The common scientific names and the symbols the students created.
\\n\\n
IntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\\n\\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\\n\\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\\n\\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\\n\\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\\n\\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\\n\\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\\n\\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\\n\\nFeel free to share this news on social media and help us mark this memorable moment!
\\n\\n\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/237"}},components:[{type:"htmlEditorComponent",content:'
After years of being acknowledged as the world's leading publisher of Open Access books, today, we are proud to announce we’ve successfully launched a portfolio of Open Science journals covering rapidly expanding areas of interdisciplinary research.
\n\n\n\nIntechOpen was founded by scientists, for scientists, in order to make book publishing accessible around the globe. Over the last two decades, this has driven Open Access (OA) book publishing whilst levelling the playing field for global academics. Through our innovative publishing model and the support of the research community, we have now published over 5,700 Open Access books and are visited online by over three million academics every month. These researchers are increasingly working in broad technology-based subjects, driving multidisciplinary academic endeavours into human health, environment, and technology.
\n\nBy listening to our community, and in order to serve these rapidly growing areas which lie at the core of IntechOpen's expertise, we are launching a portfolio of Open Science journals:
\n\nAll three journals will publish under an Open Access model and embrace Open Science policies to help support the changing needs of academics in these fast-moving research areas. There will be direct links to preprint servers and data repositories, allowing full reproducibility and rapid dissemination of published papers to help accelerate the pace of research. Each journal has renowned Editors in Chief who will work alongside a global Editorial Board, delivering robust single-blind peer review. Supported by our internal editorial teams, this will ensure our authors will receive a quick, user-friendly, and personalised publishing experience.
\n\n"By launching our journals portfolio we are introducing new, dedicated homes for interdisciplinary technology-focused researchers to publish their work, whilst embracing Open Science and creating a unique global home for academics to disseminate their work. We are taking a leap toward Open Science continuing and expanding our fundamental commitment to openly sharing scientific research across the world, making it available for the benefit of all." Dr. Sara Uhac, IntechOpen CEO
\n\n"Our aim is to promote and create better science for a better world by increasing access to information and the latest scientific developments to all scientists, innovators, entrepreneurs and students and give them the opportunity to learn, observe and contribute to knowledge creation. Open Science promotes a swifter path from research to innovation to produce new products and services." Alex Lazinica, IntechOpen founder
\n\nIn conclusion, Natalia Reinic Babic, Head of Journal Publishing and Open Science at IntechOpen adds:
\n\n“On behalf of the journal team I’d like to thank all our Editors in Chief, Editorial Boards, internal supporting teams, and our scientific community for their continuous support in making this portfolio a reality - we couldn’t have done it without you! With your support in place, we are confident these journals will become as impactful and successful as our book publishing program and bring us closer to a more open (science) future.”
\n\nWe invite you to visit the journals homepage and learn more about the journal’s Editorial Boards, scope and vision as all three journals are now open for submissions.
\n\nFeel free to share this news on social media and help us mark this memorable moment!
\n\n\n'}],latestNews:[{slug:"intechopen-supports-asapbio-s-new-initiative-publish-your-reviews-20220729",title:"IntechOpen Supports ASAPbio’s New Initiative Publish Your Reviews"},{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"}]},book:{item:{type:"book",id:"5470",leadTitle:null,fullTitle:"Child and Adolescent Mental Health",title:"Child and Adolescent Mental Health",subtitle:null,reviewType:"peer-reviewed",abstract:"In the present volume, we collected state-of-the-art chapters on diagnosis, treatment, and social implications. The first section describes diagnostic processes. It describes a reevaluation of projective techniques, a new clinical tool in psychotraumatology, the foundations of the framing technique, and an overview on integrative approaches. The second section focuses on new developments in the field with special emphasis on culture-specific contexts. From parenting of adolescents in India to the influence of poverty on mental health issues in Mexico, as well as the use of marijuana and Internet addiction, some of the most important fields are highlighted. The third section concentrates on therapy. It shows how to react to bullying and reviews the use of antidepressants in children and adolescents.",isbn:"978-953-51-3190-8",printIsbn:"978-953-51-3189-2",pdfIsbn:"978-953-51-4832-6",doi:"10.5772/63037",price:119,priceEur:129,priceUsd:155,slug:"child-and-adolescent-mental-health",numberOfPages:218,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"4c9efb06aad3521aa0be6f7135b5fe22",bookSignature:"Martin H. Maurer",publishedDate:"May 24th 2017",coverURL:"https://cdn.intechopen.com/books/images_new/5470.jpg",numberOfDownloads:21134,numberOfWosCitations:9,numberOfCrossrefCitations:14,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:26,numberOfDimensionsCitationsByBook:1,hasAltmetrics:1,numberOfTotalCitations:49,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 20th 2016",dateEndSecondStepPublish:"May 11th 2016",dateEndThirdStepPublish:"August 15th 2016",dateEndFourthStepPublish:"November 13th 2016",dateEndFifthStepPublish:"December 13th 2016",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"95060",title:"Prof.",name:"Martin Henrik",middleName:"H.",surname:"Maurer",slug:"martin-henrik-maurer",fullName:"Martin Henrik Maurer",profilePictureURL:"https://mts.intechopen.com/storage/users/95060/images/system/95060.jpeg",biography:"Martin H. Maurer graduated from medical school at the University of Heidelberg, Germany, and McGill University, Montréal, Canada, in 1999 – receiving his MD in 1999. As a post-doctoral fellow in 2003 at the Johns Hopkins University, Baltimore, Md., USA, he concentrated on neurological diseases and was appointed Assistant Professor of Physiology in 2005 and Associate Professor of Physiology in 2007 at the University of Heidelberg. From 2007-08, he was a research group leader in the biotech industry. In 2009-10, he did clinical work in pediatrics, and from 2011 until present in child and adolescent psychiatry. He is now at the Mariaberg Hospital for Child and Adolescent Psychiatry in Gammertingen, Germany, and at a private practice in Stuttgart, Germany. He is Editor-in-Chief of the scientific journal The Application of Clinical Genetics.",institutionString:"Heidelberg University",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"2",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"Heidelberg University",institutionURL:null,country:{name:"Germany"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"1054",title:"Neurobiology",slug:"mental-and-behavioural-disorders-and-diseases-of-the-nervous-system-neurobiology"}],chapters:[{id:"54469",title:"Draw, Write, Speak, Play: The Role of Projection in Diagnosis and Therapy of Children and Adolescents",doi:"10.5772/67578",slug:"draw-write-speak-play-the-role-of-projection-in-diagnosis-and-therapy-of-children-and-adolescents",totalDownloads:3683,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"In this chapter, I will (1) review the concept and function of projective mechanisms on a psychodynamic basis. In this section, I will outline the relation of projection to the unconscious, its use in innerpsychic dynamics, and the underlying mechanisms for its use in psychotherapy like creativity, imagination, and symbolization; (2) give an overview over the use of projective methods for testing and diagnosis in the psychological sciences; and (3) exemplify the use of projective methods in diagnostics and psychotherapy of children and adolescents. I will present current methods based on drawing, verbally describing and imaginating, and playing arts, focusing on sand play therapy and miniature figure play.",signatures:"Martin H. Maurer",downloadPdfUrl:"/chapter/pdf-download/54469",previewPdfUrl:"/chapter/pdf-preview/54469",authors:[{id:"95060",title:"Prof.",name:"Martin Henrik",surname:"Maurer",slug:"martin-henrik-maurer",fullName:"Martin Henrik Maurer"}],corrections:null},{id:"54625",title:"A Qualitative Tool for Detecting and Approaching Psychological Trauma in Children Victims of the 2009 Italian Earthquake",doi:"10.5772/67364",slug:"a-qualitative-tool-for-detecting-and-approaching-psychological-trauma-in-children-victims-of-the-200",totalDownloads:1347,totalCrossrefCites:2,totalDimensionsCites:2,hasAltmetrics:0,abstract:"Expressive therapies are considered effective intervention modalities with children who have experienced traumatic events such as natural disasters. Particularly, drawing consent to trauma affected children to convey the complexity of traumatic feelings by giving them a shape and a sense. But the efficacy of art therapies with children exposed to natural disasters, has not been research proved. This chapter present an exploratory and pilot study on the use of the specific technique “Test de trois dessins: avant, pendant et avenir” (Three Pictures Test: Past, Present, and Future), which may accomplish the double function of diagnostic instrument, for detecting the presence of psychological trauma, and therapeutic technique, for facilitating recovery from psychological distress, with children exposed to natural disasters. The graphic tool has been employed with children victims of the Italian earthquake which affected the region of Abruzzi, on the 6th April 2009. The case studies analysis illustrates the efficacy of the test in both detecting the presence and the extent of the psychological trauma, and in enhancing the trauma recovery process. Further researches need to be done in order to validate the use of the “Three Pictures Test: Past, Present, and Future” as a validated technique with children experiencing disasters.",signatures:"Francesca Giordano",downloadPdfUrl:"/chapter/pdf-download/54625",previewPdfUrl:"/chapter/pdf-preview/54625",authors:[{id:"190360",title:"Dr.",name:"Francesca",surname:"Giordano",slug:"francesca-giordano",fullName:"Francesca Giordano"}],corrections:null},{id:"54044",title:"Can Frames Make Change? Using Communications Science to Translate the Science of Child Mental Health",doi:"10.5772/67340",slug:"can-frames-make-change-using-communications-science-to-translate-the-science-of-child-mental-health",totalDownloads:1364,totalCrossrefCites:1,totalDimensionsCites:2,hasAltmetrics:1,abstract:"Mental illness in children is on the rise in the United States, but research shows that the American public does not understand the science of child mental health—what it is and what supports and disrupts it. To build public understanding of child mental health and support for the systemic solutions needed to promote it, the FrameWorks Institute developed a “core story”—a master narrative—that advocates and experts in the field can use to communicate about the issue more effectively. This research is built on interviews with experts and members of the public, cognitive analyses of frames commonly used in media stories about the issue, and surveys of frame elements such as values and metaphors. Findings show that two values—Prosperity and Ingenuity—lifted support for policies related to child mental health. The Levelness Explanatory Metaphor, which compares child mental health to the levelness of a table, is also effective.",signatures:"Nat Kendall‐Taylor and Allison Stevens",downloadPdfUrl:"/chapter/pdf-download/54044",previewPdfUrl:"/chapter/pdf-preview/54044",authors:[{id:"190986",title:"Ms.",name:"Allison",surname:"Stevens",slug:"allison-stevens",fullName:"Allison Stevens"},{id:"191393",title:"Dr.",name:"Nat",surname:"Kendall-Taylor",slug:"nat-kendall-taylor",fullName:"Nat Kendall-Taylor"}],corrections:null},{id:"54165",title:"Integrative Approach to Child and Adolescent Mental Health",doi:"10.5772/67556",slug:"integrative-approach-to-child-and-adolescent-mental-health",totalDownloads:1384,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The prevalence of mental disorders between children and adolescents is 10–20% worldwide. Research has shown that most mental disorders begin at childhood and adolescence. Neurodevelopmental disorders are classified by which the development of the central nervous system is disturbed and are associated with varying degrees of consequences in one’s mental, emotional, physical, and economic states. Recently, research in mental health, neurobiology, and early childhood development supported the case for early intervention and prevention. The causes of mental disorders in children and adolescents are not currently known, but research suggests that a combination of factors that include heredity, biology, psychological trauma, spiritual well-being, and environmental stress might be involved. There are many factors that play into child and adolescent mental health and disorders; therefore, individualized, personalized, and integrative approaches are necessary in therapeutic interventions and prevention. Thus, by ensuring that the needed mental health care competencies are made available in each primary health care team and by assuring fully integrated mental health and other types of health care, primary health care teams would best provide early, efficient, effective, and optimal recovery-based care.",signatures:"Seungpil Jung",downloadPdfUrl:"/chapter/pdf-download/54165",previewPdfUrl:"/chapter/pdf-preview/54165",authors:[{id:"189654",title:"Dr.",name:"Seungpil",surname:"Jung",slug:"seungpil-jung",fullName:"Seungpil Jung"},{id:"195108",title:"Prof.",name:"Keun-Mi",surname:"Lee",slug:"keun-mi-lee",fullName:"Keun-Mi Lee"}],corrections:null},{id:"53127",title:"Parenting Adolescents in India: A Cultural Perspective",doi:"10.5772/66451",slug:"parenting-adolescents-in-india-a-cultural-perspective",totalDownloads:2070,totalCrossrefCites:6,totalDimensionsCites:12,hasAltmetrics:1,abstract:"Contemporary parenting has witnessed a multitude of adaptations over the past decade across various cultural settings. Adolescent attachment patterns with parents have been explored in varying cultural contexts. These attachment patterns have been extensively studied in the light of adolescence as a turbulent phase of development. This chapter offers a systematic review of the cultural factors influencing parenting, with a theoretical analysis specific to adolescents within the Indian context. Based on the exploration of these cultural influences on parenting, the chapter further explores the relevance of mindfulness-based approaches within the Indian culture, with an applicability of a model of mindful parenting specifically with adolescents in India. The conceptualization of mindfulness-based approaches stems from both Eastern and Western cultures, which have significant influences on parenting of adolescents. The components of mindful parenting have shown applicability within the dynamic context of parental-adolescent attachment patterns, especially considering the culture-specific concept of interdependence in a collectivistic culture like India. Such findings have potential implications for the formulation of parenting strategies toward the future of adolescent mental health in the country.",signatures:"Roshni Sondhi",downloadPdfUrl:"/chapter/pdf-download/53127",previewPdfUrl:"/chapter/pdf-preview/53127",authors:[{id:"190983",title:"Ms.",name:"Roshni",surname:"Sondhi",slug:"roshni-sondhi",fullName:"Roshni Sondhi"}],corrections:null},{id:"52578",title:"Poverty and Mental Health Outcomes in Mexican Adolescents",doi:"10.5772/65513",slug:"poverty-and-mental-health-outcomes-in-mexican-adolescents",totalDownloads:1520,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"The purpose of this chapter is to analyze the adaptive and resilience processes in adolescents from different marginalizing communities. The theoretical and empirical foundations of the ecological‐transactional perspective of adolescent development as a framework for understanding the adaptive processes and resilience in contextual adversity is reviewed, with the recognition of risk and protective factors at multiple levels and ecological settings. Under this perspective, the authors provide data supporting the predictive role of stressful life events, coping, and family functioning in adaptive and nonadaptive outcomes in adolescents living in diverse contexts of high‐risk communities in Mexico City. These findings may contribute to early intervention programs based on empirical evidence with adolescents and families living in disadvantages communities in schools and in clinical settings.",signatures:"Blanca Estela Barcelata‐Eguiarte and Maria Elena Márquez‐Caraveo",downloadPdfUrl:"/chapter/pdf-download/52578",previewPdfUrl:"/chapter/pdf-preview/52578",authors:[{id:"191559",title:"Ph.D.",name:"Blanca",surname:"Barcelata-Eguiarte",slug:"blanca-barcelata-eguiarte",fullName:"Blanca Barcelata-Eguiarte"},{id:"194280",title:"Dr.",name:"Maria Elena",surname:"Márquez-Caraveo",slug:"maria-elena-marquez-caraveo",fullName:"Maria Elena Márquez-Caraveo"}],corrections:null},{id:"52182",title:"Marijuana, Experience of Temporality, and School Performance from a Qualitative and Quantitative Approach",doi:"10.5772/65058",slug:"marijuana-experience-of-temporality-and-school-performance-from-a-qualitative-and-quantitative-appro",totalDownloads:1208,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"The study aims at knowing how low marijuana doses affect cognitive ability in postprimary students. The objective of the quantitative research was to analyze the results of neuropsychological and Neuro-SPECT tests comparing schoolchildren who smoke marijuana with those who do not, with emphasis on the effects on cognitive functions involved in learning. We wanted to assess the effects on the cerebral function of marijuana-only users. It was a comparative study based on the total sample of 565 school adolescents coming from four schools in the metropolitan area of Santiago, Chile. All were interviewed in order to select a sample that was stratified by sex, class and consumption of marijuana. The following two groups were made: 40 marijuana-only users and 40 nonusers. We took as a reference a study performed by the authors in 2007, in which the correlation between the consumption of marijuana and effects on cognitive functions involved in scholastic learning were established. The findings show statistically significant differences in the following areas: subgenual bilateral hypoperfusion, more marked on the left side (Brodmann area 25), frontal bilateral hypoperfusion (Brodmann’s areas 10 and 32), front cingulate gyrushypoperfusion (Brodmann area 24) and hypoperfusion of Brodmann area 36 that projects to the hippocampus. The results are highly matched with the neuropsychological tests given in the sense that, like with the 2007 study, significant differences are found between the two groups as far as the tests measuring cognitive functions are concerned. A qualitative research: we wanted to investigate the experience of time in high school students who regularly smoke marijuana, given that this substance has effects on the prefrontal lobe and on the hippocampus, brain areas related to the ability to plan tasks (executive function) and to memory. Moreover, adolescence is a delicate stage in regard to planning of the future. At the same time, the idea was to understand and make use of the concepts of temporariness and anticipation, which as a general rule will be handled only by philosophical theories. Our guiding principle is the ability to “anticipate oneself,” proposed by Sutter, a phenomenological psychiatrist. Data were analyzed from the autobiographies of the students through the hermeneutical phenomenological method developed by Lindseth, based on Ricoeur. Results allow answering the question of the study about the temporary experiencing of the young abusive marijuana consumer. The results showed poverty in the temporary dimensions referring to the past and the future, while in the report, it is more developed in the present moment. They appear detained in a more childish stage, in which the present predominates, and the future seemed not to be united with the past, which impresses as if it were “avoided.” What has been (past) does not link with what is wanted to be, so, elements of the past have no relation with future project.",signatures:"Anneliese Dörr, Sandra Viani and María Elena Gorostegui",downloadPdfUrl:"/chapter/pdf-download/52182",previewPdfUrl:"/chapter/pdf-preview/52182",authors:[{id:"190982",title:"Dr.",name:"Anneliese",surname:"Dörr",slug:"anneliese-dorr",fullName:"Anneliese Dörr"},{id:"193752",title:"Prof.",name:"Maria Elena",surname:"Gorostegui",slug:"maria-elena-gorostegui",fullName:"Maria Elena Gorostegui"}],corrections:null},{id:"53535",title:"Internet Addiction Disorder",doi:"10.5772/66966",slug:"internet-addiction-disorder",totalDownloads:3570,totalCrossrefCites:2,totalDimensionsCites:4,hasAltmetrics:0,abstract:"Internet addiction (IA) was introduced as a new disorder in mid-1990s. Since then, there is growing concern about the addictive nature of the Internet. This chapter is a comprehensive review of published seminal, research and review papers, meta-analyses and book chapters/books on IA in adolescents. The conceptualization of IA, epidemiology, phenomenology, screening, diagnoses, treatment and prevention are discussed with relevant references. The concept of IA is at fetal level with no consensus on definition, norms or clinical criteria. Asian countries such as China and South Korea are affected most. A multination meta-analysis estimated an overall prevalence of 6% for IA. Most of the research identifies IA in gaming, gambling, social networking and cybersex. A few assessment tools have been used with no comparability or cultural sensitivity. Diagnostic criteria are proposed based on those used for substance abuse and pathological gambling. The treatments are mainly psychological with a lot of emphasis on cognitive behavior therapy. The Internet is a very versatile and useful tool for children and adolescents, and it is not advisable to ban it totally. The review highlights education of them on sensible Internet use and supports inclusion of IA in international disease classifications.",signatures:"Pabasari Ginige",downloadPdfUrl:"/chapter/pdf-download/53535",previewPdfUrl:"/chapter/pdf-preview/53535",authors:[{id:"190433",title:"Dr.",name:"Pabasari",surname:"Ginige",slug:"pabasari-ginige",fullName:"Pabasari Ginige"}],corrections:null},{id:"53391",title:"Peer Bullying in Schools: A Cognitive Behavioral Intervention Program",doi:"10.5772/66701",slug:"peer-bullying-in-schools-a-cognitive-behavioral-intervention-program",totalDownloads:3738,totalCrossrefCites:1,totalDimensionsCites:4,hasAltmetrics:1,abstract:"Students face few problems in schools. Some of these conflicts may be defined with the bullying concept. The concept of bullying is defined as “to repetitively expose a student/students to negative effects of another student or students.” “Negative effects” includes students getting disturbed as well as getting hurt from the same kind of negative behavior; it also may be done by attempting to hurt someone, deliberately harming someone verbally or physically. Bullying behavior should include an “inequivalent power” between opponents and this needs to be “permanent” and “intentional.” Bullying at school affects lots of students around the schools who witness bullying behavior in different dimensions; thus, it is an important problem that needs to be prevented. While some of the studies encompass interventions toward the whole school system, some studies were conducted by determining separate groups and working on those. In this paper, first, some whole school approach–based prevention programs and the effectiveness of these programs and then intervention programs for groups, which are provided to reduce and intervene bullying, will be explained. Second, cognitive behavioral therapy and its use in preventing bullying will be briefly explained. Finally, the context of a cognitive‐behavioral based peer bullying intervention program.",signatures:"Füsun Gökkaya",downloadPdfUrl:"/chapter/pdf-download/53391",previewPdfUrl:"/chapter/pdf-preview/53391",authors:[{id:"191465",title:"Dr.",name:"Füsun",surname:"Gökkaya",slug:"fusun-gokkaya",fullName:"Füsun Gökkaya"}],corrections:null},{id:"55336",title:"Use of Antidepressants in Children and Adolescents",doi:"10.5772/intechopen.68994",slug:"use-of-antidepressants-in-children-and-adolescents",totalDownloads:1252,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Depression is a serious disorder that can cause significant problems in mood, thinking, and behavior at home, in school, and with peers. It is estimated that major depressive disorder (MDD) affects about 5% of adolescents. Research has shown that, as in adults, depression in children and adolescents is treatable. Certain antidepressant medications, called selective serotonin reuptake inhibitors (SSRIs), can be beneficial to children and adolescents with MDD. Certain types of psychological therapies also have been shown to be effective. However, our knowledge of antidepressant treatments in youth, though growing substantially, is limited compared to what we know about treating depression in adults. The U.S. Food and Drug Administration (FDA) issued a public warning in October 2004 about an increased risk of suicidal thoughts or behavior (suicidality) in children and adolescents treated with SSRI antidepressant medications. However, SSRI medications are considered to have an improvement over older antidepressant medications and they have been shown to be safe and effective for adults. In this chapter we provide an updated and well-documented review of the current scientific evidence on this topic.",signatures:"Isabel Hernández-Otero, Carlos Gómez Sánchez-Lafuente and\nCecilia Hernández González",downloadPdfUrl:"/chapter/pdf-download/55336",previewPdfUrl:"/chapter/pdf-preview/55336",authors:[{id:"190837",title:"Dr.",name:"Isabel",surname:"Hernandez-Otero",slug:"isabel-hernandez-otero",fullName:"Isabel Hernandez-Otero"}],corrections:null}],productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},subseries:null,tags:null},relatedBooks:[{type:"book",id:"543",title:"Amyotrophic Lateral Sclerosis",subtitle:null,isOpenForSubmission:!1,hash:"1a986185a49802e1e3beaf6cdc6dde8d",slug:"amyotrophic-lateral-sclerosis",bookSignature:"Martin H. 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",isbn:"978-1-83768-208-9",printIsbn:"978-1-83769-986-5",pdfIsbn:"978-1-83768-209-6",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"f4acd3890d8f1ef49f4b006b56d48c3b",bookSignature:"Dr. Muhammad Shahzad Aslam",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11613.jpg",keywords:"Biotherapeutics, Terpenoids, Terpene, Mechanism, Systematic Analysis, Computational, Literature, Reposition, Extraction, Biosynthesis, Biochemistry, Pharmacology",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"May 5th 2022",dateEndSecondStepPublish:"July 7th 2022",dateEndThirdStepPublish:"September 5th 2022",dateEndFourthStepPublish:"November 24th 2022",dateEndFifthStepPublish:"January 23rd 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"a month",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"Dr. Aslam was listed as the top 1% reviewer in clinical medicine (PUBLONS), has reviewed more than 441 articles, and handled 253 articles as an academic editor in journals such as PLOS One, Medicine, and Frontiers in Clinical Diabetes and Healthcare.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"220324",title:"Dr.",name:"Muhammad Shahzad",middleName:null,surname:"Aslam",slug:"muhammad-shahzad-aslam",fullName:"Muhammad Shahzad Aslam",profilePictureURL:"https://mts.intechopen.com/storage/users/220324/images/system/220324.jpg",biography:"I had completed my degree as a Doctor of Pharmacy from Baqai Medical University, Pakistan in 2010. 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Billions of users exchange digital information on popular sites such as Facebook, Twitter, and LinkedIn but also in smaller and topic-specific networks [2, 3]. The ever-increasing number of users and content shared makes it challenging for information systems to process all the information, especially if we consider the increasing speed at which content is generated [4, 5]. Consequently, new open issues have risen regarding the effective and efficient processing of such high-speed large-scale volumes of data in online social media. How can we build machine learning systems that can handle and scale to the impressive volume of data? How can we keep a low latency in the response to classifying new real-time data? How can we classify users and their behavior? How can we early detect changes in the user’s behavior and emerging trends? These are open questions to the data science scientific community [6, 7, 8].
\nIn recent years, the design of machine learning systems to detect bot networks [9], fake content [10], or hate speech in social media, among many others, has gained increasing popularity. One may think of fake reviews on Amazon, fake news on user forums, bots on Twitter following/retweeting certain politicians to promote political campaigns, or hate campaigns aimed at systematically attacking certain underprivileged groups with messages full of hate [11, 12]. All of these are growing challenges in online social media networks which demand new machine learning solutions.
\nAnalyzing temporal and contextual patterns in this data is important to discover emerging topics, trends, correlations, causations, and periodic occurrences, happening on real-time data. Data stream mining is the machine learning area devoted to analyzing real-time high-speed online data. This chapter will present some advances on research and applications of data stream mining to problems in online social media.
\nA data stream is an ordered and potentially unbounded sequence of data instances arriving continuously to a machine learning system [13]. It is unknown when the volume and speed at which data will arrive to the system. However, it is required to provide a fast prediction, as a delay in the prediction or bottlenecks are not permitted. Moreover, machine learning models need to be continuously updated to make sure they reflect the most up-to-data state of the stream, following up with any changes that data may experience with time. Data may evolve with time and experience the appearance or fading of data classes, features, and data distributions. The changes that data may experience with time are known as concept drift [14], and it may be analyzed from multiple perspectives.
\nDecision boundaries: real vs. virtual drift. Real concept drift has an impact in the classification boundaries, increasing the error when new instances are misclassified. Virtual concept drift observes a change in the distribution of data with time but does not affect the decision boundaries.
\nScope of the changes: global vs. local. Global concept drift affects the entire stream, while local affects only certain regions of the feature space or a subset of features.
\nSpeed of drift: incremental vs. gradual. Incremental concept drift is a steady progression from one concept to another. Therefore, it comprises multiple intermediate concepts in between. On the other hand, gradual concept drift reflects a change in a probability distribution in which there is a decreasing probability of observing the old concept and an increasing probability of the new concept to occur.
\nConcept drift may also suffer from recurrent patterns which happen periodically (e.g., seasonal trends) or blips (noise or random changes that should be ignored and not to be confused with a true drift).
\nDetecting concept drift is a challenging task itself. There are two types of detectors: explicit and implicit. Explicit concept drift detectors explicitly monitor the characteristics of the stream including statistical distribution variations, density changes, etc. They emit an alert whenever a drift is detected, informing the classifier to update the classification model. Implicit concept drift detectors assume the classifier inherently adapts itself to changes, e.g. by using a dynamic sliding window or by using online learners. How can we detect the emerging of new topics and the fading of others on Twitter? Detecting and anticipating to concept drift remains an open challenge to the machine learning community [15].
\nEnsemble learning combines multiple classifiers to jointly provide an improved performance compared to single classifiers [16, 17, 18]. Ensembles must be composed of mutually complementary and individually competent classifiers, advocating for diversity in its components. Ensembles are natural solvers for stream mining problems with concept drift, as new concepts may be modeled by new components added to the ensemble, whereas older concepts no longer present in the stream may be simply seen their classifiers deleted from the ensemble. Moreover, in the case of recurrent drifts, components may just be disabled (not deleted) so that by the time we anticipate the concept will reoccur, then we may preemptively reenable, avoiding the cost of relearning the classifier, both in terms of lost time and accuracy. One may think about the recommendation systems on Amazon to show the most likely purchased product to users in recurrent seasons (Mother’s Day, Christmas, etc.).
\nClass imbalance is another recurrent problem in data stream mining. Data class distributions may not be evenly represented, plus their proportions may change with time. The majority class may become the minority or reversely. In such a situation, ensembles also help to balance the representativeness of the data and the classification metrics performance as one may want not to bias the algorithms to learn the majority class only. To resolve these issues, several authors have proposed ensembles for drifting, imbalanced streams.
\nThe Kappa Updated Ensemble [16] for drifting data stream mining proposes a hybrid online and batch-based architecture that uses the Kappa statistic for dynamic weighting and selection of classifier components. To achieve ensemble diversity, it proposes to employ different subsets of features on each classifier, along with online bagging. Thanks to the Kappa statistic, it abstains predictions from models that negatively impact the performance of the classifier, increasing the robustness of the ensemble. Abstaining components has also shown to improve the classification in other non-imbalanced streaming problems.
\nSome real-world problems are characterized for having instances simultaneously categorized into multiple labels. This problem is known as multi-label learning [19, 20]. The complexity of correctly classifying the instance increases with the size of the output space. Moreover, concept drift may simultaneously happen to some or many of the labels. Therefore, it is more difficult to detect and adapt to concept drift. Authors have proposed solutions for multi-label data streams, including self-adjusting windows to identify the more accurate and most recent subset of instances in a sliding window [19]. Moreover, punitive systems have shown that penalizing instances leading to erroneous label predictions and early removing them from the window increase the overall accuracy of the classifier [21].
\nAlgorithmic solutions to these open issues in data stream mining come at the expense of an increased computational cost. It would not be possible to provide both an accurate and fast classification and fast update of the classification model if one wants to adapt to concept drift quickly. Therefore, high-performance computing architectures are needed to speed up algorithms in order to meet the real-time constraints of stream learning.
\nGPUs and MapReduce distributed computing frameworks have become increasingly popular to speed up large-scale data mining problems. They offer higher scalability to big data problems for a fraction of the cost of a traditional mainframe solution. GPUs are particularly efficient for streaming environments and provide a very fast decision with minimum label latency [22, 23, 24, 25, 26, 27]. However, they are often associated with a more difficult code implementation and limited memory, which makes it difficult to scale to true big data problems. Distributed GPU solutions may partially alleviate but not solve this problem.
\nWhile Apache Hadoop was one of the first and most popular frameworks for MapReduce publicly available, it does not provide the tools nor the speed to work for real-time streams. In such a scenario, there are other solutions much more efficient for real-time streams. Apache Spark Streaming, Apache Flink, and Apache Storm are MapReduce-based frameworks for streaming data [28, 29, 30, 31, 32]. However, they lack efficient implementations of effective machine learning algorithms. Therefore, there is a need to implement publicly available methods for stream learning in such frameworks. There are some works on distributed nearest neighbor search and feature selection. However, there is a whole area of asynchronous deep learning models for data streams on MapReduce that is yet to be addressed. While deep learning-based methods may provide the best accuracy, there is also a need to provide interpretable models and demand explanations of the prediction system, particularly for domains requiring accountability, such as medical diagnosis.
\nThe popularity of online social media demands new transformative solutions to the emerging problems in social media content and networks, including community detection, bot detection, fake reviews, user behavior prediction, etc. Machine learning provides solutions to these problems, but there are many unresolved open issues. Data stream mining focuses on the analysis of the real-time high-speed streams of data that continuously arrive to a classifier. Data stream mining can detect changes in the property of the stream data and adapt the classification model accordingly. However, there are still too may open issues both from the basic research and application perspectives [32, 33, 34, 35, 36] which call for the scientific community to propose new efficient and effective solutions, particularly using high-performance computing architectures.
\nThis research was partially supported by the 2018 VCU Presidential Research Quest Fund and an Amazon AWS Machine Learning Research award.
\nTypically, teachers use information about how students are doing to gauge the success of their instructional strategies and reflect on their own experience during teaching [1]. Teaching becomes a profession when teachers practice with a common knowledge base and apply their knowledge to effective, well-supervised practice [1].
In science education, as in other fields of education, exploring the relationship between what is learned and how it is learned [2] is central to the teaching professions. It affects lesson planning, in-class strategies, and the evaluation process. Focusing on teachers’ actions and habits reveals teachers’ underlying work assumptions about their joint work with students, and it allows learning the transformation of the habitual way students can use while learning [3]. As Singer and Lamm [4] have argued, being “social animals” enables us to not only communicate and interact with each other in effective and pleasant ways, but also to predict the actions, intentions, and feelings of others. Relying on this predictive type of insight activates empathy. Hence, focusing on affective communication could be an efficient way for teacher educators (TEs) to learn from and about their preservice teachers (PSTs)’ affective states and attitudes, enhance their reflective and empathic in-class practices, and enable them to provide feedback that is better targeted to the group’s needs during educational interactions [5]. In turn, by consciously observing the teacher educators’ modeling behavior, PSTs will learn to help their future students understand what determines their affective empathic responses and develop and maintain cognitive empathic abilities as well [6].
Over the last several years, educators involved in teaching chemistry have been wondering what kinds of changes need to be integrated into the curricula [7, 8, 9] and into the pedagogies in this field [10, 11, 12], to cater to learners in the twenty-first century, and era characterized by frequent changes and uncertainty. One of the major questions that need to be addressed is how to harness students’ curiosity and motivates them to pursue a course of studies in chemistry [13].
Curiosity is often described as the desire to seek and experience new stimuli [14]. Teachers can demonstrate to their students the relevance of the topics studied and thus create interest and pique their curiosity. This can be done by developing students’ future-oriented skills and/or their intellectual abilities [15, 16]. By developing students’ curiosity regarding this field, the studies can encourage them to ask themselves questions and take responsibility for their learning and, as a result, increase their motivation to learn and their achievements [17, 18, 19]. An interesting approach is the use of uncertainty as a teaching tool to develop learners’ curiosity, thus disassociating from a negative affect. In this manner, uncertainty is leveraged in the learning process as a way of developing and encouraging curiosity [20].
To harness the curiosity of learners with different learning styles, teachers need to integrate a variety of teaching methods to make the learning environment appealing. There are various definitions for learning styles; as mentioned in Brown, the term refers to the way individuals receive and process information in a learning context [21]. Different students learn differently: some are visual learners while others are auditory or kinesthetic learners. Some students are apt to prefer one learning style over others, whereas others may enjoy a combination of various learning styles. Consequently, it is important that teachers engage the students and pique their curiosity by applying a variety of teaching methods that address the various learning styles [22]. Students who learn better visually will benefit from the use of pictures or visual representations. Those who prefer auditory learning are likely to benefit from reading or listening to a text being read. For kinesthetic learners, the optimal conditions for learning involve physical interaction with the environment [23].
The use of visual models can facilitate learning in various ways: it helps in problem-solving, can serve to close gaps in students’ epistemic knowledge, and help construct and/or convey knowledge [24, 25]. Visual representations can help introduce information, as in visual scene through microscope, or help in the development of an idea, as in the use of the double helix by Watson and Crick. It can also demonstrate connections and concepts, as an example of sound waves [25, 26]. Hence, visual representations and models have a critical role in the learning as well as in the development of science [27].
Models constitute a simpler representation of the target of the discussion. This target can be an object, a material, a phenomenon, or a process [28]. When preparing a visual representation of any target, it must be assumed that there are similarities between the model and the target that create a parallelism, although there are also differences. The main role of visual representations is to clarify meaning by describing the target. Representations and models are not a precise way to develop and examine an idea. As a result, models provide an efficient and convenient mode of communication among scientists in the field of chemistry [29].
Teaching biochemistry concepts can be a challenging task, as it requires learners and teachers to integrate abstract processes and concepts from both chemistry and biology. Students struggle to grasp these molecular and cellular processes as they find it difficult to imagine and visualize them [30, 31].
Glycolysis and the citric acid cycle (or Krebs cycle) (Figure 1) are major aspects in the process of cellular respiration. Students usually find it difficult to understand the chemical processes involved [32], because these include several stages that take place sequentially. While the glycol lysis is a multistaged process, the citric acid cycle is cyclical and includes 10 reactions and several enzymes that perform the chemical processes in the cell. Consequently, teachers seek approaches and a variety of creative strategies to teach these processes to twenty-first-century learners [33, 34, 35].
The citric acid cycle (or Krebs cycle).
Peer learning is a way of learning (also referred to as peeragogy) that claims that learners are given an opportunity to practice knowledge sharing, responsibility, and power [36]. Peer learning is important because in contrast to the teacher is an expert in a given field, students are expert learning, and therefore, it is natural that they should be able to assist other learners in the same situation [37]. Shared learning is effective for internationalizing knowledge, promoting problem-solving, and structuring knowledge [38, 39]. However, in the process of shared learning, there are also limitations and challenges related to the variety of opinions among students and to the need to negotiate in the course of the knowledge construction process [40]. In these situations, teachers play an extremely important role in monitoring and stimulating the types of interactions between students that will promote learning [41, 42].
Computer-Supported Collaborative Learning (CSCL) is a research-based pedagogical theory. Using CSCL may help encourage and promote collaborative peer learning, because the technology supports the sharing of ideas and encourages social interaction [43].
Peer learning requires precise accompanying actions on the part of the teacher; hence, choosing to use CSCL to promote peer learning has certain advantages. The use of a technological environment allows the teacher to follow the interactions among the students and thus target the pedagogical strategies used by each group according to the group’s needs [44]. Although during peer learning, the teacher is not the sole source of information used to construct knowledge; nevertheless, the teacher has other critical roles in guiding the peer learning process [41].
The following research questions were formulated:
How did the PSTs perceive their responses to this CSCL model and its related activities?
What pedagogical insights can be drawn from this experience?
Action research plays an important role in improving educational practices. It requires analysis and change on both the individual and the group level [45]. Kemmis and colleagues [46] defined such participatory action as a joint commitment of all parties involved to engage in iterative cycles of collaborative planning, acting, observing, and reflecting, intended to address positive and negative inadvertent consequences of practices. A new focus on action research in the field of science education, which was recently introduced by Burmeister and Eilks [47], draws a connection between action research and teachers’ professional development. Specifically, their study shifted the focus of action research in science education from curriculum development to teachers’ continuous professional development by making action research a self-reflective endeavor. Thus, to promote their professional development, university teacher educators are now encouraged to perform action research on their own practices [48]. The focus of this type of self-reflective qualitative research is on the actions, thoughts, and feelings of the research participants [49].
In the current study, the participants were the first author in the role of TE, the second author in the role of the critical friend (CF), and a digital pedagogy counselor (DPC), whose role was to supervise the CSCL implementation. These three constituted the educational team. The remaining participants were the 13 PSTs who were enrolled in a course taught by the TE. The aim of the study was to answer the following question: How did the TE experience and perceive:
her activities involving the CSCL pedagogy,
the PSTs’ responses to said activities, and
the contribution of the process to her professional development as a TE?
Based on Laudonia and colleagues’ modes of action research [50], the focus of this study was on researching a specific “knowledge-generating” action, which constituted an innovation that the TE’s introduced into her classroom setting. The purpose was to conduct a process that demands a collaborative style involving reciprocity, commitment, and the involvement of all participants. This collaborative learning with colleagues aims to rethink and reframe practices, an activity that takes on added significance for the continued development of the TE [47].
Action research is regarded as a practitioner-oriented inquiry into participants’ work [51]; hence, in the current context, it required the PSTs’ involvement [52], as well as the involvement of the professional team members, who shared the responsibility for the TE’s professional development [53]. Lessons learned from each change were addressed in the coming weekly meeting.
The TE was personally responsible for the teaching process, the PSTs, and the action research. At the same time, she sought to explore the development of the course, as well as her professional contribution as a TE. In a similar vein, the PSTs who agreed to take part in the research described the problems and challenges during the course freely and openly, knowing that the information was intended solely for the purposes of the study and that their rights would be protected.
The discomfort experienced by the teacher educator (TE) was based on her earlier acquaintance with this group of students, who had attended her courses in chemistry over a 2-year period. However, despite this previous acquaintance, the learning was not progressing at the quality or rate that the TE had set for the class and the material was not being sufficiently internalized by the students. As a result, the TE determined that the group needed to be addressed using the different teaching method. Her aspiration to involve the students in the course material is evident in the sentence written in her journal after the first lesson: “I want the students to ‘fall in love’ with protein.” In an attempt to make the learning experience more significant, the TE identified the need to create a sense of social involvement among the students, as such involvement takes the form of a collaborative learning community, which is known to promote reflective thinking and learning particularly in a CSCL context [54].
To this end, the TE presented a task which required each student to select a protein or a biochemical reaction and study it and present it to one’s peers in class. After a few weeks, although the students had already completed this assignment, the TE recorded her sense of discomfort in her journal:
Indeed, this assessment was accurate, as at approximately the same time frame, Student F described her experience thus: “when I was learning about the GPCR protein, I didn’t discover anything special about it.” Therefore, while preparing to teach the topic of cell respiration, which is known to be a complex and time-consuming segment of the curriculum [32], the TE was deliberating how to lead the students to gain a strong understanding of the topic. “The process of cell respiration is a prolonged one includes many stages and am wondering what is relevant and what is appropriate for our students. How can I encourage self-study skills that will lead to significant learning, when students are having difficulty ‘seeing’ the processes?”
In the weekly meeting with the group, the TE came up with the idea to use ICT applications as a possible tool for guiding the preservice teachers [55], using the framework of CSCL, which allows for visual conceptualization and is based on learners’ collaborative work [56]. The TE demonstrated the use of the
The TE chose to teach the topic of glycolysis applying the
The glycolysis process, as the TE created it.
Based on the TE’s record of the students’ responses, it appears that they found the process complicated and difficult to follow: “I could tell that the process seems complicated to them, but I was not worried that they word find it more difficult than other comparable processes.” One of the students said, “For me, following this chemical process is very difficult … Why aren’t we using a regular visual presentation?”
Given that it was necessary “To establish thematic patterns in order to picture the network of relationships among the meanings of key terms related to the process [58], the TE explained to the group that from the next lesson onward, the students would work in pairs and would use the tool themselves to learn about other similar chemical processes.”
The first stage in learning about the citric acid cycle was based on guided peer learning.
Peer learning is a pedagogical strategy with many benefits, such as aiding students to take responsibility on their own learning [59]. The TE presented the citric acid cycle to the students and an analysis of the information about the various reactions. In the weekly team meeting, the TE described her feeling of missing the point, because she continued to act as a source of information rather than as a facilitator or coach who encourages student-centered learning [60]. This was manifested in her presenting the information already analyzed and processed so as to ease the demand on the students. “In an attempt to help the students cope with the English language, I prepared a Hebrew translation of all 10 reactions; it was like bringing in a textbook [to be memorized].” The TE further explained to the students that there is a cyclical relationship among the various reactions: “I explained that it is a cyclical process and that each reaction continues … ‘What comes next?’—they asked, and I answered mysteriously ‘that’s for me to know and for you to find out’.” According to the TE, her intent was to create a sense of curiosity to encourage learning [20].
In the lessons that follow, the TE observed the work of the pairs in the classroom and summarized her observation in her journal: “I saw that the pair of students, M and A had adopted well to this type of work. They immediately sat down to work and began reading about the reaction from information retrieved from the Internet, calling me for from time to time to answer their question or to explicate a concept. It was obvious that they were managing well both with the tool and with the chemical reactions.” Varying the teaching methodologies was important, to address various learning styles and to make the learning interactive. While using a textbook is suitable to auditory learners, the use of emoji and visual representation corresponds to the style of visual learners [61].
In the weekly team meeting, the TE expressed satisfaction as you noted that each of the pairs had read the explanation about the assigned reaction and acted intuitively as they jointly used the CACOO. One student commented to her classmates: “Look at all these emojis; it’s just like on the WhatsApp—I recognize these symbols.” The TE noted: “It is a pleasure to watch them work! I felt proud … [to see them work independently]. They were commenting to each other: ‘NADH (a molecule in the chemical reaction) is like a gift for the cell (Table 1); it is not exactly energy but it is something that the cell is glad to receive, right? So let us use the gift emoji and we will represent the carbon molecules using stars.’”
The common scientific names and the symbols the students created.
Nevertheless, many of the other pairs found it difficult to independently comprehend the chemical reaction and required a great deal of help from the TE. She described it thus:
This is how the TE described her feeling of empathy in her journal: “I suddenly had a grasp of their difficulty; in my mind, I suddenly felt the coin drop … T the topic is indeed complicated, but seeing them cope with the difficulty help me understand how difficult they found it. I was surprised by my sense of empathy and understanding.” The process had automatically activated [her] empathy [62].
“I found myself walking among five pairs and explaining about the reactions, showing than which is the reactor and which is the product … I felt like I was the bottleneck in this learning process. They needed a great deal of assistance from me and I was on my own in the classroom. With the exception of the pair M and A, the group did not succeed in working independently. They were unable to decode the reactions.” Although the TE tried to provide the necessary help to all of the student pairs, one of them, F and D, approached her and stated “We are absolutely lost; we can’t even understand what is written here.”
The TE’s discontent produced a new idea: she recorded short video clips in which she explained the chemical reactions, serving as a mediator: “Given that the students are not making progress independently, and I am unable to all of the pairs simultaneously, I will videotape myself as I explain it. That way I will be free to circle around and be there if they still need me.” The TE noticed that the video clips help the students focus on their learning. The use of a variety of learning styles, reading the text versus learning from a video clip, is significant also in the higher education framework [63].
This served as an initial turning point: “The change was amazing. They really began to work! They were no longer stuck on some aspect but were making progress. My plan was to dedicate approximately 20 minutes of the lesson to this, but they enjoyed it so much that we extended it an additional 10 minutes. I found them working at various levels, deeply engaged in the learning process.” The TE noticed that student N was truly delving into the material: “The pair N and S were able to understand the reaction with the help of the video-clip; they could see that the succinate molecule turns into fumarate. I could tell that N was truly pleased, perhaps even demonstrating creative enthusiasm, like a child eager to use a new set of crayons. I was so happy; I wanted to join in the fun.” Student N said to her partner: “Let us represent the CoA molecule in the form of a briefcase that has a key (see Table 1, option 1 of the succinyl CoA), what do you think? The key is the enzyme that opens the briefcase, what do you say?”
By contrast, the pair of students F and D did not find the video clips helpful and still found it difficult to focus on the reaction they were assigned to study: “F and D looked lost … Even with the video-clips they couldn’t figure out what they were supposed to do.” At one point, they turned to the TE and said: “We haven’t succeeded in understanding any of it; we can’t do anything. This is the second lesson we are spending on this task.”
In the team’s weekly meeting, it was suggested that the TE had not yet reached the stage needed to change the essence of her role as teacher, as [64] described it: “Transitioning from being the instructional star to being the director of learning.” At the same time, however, the TE’s feelings of empathy were deepening, as she described it: “I sat down next to them, looked at them, and said ‘it must be very disappointing not to succeed on the second try … What can be done about this?’” Student F asked “How do the other pairs manage?” I redirected the question back at them: “I don’t know. That’s a good question. What do you think?” At this point I was thinking of offering them a chance to look at the work of the other pairs, but decided not to say anything. I felt that they did not need another piece of advice from me; the only needed me listen. I could see them staring again and again at the video-clips, without managing to decipher the reaction.” The students’ repeated attempts and the frustration they experienced due to their lack of success led the TE to sense that what they needed was someone to listen and be attentive to them [65], rather than an additional explanation regarding the assignment.
The TE felt the need to find a different approach. In their weekly meeting, the team came to the conclusion that it was time to demonstrate the connections between the various chemical reactions in the citric acid cycle. At this stage, the TE could encourage peer learning and peer assessment. Asking for help from peers often encourages students to practice self-regulatory skills such as self-reflection [66]. The TE’s goal for the next lesson was to bring the students to understand the connections between the reactions and the meaning of a biochemical cycle. “I mentioned in the class that they should not forget that there is a cycle of connections between the reactions. Within a few moments they began to discuss this and explore each other’s work.” In her journal, the TE noted: “Perhaps this can be a way to help F and D?”
Soon enough, using the CACOO synchronous-collaborative tool, the students began discussing the connections among the reactions and observing each other’s work. It occurred to them that they had to relate to the reactions described by the other pairs, that it was all part of a single puzzle. The pairs began to compare their work. An open and flowing discussion developed. “They began to discuss the emoji’s used to represent those molecules: How does it all come together?’ Even though I had repeatedly reminded them that this was a biochemical cycle, they were not ready to understand its significance—up until this point, that is!”
In the next team meeting, the TE described the social interaction that developed, which was mediated by the use of the same digital tool. “Just like in a chemical reaction, in which each substance has a role, but each pair had produced formed part of the final product. And it is important to note that the pair that was having the most difficulty no longer had to cope alone. As student D said, ‘I finally understood what the TE meant. Seeing what the other pairs had made helped me understand’.” The TE summarized this stage in her journal: “They suddenly understood that up until now they had been working on different pieces of the same cycle. Some of them accepted the visual representation of the other couples and some adamantly opposed the choices of their classmates. But it made them try to understand the logic behind each choice, make adjustments, and redesign their visual representations.”
To gain an understanding of the chemical reactions and processes in the lesson, it was important to discuss the meanings in the analogies that they had created. It is evident that different students would use different analogies; however, discussing and reflecting on these differences is a critical phase [29]. Without such a discussion, the main point of the learning process is missed. Given that the chemical reactions are connected to each other in the cycle, there was an echoing of the peer learning process (that took place within the pairs) in the creation of the final product. As the product of one reaction becomes a component of the next chemical reaction, each pair of students must work with another pair of peers. The TE recognized this as a second turning point and noted: “It was a pleasure. It was interesting to hear about their experiences. I was very excited to see them working together during that lesson.”
The pair of students, M and A, were involved in a dialog with another pair and realize that things did not work out in the cycle as they had expected, but they were inspired to continue exploring. Even though they had experience difficulty in the earlier stages of the learning process, they were pleasantly challenged in a later stage. At one point, M turned to her partner and said “Look at the way S and N represented the reaction; it’s different from the way we did it. Let’s ask them why they did it that way.” That the most noticeable change was in the work of the pair F and D, who up until this point had not understood how they could describe the assigned reaction using emoji. In her journal, the TE noted the following: “They began using the work of the other pairs like crutches. I could see their eyes light up when they finally began to understand. As I passed by her, M looked directly at me and smiled. I felt that the empathy that I expressed in regard to their difficulty enabled us to have a sense of a shared experience, even without words.” All of the pairs demonstrated significant progress after the collaborative assessment of their peers’ products. This mutual reliance led them to “practice self-regulatory skills such as self-reflection reflection” [66].
After establishing a social infrastructure that led to shared learning, the next stage was to recognize the connections among the various parts in the cycle and to “Taylor” the transitions between the reactions to render a group product. In the team’s weekly meeting, the TE shared the following: “Now there was a new problem: each pair had chosen different symbols to represent the same molecule. Will this become an issue? How will they arrive at a joint solution?” The CF noted the importance of the issue is an opportunity to discuss the universality of scientific language. As it turned out, all of the students agreed that using the picture of a lemon helped remind them of the citric acid reaction (Table 1): “Jokingly, one of the students acknowledged their shared understanding, as she added a lemon to the emoji representing the citric acid. This put in motion the task for that lesson, which was to understand the citric acid cycle as a complete process.” The social interactions related to the topic at hand were extremely important for creating a collaborative learning process [43]. Also in the case of representing the fumarate (see Table 1 for the two options the two different groups suggested for fumarate. The students agreed on option 1), all of the students agreed on the creative symbol selected by N, who explained her choice to her peers. The TE recorded the student’s explanation in her journal:
Hearing this explanation was pleasing to the students because it enabled them to understand the deeper meaning of the term “transgender.” From a sociocultural perspective, education is concerned also with linguistic changes, whereby older words acquire new meanings. This aspect became part of the process of learning the language of chemistry [67].
In contrast to the last two examples on which students were quick to agree about the symbol chosen, in other cases, they found it difficult to come to an agreement. Each pair had an explanation and rationale for choosing a particular emoji and the fact that their choice also gave meaning to the chemical reaction made it a source of disagreement. This stage, the TE opted to refrain from intervening. Explaining their rationale was important for understanding the topic at hand. “It was the right moment to allow the learners to present their ideas and explain them, which is a necessary part in the process of constructing knowledge. I feel that I am ready to let go [of my central role] and instead I can stand aside and observe the learning process.” During the weekly team meeting, the CF noted the important development whereby the TE transitioned from the role of initiator to functioning as an instructional manager [64]. In contrast to the earlier stage when disagreement or conflict was a source of discomfort for the TE, she now recognized that these could be a possible resource for social interaction that contributes to the cognitive organization of the newly acquired knowledge [68].
In the case of a particular disagreement regarding the symbol selected to represent succinyl CoA, the TE did intervene (see Table 1 for the two options the two different groups suggested for succinyl CoA): “Look, we managed to come to an agreement on one representation, the transgender. Right now each pair is very attached to the representation the selected. Let’s put it aside and discuss it again next week. Perhaps by then we will think about it differently.” However, the disagreement continued into the following week, as each pair considered their selection to be very logical and neither pair was willing to cede. Student N try to convince her classmates: “The CoA is like a briefcase full of money; the succinyl CoA enzyme can open the briefcase, which is why it is represented with a picture of a key. The money is the GTP (Table 1) that supplies the cell with energy. I do not understand why you cannot manage to see that?!” Student A responded: “The thing is, we selected the symbol of a female, which is preferred over a male, which is why the female represents a molecule with a higher level of energy. We cannot change this without it affecting the meaning of the alpha-Ketoglutarate molecule (Table 1).” To settle the disagreement, the TE suggested that in the final collaborative product, both symbols would be featured (Figure 3) and would thus serve as a reminder of the source of this disagreement. In her journal, she wrote the following entry: “It was very interesting to see them discuss their positions. Without noticing, they had acquired an understanding of concepts related to energy and incorporated these into their discussion. They understood the significance of the scientific symbol and felt a deep connection to the representations and to their understanding of the connection between the symbol and what it represented. To me, this was a successful outcome.”
The collaborative product of the group representation of the citric acid cycle.
Student M also described her feeling of success: “at first I didn’t understand what we were supposed to do. We were not enthusiastic and did not want to proceed. I thought it was a waste of time. But now, after the discussion in this lesson, I understand what the intended goal was. It’s wonderful! I’m going to use it in my future teaching; understanding that if I believe a certain activity is worthwhile, I will follow through, even if the learners demonstrate resistance. This was a unique experience.”
However, in addition to the sense of success experienced by the TE and the majority of the students, student R described her difficulty in applying the idea of visual analogies: “I did not connect with this method. It felt like superficial learning. These are nothing but emoji’s. Each symbol corresponds to one specific molecule; there is no generalization. … Except for the Oxaloacetate [the molecule that she created]; that one went straight to my heart. It’s the only one I will remember.”
Indeed, a good chemical model is one that manages to describe as many cases as possible [29]. In this case, the symbols were “tailored” precisely to each molecule in its specific context and, consequently, it could not be used in other cases or contexts, or even for teaching the citric acid cycle to a different group because it would be devoid of the social context provided by this specific group. This then raises the question: what is the main purpose of using emoji?
Student B summarized the process thus: “For me, the topics that we research through independent learning are the ones that are branded in my memory. I know that I will remember this topic.” Student M added: “I felt that the teachers input in the work process created a sense of empathy and motivated us to continue with the project.”
Life in the era of the Fourth Industrial Revolution is dynamic and constantly changing, and the task of teaching must adapt to the shifts that are characteristic of this era. Considering the future of high school graduates who are currently in the education system, we realize that they must be able to practice and adapt to conditions of uncertainty. To this end, and according to the OECD (Organization for Economic Co-operation and Development) [69], they need to acquire a broad range of skills, among them cognitive skills (e.g. critical thinking, creative thinking, and the ability to self-regulate), social and emotional skills (e.g. empathy and teamwork skills), as well as practical skills (e.g. using ICT-mediated information).
To educate graduates who correspond to this description, teachers are tasked with the important responsibility of listening to and developing their students’ skills. Hence, not only must these aspects of teacher responsibility be addressed in the formal curricula of teacher education, but they should be emphasized and discussed in the early stages of the program before these learners begin to practice their teaching skills in the classroom.
In the current study, we discussed the learning process for acquiring knowledge on a topic that is considered particularly complex and difficult. The use of CSCL in the context of studying the citric acid cycle was not incidental but rather was carefully selected by a team that included the TE, the DPC, and the CF. The incorporation of CSCL in the case presented here demonstrates the way a teacher can promote the development of learners’ cognitive and practical skills in a manner that corresponds to the era of the Fourth Industrial Revolution.
In cognitive terms, the learners had to cope with complex concepts, which many students find difficult. Teachers are typically aware that teaching this subject matter in a manner that is helpful to students requires the use of a variety of learning approaches and strategies. In the case described here, students had to develop critical thinking as they studied complex chemical reactions. They needed to employ creative thinking because they were required to analyze the text that they read and the audio segment that they had heard and translate this information into a visual representation of their design. They were also required to manage their learning process independently, despite the difficulty in challenging nature of the assignment.
In practical terms, the learners were introduced to a new and hence unfamiliar digital tool and learned to use it simultaneously with their team members in a collaborative learning process, intended to promote the shared acquisition of knowledge. It would be interesting to further investigate the potential social and emotional skills that were developed and used in the course of this learning process.
In the course of planning the task and analyzing its development in the weekly team meetings, the DPC and the CF attempted to address the manner in which the TE could emphasize the aspect of social and emotional skills. However, the TE was unprepared to introduce these aspects into her teaching. In contrast to the development of cognitive and practical skills, which was strongly emphasized in her lessons, it appears that the TE’s approach was not oriented toward the social and emotional aspects. However, in light of the findings of the current study, a different picture emerged. The TE understood the orientation that the PC and CF were encouraging her to incorporate realized that the process seemed to be stuck or reached a dead end, the unconscious solution that she chose was to use empathy. The team discovered that empathy as an educational approach is the option she typically chooses to use when helping her students. At the stage when her students were struggling, she first turned to solutions that promoted the development of their cognitive or practical skills. Perhaps a more precise and appropriate solution would have been to purposely raise questions related to social-emotional skills? Given that the TE was guiding the learning process of preservice teachers, perhaps the situation called for a more direct and open discussion of these aspects in the lesson?
Following the interview that the CF held with the TE, the CF emphasized that although the use of empathy as a strategy for coping with students’ difficulties was introduced only when nothing else worked, it was nonetheless an important tool in her teaching process. Its importance can be seen in the interactions with the pair of students F and D, who required her empathy and support throughout the process, as the cognitive and practical learning strategies were less effective for this pair of students. Another example of the importance of this empathic approach can be found in the process of the class discussion, when working on the final product and negotiating which symbols should be used. Steering this discussion was not an easy task for the TE. For the students, as well as for the TE, this was a peak point in the learning process because the learners had to rationalize and justify their choices using the concepts and terminology they had learned. The focus of the discussion was on which viewpoint each pair employed to facilitate their understanding of the subject matter. After the process of working together and analyzing the particular chemical reaction, some pairs found it difficult to give up their viewpoint in favor of that used by a different pair. This created an opportunity to conduct a discussion that was highly social and emotional. After analyzing the findings of this study, the TE felt that this opportunity was not fully used for the purpose of addressing social-emotional aspects for directly addressing the use of empathy as a teaching tool. As a result, the TE is now more aware of the importance of developing social-emotional skills in general and empathy as an educational tool to be used in the classroom, especially when teaching complicated topics.
The importance of incorporating and discussing models in the teaching of chemistry is well known [29]. Scientists use models to compare their product with the target and find similarities and differences. This process can take the form of an empiric examination or a thought experiment. Teachers tend to use analogical models to compare the target with concrete objects and events that are familiar to the students from their everyday lives. In the case described in the current study, the modeling process included the task of independently designing the molecules and chemical reactions involved in the citric acid cycle. The advantage of this approach was in assigning the students the task of creating a model that would be helpful and meaningful to them. A possible disadvantage of this approach was that some of the representations that were created would not be clear or meaningful to learners outside of this particular group. Student R understood this shortcoming and expressed her feelings, stating that in her view, the constricted significance of the representations selected made the learning superficial.
The TE also felt that this issue should have been considered and discussed, as it is particularly significant for learners who are PSTs: What is the significance of a model that is not comprehensible to those outside the group that created? Is an educational process that renders a product that cannot be understood by those outside the particular group still meaningful or significant? Is the teaching of science different in this sense from teaching other disciplines? These are questions that the TE felt should have been addressed in the classroom.
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Generally, the phytochemical constituents of plants fall into two categories based on their role in basic metabolic processes, namely primary and secondary metabolites. Primary plant metabolites are involved in basic life functions; therefore, they are more or less similar in all living cells. On the other hand, secondary plant metabolites are products of subsidiary pathways as the shikimic acid pathway. In the course of studying, the medicinal effect of herbals is oriented towards the secondary plant metabolites. Secondary plant metabolites played an important role in alleviating several aliments in the traditional medicine and folk uses. In modern medicine, they provided lead compounds for the production of medications for treating various diseases from migraine up to cancer. Secondary plant metabolites are classified according to their chemical structures into various classes. In this chapter, we will be presenting various classes of secondary plant metabolites, their distribution in different plant families and their important medicinal uses.",book:{id:"6302",slug:"herbal-medicine",title:"Herbal Medicine",fullTitle:"Herbal Medicine"},signatures:"Rehab A. Hussein and Amira A. El-Anssary",authors:[{id:"212117",title:"Dr.",name:"Rehab",middleName:null,surname:"Hussein",slug:"rehab-hussein",fullName:"Rehab Hussein"},{id:"221140",title:"Dr.",name:"Amira",middleName:null,surname:"El-Anssary",slug:"amira-el-anssary",fullName:"Amira El-Anssary"}]},{id:"64851",doi:"10.5772/intechopen.80348",title:"Herbal Medicines in African Traditional Medicine",slug:"herbal-medicines-in-african-traditional-medicine",totalDownloads:14599,totalCrossrefCites:33,totalDimensionsCites:58,abstract:"African traditional medicine is a form of holistic health care system organized into three levels of specialty, namely divination, spiritualism, and herbalism. The traditional healer provides health care services based on culture, religious background, knowledge, attitudes, and beliefs that are prevalent in his community. Illness is regarded as having both natural and supernatural causes and thus must be treated by both physical and spiritual means, using divination, incantations, animal sacrifice, exorcism, and herbs. Herbal medicine is the cornerstone of traditional medicine but may include minerals and animal parts. The adjustment is ok, but may be replaced with –‘ Herbal medicine was once termed primitive by western medicine but through scientific investigations there is a better understanding of its therapeutic activities such that many pharmaceuticals have been modeled on phytochemicals derived from it. Major obstacles to the use of African medicinal plants are their poor quality control and safety. Traditional medical practices are still shrouded with much secrecy, with few reports or documentations of adverse reactions. However, the future of African traditional medicine is bright if viewed in the context of service provision, increase of health care coverage, economic potential, and poverty reduction. Formal recognition and integration of traditional medicine into conventional medicine will hold much promise for the future.",book:{id:"6302",slug:"herbal-medicine",title:"Herbal Medicine",fullTitle:"Herbal Medicine"},signatures:"Ezekwesili-Ofili Josephine Ozioma and Okaka Antoinette Nwamaka\nChinwe",authors:[{id:"191264",title:"Prof.",name:"Josephine",middleName:"Ozioma",surname:"Ozioma Ezekwesili-Ofili",slug:"josephine-ozioma-ezekwesili-ofili",fullName:"Josephine Ozioma Ezekwesili-Ofili"},{id:"211585",title:"Prof.",name:"Antoinette",middleName:null,surname:"Okaka",slug:"antoinette-okaka",fullName:"Antoinette Okaka"}]},{id:"54028",doi:"10.5772/67291",title:"Chemical Composition and Biological Activities of Mentha Species",slug:"chemical-composition-and-biological-activities-of-mentha-species",totalDownloads:7531,totalCrossrefCites:13,totalDimensionsCites:50,abstract:"The genus Mentha L. (Lamiaceae) is distributed all over the world and can be found in many environments. Mentha species, one of the world’s oldest and most popular herbs, are widely used in cooking, in cosmetics, and as alternative or complementary therapy, mainly for the treatment of gastrointestinal disorders like flatulence, indigestion, nausea, vomiting, anorexia, and ulcerative colitis. Furthermore, it is well documented that the essential oil and extracts of Mentha species possess antimicrobial, fungicidal, antiviral, insecticidal, and antioxidant properties. The economic importance of mints is also evident; mint oil and its constituents and derivatives are used as flavoring agents throughout the world in food, pharmaceutical, herbal, perfumery, and flavoring industry. To provide a scientific basis for their traditional uses, several studies have been conducted to determine the chemical composition of mints and assess their biological activities. This chapter describes the therapeutic effects and uses of Mentha species and their constituents, particularly essential oils and phenolic compounds; some additional biological activities will also be considered.",book:{id:"5612",slug:"aromatic-and-medicinal-plants-back-to-nature",title:"Aromatic and Medicinal Plants",fullTitle:"Aromatic and Medicinal Plants - Back to Nature"},signatures:"Fatiha Brahmi, Madani Khodir, Chibane Mohamed and Duez Pierre",authors:[{id:"193281",title:"Dr.",name:"Fatiha",middleName:null,surname:"Brahmi",slug:"fatiha-brahmi",fullName:"Fatiha Brahmi"},{id:"199693",title:"Prof.",name:"Khodir",middleName:null,surname:"Madani",slug:"khodir-madani",fullName:"Khodir Madani"},{id:"199694",title:"Prof.",name:"Pierre",middleName:null,surname:"Duez",slug:"pierre-duez",fullName:"Pierre Duez"},{id:"203738",title:"Prof.",name:"Mohamed",middleName:null,surname:"Chibane",slug:"mohamed-chibane",fullName:"Mohamed Chibane"}]},{id:"58270",doi:"10.5772/intechopen.72437",title:"Toxicity and Safety Implications of Herbal Medicines Used in Africa",slug:"toxicity-and-safety-implications-of-herbal-medicines-used-in-africa",totalDownloads:3456,totalCrossrefCites:16,totalDimensionsCites:40,abstract:"The use of herbal medicines has seen a great upsurge globally. In developing countries, many patronize them largely due to cultural acceptability, availability and cost. In developed countries, they are used because they are natural and therefore assumed to be safer than allopathic medicines. In recent times, however, there has been a growing concern about their safety. This has created a situation of ambivalence in discussions regarding their use. Some medicinal plants are intrinsically toxic by virtue of their constituents and can cause adverse reactions if inappropriately used. Other factors such as herb-drug interactions, lack of adherence to good manufacturing practice (GMP), poor regulatory measures and adulteration may also lead to adverse events in their use. Many in vivo tests on aqueous extracts largely support the safety of herbal medicines, whereas most in vitro tests on isolated single cells mostly with extracts other than aqueous ones show contrary results and thus continue the debate on herbal medicine safety. It is expected that toxicity studies concerning herbal medicine should reflect their traditional use to allow for rational discussions regarding their safety for their beneficial use. While various attempts continue to establish the safety of various herbal medicines in man, their cautious and responsible use is required.",book:{id:"6302",slug:"herbal-medicine",title:"Herbal Medicine",fullTitle:"Herbal Medicine"},signatures:"Merlin L.K. Mensah, Gustav Komlaga, Arnold D. Forkuo, Caleb\nFirempong, Alexander K. Anning and Rita A. Dickson",authors:[{id:"190435",title:"Dr.",name:"Caleb",middleName:null,surname:"Firempong",slug:"caleb-firempong",fullName:"Caleb Firempong"},{id:"212111",title:"Dr.",name:"Gustav",middleName:null,surname:"Komlaga",slug:"gustav-komlaga",fullName:"Gustav Komlaga"},{id:"217045",title:"Dr.",name:"Arnold Forkuo",middleName:null,surname:"Donkor",slug:"arnold-forkuo-donkor",fullName:"Arnold Forkuo Donkor"},{id:"217049",title:"Prof.",name:"Merlin Lincoln Kwao",middleName:null,surname:"Mensah",slug:"merlin-lincoln-kwao-mensah",fullName:"Merlin Lincoln Kwao Mensah"},{id:"217488",title:"Dr.",name:"Alexander K.",middleName:null,surname:"Anning",slug:"alexander-k.-anning",fullName:"Alexander K. Anning"},{id:"223959",title:"Prof.",name:"Akosua Rita",middleName:null,surname:"Dickson",slug:"akosua-rita-dickson",fullName:"Akosua Rita Dickson"}]},{id:"26489",doi:"10.5772/28224",title:"Alternative and Traditional Medicines Systems in Pakistan: History, Regulation, Trends, Usefulness, Challenges, Prospects and Limitations",slug:"alternative-and-traditional-medicines-systems-in-pakistan-history-regulation-trends-usefulness-chall",totalDownloads:9229,totalCrossrefCites:9,totalDimensionsCites:21,abstract:null,book:{id:"542",slug:"a-compendium-of-essays-on-alternative-therapy",title:"A Compendium of Essays on Alternative Therapy",fullTitle:"A Compendium of Essays on Alternative Therapy"},signatures:"Shahzad Hussain, Farnaz Malik, Nadeem Khalid, Muhammad Abdul Qayyum and Humayun Riaz",authors:[{id:"73162",title:"Dr.",name:"Shahzad",middleName:null,surname:"Hussain",slug:"shahzad-hussain",fullName:"Shahzad Hussain"},{id:"82266",title:"Dr.",name:"Farnaz",middleName:null,surname:"Malik",slug:"farnaz-malik",fullName:"Farnaz Malik"},{id:"124185",title:"Dr.",name:"Humayun",middleName:null,surname:"Riaz",slug:"humayun-riaz",fullName:"Humayun Riaz"},{id:"124186",title:"Mr.",name:"Muhammad Abdul",middleName:null,surname:"Qayyum",slug:"muhammad-abdul-qayyum",fullName:"Muhammad Abdul Qayyum"},{id:"125340",title:"Mr.",name:"Nadeem",middleName:null,surname:"Khalid",slug:"nadeem-khalid",fullName:"Nadeem Khalid"}]}],mostDownloadedChaptersLast30Days:[{id:"64851",title:"Herbal Medicines in African Traditional Medicine",slug:"herbal-medicines-in-african-traditional-medicine",totalDownloads:14590,totalCrossrefCites:33,totalDimensionsCites:58,abstract:"African traditional medicine is a form of holistic health care system organized into three levels of specialty, namely divination, spiritualism, and herbalism. The traditional healer provides health care services based on culture, religious background, knowledge, attitudes, and beliefs that are prevalent in his community. Illness is regarded as having both natural and supernatural causes and thus must be treated by both physical and spiritual means, using divination, incantations, animal sacrifice, exorcism, and herbs. Herbal medicine is the cornerstone of traditional medicine but may include minerals and animal parts. The adjustment is ok, but may be replaced with –‘ Herbal medicine was once termed primitive by western medicine but through scientific investigations there is a better understanding of its therapeutic activities such that many pharmaceuticals have been modeled on phytochemicals derived from it. Major obstacles to the use of African medicinal plants are their poor quality control and safety. Traditional medical practices are still shrouded with much secrecy, with few reports or documentations of adverse reactions. However, the future of African traditional medicine is bright if viewed in the context of service provision, increase of health care coverage, economic potential, and poverty reduction. Formal recognition and integration of traditional medicine into conventional medicine will hold much promise for the future.",book:{id:"6302",slug:"herbal-medicine",title:"Herbal Medicine",fullTitle:"Herbal Medicine"},signatures:"Ezekwesili-Ofili Josephine Ozioma and Okaka Antoinette Nwamaka\nChinwe",authors:[{id:"191264",title:"Prof.",name:"Josephine",middleName:"Ozioma",surname:"Ozioma Ezekwesili-Ofili",slug:"josephine-ozioma-ezekwesili-ofili",fullName:"Josephine Ozioma Ezekwesili-Ofili"},{id:"211585",title:"Prof.",name:"Antoinette",middleName:null,surname:"Okaka",slug:"antoinette-okaka",fullName:"Antoinette Okaka"}]},{id:"61866",title:"Plants Secondary Metabolites: The Key Drivers of the Pharmacological Actions of Medicinal Plants",slug:"plants-secondary-metabolites-the-key-drivers-of-the-pharmacological-actions-of-medicinal-plants",totalDownloads:9045,totalCrossrefCites:61,totalDimensionsCites:153,abstract:"The vast and versatile pharmacological effects of medicinal plants are basically dependent on their phytochemical constituents. Generally, the phytochemical constituents of plants fall into two categories based on their role in basic metabolic processes, namely primary and secondary metabolites. Primary plant metabolites are involved in basic life functions; therefore, they are more or less similar in all living cells. On the other hand, secondary plant metabolites are products of subsidiary pathways as the shikimic acid pathway. In the course of studying, the medicinal effect of herbals is oriented towards the secondary plant metabolites. Secondary plant metabolites played an important role in alleviating several aliments in the traditional medicine and folk uses. In modern medicine, they provided lead compounds for the production of medications for treating various diseases from migraine up to cancer. Secondary plant metabolites are classified according to their chemical structures into various classes. In this chapter, we will be presenting various classes of secondary plant metabolites, their distribution in different plant families and their important medicinal uses.",book:{id:"6302",slug:"herbal-medicine",title:"Herbal Medicine",fullTitle:"Herbal Medicine"},signatures:"Rehab A. Hussein and Amira A. El-Anssary",authors:[{id:"212117",title:"Dr.",name:"Rehab",middleName:null,surname:"Hussein",slug:"rehab-hussein",fullName:"Rehab Hussein"},{id:"221140",title:"Dr.",name:"Amira",middleName:null,surname:"El-Anssary",slug:"amira-el-anssary",fullName:"Amira El-Anssary"}]},{id:"77433",title:"Extraction of Bioactive Compounds from Medicinal Plants and Herbs",slug:"extraction-of-bioactive-compounds-from-medicinal-plants-and-herbs",totalDownloads:1464,totalCrossrefCites:4,totalDimensionsCites:8,abstract:"Human beings have relied on herbs and medicinal plants as sources of food and remedy from time immemorial. Bioactive compounds from plants are currently the subject of much research interest, but their extraction as part of phytochemical and/or biological investigations present specific challenges. Herbalists or scientists have developed many protocols of extraction of bioactive ingredients to ensure the effectiveness and the efficacy of crude drugs that were used to get relief from sickness. With the advent of new leads from plants such as morphine, quinine, taxol, artemisinin, and alkaloids from Voacanga species, a lot of attention is paid to the mode of extraction of active phytochemicals to limit the cost linked to the synthesis and isolation. Thus, the extraction of active compounds from plants needs appropriate extraction methods and techniques that provide bioactive ingredients-rich extracts and fractions. The extraction procedures, therefore, play a critical role in the yield, the nature of phytochemical content, etc. This chapter aims to present, describe, and compare extraction procedures of bioactive compounds from herbs and medicinal plants.",book:{id:"10356",slug:"natural-medicinal-plants",title:"Natural Medicinal Plants",fullTitle:"Natural Medicinal Plants"},signatures:"Fongang Fotsing Yannick Stéphane, Bankeu Kezetas Jean Jules, Gaber El-Saber Batiha, Iftikhar Ali and Lenta Ndjakou Bruno",authors:[{id:"224515",title:"Dr.",name:"Fongang Fotsing",middleName:null,surname:"Yannick Stéphane",slug:"fongang-fotsing-yannick-stephane",fullName:"Fongang Fotsing Yannick Stéphane"},{id:"227816",title:"Dr.",name:"Bankeu Kezetas",middleName:null,surname:"Jean Jules",slug:"bankeu-kezetas-jean-jules",fullName:"Bankeu Kezetas Jean Jules"},{id:"227817",title:"Prof.",name:"Lenta Ndjakou",middleName:null,surname:"Bruno",slug:"lenta-ndjakou-bruno",fullName:"Lenta Ndjakou Bruno"},{id:"349790",title:"Prof.",name:"Gaber",middleName:null,surname:"El-Saber Batiha",slug:"gaber-el-saber-batiha",fullName:"Gaber El-Saber Batiha"},{id:"357350",title:"Dr.",name:"Iftikhar",middleName:null,surname:"Ali",slug:"iftikhar-ali",fullName:"Iftikhar Ali"}]},{id:"26491",title:"Homeopathy: Treatment of Cancer with the Banerji Protocols",slug:"homeopathy-treatment-of-cancer-with-the-banerji-protocols",totalDownloads:54289,totalCrossrefCites:1,totalDimensionsCites:2,abstract:null,book:{id:"542",slug:"a-compendium-of-essays-on-alternative-therapy",title:"A Compendium of Essays on Alternative Therapy",fullTitle:"A Compendium of Essays on Alternative Therapy"},signatures:"Prasanta Banerji and Pratip Banerji",authors:[{id:"79939",title:"Dr",name:"Prasanta",middleName:null,surname:"Banerji",slug:"prasanta-banerji",fullName:"Prasanta Banerji"},{id:"79943",title:"Dr.",name:"Pratip",middleName:null,surname:"Banerji",slug:"pratip-banerji",fullName:"Pratip Banerji"}]},{id:"54028",title:"Chemical Composition and Biological Activities of Mentha Species",slug:"chemical-composition-and-biological-activities-of-mentha-species",totalDownloads:7529,totalCrossrefCites:13,totalDimensionsCites:50,abstract:"The genus Mentha L. (Lamiaceae) is distributed all over the world and can be found in many environments. Mentha species, one of the world’s oldest and most popular herbs, are widely used in cooking, in cosmetics, and as alternative or complementary therapy, mainly for the treatment of gastrointestinal disorders like flatulence, indigestion, nausea, vomiting, anorexia, and ulcerative colitis. Furthermore, it is well documented that the essential oil and extracts of Mentha species possess antimicrobial, fungicidal, antiviral, insecticidal, and antioxidant properties. The economic importance of mints is also evident; mint oil and its constituents and derivatives are used as flavoring agents throughout the world in food, pharmaceutical, herbal, perfumery, and flavoring industry. To provide a scientific basis for their traditional uses, several studies have been conducted to determine the chemical composition of mints and assess their biological activities. 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