\\n\\n
Released this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\\n\\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\\n"}]',published:!0,mainMedia:{caption:"Highly Cited",originalUrl:"/media/original/117"}},components:[{type:"htmlEditorComponent",content:'IntechOpen is proud to announce that 191 of our authors have made the Clarivate™ Highly Cited Researchers List for 2020, ranking them among the top 1% most-cited.
\n\nThroughout the years, the list has named a total of 261 IntechOpen authors as Highly Cited. Of those researchers, 69 have been featured on the list multiple times.
\n\n\n\nReleased this past November, the list is based on data collected from the Web of Science and highlights some of the world’s most influential scientific minds by naming the researchers whose publications over the previous decade have included a high number of Highly Cited Papers placing them among the top 1% most-cited.
\n\nWe wish to congratulate all of the researchers named and especially our authors on this amazing accomplishment! We are happy and proud to share in their success!
Note: Edited in March 2021
\n'}],latestNews:[{slug:"webinar-introduction-to-open-science-wednesday-18-may-1-pm-cest-20220518",title:"Webinar: Introduction to Open Science | Wednesday 18 May, 1 PM CEST"},{slug:"step-in-the-right-direction-intechopen-launches-a-portfolio-of-open-science-journals-20220414",title:"Step in the Right Direction: IntechOpen Launches a Portfolio of Open Science Journals"},{slug:"let-s-meet-at-london-book-fair-5-7-april-2022-olympia-london-20220321",title:"Let’s meet at London Book Fair, 5-7 April 2022, Olympia London"},{slug:"50-books-published-as-part-of-intechopen-and-knowledge-unlatched-ku-collaboration-20220316",title:"50 Books published as part of IntechOpen and Knowledge Unlatched (KU) Collaboration"},{slug:"intechopen-joins-the-united-nations-sustainable-development-goals-publishers-compact-20221702",title:"IntechOpen joins the United Nations Sustainable Development Goals Publishers Compact"},{slug:"intechopen-signs-exclusive-representation-agreement-with-lsr-libros-servicios-y-representaciones-s-a-de-c-v-20211123",title:"IntechOpen Signs Exclusive Representation Agreement with LSR Libros Servicios y Representaciones S.A. de C.V"},{slug:"intechopen-expands-partnership-with-research4life-20211110",title:"IntechOpen Expands Partnership with Research4Life"},{slug:"introducing-intechopen-book-series-a-new-publishing-format-for-oa-books-20210915",title:"Introducing IntechOpen Book Series - A New Publishing Format for OA Books"}]},book:{item:{type:"book",id:"10991",leadTitle:null,fullTitle:"Digital Image Processing Applications",title:"Digital Image Processing Applications",subtitle:null,reviewType:"peer-reviewed",abstract:"Digital image processing can refer to a wide variety of techniques, concepts, and applications of different types of processing for different purposes. This book provides examples of digital image processing applications and presents recent research on processing concepts and techniques. Chapters cover such topics as image processing in medical physics, binarization, video processing, and more.",isbn:"978-1-83969-795-1",printIsbn:"978-1-83969-794-4",pdfIsbn:"978-1-83969-796-8",doi:"10.5772/intechopen.95685",price:119,priceEur:129,priceUsd:155,slug:"digital-image-processing-applications",numberOfPages:126,isOpenForSubmission:!1,isInWos:null,isInBkci:!1,hash:"e7e57bea225c50ab5ac522627afc9d93",bookSignature:"Paulo E. Ambrósio",publishedDate:"April 20th 2022",coverURL:"https://cdn.intechopen.com/books/images_new/10991.jpg",numberOfDownloads:521,numberOfWosCitations:0,numberOfCrossrefCitations:1,numberOfCrossrefCitationsByBook:0,numberOfDimensionsCitations:1,numberOfDimensionsCitationsByBook:0,hasAltmetrics:1,numberOfTotalCitations:2,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 15th 2021",dateEndSecondStepPublish:"May 13th 2021",dateEndThirdStepPublish:"July 12th 2021",dateEndFourthStepPublish:"September 30th 2021",dateEndFifthStepPublish:"November 29th 2021",currentStepOfPublishingProcess:5,indexedIn:"1,2,3,4,5,6,7",editedByType:"Edited by",kuFlag:!1,featuredMarkup:null,editors:[{id:"256064",title:"Dr.",name:"Paulo",middleName:"Eduardo",surname:"Ambrosio",slug:"paulo-ambrosio",fullName:"Paulo Ambrosio",profilePictureURL:"https://mts.intechopen.com/storage/users/256064/images/system/256064.png",biography:"Paulo E. Ambrósio has a Ph.D. in Medical Sciences from the Medical School of Ribeirão Preto, University of São Paulo (FMRP/USP), Brazil. He is currently an associate professor in the Department of Exact and Technological Sciences, State University of Santa Cruz (UESC); vice-director of the Center for Radiation Sciences and Technology (CPqCTR/UESC); and coordinator of the Special Committee on Computing Applied to Health, Brazilian Computer Society. His research interests include applied computing, with emphasis on health and biology, working mainly with pattern recognition, medical imaging, and computational modeling.",institutionString:"Universidade Estadual de Santa Cruz",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"1",totalChapterViews:"0",totalEditedBooks:"1",institution:{name:"Universidade Estadual de Santa Cruz",institutionURL:null,country:{name:"Brazil"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null,coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"601",title:"Digital Image Processing",slug:"numerical-analysis-and-scientific-computing-digital-image-processing"}],chapters:[{id:"80801",title:"Digital Image Processing and Its Application for Medical Physics and Biomedical Engineering Area",doi:"10.5772/intechopen.100619",slug:"digital-image-processing-and-its-application-for-medical-physics-and-biomedical-engineering-area",totalDownloads:28,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:1,abstract:"The proper use of imaging modalities produces an image that aids in the detection of early stage abnormalities such as cancer, the identification of small precise lesions, and the presentation of internal illustration. A high-quality image can help doctors, radiologists, medical physicists, biomedical engineers, and scientists to make important decisions on ameliorate treatment planning that can reduce cancer mortality rates and provide life-saving results. This chapter outlines the features, attributes, and processing techniques of various medical imaging modalities utilized in the fields of radiation therapy and biomedical engineering. This study highlighted the significance of image processing in medical physics and biomedical engineering, characteristics of mammography, computed tomography (CT), ultrasound, magnetic resonance imaging (MRI), and positron emission tomography (PET) images. With their advanced application, various image processing approaches are distinguished. Images are collected through the journal, useful websites, the internet, or other sources. That can help teachers, students, researchers, scientists, and others comprehend and learn how to apply image processing techniques and which techniques will suit which modalities image. This chapter will provide a clear understanding of image processing techniques for medical physics and biomedical engineering participants, as well as an abundance of learning opportunities.",signatures:"Nupur Karmaker",downloadPdfUrl:"/chapter/pdf-download/80801",previewPdfUrl:"/chapter/pdf-preview/80801",authors:[{id:"415856",title:"M.Sc.",name:"Nupur",surname:"Karmaker",slug:"nupur-karmaker",fullName:"Nupur Karmaker"}],corrections:null},{id:"78646",title:"Binarization Based on Maximum and Average Gray Values",doi:"10.5772/intechopen.99932",slug:"binarization-based-on-maximum-and-average-gray-values",totalDownloads:25,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Many image processing techniques use binarization for object detection in images, where the objects and background are well distinct by their brightness values, where, the threshold level is globally assigned, on the other hand, if it’s adaptive, the threshold level is locally calculated. In order to determine the optimal binarization threshold, from an image with the mean gray values and extreme gray values, exchanging the mean gray values relating to automatic analisis for a standard histogram equalization, which can evaluate a wide range of image features, even when the gray values in both the object of interest and background of the image are not uniform.",signatures:"Saúl Manuel Domínguez Nicolás",downloadPdfUrl:"/chapter/pdf-download/78646",previewPdfUrl:"/chapter/pdf-preview/78646",authors:[{id:"417827",title:"Dr.",name:"Saúl Manuel",surname:"Domínguez Nicolás",slug:"saul-manuel-dominguez-nicolas",fullName:"Saúl Manuel Domínguez Nicolás"}],corrections:null},{id:"78394",title:"Object Recognition and Tracking Using the Particle Estimator",doi:"10.5772/intechopen.99615",slug:"object-recognition-and-tracking-using-the-particle-estimator",totalDownloads:73,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"In this chapter we describe the particle estimators and its effectiveness for tracking objects in video sequences. The particles estimators are specifically advantageous in transition state models and measurements, especially when these are non-linear and not Gaussian. Once the target object to follow has been identified (in position and size) its main characteristics are obtained using algorithms such as FAST, SURF, BRIEF or ORB. As the particle estimator is a recursive Bayesian estimator, where observations update the probability of validating a hypothesis, that is, they use all the available information to reduce the amount of uncertainty present in an inference or decision problem. Therefore, the main characteristics of the object to follow are those that will determine the probability of validating the hypothesis in the particle estimator. Finally, as an example, the application of a particle estimator is described in a real case of tracking an object in a sequence of infrared images.",signatures:"Edgardo Comas and Adrián Stácul",downloadPdfUrl:"/chapter/pdf-download/78394",previewPdfUrl:"/chapter/pdf-preview/78394",authors:[{id:"417527",title:"Dr.Ing.",name:"Edgardo",surname:"Comas",slug:"edgardo-comas",fullName:"Edgardo Comas"},{id:"425888",title:"Dr.",name:"Adrián",surname:"Stácul",slug:"adrian-stacul",fullName:"Adrián Stácul"}],corrections:null},{id:"78265",title:"Performance Analysis of OpenCL and CUDA Programming Models for the High Efficiency Video Coding",doi:"10.5772/intechopen.99823",slug:"performance-analysis-of-opencl-and-cuda-programming-models-for-the-high-efficiency-video-coding",totalDownloads:120,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"In Motion estimation (ME), the block matching algorithms have a great potential of parallelism. This process of the best match is performed by computing the similarity for each block position inside the search area, using a similarity metric, such as Sum of Absolute Differences (SAD). It is used in the various steps of motion estimation algorithms. Moreover, it can be parallelized using Graphics Processing Unit (GPU) since the computation algorithm of each block pixels is similar, thus offering better results. In this work a fixed OpenCL code was performed firstly on several architectures as CPU and GPU, secondly a parallel GPU-implementation was proposed with CUDA and OpenCL for the SAD process using block of sizes from 4x4 to 64x64. A comparative study established between execution time on GPU on the same video sequence. The experimental results indicated that GPU OpenCL execution time was better than that of CUDA times with performance ratio that reached the double.",signatures:"Randa Khemiri, Soulef Bouaafia, Asma Bahba, Maha Nasr and Fatma Ezahra Sayadi",downloadPdfUrl:"/chapter/pdf-download/78265",previewPdfUrl:"/chapter/pdf-preview/78265",authors:[{id:"298629",title:"Dr.",name:"Randa",surname:"Khemiri",slug:"randa-khemiri",fullName:"Randa Khemiri"},{id:"304390",title:"Dr.",name:"Soulef",surname:"Bouaafia",slug:"soulef-bouaafia",fullName:"Soulef Bouaafia"},{id:"304391",title:"Dr.",name:"Fatma Ezahra",surname:"Sayadi",slug:"fatma-ezahra-sayadi",fullName:"Fatma Ezahra Sayadi"},{id:"426631",title:"Dr.",name:"Asma",surname:"Bahba",slug:"asma-bahba",fullName:"Asma Bahba"},{id:"426633",title:"Dr.",name:"Maha",surname:"Nasr",slug:"maha-nasr",fullName:"Maha Nasr"}],corrections:null},{id:"79240",title:"Weighted Module Linear Regression Classifications for Partially-Occluded Face Recognition",doi:"10.5772/intechopen.100621",slug:"weighted-module-linear-regression-classifications-for-partially-occluded-face-recognition",totalDownloads:139,totalCrossrefCites:1,totalDimensionsCites:1,hasAltmetrics:0,abstract:"Face images with partially-occluded areas create huge deteriorated problems for face recognition systems. Linear regression classification (LRC) is a simple and powerful approach for face recognition, of course, it cannot perform well under occlusion situations as well. By segmenting the face image into small subfaces, called modules, the LRC system could achieve some improvements by selecting the best non-occluded module for face classification. However, the recognition performance will be deteriorated due to the usage of the module, a small portion of the face image. We could further enhance the performance if we can properly identify the occluded modules and utilize all the non-occluded modules as many as possible. In this chapter, we first analyze the texture histogram (TH) of the module and then use the HT difference to measure its occlusion tendency. Thus, based on TH difference, we suggest a general concept of the weighted module face recognition to solve the occlusion problem. Thus, the weighted module linear regression classification method, called WMLRC-TH, is proposed for partially-occluded fact recognition. To evaluate the performances, the proposed WMLRC-TH method, which is tested on AR and FRGC2.0 face databases with several synthesized occlusions, is compared to the well-known face recognition methods and other robust face recognition methods. Experimental results show that the proposed method achieves the best performance for recognize occluded faces. Due to its simplicity in both training and testing phases, a face recognition system based on the WMLRC-TH method is realized on Android phones for fast recognition of occluded faces.",signatures:"Wei-Jong Yang, Cheng-Yu Lo, Pau-Choo Chung and Jar Ferr Yang",downloadPdfUrl:"/chapter/pdf-download/79240",previewPdfUrl:"/chapter/pdf-preview/79240",authors:[{id:"17726",title:"Prof.",name:"Pau-Choo",surname:"Chung",slug:"pau-choo-chung",fullName:"Pau-Choo Chung"},{id:"154856",title:"Prof.",name:"Jar-Ferr",surname:"Yang",slug:"jar-ferr-yang",fullName:"Jar-Ferr Yang"},{id:"418888",title:"Dr.",name:"Wei-Jong",surname:"Yang",slug:"wei-jong-yang",fullName:"Wei-Jong Yang"},{id:"419027",title:"Mr.",name:"Cheng-Yu",surname:"Lo",slug:"cheng-yu-lo",fullName:"Cheng-Yu Lo"}],corrections:null},{id:"77357",title:"Diffuse Optical Tomography System in Soft Tissue Tumor Detection",doi:"10.5772/intechopen.98708",slug:"diffuse-optical-tomography-system-in-soft-tissue-tumor-detection",totalDownloads:138,totalCrossrefCites:0,totalDimensionsCites:0,hasAltmetrics:0,abstract:"Topical review of recent trends in Modeling and Regularization methods of Diffuse Optical Tomography (DOT) system promotes the optimization of the forward and inverse modeling methods which provides a 3D cauterization at a faster rate of 40frames/second with the help of a laser torch as a hand-held device. Analytical, Numerical and Statistical methods are reviewed for forward and inverse models in an optical imaging modality. The advancement in computational methods is discussed for forward and inverse models along with Optimization techniques using Artificial Neural Networks (ANN), Genetic Algorithm (GA) and Artificial Neuro Fuzzy Inference System (ANFIS). The studies carried on optimization techniques offers better spatial resolution which improves quality and quantity of optical images used for morphological tissues comparable to breast and brain in Near Infrared (NIR) light. Forward problem is based on the location of sources and detectors solved statistically by Monte Carlo simulations. Inverse problem or closeness in optical image reconstruction is moderated by different regularization techniques to improve the spatial and temporal resolution. Compared to conventional methods the ANFIS structure of optimization for forward and inverse modeling provides early detection of Malignant and Benign tumor thus saves the patient from the mortality of the disease. The ANFIS technique integrated with hardware provides the dynamic 3D image acquisition with the help of NIR light at a rapid rate. Thereby the DOT system is used to continuously monitor the Oxy and Deoxyhemoglobin changes on the tissue oncology.",signatures:"Umamaheswari Kumarasamy, G.V. Shrichandran and A. Vedanth Srivatson",downloadPdfUrl:"/chapter/pdf-download/77357",previewPdfUrl:"/chapter/pdf-preview/77357",authors:[{id:"341865",title:"Dr.",name:"Umamaheswari",surname:"Kumarasamy",slug:"umamaheswari-kumarasamy",fullName:"Umamaheswari Kumarasamy"},{id:"420180",title:"Dr.",name:"G.V.",surname:"Shrichandran",slug:"g.v.-shrichandran",fullName:"G.V. Shrichandran"},{id:"420181",title:"Mr.",name:"A.",surname:"Vedanth Srivatson",slug:"a.-vedanth-srivatson",fullName:"A. 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There are two major types of AD: early-onset AD (EOAD), often linked with familial AD (FAD), and late-onset AD (LOAD), linked with sporadic AD (SAD). Familial EOAD represents 5–10% of all cases of AD and is associated with mutations in
Normal ageing results from natural maturational processes, whereas pathological ageing is related to non-normative factors such as disease or trauma to the brain. Ageing disproportionately affects frontal lobes [5]. Substantial overlap between ageing and neurodegeneration was demonstrated in several brain autopsy studies of aged people with no record of neurological diseases. These reports showed the presence of amyloid plaques, neurofibrillary tangles, Lewy bodies, inclusions of TAR DNA-binding protein 43 (TDP-43), synaptic dystrophy, and loss of neurons in most of ageing brains [6, 7]. However, unlike AD, pathological ageing usually lacks cognitive impairment despite similar senile plaque [8]. It was found that oxidative stress, commonly accompanying both ageing and AD, causes pathogenic conformational change of PS1 in neurons in vitro, which was followed by an increased ratio of Aβ42/40. It was further concluded that this conformational shift and deregulation of PS1 precedes Aβ deposition in pathological ageing [9]. These data demonstrated a direct connection between presenilins and PA. Presenilins contribute to brain pathology not only by deposition of toxic Aβ. Both PS1 and PS2 have been found to be involved in the regulation of apoptosis in neurons induced by trophic withdrawal or Aβ and via Jun Kinase pathway, respectively [10]. What is more, the role of presenilins in the progression of AD and PA is underlined by their numerous functions in the adult cerebral cortex functions, including maintenance of synaptic plasticity, long-term memory, and neuronal survival, which are critical for normal ageing, healthy brain, and cognitive ability [11].
Summarizing, presenilin functions can be controlled at different cellular levels, that is, (1) gene architecture, together with the influence of damaging genetic variants, in
Presenilins 1 and 2 are encoded by homologous genes
Transcriptional regulation of presenilins might have an implication in AD and PA pathogenesis. Promoters of
Structurally, PS1 and PS2 are integral membrane proteins of 467 and 448 amino acids, respectively [14, 15]. The homology between PS1 and PS2 is about 67%, with the highest similarity in transmembrane domains (TMDs). PS1 and PS2 comprise nine TM, among them TM1-6 are located at N′-terminal and TM7-9 at the C′-terminal. The catalytic centre with aspartate residues is located at the cytoplasmic side of TM6 and TM7, forming large hydrophilic loop (HL) [14]. Presenilins are activated by endoproteolysis yielding N′-terminal and C′-terminal portions. Endoproteolytical cleavage of PS1 occurs at HL, with the predominant cleavage site between amino acids 291 and 292, generating 28 kDa N′-terminal and 17 kDa C′-terminal fragments [23]. Similarly, PS2 is endoproteolytically cleaved into 35 kDa N′-terminal and 20 kDa C′-terminal fragment [24]. The most common mutations of presenilins occur in gene portion encoding C′-terminal, containing proline, alanine and leucin residues, and are usually loss of function for presenilins [25]. Due to protein structure complexity, presenilins interact with different partners, which will be
Presenilins are ubiquitously expressed, with some tissue-specific differences. Generally,
Presenilins are aspartyl proteases and constitute a subunit of γ-secretase complex involved in the processing of APP and producing various Aβ peptides (
Receptor tyrosine-protein kinase erbB-4 (ErbB4) processing by presenilins leads to enhanced spine formation through activation of Rac signalling [31]. Furthermore, presenilin-dependent cleavage of ErbB4 interplay is crucial for signal transduction during cells maturation [32]. Importantly, ErbB4 is involved in EGF/neuregulin signalling crucial for cell proliferation, differentiation, apoptosis, oligodendrocyte maturation, angiogenesis, synapse formation, LTP, and nerves myelination [33]. Another presenilin substrate of great biological importance is E-cadherin, which misprocessing affects transcriptionally regulated genes downstream of E-cadherin, involved in cell adhesion [34]. Next to that, glutamate receptor proteolysis performed by γ-secretase complex was found to be crucial for synaptic transmission [35]. Furthermore, VEGF receptor proteolysis and phosphorylation controlled by presenilins were reported to be important for angiogenesis, what could have further consequences in damages of brain areas by interfering with oxygen and energy supply [36]. Presenilin substrates selection is also a way of modulation of cell signalling and processing of presenilins’ substrates regulated by the γ-secretase substrate-recruiting factors (γSSRFs) [37]. This establishes a complex signalling network of the process important in brain, thus in PA and AD.
Summarizing, presenilin biological functions and resultant interactome are not merely attributed to the γ-secretase activity and APP processing. Diversity of presenilin substrates is reflected by numerous biological implications including postsynaptic Ca2+ signalling, synaptogenesis, neurites outgrowth, lipid metabolism, cell adhesion, axon guidance, cell growth, regulation of dendritic spines, angiogenesis, LTP or glutamate synaptic transmission [30 (Tables 1 and 2), 38, 39]. In this regard, the amyloid cascade is complemented with the above-listed processes disturbed in AD. Similarly, pathological ageing is manifested by a loss of protein homeostasis, DNA damage, lysosomal dysfunction, epigenetic changes, immune deregulation, or disturbed calcium homeostasis [6]. Altogether, AD and PA might result from presenilin-dependent processes or presenilins’ interactomes.
Aβ peptides are generated from amyloid β-precursor protein (APP) by enzymatic digestion involving the activity of α-, β- and γ-secretases. Amyloidogenic cleavage of APP is started by β-secretase, which generates a 100-kDa-soluble N-terminal fragment and membrane-bound 12-kDa C-terminal fragment (C99), which is further cleaved by γ-secretase, yielding the APP intracellular domain (AICD) and 40, 42, up to 56 amino acids Aβ peptides. C99 cleavage by γ-secretase is inaccurate and results in numerous different Aβ species, but those ending at position 40 (Aβ1-40) are the most abundant and considered as physiological (~80–90%), followed by less abundant but toxic 42 (Aβ1–42, ~5–10%). The second cleavage, which takes place within the hydrophobic transmembrane domain (TMD) and is regulated by intramembrane proteolysis (RIP), has been attributed to the γ-secretase complex with presenilins, as the catalytic component. The γ-secretase is a membrane-bound protease complex consisting of four components: nicastrin, anterior pharynx-defective 1 (APH-1) and presenilin enhancer 2 (PEN-2) and presenilin (1 or 2) forming aspartyl protease subunit and activity centre of the complex [40, 41].
As mentioned above, PA patients are characterized by the presence of amyloid deposits. However, PA is manifested by fewer-cored plaques and there is little or no neuritic pathology or neurofibrillary tangles in the cortex. Moreover, the species of Aβ peptides in PA differs from AD brains. It has been demonstrated that Aβ1–40 levels were 20-fold higher in AD brains compared to PA brains, whereas Aβ1–42 levels were only twofold higher [42]. Overall, several studies suggested quantitative and qualitative differences in the amyloid deposits between PA and AD brains [43]. It can be concluded that a wide spectrum of harmful effects of Aβ species, peptides, oligomers or plaques coincides with the disturbed presenilin signalling. These data demonstrate both common and different mechanisms of AD and PA, with the contribution presenilin, whose functions influence qualitative and quantitative status of amyloid.
Numerous studies have been conducted in order to identify proteins interacting with PS1 and PS2. Majority of these studies have focused on the key signalling cascades specific for AD, as well as for PA, that is, oxidative stress, generation of free radicals or inflammatory processes. The best studied presenilin partners are components of γ-secretase complex (nicastrin, APH-1 and PEN-2), presenilin substrates (APP, Notch) and proteins involved in a regulation of cell death, calcium homeostasis and cell adhesion. It should be stressed that the knowledge on full PS interactome is crucial for more detailed definition of the pathomechanisms of AD and PA, and further studies are needed to complement this image.
Direct partners of presenilins are the components of the γ-secretase complex, namely nicastrin, APH-1 and PEN-2 [44]. Nicastrin associates with the complex comprising PS1-C′ terminal and APH-1 [45]. Nicastrin is required for the assembly of presenilin complexes to mediate Notch signalling and for processing and trafficking of β-amyloid precursor protein and thus plays a role in amyloid plaque formation [46]. Proper signalling between presenilin and nicastrin is important not only for processing of APP and accumulation of Aβ peptides but also for synaptic plasticity [47]. The next component of γ-secretase complex is PEN-2, a membrane protein with two predicted transmembrane domains, both N′ and C′ terminals are in extracellular space and with hydrophilic cytosolic loop [48]. PEN-2 binds to the fourth transmembrane domain of PS and helps to stabilize the γ-secretase complex after PS endoproteolysis [49]. Together with APH-1, PEN-2 is indispensable for Notch signalling [50], exhibiting thus similar properties like nicastrin. Importantly, mutations in TM4 reduced PS1-PEN-2 interaction which was further accompanied by an increased Aβ42 production and disrupted the endoplasmic reticulum calcium homeostasis [51]. The final component of γ-secretase complex is APH-1, a protein composed of seven transmembranes with N-terminus and large loops at cytosolic side [52]. APH-1 contains a conserved GXXXG motif that may be involved in interactions with other subunits of the complex [53]. APH-1 together with nicastrin forms a stable complex that constitutes a scaffold prior to the generation of the full presenilin complex [54]. APH-1 directly interacts with both immature and mature forms of the presenilins and nicastrin and this is indispensable for γ-secretase activity [55]. According to that described above, presenilin biological functions are regulated by complex assembly.
The γ-secretase complex was found in mitochondria [56]. Since Aβ is not a substrate for mitochondrial γ-secretase complex, its mitochondrial implication may be related to cell death signalling, switching between necrosis and apoptosis depending on ATP levels [56]. Moreover, PS2 was found to modulate ER-mitochondria juxtaposition and interactions, and that was enhanced in the case of PS2 mutations [57]. In detail, the components of γ-secretase complex were found in mitochondria‐associated ER membranes (MAMs) with lipid raft‐like domain [58]. Mutations in presenilin 1 were found to impair the IP3 receptor- and voltage-dependent calcium transport, as well as Ca2+-dependent mitochondrial proteins transport, and this was followed by a mitochondrial dysfunction, reduced patients’ motor coordination and Aβ aggregation with ultimate dementia [59]. Presenilin 1 was found to interact with mitochondrial intramembrane cleaving protease, called presenilin-associated rhomboid-like protein (PARL), which could promote changes in mitochondrial morphology [60]. Next to mitochondrial membrane residing proteins, presenilins interact with immunophilin FKBP38 forming macromolecular complexes, which promoted anti-apoptotic protein Bcl-2 sequestration into endoplasmic reticulum and Golgi apparatus compartments [61]. Importantly, AD-linked presenilin mutants enhanced the pro-apoptotic activity by reducing levels of mitochondrial Bcl-2 [62]. In the light of above, presenilins and other elements of the γ-secretase complex located in mitochondria establish a novel type of cellular signalling and interacting network.
Hypoxia-inducible factor 1α (Hif-1α), which upregulates γ-secretase activity, was recently identified as PSs partner [63]. Hif-1α is related to ubiquitin-mediated proteolysis, induction of angiogenesis, inflammation or increase of vascular tone. Villa et al. [63] showed that Hif-1α acts as a subunit of γ-secretase activity, which is distinct from its canonical role as a transcription factor. Moreover, hypoxia-induced cell invasion and metastasis were improved by either γ-secretase inhibitors or a dominant-negative Notch coactivator, indicating essential role of γ-secretase/Notch signalling [63]. These data provided the molecular mechanism for an increased incidence of AD and PA following cerebral ischaemic injuries and strokes [64]. In addition, cells lacking presenilin 1 were characterized by an impaired induction of HIF-1α in response to hypoxia. Furthermore, presenilin 1 and HIF-1α physical interaction may protect HIF-1α from degradation through proteasome. Additionally, M146V Psen1 mutation impaired metabolic induction of HIF-1α [65]. These data suggest that PS1 regulates the induction of HIF-1α.
Tetraspanin-enriched microdomains (TEMs) consist of proteins and lipids crucial for coordination of many biological processes, including cell adhesion, proteolysis, cell motility or sorting to exosomes [66]. A series of proteins transiently interacting with the γ-secretase complex were found in TEM network. Moreover, the disruption of TEM inhibited Aβ production [67]. The study of Wakabayashi and co-workers showed an interaction of γ-secretase complex with tetraspanin proteins, that is, CD81, Upk1b and CD9 and cell surface immunoglobulin superfamily proteins EWI-2 and EWI-F [67]. Another research evidenced that the association of TEM with γ-secretase complex is needed for an enhancement of its proteolytic activity [68]. These data also confirmed a localization of γ-secretase in the raft-like domains [69]. All the above studies revealed that the integrity of tetraspanin microdomains is crucial for presenilins and γ-secretase signalling. In addition to TEM, presenilin complex and its interactive network were shown to be located predominantly in a specialized sub-compartment of ER, spatially and biochemically connected to mitochondria, called mitochondria-associated ER membranes (MAMs). MAM is a lipid raft-like structure, enriched in anionic phospholipids, cholesterol and sphingomyelin. MAM is involved in cholesterol and phospholipid metabolism, calcium homeostasis and in mitochondrial function and dynamics. MAM function was altered and ER–mitochondrial connectivity is significantly increased in AD. The authors of these findings proposed the “MAM-AD hypothesis” with a central role of ER–mitochondrial-presenilin network in AD pathogenesis [70]. Schon and Area-Gomez [71] reported a large list of genes encoded in MAM, including genes involved in the regulation of apoptosis process, maintenance of calcium signalling, inflammatory response (formation of inflammasomes) or protein ubiquitination. In addition, they discovered that a MAM function in cholesteryl ester and phospholipid synthesis was overactive in AD. According to Schon and Area-Gomez [71], MAM is an unexplored research area, and its importance is vastly underestimated in brain pathology, both AD and PA.
The large list of molecular partners of presenilins supports their extended significance in AD and PA. Testing whole presenilin interactome, instead of selected signalling pathway, is highly recommended due to the fact that any brain pathologies are extremely complex diseases, where causative and susceptibility genes are highly interconnected [72]. Novel PSEN-related genes were discovered through high-throughput immunoaffinity (co-IP and pull-down) studies [73, 74]. Novel findings on PS1 partners involved ST13, GCDH, ECSIT and CDC37 proteins, and novel PS2 partners were PDCD4, DYNC1H1 and ECSIT. These interactions together with the already known might provide a novel and holistic insight into the molecular pathways interconnection underlying various brain pathologies. Soler-López and co-workers also indicated and confirmed a physical connection between apolipoprotein E (APOE) and PS1 [73, 74]. Direct evidence on APOE and PS1 binding provided a novel insight into the pathogenic role of APOE as a regulator of PS1 in APP cleavage. Furthermore, Soler-López et al. also confirmed an interaction between PS1 and PS2, previously suggested to cooperate as part of the γ-secretase complex in APP cleavage [73, 74]. The direct binding of APP with both PS1 and PS2, confirmed by co-IP, had been previously suggested [75]. These results provided a fresh perspective on the possible functions of presenilin in the process of brain degeneration in AD or PA.
Furthermore, the interaction of presenilin with ECSIT components (evolutionarily conserved signalling intermediates in Toll pathway) could constitute a molecular link between oxidative stress, inflammation and mitochondrial dysfunction in AD. Supporting the idea of the implication of presenilins’ interactome in oxidative stress response, another component of redox signalling, glutaryl-CoA dehydrogenase (GCDH), also interacts with PS. Moreover, the association of ECSIT with APOE was shown to bind Aβ in its oxidized form Ref. [76]. Another novel example of presenilin interaction partners is the member of the tumour necrosis factor receptor-associated factor (TRAF) family. More precisely, presenilin full-length holo-proteins were suggested to be novel substrates of TRAF6-mediated Lysine-63-linked ubiquitination. Furthermore, TRAF6 induced PS1 gene transcription in a JNK-dependent manner. Notably, TRAF6-mediated ubiquitination of presenilin did not affect γ-secretase enzyme activity, but likely regulated presenilin function in calcium signalling. TRAF6 deficiency coincided with reduced PS1 ubiquitination, protein levels and Ca2+ leakage from ER, suggesting that ubiquitination may be an important regulatory post-translational modification of presenilin function [77]. On the other hand, TRAF6 is involved in nerve growth factor (NGF)-dependent phosphorylation, ubiquitination and association of tropomyosin receptor kinase A (TrkA) with p75NTR, thereby promoting cell survival and differentiation. Under pathological conditions in AD or PA, pro-NGF stimulation can lead to nitrosylation of TrkA, thereby impairing its ubiquitination and downstream signalling which results in apoptosis [78]. In addition, presenilin ubiquitination was shown to be controlled by ubiquilin 1. In detail, ubiquilin 1 promoted the formation of PS1-positive aggregosomes [79, 80]. Furthermore, PS1 ubiquitination was found to demand Cdc4 component of the SCF ubiquitin E2-E3 ligase complex (Skp1-Cdc53/CUL1-F-box protein) and formation of this complex was followed by an increase in Aβ production [81]. Overall, the above-described scientific reports present a large spectrum and different aspects of presenilin interactome, important for brain functions thus implemented in brain pathological ageing or degeneration.
One of the most important pathologies of brain degeneration or pathological ageing is disturbed synaptic transmission. It is believed that the impairment of synaptic function accounts for pathological ageing or degeneration independently on SP deposition. Recently, presenilins were proposed to participate in neurotransmitter release in the γ-secretase function-independent manner. It was reported that presenilins are essential for regulating neurotransmitter release like glutamate, and its inhibition is mediated by a depletion of ER Ca2+ storage and a block of intracellular Ca2+ release [82]. Importantly, PS1 knockout and PS1-M146V neurons did not exhibit synaptic strengths. On the other hand, synaptic activity was found to modulate PS1 activity and Aβ40/42 ratio via altering PS1 conformation [83]. Additionally, it has recently been demonstrated that the interaction of PS1 with synaptic vesicle-associated protein, synaptotagmin 1 (Syt1), implicated novel synaptic functions of PS1, and both proteins modulated each other’s functions in neurons via direct activity-triggered interaction, and the PS1-Syt1 complexes were crucial for exocytosis at the synapses and safeguarding of PS1 conformation [84]. Overall, mounting evidence points to a role of presenilins in synaptic transmission. It is clear that the interplay between presenilins and synaptic activity could originate from presenilins γ-secretase activity.
PS1 and PS2 can exhibit distinct from γ-secretase activities [85]. For instance, it has been demonstrated that autophagy and lysosomal proteolysis required presenilin 1 [86], as well as presenilin 2 through a γ-secretase-independent mechanism [87]. Further detailed analyses revealed novel interactions of the γ-secretase core complex with a molecular machinery targeting synaptic vesicles to cellular membranes, and with the H+-transporting lysosomal ATPase macrocomplex [88]. Importantly, lysosomal dysfunction is also associated with many age-related pathologies like Parkinson’s and Alzheimer’s disease, as well as with a decline in lifespan. Conversely, targeting lysosomal functional capacity is emerging as a means to promote longevity [89]. Another example of γ-secretase-independent interaction is the catenin/cadherin network that was almost exclusively found associated with PS1. In detail, catenin α2, catenin β1 and plakophilin 4, as well as the cadherins 2 and 11, were repeatedly and strongly enriched in the PS1-specific sample [90]. On the other hand, an intramembrane protease, signal peptide peptidase (SPP), predominantly co-purified with PS2-containing γ-secretase complexes and was observed to influence Aβ production [90]. Another interesting interaction was found between PS2 and DREAM protein [91]. The Ca2+-binding protein DREAM regulates gene transcription and activity of potassium channels in neurons. DREAM interaction with PS2 might have implication in the regulation of the Ca2+ content in endoplasmic reticulum. The transient co-expression of DREAM and presenilin 2 potentiated the decrease of endoplasmic reticulum Ca2+ observed in presenilin-overexpressing cells. This could be due to a direct effect of DREAM on presenilin 2 as the two proteins interacted in a Ca2+-independent fashion. Finally, an example of an interaction unique to PS2 is the DRAL protein. DRAL is an LIM-only protein containing four LIM domains and an N-terminal half LIM domain. The PS2-DRAL interaction was confirmed using yeast two-hybrid and immunoaffinity studies, suggesting that DRAL functioned as an adaptor protein that links PS2 to an intracellular signalling [92]. This paragraph outlines the differences between PS1 and PS2, and cautions against correct attributing of a given interactome with disease phenotype.
The above-presented insight on the presenilins’ interactome provides important information about the background of pathological ageing and neurodegeneration. Nevertheless, the protein interactome is still only a small fragment recognized by the systemic biology. Thus, there is a need to integrate interactome data with other high-throughput data. The importance of integration of different parts of biological systems is stressed by the fact of becoming an ageing society. Undoubtedly, the ageing is one of the major risk factors for various diseases, ranging from cancer, cardiovascular diseases, type 2 diabetes (T2D) and ending with Alzheimer’s disease. This creates a long list of ageing-related diseases (ARDs). In this regard, a recognition of the whole functional network linking ageing and ARD becomes one of the key tasks of current medical science. In the era of
Overall, ADs or PAs are systemic diseases based on the interplay of several cellular networks. Thus, it should be noted that conducting the research only on individual protein factors, as the studies on presenilins and processing of APP, is only a part of the holistic homeostatic insight on these pathological states and such comprehensive approach is still missing in the discussion. Due to wide-range nature of ageing and degeneration process, the conducted studies should be more non-deterministic, without a concrete causation and particular trigger (gene, protein pathway). The holistic approach should include the response to DNA repair with cell cycle and genome integrity checkpoints, proteostasis, unfolded protein response, protein-folding chaperone networks, ER-associated degradation/ubiquitin proteasome system, endo-lysosomal network, autophagy, inflammatory response and other stress-response networks. This can be accomplished by integration of various omics data and can be fulfilled when supported by latest methods and research approaches including next-generation sequencing, modern neuroimaging or high-throughput computational bioinformatic studies. Complexity and multi-level nature of the network of genes, proteins, their interactomes and relationships with ageing-related disease processes present in both AD and PA have been reported in several recent review papers [94, 98, 105–107]. This and other reviews underline the importance of the integration of different biological data provided for the process of brain degeneration, in both PA and AD, and other neurodegeneration disorders with dementia.
The aim of the future will be to develop an accurate map of omic data of the ageing process. This is associated with the problem of collection of the samples for multiomics data from a human across lifespan. Second, the factors that can be a source of a noise in the omic data should be identified, including information on the ethnicity, personal immunological history or parameters of lifestyle (dietary habits, physical activity and microbiological status). Comprehensive of integrative interactomics of (epi)gene-protein-pathways axis would demand more advanced and consolidated computational, mathematical and bioinformatic tools. These methods should integrate the data obtained with a use of various methodological approaches and engines, from different biological range and integrate the statistical power for all of them. Further aspects, which require to be consolidated or demand additional computational approaches, are related to the source material (tissues and cells) used for omics analyses. These and other criteria must be met to be able to pinpoint the cause and prevent a decline in cognitive skills, so important in everyone’s life.
Neurodegeneration in AD or PA is a multiparametrical process. Thus, there is a need of not only for an establishment of the most complete genetic background but also to pinpoint the functional implications of this knowledge. Despite strong efforts of the recent research, based mostly on modern technologies, including GWAS and WES, it is still a largely unknown domain. It is very likely that expanding the interactomes PS1 and PS2 will help to emerge the complex biological processes accompanying processing of many substrates of presenilins. The broad spectrum of γ-secretase substrates and interacting proteins has invoked the analogy to γ-secretase ‘secretosome’ or ‘proteasome of the membrane’. The complexity of the interactome of presenilin 1 is implicated in a number of molecular functions, manifested in different cell components and implicated in a variety of biological processes, crucial for Alzheimer’s disease and pathological ageing, and is depicted in a schematic presentation of this chapter (Figure 1). Additionally, it is important to take into account environmental factors, for example, psychological circumstances might affect gene expression profile via epigenetical mechanisms, and thus presenilins interacting network, with further functional implications. In conclusion, the understanding of existing genetic mechanisms together with presenilin functions leading to brain degeneration in AD or PA is crucial for better understanding of molecular bases of these pathologies and facing them in the future.
The interactome of presenilin 1 in Alzheimer’s disease and in pathological ageing. Presenilin 1 interactome was generated using Ingenuity Pathway Analysis software (www.ingenuity.com). Presenilin 1 interactome is implicated in a number of molecular functions, cell components and biological processes of presenilin 1, according to GeneCards®: The Human Gene Database. Presenilin 1 interaction network with its functional consequences are crucial both for Alzheimer’s disease and for pathological ageing brains.
This work was supported by the National Science Centre (Poland) grant ‘SONATA6’ no. G1119-2013/09/D/NZ3/01348 and by Statutory Grant of Mossakowki Medical Research Centre from Ministry of Science and Higher Education.
One of the most striking characteristics of human beings is the diversities. Different ways of being, thinking and existing, different needs, world views, ethical positions mark the relationships between people. In this sense, interpersonal conflicts are understood as tension that involves different interests or positions, are inherent to human relationships, and are present in various social organizations, among them, the school.
The school as microcosms of society brings together different views of the world, different ways of being, thinking, and living, thus becoming a space for representing social differences and being a place where different conflicts occur daily. Dealing with this situation type requires learning and that is why teachers need training in conflict management so that they can correctly manage the classroom conflicts and educate also your students for conflict management.
Recognizing that the school is an organization that brings together social diversity and adopting as an assumption that interpersonal conflicts are inherent to human relationships, we define the school conflicts as this chapter theme. In this sense, this chapter addresses school conflicts with a focus on classroom conflicts in the teacher-student relationship. In the first part, a brief reference is made to the conflict. This is followed by a review of the bibliography on school/classroom conflict causes.
Due to its intrinsic characteristics, school is a favorable medium for conflict situations development. So, the conflict in the education system can be seen from the dialectic between the macrostructure of the education system, the general policies oriented towards it, and the management processes that prevail in each school [1].
The conflict presents formative possibilities, since the perception of the differences existing between people/or groups and their needs, values, ideas, and different ways of living are essential to a democratic society [2]. In this sense, it is important to enhance positive conflict characteristics and reduce the negative ones. So, the difficulty in resolving conflicts is largely due to the difficulties existing between those involved in the conflict to be able to communicate effectively. Therefore, the constructive and educational potential of conflicts depends largely on the skills of those involved. Thus, knowing how to communicate, and respecting the rights of others and existing differences are essential for conflicts to revert to social and human development benefits.
The concern with improving coexistence in schools, centred on the conflict variable, is addressed in different studies, whose objectives mark both understanding the school conflict [3, 4, 5, 6], as well as preventing its occurrence [7]. Since it is impossible to eliminate school conflicts, it is essential and urgent to reduce their intensity, duration, and severity, so that the teaching and learning process is not harmed. In this sense, this chapter addresses also the strategies used to manage classroom conflict, and some examples of programs that work these skills on teachers and students.
The conflict is defined and classified from different perspectives, and its definition can differ, in context, process, intervention, and study areas [1, 8]. Conflict is a phenomenon of incompatibility between individuals or groups with irreconcilable ends and/or values between them, considering it a social process [1]. For this author, four elements are present and must be addressed in all conflicts: the causes that give rise to it; the conflict protagonists; the process and the way the protagonists face the conflict; and the context in which it occurs. In turn, Chrispino [9] understands conflict as to any divergent opinion or a different way of seeing or interpreting an event, that is, the conflict originates in the difference of interests, desires, aspirations, or positions between individuals. He adds that conflicts can arise from difficulties in communication and assertiveness.
In this way, we can say that there is a conflict when two or more people interact with each other and perceive incompatible differences, or threats to their resources, needs, or values and when they respond according to what was perceived, then the ideal conditions for conflict are created. The conflict intensity, duration, or severity can then increase or decrease depending on the strategies used to resolve it. Regardless of the different conflict definitions, there is no conflict if the individuals involved are not aware of its existence. This conclusion is consensual to the majority of the definition proposals and to the attempts to conceptualize the conflict found in the specialized literature.
In addition to different conflict definitions, there are also different proposals for classifying it. Concerning the different conflict classification [8, 10, 11] the emphasis is placed on the theoretical proposals of [8, 11]. Conflicts can be classified into five different types: structural, value, relationship, interest, and data [11]. In structural conflicts, causes are associated with unequal control situations, possession or resource distribution, unequal power, and authority, geographical, physical, or environmental factors that prevent cooperation and time pressures. In value conflicts, it highlights situations of opposing ideas or behaviors, different ways of life, ideology, or religion. Relationship conflicts are caused by strong emotions, misperceptions or stereotypes, inadequate or deficient communication, and negative and/or repetitive behaviors. The causes of interest conflicts are perceived or real competition over fundamental interests (content), procedural interests, and psychological interests. Finally, about data conflicts, [11] highlights the lack of information or wrong information, different points of view on what is important, different data interpretations, and different assessment procedures.
In turn, Torrego [8] presents a typology that seems to reflect the type of school conflicts: relationship-communication conflicts; interest/needs conflicts; and preferences, values, and beliefs conflicts. As for the relationship-communication conflicts, it cannot be said that there is a concrete cause that justifies their appearance, however, it appears as a result of the relationship deterioration itself. As such, aggressions, struggles, offenses, defamations, rumors, humiliations, misunderstandings are part of this type of conflict, but also perception conflicts, because, despite the conflict reality being only one, this fact does not invalidate that those involved have their view of it. Interest or needs conflicts usually occur when one party considers that it will only be able to satisfy its needs/interests if the other gives in to theirs. This conflict type can include those that stem from disagreement about how to perform jobs or tasks and those that result from the need felt by one of the parties to own or be coerced into giving in: objects, time, space, or any type of appeal. Finally, preferences, values, and beliefs conflicts result when these systems are discordant or viewed as such by those involved in the conflict. However, this conflict type can be resolved if the parties identify higher values common to both.
It is important to say that the conflict constructive paradigm indicates that the conflict has positive and negative aspects, advantages, and disadvantages. This new model is opposed to the classic model and indicates that moderate levels of conflict are perceived as positive [12]. The conflict effects are positive, when they are well managed, to establish more cooperative relations and seek to reach an integrated solution, for the benefit of those involved in the conflict [10]. In any organization, the existence of low levels of conflict leaves the organization vulnerable to stagnation, to making impoverished decisions, even to the lack of effectiveness; on the other hand, having too much conflict leads the organization directly into chaos.
Given the above, we can say that conflicts are inherent to human relationships since human beings are characterized by diversity. The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts.
The school is a society microsystem, in which are reflected constant changes. Thus, one of the most important school functions is to prepare students, teachers, and parents to live and overcome the difficulties of a world full of rapid changes and interpersonal conflicts, contributing to the development process of each individual. For being a society microsystem and bringing together different ways of life, thinking, feeling, relationship, constitutes a space conducive to interpersonal conflicts.
School conflict is defined as the disagreement between individuals or groups regarding ideas, interests, principles, and values within the school community, perceiving the parties their interests as excluded, although they may not be [13], being that the most frequent school conflicts occur in the relations between student–student and between student-teacher [14].
Conflicts in the school can be classified according to their causes and those involved. For Martinez [15], the conflicts between teachers are mainly caused by lack of communication, personal interests, previous conflicts, issues of power, or political and ideological differences. This author indicates that conflicts between students and teachers, as they happen due to the lack of understanding of the teacher’s explanation, due to arbitrary grades and divergence in the evaluation criteria, lack of didactic material, discrimination, disinterest in the study material, and because the students are ears. In turn, conflicts between students can arise due to misunderstandings, fights, the rivalry between groups, discrimination, bullying, use of spaces and assets, dating, sexual harassment, loss or damage of school assets, diverse elections, travel, and parties. Conflicts between parents, teachers, and administrators can arise due to aggressions that occurred between students and between teachers, due to the loss of work material, problems in the school canteen or similar, lack of teachers, lack of pedagogical assistance by teachers, evaluation, approval and disapproval criteria, failure to meet bureaucratic and administrative requirements of management [15].
From the literature review, it is possible to infer and highlight the different causes pointed to the school conflict. Participating teachers in the Göksoy and Argon [16] study indicate as causes for school conflict: the communication failures, personal, political/ideological, and organizational causes.
With a very similar rating, Jares [1] indicates four main causes: ideological-scientific, related to different pedagogical, ideological, and organizational options, and the type of school culture or cultures that coexist; power causes, related to organization control, professional promotion, access to resources and decision making; causes of structure, related to the ambiguity of objectives and functions, organizational fragility, organizational and variable contexts; and personal and interpersonal causes, related to self-esteem, security, professional dissatisfaction, and communication. Also, Burguet [17] points out as possible causes for the school conflict in the school’s organizational structure.
In this sequence, and given the increase in school conflicts, Ibarra [18] recognizes as school conflict causes: the increase in compulsory schooling, the increase in the number of students per class, teachers perceive a progressive decline in their authority about students, and students are less likely to comply with certain rules and limits, which results in conflict situations. Regarding the increase in compulsory education, this leads to a greater number of unmotivated and undisciplined students, which implies an increase in school conflict. Likewise, the increase in the number of students per class, without increasing the facilities or associated conditions, increases the conflict occurrence, because of their negative changes in the physical and psychological environment, in overcrowded classrooms, with a lack of space for practical and collaborative activities.
In addressing interpersonal relationships in schools cannot neglect family background. When dealing with interpersonal relationships in the school context, it is necessary to take into account the family reality of each student, since the family interpersonal relationships have a strong connection with the school conflict [19]. Distinguished authors indicate that school conflict situations often have their genesis at the family level [17, 20] since they are the most deprived families, where alcoholism, domestic violence, and unemployment problems occur, being that all these violence and incivilities manifestations that arise in the students’ lives are transported to school. Burguet [17] points the dismissal of families as educational agents. This author highlights the overprotection with a sense of guilt for not dedicating more time to children, the experience of fatherhood as a “burden” of those who educate in aggressiveness, and the criticisms of parents, and society itself, to teachers, instigates conflicts. In other words, the role of the family often does not seem to offer a good foundation in the education of young people, which is reflected in their behavior in the processes of interaction at school. As Berkowitz [20] indicates, many of the interaction problems originate in the family, and the student reproduces the behaviors he learns with his parents.
It should be noted that the context experienced by the Covid-19 pandemic has a greater impact on students from poorer families. The situation of these most vulnerable students was a problem whose dimension grew with online classes, as they encountered immense barriers and lack of support for quality education during confinement. Thus, students who before the pandemic were unmotivated and presented conflicting behaviors at school should be the target of more support during this pandemic phase, to minimize the conflicting behaviors. It should also be noted that although family-school relationships are extremely important for students’ learning and development, family participation in school is not always satisfactory.
So, the family and the school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with school conflicts positively is essential for the development of healthy relationships.
Another cause of school conflicts is pointed to society and the values it conveys, Burguet [17] points to the example of social communication, which encourages violence through violent programs, broadcasting news with prejudiced and conflicting messages. All of these situations enhance the conflicting attitudes of children and young people, which are reflected in school behaviors.
The school builds a social interface favorable to involvement, where conflicts proliferate in the educational process complexity, being common and daily in classes. Thus, in the classroom different types of conflict occur, being a challenge for most teachers to know how to face, manage, and resolve these conflicts [7].
Teachers often perceive conflicts as indiscipline, violence, disrespect, and like all situations threatening his authority, and inexperienced and experienced teachers emphasize the teacher-student conflict as a frequent situation in difficult classes [21]. In this context, Silva and Flores [19] refer to the negative effect that these situations have on attainment and student motivation, so it is urgent to find solutions to avoid or mitigate such effects.
The classroom coexistence problems are mainly related to social and pedagogical changes [22]. In this sequence, there are several conflict situations that teachers can face during classes. Some of those indicated by the teachers are, namely: the student’s presence that did not focus on activities; students with serious learning and communication difficulties; students groups who do classroom not work and maintain an aggressive and provocative attitude; students with destructive attitudes towards school material, theirs and/or colleagues, as well as aggressive and violent attitudes towards colleagues and teachers; apathetic students, who do not show classes enthusiasm; and in extreme situations, students who take and display instruments in the class that can be used as weapons, in an attitude of defiance to the teacher [23].
Given the increase in the classroom conflicts, multiple causes, which include a combination of external and internal factors in the school environment, are indicated, such as the increase in compulsory education, the increase in students per class, the progressive decline in the teacher’s authority about students, and students are less likely to comply with rules and limits, which results in conflict [18]. The increase in the year of schooling also leads to greater difficulties in living and learning in the classroom, and older age student’s groups consider themselves inserted in an educational system that sometimes does not respond to their needs and some of them consider not be essential to your life. So, the increase in compulsory education leads to a greater number of dissatisfied, unmotivated, and undisciplined students. Likewise, the increase in students per class, without increasing the facilities or associated conditions, negatively affects the psychological environment in overcrowded classrooms, with a lack of space for practical and collaborative activities. In turn, the progressive decline in teacher authority in relation to students and students are less likely to comply with certain rules and limits, results in conflicts in the classroom.
Conflicts in the teacher-student relationship are recurrent in the classroom, and [17] indicates as causes generating conflict, not only concerning the expectations of the teacher-student but also the student towards the teacher. In this sequence, the authors highlight the following problems that cause conflict: discipline problems, adaptation to individual differences problems, and evaluation problems.
As for discipline problems, these are the result of provocation and contempt of the student towards the teacher, or the teacher towards the student, to exercise their authority. In turn, problems of adaptation to individual differences are related to heterogeneous behaviors and diminished personal relationships. As for the problems related to the evaluation, result mainly from the personal rhythms of each student and teacher.
Students’ undisciplined classroom behavior can lead to conflicts that divert the teacher’s attention to issues that blur him from his teaching function [19]. In this context, Pérez-de-Guzmán et al. [7] indicate disinterest, mainly academic, as the main source of classroom conflict, also mentioning that one of the conflicts that persist and continues to be common is the lack of study habits and the carrying out work, leading to a negative attitude during class. Also, the mandatory stay in the classroom, away from the interests and expectations of some students, is recurrent as a conflict cause.
There are many and diverse classroom conflict situations that disturb the class dynamics. And in situations where the conflict remains latent, the result of the diversity of class interests, if the teacher does not create a good environment, acting positively about communication, the use of legitimate authority, and the conflict management, he will see conflicts increase exponentially within the classes [24]. Thus, regardless of the classroom conflicts type, if they are not managed, they accumulate, which makes them more cohesive and complicated, triggering negative feelings in those involved, and negatively affecting the educational quality [24].
The causes of the aforementioned conflicts are linked to personal issues and interpersonal relationships. And, most of these conflicts reveal an undisciplined character and increase daily in the class context. In this way, the teacher in the absence of solid guidelines can develop discontent, insecurity, and dissatisfaction that are reflected in his conflict face performance. Another aspect to be highlighted is that related to the power or lack of it that, increasingly, the teacher presents, and that reveals itself in discontent. In short, there is a gap in society, between the values it promotes and demands the school and the lack of credibility that is given to the teacher, questioned before the disapproval of parents and society itself, which instigates an even greater student’s conflict, in classes.
Conflict can inspire innovations and creative strategies in addressing challenging issues, as well as improving work, results, and encouraging organizations to achieve higher levels of quality and achievement. In this context, Göksoy and Argon [16] argue that school conflicts have positive and negative impacts on psychological, social, and organizational results.
Negative psychological impacts include discomfort, insecurity, insignificance feelings, sadness, resentment, frustration, and stress. In turn, at the social level, results of hostility, intolerance, and violence are present [16]. As for the negative results within the institutions, the author highlights the existence of a tense environment, weakened cooperation, communication failures, poor performance, and an undisciplined environment. Inevitably, in this way, there is a decrease in education quality.
The conflicts traditional and negative view has implications for the training of students, as the current discourse in many schools is about how to avoid conflicts since their educational potential is sometimes not perceived by the school community. This discourse conceives the conflict by the violent consequences that result from its non-management.
Conflict is recognized as an engine of social development and its effects are positive when the conflict is managed well. Thus, about the positive impacts arising from the school conflict, these have various levels of benefits [16]. At a personal level, the conflict allows learning to be related to the perception of errors, and to develop new ideas. On the other hand, at the social level, it enables the reinforcement of communication, respect for others, and enhances commitment. Regarding the benefits at the organizational level, it makes it possible to understand problems, seek and develop new solutions, and develop a democratic and enriching environment in the school. Thus, conflicts can contribute to the construction of broader visions of certain situations and, at the same time, guarantee rights and opportunities for all, regardless of interpersonal differences.
Teachers’ perceptions of conflict indicate that they focus mainly on the conflicts’ negative aspects [6, 25]. It is noteworthy that the methods most used at school, face of students conflicting behaviors, include warning, disapproval, summoning guardians, and in some cases, student suspension. Methodologies that provoke negative feelings and, later, originate new undesirable behaviors, being applied without taking into account the needs, personal conflicts, problems, and students expectations [26]. As indicated by Torrecilla et al. [22] if the teacher is not an effective conflict manager, he will project this lack of skill, resulting in negative learning for students.
As noted earlier, classroom conflict is an unavoidable reality. Thus, being inevitable, adequate strategies are needed to resolve it so that the conflict potential advantages are taken advantage of and its harmful effects are minimized or canceled out. Conflict management strategies are understood as the behavior types that are adopted in the conflict context, that is, they are basic strategies to manage a situation in which the parties consider their interests to be incompatible.
It is important to note that the choice between different conflict management strategies depends on the conflict level and the various situations that must be managed effectively [27], that is, to manage conflict functionally, it is important to recognize that one strategy may be more appropriate than another, depending on the conflict situation, being considered appropriate if its use leads to the effective formulation or resolution of the conflict [27]. So, strategies refer to specific patterns of behavior that are adopted in conflict situations. Following this approach, Rahim and Bonoma [28] established five conflict management strategies using two dimensions “self-concern” and “others concern”. They are different strategies for conflict management and correspond to the attitudes to confront and conflict resolutions.
These five strategies for conflict management are [27]: (a) Avoiding: when conflicted parties show low levels of concern for others’ interests and a low level of concern for oneself. Strategy characterized by a low degree of assertiveness and a low degree of cooperation, where neither its interests nor those of its opponents are satisfied; (b) Dominating: reflecting the attempt to satisfy one’s interests without consideration of the interests of the other. Characterized by a high assertiveness and lack of cooperation, in which the acquisition of objectives is viewed with supremacy over the interests of the other party. Furthermore, it is often considered an aggressive strategy; (c) Obliging: tends to be adopted by those individuals who attempt to play down the differences and emphasizes commonalities to satisfy the concerns of the other party. Represents a conflict management strategy where the cooperation is high, and assertiveness is low; (d) Integrating: individuals who use this strategy manage conflicts directly and cooperatively, seeking to solve in collaboration with the other, is a strategy connected with problem-solving. The use of this involves openness, exchanging information, looking for alternatives, and examination of differences to reach an effective solution for everyone involved in the conflict. Is a strategy useful for effectively dealing with complex problems; and (e) Compromising: represents the attempt to satisfy, moderately and partially, the interests of all those involved in the conflict, and shares commonalities with all of the other four strategies. Is a strategy that requires compromise and assignment. Compromising is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict.
Among the variables that influence the choice of different conflict management strategies, the teachers’ emotional intelligence stands out. Valente and Lourenço [24] conclude that teachers who tend to have higher levels of emotional intelligence use more integration and commitment strategies, for conflict management in the classroom, and fewer strategies of consent, avoidance, and domination. Too, the findings of Aliasgari and Farzadnia [29] indicate that teachers prefer the integrating strategy over the other conflict management strategy. So, in the presence of classroom conflict, the teacher proposes alternatives, applies open lines of communication, makes concessions, accepts responsibility, maximizes similarities, and minimizes existing differences between self and student [24]. Therefore, the integrating strategy is connected with classroom problem-solving, the use of this strategy involves openness and exchanging information, being the ideal strategy in dealing with complex classroom problems [24]. When applying a commitment strategy, the teacher’s objective is an intermediate solution for conflict management, for this, he knows how to reduce differences with the student suggests an exchange of proposals with the student, and provides a quick solution to conflicts in the classroom [24]. This is an intermediate strategy on assertiveness and cooperation, which implies a compromise in the search for an acceptable intermediate position for everyone involved in the conflict [27]. In this way, teachers’ emotional intelligence allows for better conflict management, which supports the development of interpersonal relationships in the classroom and enables a favorable environment for teaching and learning.
So, conflicts involve, in addition to interpersonal skills such as availability for dialog, emotional intelligence skills, which require the perception and recognition of the affective dimension, and the feelings of those involved. In this sense, we can say that the evolution of interpersonal relationships has not kept pace with scientific and technological developments. We were not educated to know how to interpret the language of emotions, just as we did not learn to solve conflict situations. We do not learn to perceive and manage emotions. Thus, the emotions that emerge from conflicts must be the target of attention and discussion, so that teachers and students are aware of their emotions and know how to deal with them.
The concern with improving coexistence in schools, namely about conflict, is mentioned in several studies, whose objectives refer to the understanding of school conflicts, as well as preventing their occurrence through programs aimed at teachers and students [4, 5]. Thus, the school community must develop effective skills for conflict management, increasing self-awareness, and understanding of conflict through formal education sessions.
The manage conflict ability is not innate, so it must be learned through educational interventions. There are different programs that work these skills in the educational context, of which they stand: Recognizing, Understanding, Labeling, Expressing, Regulating (RULER), Social and Emotional Learning (SEL), and the Collaborative for Academic, Social and Emotional Learning (CASEL).
RULER program was created based on the emotional intelligence Mayer-Salovey’s model [30]. This training program focuses on emotional intelligence development and involving the students, parents, teachers, and the entire educational community [31]. RULER focuses on learning skills that deal with issues of interpersonal conflict and teach strategies for emotional regulation. Empirical evidence regarding the effectiveness of RULER programs indicates that they enhance students’ academic performance, improve the quality of learning environments, improve teacher-student relationships and reduce student behavior problems, being a success in reducing violence and abusive classroom behavior [32].
The SEL was developed with the aim of preventing school violence and includes five areas of interconnected skills (self-knowledge, social awareness, self-management and organization, responsible problem solving, and relationship management). Teaching these skills is vital to deal with behavioral, academic, disciplinary, and safety problems, promoting self-awareness, managing emotions, and acquiring skills such as empathy, the ability to perceive different perspectives and points of view, respect for diversity, and the ability to make the right decisions [33]. SEL programs refer to processes of developing socio-emotional competencies, which depend on the individual’s ability to recognize, understand, and manage emotions. These skills are the main building blocks for other outcomes that SEL programs include, such as the ability to persist in the face of challenges, stress management, the ability to develop healthy relationships, build trust in others, and to thrive both in the academic context, as in personal and social life. In a study carried out on more than 213 SEL programs, it was concluded that a school that successfully applies a quality curriculum of the SEL program can achieve behavioral improvements and a positive increase in the results of assessments [34].
CASEL program was created with the aim of establishing social and emotional education in a school context and making it a reality in today’s education. Its purpose is to apply high-quality, evidence-based SEL programs, from pre-school to secondary education [35]. The results of this program reveal significant changes in the socio-emotional capacities, social interactions, and academic results of the students who attended these programs. Among the results, it should be noted that students show greater communication skills, are more collaborative in teamwork, and more resistant to challenges and difficulties [36].
The school is a space for socialization par excellence and, precisely, due to the variety of styles, cultures, and values, it becomes an environment rich in conflicts. Conflict, commonly seen as something negative, destructive, and generating violence, is, in fact, extremely necessary for individual evolution. It should be noted that the conflict itself does not generate violence; this comes when there is a lack of peaceful solutions to conflict resolution, when there is no conflict constructive management.
Among the conflict management methodologies used in the school, the following stand out: arbitration, conciliation, negotiation, and mediation. School arbitration is a dialog process that takes place between the involved in the conflict with the presence of a third party that determines the conflict resolution based on the benefits of the parties with their authority and knowledge [37]. The school conciliation is a dialog process carried out between the involved in the conflict, with the support of a conciliator, who helps them decide, based on their interests and needs. This may present proposals for solutions that the parties can accept or not. The decision-making power belongs to the parties, even if the solution comes from the conciliator [37]. In turn, the school negotiation is a dialog process focused on conflict resolution between the involved in the conflict, which either meet face to face to work together unassisted to conflict resolution. Negotiation is one of the most used conflict management mechanisms in the classroom. The school mediation, this is a dialog process carried out between the parties in conflict, assisted by a third party, the mediator, who should not influence the conflict resolution, acting as a communication facilitator. Inserted in a socio-constructivist paradigm, it is considered not only as of the most current and flexible instrument for peaceful conflict resolution at the educational level, and promote a new culture for conflict management. Arising not only to solve school problems, but equally as a feasible way for creative conflict modification [38].
A more detailed approach to school negotiation is presented as it is considered the most appropriate method for resolving classroom conflicts, in teacher-student relationships. Negotiation includes a set of behavioral skills that teachers must master. It is essentially a well-structured process and based on some tacit behavior, being understood as a process of communicative interaction in which two parties seek to resolve a conflict of interest, use dialog, and progress gradually through mutual concessions. The negotiation process implies several skills, which stand out, effective communication, considered the main tool of the negotiation process.
Effective communication is essential to the school conflicts negotiation, as it enhances: the fear decrease of being rejected, the anxiety reduction produced in the struggle for acceptance and recognition, a greater predisposition to listen to the other and recognize their positive aspects, a strengthening of self-esteem, an increase in the degree of security, and a decrease in defensive-offensive behavior [39].
Concerning the negotiation phases, although there is no consensus on the definition of the negotiation stages, there are at least three that are classically identified [40]: definition of the content and limits of the negotiation (exploratory stage), with the manifestation of antagonism, facing individuals the “dilemma of trust” and the “dilemma of honesty”; negotiation dynamics (dynamic and tactical stage), with manifestations of concession flexibility, systematically assisting proposals and counter-proposals, constituting the central moment of the negotiation process; and, the resolution and agreements stage, this more integrative, brief, and intense phase, almost always implies tension and uncertainty.
These phases testify to the transformation that the negotiations must undergo and must respond to the three negotiation objectives, namely: identification of differences between the parties, making joint decisions, and building a commitment to resolve the conflict.
It should be noted that during a conflict negotiation, it is also important to highlight the importance of [39]:
Empathy: the pillar of good communication and the connection between teacher and student, which allows one to understand each other’s feelings and motivations;
Assertiveness: being able to expose your point of view, emotions, or opinions without provoking a defensive attitude, through a self-affirmative phrase that tells students what to think without blaming you, not putting you as an opponent. Being assertive requires understanding limitations to do another. The teacher when negotiating a conflict must establish his position and build self-confidence thus limiting abuse situations without attacking students;
Active listening: a tool is useful to obtain more information, corroborating data so that the student knows that he was heard. When we listen actively, we are asking, paraphrasing, asking for clarification, defining, and contextualizing. Some ways of they appear can be by echo, repetition of what the other said, reformulation, expressing in words what was understood, resolving points or questions, summarizing and ordering information or reflection of the feeling, an expression of what we perceive of the other; and
Feedback: the teacher must support and encourage positive behavior, correcting the inappropriate ones. To put feedback into practice, it is necessary to let the student know what the teacher feels and what he thinks.
That way, thinking of the joint construction of solutions to the conflict, through the correct use of empathy, assertiveness, active listening, and feedback can make those involved in the conflict evaluate their actions and rethink their attitudes, discovering ways to solve the problems, trying to maintain respect and balance. Knowing how to listen, evaluate, rethink with everyone involved in the conflict, creating the habit of dialog. Because when those involved in the conflict participate in the construction of possible actions for solutions, relationships can be restored, and the conflict constructively resolved. Therefore, classroom conflicts when managed constructively contribute to the preservation of interpersonal bonds and promote the socio-emotional skills of involved, since it makes possible to develop skills to know how to see reality from the perspective of the other, knowing how to cooperate, and also learn that conflict is an opportunity for growth and maturation.
As seen, although conflicts have negative impacts in general, the constructive and destructive consequences of conflict depend on the management skills of the individuals who experience it [25]. Effective conflict management strategies minimize the conflict negative impacts and enhance the positive ones, helping to improve interpersonal relationships and job satisfaction at school.
In general, teachers and the school ignore the importance of conflicts in the integral development of the student and training as autonomous citizens. In this way, most schools do not conceive of conflict resolution as an integral part of the curriculum, emphasizing only the contents of the curricular subjects. They leave aside interpersonal relationships, homogenizing the training of students without promoting the development of problem and conflict management skills. Thus, for the educational potential of the conflict to be truly used in the school context, it is necessary that the community, and especially teachers and management bodies, recognize the conflict possibilities. Constructive management of school conflicts is important and necessary for new generations to learn to live with social differences.
In this sequence, educational action is required, intentionally aimed at conflict management as an element inherent to the human condition and indispensable to democratic societies. Therefore, the formative potential of the conflict depends on the strategies used to resolve the conflict and the management that takes place. The way to conflict management, in turn, depends on how those involved experience the conflict. Therefore, the negative view of the conflict and the lack of perception of its educational potential can prevent those involved from developing essential skills such as respect for diversity, respect for the rights of others, and availability for dialog.
Pérez-de-Guzmán et al. [7] indicate that training in conflict management, generates very positive results in all members of the educational community, verifying a reduction in the interpersonal conflict between teacher-student. Also, Massabni [41] defends the urgency to prepare teachers to face professional conflicts; otherwise, we will have a generation of teachers able to succumb to the pressure that the profession is going through, to accept the reduction of their action, their status, and to share their commitments with other professionals, who take away the property of regulating their work. It is necessary to support teachers and provide them with tools to develop their ways of managing conflicts.
By making conflicts the subject of reflection and explaining the professional context in which teachers work is, in the opinion of [41], the commitment of the different higher education institutions that form them. It is important to work not only on the training of future teachers but also on training in the active teachers in conflict management, small or large, which inevitably emerge in the teacher-student relationship, throughout their professional life. Also, the Freire et al. [42] results support the importance of professional development opportunities with a focus on facilitating the relationship of teachers with students with perceived challenging behavior.
The school is an institution that reproduces a microcosm of society, bringing together diverse identities. This context with diverse personalities, rules, and values is full of conflicts, problems, and differences between the different actors that make up the school (students, teachers, staff, and parents). Thus, the school system, in addition to involving a range of people, with different characteristics, includes a significant number of continuous and complex interactions, depending on the stages of development of each one. So, school is a place where individuals with different characteristics, backgrounds, experiences, and personalities live together daily. Among so many differences, naturally, divergences of the most diverse species arise. It is essential, then, the proper management of conflicts that may arise so that harmony and respect are present in the school of the main causes presented for the school conflict, we highlight family problems. Being the family the main student emotional support, it becomes the life model of this. In this way, unstable and weakened family relationships directly affect the behavior of your children, behaviors that these after reproduced in the school social relationships. The families of the most deprived students are considered less functional. They do not contribute to the growth of positive feelings, they do not carry out good communication between family members, nor do they assist in healthily making decisions that are, based on the exchange of ideas together instead of imposition. In this sequence, students from more dysfunctional families need school increased support to learn and develop interpersonal skills. Thus, family and school must go together to contribute to the conflict becoming part of a process of growth, acceptance of the other, and accountability. Learning to deal with conflicts positively is essential for the development of healthy relationships.
The school, by bringing together people from different social groups with different values and worldviews, becomes a locus for conflicts. Thus, the conflict must be understood as a reality inherent to the educational context, and the school, as responsible for the education of values and skills for living together must be differently prepared to deal with the conflicts that occur in it.
Conflicts of various types have always been present in the classroom, and the causes that originate them are of great importance, as they allow a better conflict understanding and, consequently, a more correct intervention to its management. It should be noted that personal harmony and the development of attitudes that promote understanding, dialog, and tolerance are indispensable for negotiating conflicts in the teacher-student relationship. The way to intervene in classroom conflicts is essential in education, not only in terms of content, but also as a series of vital procedures in interpersonal relationships. As Lapponi [39] points out, for conflicts correct negotiation with the student, it is necessary to communicate effectively, cooperate, decide responsibly, and so teach to resolve conflicts.
Ending school conflict is impossible, since they are intrinsic to the human being, being an integral part of their development and the interpersonal relationships they experience daily. Learning to live with school conflict requires creating attitudes of openness, interest in differences, and respect for diversity, teaching how to recognize injustice, taking measures to overcome it, resolving differences constructively, and moving from conflict situations to reconciliations. So, it is essential that the initial and continuous training of teachers encompasses conflict management, providing them with tools so that they can resolve the conflicts they experience in the classroom.
In summary, it is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process.
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Existing literature has identified how parents can best support their children through adverse events and suggested parenting programs that emphasize skill-building to parent children who have experienced adversity. Yet often overlooked is the critical impact of adverse events on the parent and how this may interfere with the cultivation of an environment of support and increase stigmatization due to unmet parenting expectations. While parenting occurs in context, it is often judged based upon societal expectations of childrearing practices and optimal outcomes with little understanding of the factors that contribute to parenting behaviors. The experience of adversity has the potential to impact parental sense of competence and parenting practices. However, parental self-efficacy and social supports can play mediating role in the experience of adversity and parenting stress. 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His research interest focuses on computational chemistry and molecular modeling of diverse systems of pharmacological, food, and alternative energy interests by resorting to DFT and Conceptual DFT. He has authored a coauthored more than 255 peer-reviewed papers, 32 book chapters, and 2 edited books. He has delivered speeches at many international and domestic conferences. He serves as a reviewer for more than eighty international journals, books, and research proposals as well as an editor for special issues of renowned scientific journals.",institutionString:"Centro de Investigación en Materiales Avanzados",institution:{name:"Centro de Investigación en Materiales Avanzados",country:{name:"Mexico"}}},{id:"76477",title:"Prof.",name:"Mirza",middleName:null,surname:"Hasanuzzaman",slug:"mirza-hasanuzzaman",fullName:"Mirza Hasanuzzaman",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/76477/images/system/76477.png",biography:"Dr. Mirza Hasanuzzaman is a Professor of Agronomy at Sher-e-Bangla Agricultural University, Bangladesh. He received his Ph.D. in Plant Stress Physiology and Antioxidant Metabolism from Ehime University, Japan, with a scholarship from the Japanese Government (MEXT). Later, he completed his postdoctoral research at the Center of Molecular Biosciences, University of the Ryukyus, Japan, as a recipient of the Japan Society for the Promotion of Science (JSPS) postdoctoral fellowship. He was also the recipient of the Australian Government Endeavour Research Fellowship for postdoctoral research as an adjunct senior researcher at the University of Tasmania, Australia. Dr. Hasanuzzaman’s current work is focused on the physiological and molecular mechanisms of environmental stress tolerance. Dr. Hasanuzzaman has published more than 150 articles in peer-reviewed journals. He has edited ten books and written more than forty book chapters on important aspects of plant physiology, plant stress tolerance, and crop production. According to Scopus, Dr. Hasanuzzaman’s publications have received more than 10,500 citations with an h-index of 53. He has been named a Highly Cited Researcher by Clarivate. He is an editor and reviewer for more than fifty peer-reviewed international journals and was a recipient of the “Publons Peer Review Award” in 2017, 2018, and 2019. He has been honored by different authorities for his outstanding performance in various fields like research and education, and he has received the World Academy of Science Young Scientist Award (2014) and the University Grants Commission (UGC) Award 2018. He is a fellow of the Bangladesh Academy of Sciences (BAS) and the Royal Society of Biology.",institutionString:"Sher-e-Bangla Agricultural University",institution:{name:"Sher-e-Bangla Agricultural University",country:{name:"Bangladesh"}}},{id:"187859",title:"Prof.",name:"Kusal",middleName:"K.",surname:"Das",slug:"kusal-das",fullName:"Kusal Das",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSBDeQAO/Profile_Picture_1623411145568",biography:"Kusal K. Das is a Distinguished Chair Professor of Physiology, Shri B. M. Patil Medical College and Director, Centre for Advanced Medical Research (CAMR), BLDE (Deemed to be University), Vijayapur, Karnataka, India. Dr. Das did his M.S. and Ph.D. in Human Physiology from the University of Calcutta, Kolkata. His area of research is focused on understanding of molecular mechanisms of heavy metal activated low oxygen sensing pathways in vascular pathophysiology. He has invented a new method of estimation of serum vitamin E. His expertise in critical experimental protocols on vascular functions in experimental animals was well documented by his quality of publications. He was a Visiting Professor of Medicine at University of Leeds, United Kingdom (2014-2016) and Tulane University, New Orleans, USA (2017). For his immense contribution in medical research Ministry of Science and Technology, Government of India conferred him 'G.P. Chatterjee Memorial Research Prize-2019” and he is also the recipient of 'Dr.Raja Ramanna State Scientist Award 2015” by Government of Karnataka. He is a Fellow of the Royal Society of Biology (FRSB), London and Honorary Fellow of Karnataka Science and Technology Academy, Department of Science and Technology, Government of Karnataka.",institutionString:"BLDE (Deemed to be University), India",institution:null},{id:"243660",title:"Dr.",name:"Mallanagouda Shivanagouda",middleName:null,surname:"Biradar",slug:"mallanagouda-shivanagouda-biradar",fullName:"Mallanagouda Shivanagouda Biradar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/243660/images/system/243660.jpeg",biography:"M. S. Biradar is Vice Chancellor and Professor of Medicine of\nBLDE (Deemed to be University), Vijayapura, Karnataka, India.\nHe obtained his MD with a gold medal in General Medicine and\nhas devoted himself to medical teaching, research, and administrations. He has also immensely contributed to medical research\non vascular medicine, which is reflected by his numerous publications including books and book chapters. Professor Biradar was\nalso Visiting Professor at Tulane University School of Medicine, New Orleans, USA.",institutionString:"BLDE (Deemed to be University)",institution:{name:"BLDE University",country:{name:"India"}}},{id:"289796",title:"Dr.",name:"Swastika",middleName:null,surname:"Das",slug:"swastika-das",fullName:"Swastika Das",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/289796/images/system/289796.jpeg",biography:"Swastika N. Das is Professor of Chemistry at the V. P. Dr. P. G.\nHalakatti College of Engineering and Technology, BLDE (Deemed\nto be University), Vijayapura, Karnataka, India. She obtained an\nMSc, MPhil, and PhD in Chemistry from Sambalpur University,\nOdisha, India. Her areas of research interest are medicinal chemistry, chemical kinetics, and free radical chemistry. She is a member\nof the investigators who invented a new modified method of estimation of serum vitamin E. She has authored numerous publications including book\nchapters and is a mentor of doctoral curriculum at her university.",institutionString:"BLDEA’s V.P.Dr.P.G.Halakatti College of Engineering & Technology",institution:{name:"BLDE University",country:{name:"India"}}},{id:"248459",title:"Dr.",name:"Akikazu",middleName:null,surname:"Takada",slug:"akikazu-takada",fullName:"Akikazu Takada",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/248459/images/system/248459.png",biography:"Akikazu Takada was born in Japan, 1935. After graduation from\nKeio University School of Medicine and finishing his post-graduate studies, he worked at Roswell Park Memorial Institute NY,\nUSA. He then took a professorship at Hamamatsu University\nSchool of Medicine. In thrombosis studies, he found the SK\npotentiator that enhances plasminogen activation by streptokinase. He is very much interested in simultaneous measurements\nof fatty acids, amino acids, and tryptophan degradation products. By using fatty\nacid analyses, he indicated that plasma levels of trans-fatty acids of old men were\nfar higher in the US than Japanese men. . He also showed that eicosapentaenoic acid\n(EPA) and docosahexaenoic acid (DHA) levels are higher, and arachidonic acid\nlevels are lower in Japanese than US people. By using simultaneous LC/MS analyses\nof plasma levels of tryptophan metabolites, he recently found that plasma levels of\nserotonin, kynurenine, or 5-HIAA were higher in patients of mono- and bipolar\ndepression, which are significantly different from observations reported before. In\nview of recent reports that plasma tryptophan metabolites are mainly produced by\nmicrobiota. He is now working on the relationships between microbiota and depression or autism.",institutionString:"Hamamatsu University School of Medicine",institution:{name:"Hamamatsu University School of Medicine",country:{name:"Japan"}}},{id:"137240",title:"Prof.",name:"Mohammed",middleName:null,surname:"Khalid",slug:"mohammed-khalid",fullName:"Mohammed Khalid",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/137240/images/system/137240.png",biography:"Mohammed Khalid received his B.S. degree in chemistry in 2000 and Ph.D. degree in physical chemistry in 2007 from the University of Khartoum, Sudan. He moved to School of Chemistry, Faculty of Science, University of Sydney, Australia in 2009 and joined Dr. Ron Clarke as a postdoctoral fellow where he worked on the interaction of ATP with the phosphoenzyme of the Na+/K+-ATPase and dual mechanisms of allosteric acceleration of the Na+/K+-ATPase by ATP; then he went back to Department of Chemistry, University of Khartoum as an assistant professor, and in 2014 he was promoted as an associate professor. In 2011, he joined the staff of Department of Chemistry at Taif University, Saudi Arabia, where he is currently an assistant professor. His research interests include the following: P-Type ATPase enzyme kinetics and mechanisms, kinetics and mechanisms of redox reactions, autocatalytic reactions, computational enzyme kinetics, allosteric acceleration of P-type ATPases by ATP, exploring of allosteric sites of ATPases, and interaction of ATP with ATPases located in cell membranes.",institutionString:"Taif University",institution:{name:"Taif University",country:{name:"Saudi Arabia"}}},{id:"63810",title:"Prof.",name:"Jorge",middleName:null,surname:"Morales-Montor",slug:"jorge-morales-montor",fullName:"Jorge Morales-Montor",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/63810/images/system/63810.png",biography:"Dr. Jorge Morales-Montor was recognized with the Lola and Igo Flisser PUIS Award for best graduate thesis at the national level in the field of parasitology. He received a fellowship from the Fogarty Foundation to perform postdoctoral research stay at the University of Georgia. He has 153 journal articles to his credit. He has also edited several books and published more than fifty-five book chapters. He is a member of the Mexican Academy of Sciences, Latin American Academy of Sciences, and the National Academy of Medicine. He has received more than thirty-five awards and has supervised numerous bachelor’s, master’s, and Ph.D. students. Dr. Morales-Montor is the past president of the Mexican Society of Parasitology.",institutionString:"National Autonomous University of Mexico",institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}},{id:"217215",title:"Dr.",name:"Palash",middleName:null,surname:"Mandal",slug:"palash-mandal",fullName:"Palash Mandal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217215/images/system/217215.jpeg",biography:null,institutionString:"Charusat University",institution:null},{id:"49739",title:"Dr.",name:"Leszek",middleName:null,surname:"Szablewski",slug:"leszek-szablewski",fullName:"Leszek Szablewski",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49739/images/system/49739.jpg",biography:"Leszek Szablewski is a professor of medical sciences. He received his M.S. in the Faculty of Biology from the University of Warsaw and his PhD degree from the Institute of Experimental Biology Polish Academy of Sciences. He habilitated in the Medical University of Warsaw, and he obtained his degree of Professor from the President of Poland. Professor Szablewski is the Head of Chair and Department of General Biology and Parasitology, Medical University of Warsaw. Professor Szablewski has published over 80 peer-reviewed papers in journals such as Journal of Alzheimer’s Disease, Biochim. Biophys. Acta Reviews of Cancer, Biol. Chem., J. Biomed. Sci., and Diabetes/Metabol. Res. Rev, Endocrine. He is the author of two books and four book chapters. He has edited four books, written 15 scripts for students, is the ad hoc reviewer of over 30 peer-reviewed journals, and editorial member of peer-reviewed journals. Prof. Szablewski’s research focuses on cell physiology, genetics, and pathophysiology. He works on the damage caused by lack of glucose homeostasis and changes in the expression and/or function of glucose transporters due to various diseases. He has given lectures, seminars, and exercises for students at the Medical University.",institutionString:"Medical University of Warsaw",institution:{name:"Medical University of Warsaw",country:{name:"Poland"}}},{id:"173123",title:"Dr.",name:"Maitham",middleName:null,surname:"Khajah",slug:"maitham-khajah",fullName:"Maitham Khajah",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/173123/images/system/173123.jpeg",biography:"Dr. Maitham A. Khajah received his degree in Pharmacy from Faculty of Pharmacy, Kuwait University, in 2003 and obtained his PhD degree in December 2009 from the University of Calgary, Canada (Gastrointestinal Science and Immunology). Since January 2010 he has been assistant professor in Kuwait University, Faculty of Pharmacy, Department of Pharmacology and Therapeutics. His research interest are molecular targets for the treatment of inflammatory bowel disease (IBD) and the mechanisms responsible for immune cell chemotaxis. He cosupervised many students for the MSc Molecular Biology Program, College of Graduate Studies, Kuwait University. Ever since joining Kuwait University in 2010, he got various grants as PI and Co-I. He was awarded the Best Young Researcher Award by Kuwait University, Research Sector, for the Year 2013–2014. He was a member in the organizing committee for three conferences organized by Kuwait University, Faculty of Pharmacy, as cochair and a member in the scientific committee (the 3rd, 4th, and 5th Kuwait International Pharmacy Conference).",institutionString:"Kuwait University",institution:{name:"Kuwait University",country:{name:"Kuwait"}}},{id:"195136",title:"Dr.",name:"Aya",middleName:null,surname:"Adel",slug:"aya-adel",fullName:"Aya Adel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/195136/images/system/195136.jpg",biography:"Dr. Adel works as an Assistant Lecturer in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. Dr. Adel is especially interested in joint attention and its impairment in autism spectrum disorder",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"94911",title:"Dr.",name:"Boulenouar",middleName:null,surname:"Mesraoua",slug:"boulenouar-mesraoua",fullName:"Boulenouar Mesraoua",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94911/images/system/94911.png",biography:"Dr Boulenouar Mesraoua is the Associate Professor of Clinical Neurology at Weill Cornell Medical College-Qatar and a Consultant Neurologist at Hamad Medical Corporation at the Neuroscience Department; He graduated as a Medical Doctor from the University of Oran, Algeria; he then moved to Belgium, the City of Liege, for a Residency in Internal Medicine and Neurology at Liege University; after getting the Belgian Board of Neurology (with high marks), he went to the National Hospital for Nervous Diseases, Queen Square, London, United Kingdom for a fellowship in Clinical Neurophysiology, under Pr Willison ; Dr Mesraoua had also further training in Epilepsy and Continuous EEG Monitoring for two years (from 2001-2003) in the Neurophysiology department of Zurich University, Switzerland, under late Pr Hans Gregor Wieser ,an internationally known epileptologist expert. \n\nDr B. Mesraoua is the Director of the Neurology Fellowship Program at the Neurology Section and an active member of the newly created Comprehensive Epilepsy Program at Hamad General Hospital, Doha, Qatar; he is also Assistant Director of the Residency Program at the Qatar Medical School. \nDr B. Mesraoua's main interests are Epilepsy, Multiple Sclerosis, and Clinical Neurology; He is the Chairman and the Organizer of the well known Qatar Epilepsy Symposium, he is running yearly for the past 14 years and which is considered a landmark in the Gulf region; He has also started last year , together with other epileptologists from Qatar, the region and elsewhere, a yearly International Epilepsy School Course, which was attended by many neurologists from the Area.\n\nInternationally, Dr Mesraoua is an active and elected member of the Commission on Eastern Mediterranean Region (EMR ) , a regional branch of the International League Against Epilepsy (ILAE), where he represents the Middle East and North Africa(MENA ) and where he holds the position of chief of the Epilepsy Epidemiology Section; Dr Mesraoua is a member of the American Academy of Neurology, the Europeen Academy of Neurology and the American Epilepsy Society.\n\nDr Mesraoua's main objectives are to encourage frequent gathering of the epileptologists/neurologists from the MENA region and the rest of the world, promote Epilepsy Teaching in the MENA Region, and encourage multicenter studies involving neurologists and epileptologists in the MENA region, particularly epilepsy epidemiological studies. \n\nDr. Mesraoua is the recipient of two research Grants, as the Lead Principal Investigator (750.000 USD and 250.000 USD) from the Qatar National Research Fund (QNRF) and the Hamad Hospital Internal Research Grant (IRGC), on the following topics : “Continuous EEG Monitoring in the ICU “ and on “Alpha-lactoalbumin , proof of concept in the treatment of epilepsy” .Dr Mesraoua is a reviewer for the journal \"seizures\" (Europeen Epilepsy Journal ) as well as dove journals ; Dr Mesraoua is the author and co-author of many peer reviewed publications and four book chapters in the field of Epilepsy and Clinical Neurology",institutionString:"Weill Cornell Medical College in Qatar",institution:{name:"Weill Cornell Medical College in Qatar",country:{name:"Qatar"}}},{id:"282429",title:"Prof.",name:"Covanis",middleName:null,surname:"Athanasios",slug:"covanis-athanasios",fullName:"Covanis Athanasios",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/282429/images/system/282429.jpg",biography:null,institutionString:"Neurology-Neurophysiology Department of the Children Hospital Agia Sophia",institution:null},{id:"190980",title:"Prof.",name:"Marwa",middleName:null,surname:"Mahmoud Saleh",slug:"marwa-mahmoud-saleh",fullName:"Marwa Mahmoud Saleh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/190980/images/system/190980.jpg",biography:"Professor Marwa Mahmoud Saleh is a doctor of medicine and currently works in the unit of Phoniatrics, Department of Otolaryngology, Ain Shams University in Cairo, Egypt. She got her doctoral degree in 1991 and her doctoral thesis was accomplished in the University of Iowa, United States. Her publications covered a multitude of topics as videokymography, cochlear implants, stuttering, and dysphagia. She has lectured Egyptian phonology for many years. Her recent research interest is joint attention in autism.",institutionString:"Ain Shams University",institution:{name:"Ain Shams University",country:{name:"Egypt"}}},{id:"259190",title:"Dr.",name:"Syed Ali Raza",middleName:null,surname:"Naqvi",slug:"syed-ali-raza-naqvi",fullName:"Syed Ali Raza Naqvi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/259190/images/system/259190.png",biography:"Dr. Naqvi is a radioanalytical chemist and is working as an associate professor of analytical chemistry in the Department of Chemistry, Government College University, Faisalabad, Pakistan. Advance separation techniques, nuclear analytical techniques and radiopharmaceutical analysis are the main courses that he is teaching to graduate and post-graduate students. In the research area, he is focusing on the development of organic- and biomolecule-based radiopharmaceuticals for diagnosis and therapy of infectious and cancerous diseases. Under the supervision of Dr. Naqvi, three students have completed their Ph.D. degrees and 41 students have completed their MS degrees. He has completed three research projects and is currently working on 2 projects entitled “Radiolabeling of fluoroquinolone derivatives for the diagnosis of deep-seated bacterial infections” and “Radiolabeled minigastrin peptides for diagnosis and therapy of NETs”. He has published about 100 research articles in international reputed journals and 7 book chapters. Pakistan Institute of Nuclear Science & Technology (PINSTECH) Islamabad, Punjab Institute of Nuclear Medicine (PINM), Faisalabad and Institute of Nuclear Medicine and Radiology (INOR) Abbottabad are the main collaborating institutes.",institutionString:"Government College University",institution:{name:"Government College University, Faisalabad",country:{name:"Pakistan"}}},{id:"58390",title:"Dr.",name:"Gyula",middleName:null,surname:"Mozsik",slug:"gyula-mozsik",fullName:"Gyula Mozsik",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/58390/images/system/58390.png",biography:"Gyula Mózsik MD, Ph.D., ScD (med), is an emeritus professor of Medicine at the First Department of Medicine, Univesity of Pécs, Hungary. He was head of this department from 1993 to 2003. His specializations are medicine, gastroenterology, clinical pharmacology, clinical nutrition, and dietetics. His research fields are biochemical pharmacological examinations in the human gastrointestinal (GI) mucosa, mechanisms of retinoids, drugs, capsaicin-sensitive afferent nerves, and innovative pharmacological, pharmaceutical, and nutritional (dietary) research in humans. He has published about 360 peer-reviewed papers, 197 book chapters, 692 abstracts, 19 monographs, and has edited 37 books. He has given about 1120 regular and review lectures. He has organized thirty-eight national and international congresses and symposia. He is the founder of the International Conference on Ulcer Research (ICUR); International Union of Pharmacology, Gastrointestinal Section (IUPHAR-GI); Brain-Gut Society symposiums, and gastrointestinal cytoprotective symposiums. He received the Andre Robert Award from IUPHAR-GI in 2014. Fifteen of his students have been appointed as full professors in Egypt, Cuba, and Hungary.",institutionString:"University of Pécs",institution:{name:"University of Pecs",country:{name:"Hungary"}}},{id:"277367",title:"M.Sc.",name:"Daniel",middleName:"Martin",surname:"Márquez López",slug:"daniel-marquez-lopez",fullName:"Daniel Márquez López",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/277367/images/7909_n.jpg",biography:"Msc Daniel Martin Márquez López has a bachelor degree in Industrial Chemical Engineering, a Master of science degree in the same área and he is a PhD candidate for the Instituto Politécnico Nacional. His Works are realted to the Green chemistry field, biolubricants, biodiesel, transesterification reactions for biodiesel production and the manipulation of oils for therapeutic purposes.",institutionString:null,institution:{name:"Instituto Politécnico Nacional",country:{name:"Mexico"}}},{id:"196544",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/196544/images/system/196544.jpg",biography:"Angel Catalá studied chemistry at Universidad Nacional de La Plata, Argentina, where he received a Ph.D. in Chemistry (Biological Branch) in 1965. From 1964 to 1974, he worked as an Assistant in Biochemistry at the School of Medicine at the same university. From 1974 to 1976, he was a fellow of the National Institutes of Health (NIH) at the University of Connecticut, Health Center, USA. From 1985 to 2004, he served as a Full Professor of Biochemistry at the Universidad Nacional de La Plata. He is a member of the National Research Council (CONICET), Argentina, and the Argentine Society for Biochemistry and Molecular Biology (SAIB). His laboratory has been interested for many years in the lipid peroxidation of biological membranes from various tissues and different species. Dr. Catalá has directed twelve doctoral theses, published more than 100 papers in peer-reviewed journals, several chapters in books, and edited twelve books. He received awards at the 40th International Conference Biochemistry of Lipids 1999 in Dijon, France. He is the winner of the Bimbo Pan-American Nutrition, Food Science and Technology Award 2006 and 2012, South America, Human Nutrition, Professional Category. In 2006, he won the Bernardo Houssay award in pharmacology, in recognition of his meritorious works of research. Dr. Catalá belongs to the editorial board of several journals including Journal of Lipids; International Review of Biophysical Chemistry; Frontiers in Membrane Physiology and Biophysics; World Journal of Experimental Medicine and Biochemistry Research International; World Journal of Biological Chemistry, Diabetes, and the Pancreas; International Journal of Chronic Diseases & Therapy; and International Journal of Nutrition. He is the co-editor of The Open Biology Journal and associate editor for Oxidative Medicine and Cellular Longevity.",institutionString:"Universidad Nacional de La Plata",institution:{name:"National University of La Plata",country:{name:"Argentina"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",slug:"francisco-javier-martin-romero",fullName:"Francisco Javier Martin-Romero",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",biography:"Francisco Javier Martín-Romero (Javier) is a Professor of Biochemistry and Molecular Biology at the University of Extremadura, Spain. He is also a group leader at the Biomarkers Institute of Molecular Pathology. Javier received his Ph.D. in 1998 in Biochemistry and Biophysics. At the National Cancer Institute (National Institute of Health, Bethesda, MD) he worked as a research associate on the molecular biology of selenium and its role in health and disease. After postdoctoral collaborations with Carlos Gutierrez-Merino (University of Extremadura, Spain) and Dario Alessi (University of Dundee, UK), he established his own laboratory in 2008. The interest of Javier's lab is the study of cell signaling with a special focus on Ca2+ signaling, and how Ca2+ transport modulates the cytoskeleton, migration, differentiation, cell death, etc. He is especially interested in the study of Ca2+ channels, and the role of STIM1 in the initiation of pathological events.",institutionString:null,institution:{name:"University of Extremadura",country:{name:"Spain"}}},{id:"217323",title:"Prof.",name:"Guang-Jer",middleName:null,surname:"Wu",slug:"guang-jer-wu",fullName:"Guang-Jer Wu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/217323/images/8027_n.jpg",biography:null,institutionString:null,institution:null},{id:"148546",title:"Dr.",name:"Norma Francenia",middleName:null,surname:"Santos-Sánchez",slug:"norma-francenia-santos-sanchez",fullName:"Norma Francenia Santos-Sánchez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/148546/images/4640_n.jpg",biography:null,institutionString:null,institution:null},{id:"272889",title:"Dr.",name:"Narendra",middleName:null,surname:"Maddu",slug:"narendra-maddu",fullName:"Narendra Maddu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/272889/images/10758_n.jpg",biography:null,institutionString:null,institution:null},{id:"242491",title:"Prof.",name:"Angelica",middleName:null,surname:"Rueda",slug:"angelica-rueda",fullName:"Angelica Rueda",position:"Investigador Cinvestav 3B",profilePictureURL:"https://mts.intechopen.com/storage/users/242491/images/6765_n.jpg",biography:null,institutionString:null,institution:null},{id:"88631",title:"Dr.",name:"Ivan",middleName:null,surname:"Petyaev",slug:"ivan-petyaev",fullName:"Ivan Petyaev",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Lycotec (United Kingdom)",country:{name:"United Kingdom"}}},{id:"423869",title:"Ms.",name:"Smita",middleName:null,surname:"Rai",slug:"smita-rai",fullName:"Smita Rai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"424024",title:"Prof.",name:"Swati",middleName:null,surname:"Sharma",slug:"swati-sharma",fullName:"Swati Sharma",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"439112",title:"MSc.",name:"Touseef",middleName:null,surname:"Fatima",slug:"touseef-fatima",fullName:"Touseef Fatima",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Integral University",country:{name:"India"}}},{id:"424836",title:"Dr.",name:"Orsolya",middleName:null,surname:"Borsai",slug:"orsolya-borsai",fullName:"Orsolya Borsai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca",country:{name:"Romania"}}},{id:"422262",title:"Ph.D.",name:"Paola Andrea",middleName:null,surname:"Palmeros-Suárez",slug:"paola-andrea-palmeros-suarez",fullName:"Paola Andrea Palmeros-Suárez",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Guadalajara",country:{name:"Mexico"}}}]}},subseries:{item:{id:"12",type:"subseries",title:"Human Physiology",keywords:"Anatomy, Cells, Organs, Systems, Homeostasis, Functions",scope:"Human physiology is the scientific exploration of the various functions (physical, biochemical, and mechanical properties) of humans, their organs, and their constituent cells. The endocrine and nervous systems play important roles in maintaining homeostasis in the human body. Integration, which is the biological basis of physiology, is achieved through communication between the many overlapping functions of the human body's systems, which takes place through electrical and chemical means. Much of the basis of our knowledge of human physiology has been provided by animal experiments. Because of the close relationship between structure and function, studies in human physiology and anatomy seek to understand the mechanisms that help the human body function. 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