponding Author : Akbar Nikkhah
Chief Highly Distinguished Professor
Department of Animal Sciences
Faculty of Agricultural Sciences
University of Zanjan, Zanjan
Iran National Elite Foundation, Tehran, Iran
Tel: +98-24-350- 328-01
Fax: +98-24-350-332-02
E-mail: [email protected]
Received January 24, 2015; Accepted January 25, 2015; Published January 28, 2015
Citation: Nikkhah A (2015) Global Science Education: Bioprocessing and Brainfueling of Innovation. J Bioprocess Biotech 5:e122. doi:10.4172/2155-9821.1000e122
Copyright: © 2015 Nikkhah A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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The objective of this visionary perspective article is to describe new definitions for global science and education that will determine the extent and nature of future accomplishments for human. This ideology affects worldwide life quality. Bioprocessing of human realizations in science educations leads to advancement of knowledge and insight that brainfuel innovation.
Science as an ultimate essence encircles theoretical and applied findings and discoveries. These discoveries may only contribute to forming a trivial core, whilst the most crucial are insightful moral surroundings. Morality is most concerned with mentorship commitments. To sustain a dense and rigid shape that progressively improves science and life quality, imagination must be complemented with harmonizing approaches. Such perceptions become an obligation as the growing knowledge creates novel questions and challenges [1-3].
The upper tree of science glorified with blooming branches of knowledge, particularly over the last few centuries, is predicted to undergo progressive declines in the strength of its education foundations unless the lower tree receives most-deserving mentorship contemplations [4].
By definition, mentors must replace teachers and commit to generating more qualified educators than own. Mentors are to welcome and manage challenges from mentees. Challenges play crucial roles in granting mentees with integrated pathways of scientific development. The resulting visions are eagerly prone to revision and elaboration as mentees themselves step into the lane. This systematic education will strengthen science roots in mentees' minds and will uphold a sturdy science body for society [5]. In a nutshell, science is just all about education. Education deserves more investments than does any other enterprise [1,6].
Science pictured as an integrated circle grants a prospect to envision where humans are and where not to end up. Maintaining a definitive shape for science in any major before and while enriching central cores with experimental novelties in minds and laboratories is crucial to improving man's fulfillment of time. These approaches are a key to preserving an integrated shape for science in the third millennium. Such integrities are a responsibility to optimally preserve and utilize what the man has realized and continue to achieve [7].
In summary, mentorship commitments to generating more qualified upcoming mentors than own is the ideology that bioprocess and brainfuel innovation in science and technology of the new era.
Acknowledgements
The Iran’s Ministry of Science Research and Technology, National Elite Foundation, and University of Zanjan are gratefully acknowledged for supporting the author’s global programs of optimizing science edification in the new millennium.
References

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