\r\n\tAn update on clinical manifestations, their assessment, monitoring, and imagiology, including peripheral arthritis, enthesopathy, and extra-articular findings, and, the differential diagnosis with other diseases which evolves with axial and peripheral calcifications will be provided.
\r\n\r\n\t
\r\n\tAn important component of this book must be dedicated to the more recent treatments namely with biologic therapies but focusing also on new small molecule inhibitors and experimental therapies.
The experiences of children in early stages of life contribute to establish the foundations for future learning and development [1]. Great amount of experiences is related to those interactions with adults and peers in the natural environments were children growth [2]. Research findings support the positive impact of warm and sensitive interpersonal relationships with adults and peers in natural environments, highlighting the positive outcomes at social, emotional, and cognitive levels [3]. Moreover, caregiver-closeness and autonomy support from the caregiver predicts the vocabulary acquisition and emotion regulation of the child [4]. Therefore, it is crucial to understand which are the styles of interaction and environmental characteristics that will support positive interpersonal interactions. This chapter aims to discuss (a) the theoretical foundations that underline the promotion of positive interpersonal interactions, (b) the functional domains of development that serve as a guide to understand the development of children from a holistic perspective and the importance of child interactions with peers and adults, and (c) the considerations to ensure positive interpersonal interactions of children with peers and adults in different natural environments.
From the developmental science of normative development perspective, three types of family patterns of interaction are crucial for influencing children’s development (i.e., (1) parent-child interactions, (2) family-orchestrated child experiences and (3) health and safety provided by the family) [5]. The first one emphasizes as key aspects of effective parent-child interactions: reciprocal, sensitive, and affectively warm social exchanges, discourse-based interactions and avoidance of intrusiveness. The second pattern of interaction focuses on providing the child with developmentally appropriate materials, organizing activities compatible with the child’s interests and needs, choosing quality child care, making the child part of family routines and organizing activities that facilitate child interactions with peers. The third pattern of interaction addresses the parents’ responsibility for ensuring the child’s well-being (e.g., immunizations, adequate nutrition, protection form harm) to promote child developmental outcomes [5]. These types of family patterns of interaction promote learning and development through positive children’s experiences and by surrounding children with loving, secure and rich contexts. Nevertheless, to understand the link between development and experiences for positive developmental trajectories, the results of studies on epigenetics and development, and the bioecological model, can contribute to enlighten the reader about this linkage.
The results of research efforts to better understand brain development, its functioning and linkage to behavior have pointed at the importance of the first years of life, which will support current and future development of brain structures and learning [6]. It is well documented how the size of the brain increases at a speedy rate in the firsts years of life. By age 7, the brain reaches 95% of the size of the adult brain in males and 93% in females [7]. In fact, once the child is born not all structures that support all senses and functions are fully developed and the experiences of the child during this early years can determine the outcome of this development [8]. Experiences can act as facilitators or inhibitors of positive expression of genes [9]. Also, interactions with the environment can contribute to minimize the effects of gene expression related to developmental difficulties or delates. Therefore, the environment can have an impact on the phenotypical expression of genes.
Greater levels of brain neuroplasticity have been found in the first years of life [11, 12]. Interactions with family members and adults and peers in early childhood education and social contexts influence the way cognitive abilities and even personality is developed. By three years of life, the basic structure of the brain is fully developed, but other areas such as the prefrontal cortex (key structure for the recognition and expression of affection) or the visual cortex continue to develop [13]. Findings of studies with humans and animal models supported the influence of the environment in the development of the brain and the future behavior of individuals. The results of studies with monkey cubs provided evidence on the importance of the interaction with the mother after birth and the detrimental effects of isolation at this stage of life [14]. Monkey cubs which were deprived of the interaction with their mothers experienced significant negative effects such as malnutrition and alterations of the cognitive, affective and physical development, and such negative effects were irreversible [15].
The limbic system and the neocortex are responsible for the control of our emotions, which is directly related to the child’s ability to establish and maintain social interactions. The development of the connections among these brain areas occurs in the late early childhood period and continues through adolescence. The experiences children have in those early stages of development will contribute to the strengthening of synaptic connections between these areas facilitating a better functioning at the socioemotional level [16] and in other areas [9, 10, 11, 12, 13, 14, 15]. Interactions with adults who are responsive and procure emotional secure environments for children’s learning and development have a huge impact in the formation of such connections from an epigenetic standpoint.
Positive interpersonal relations in early years, especially with main caregivers, are crucial. When the caregiver repeatedly pampers, feeds, cleans, talks, rocks, and cares for the child in a loving way, the developing brain is stimulated. These interactions modulate the behavioral patterns related to the early stimulation of brain areas (hypothalamus, amygdala, hippocampus, and nucleus accumbens) and neurohormonal substances (oxytocin, vasopressin and dopamine) directly related to early parental care [13]. Consistency in the interactions between the child and caregivers is most needed for optimal child development [16].
The Center on the Developing Child at Harvard University pointed at serve and return interactions as fundamental for nurturing child development. Serve and return interactions are understood as back-and-forth interactions between the child and the caregiver [17]. The child initiates an interaction by pointing at something, babbling, getting the adult’s attention or crying. Then, the adult responds to the child in a sensitive and encouraging manner (i.e., through eye contact, words, or a hug). These responsive and contingent feedback from the adult contributes to the building of the child’s brain structure. Serve and return interactions consist of 5-steps: (a) noticing the child’s serve and sharing the child’s focus of attention, (b) returning the serve by supporting and encouraging the child, (c) naming it, (d) taking turns and waiting keeping the interaction going back-and-forth, and (e) practicing endings and beginnings. For example, while being at the park, a child may point at a bird on a three (i.e., a serve), the adult smiles and says: “Yeah! That’s a beautiful bird!”. The adult waits for the child’s response. The child bounces looking at the adult and looking back at the bird. The adult, then, responds by picking the child up so the child can have a better view of the bird on the three while saying: “Look Thomas, the bird is eating some of those red fruits”. The adult observes the child’s reaction and waits. The child losses interest on the bird and starts looking at some children climbing a slide steps. Then, the adult says: “Would you like to go to the slide?” This responsive, contingent, and encouraging interaction contributes to the child’s learning of language and provides a secure and loving space for the child to explore his surroundings. Such a rich experience would contribute to the strengthening of brain structures, therefore, impacting the child’s development.
When adults fail to respond to the child’s serve in a reliable and appropriate manner, or when there is a lack of interaction the child development may be negatively compromise. Toxic stress due to neglect or abuse is related to detrimental effects on healthy brain development. As neglect or abuse continue over time, the alert system of the child states on, activating the release of the hormone cortisol [17, 18]. High levels of cortisol and stress are negatively related to child learning and development. Thus, for healthy children, who will be prepare for future learning, adults must ensure that the experiences and interactions of children are responsive and encouraging and stress is not prolonged for long periods of time.
As Dr. Robin McWilliam, professor of The University of Alabama at Tuscaloosa, USA, and an expert on child development and developer of the Routines-Based Model [19], would say “When children are busy, children are learning!”. Being busy is related to interactions with adults, peers, and materials [20, 21]. This idea of children’s learning and development occurring through interactions with the environment has been also supported by Bronfenbrenner [22]. Bronfenbrenner contributed to deepen the understanding of the influence of the context on the development of children through the development of the bioecological model [23]. This author describes development as a process of interaction between the person and his or her context [23, 24, 25]. Thus, child development is affected by four interacting elements, which are described in his Process-Person-Context-Time (PPCT) model.
According to Urie Bronfenbrenner, the engines of development are the
The
The best-known element of the bioecological model is the
The first one, the
The fourth level is the
The last element of the PPCT model relates to the
The most important component of Bronfenbrenner’s model for the understanding the importance of interpersonal relationships, is the idea of development occurring through the interactions of the child with his or her environment. Such understanding of development goes along with the findings of epigenetic studies on the influence of experiences on the brain development in early years. Even though Bronfenbrenner does not explain child development from a neurobiological perspective, his model targets the engines of development (interactions with the environment). It is highlighted how positive proximal interactions or processes between the child characteristics and those of the surrounding environment, make possible to reach optimal developmental levels [28].
From this perspective, the vision of child development is seen as a constant process in which children acquire increasingly complex processes of thought, movement, affection, and social relationships through interactions with their context [19]. The child develops with the participation and engagement with his or her own environment, family, school, close people, culture, beliefs, and ideologies, among others [29].
McWilliam proposed the functional domains of development-engagement, independence, and social relations [19]. Engagement is understood as the cornerstone of development. The engagement of children in daily routines promotes their development and learning [21, 23]. When children are interacting with adults, peers, and materials have opportunities to practice and acquire skills. Receiving feedback from adults and peers while these interactions occur contributes to improve current abilities and crystalized previous learnings through practice. Engagement embeds social relationships and independence. A child who is capable of (1) communicating and relating with others in an adequate manner for the context and his or her age, and (2) carrying out actions to meet needs and meaningfully participate in everyday routines, where learning opportunities occur [30].
At the socioemotional level, interactions with caregivers and peers in early years mediate between internalizing problems and engagement levels [31], acting as protective factors against low engagement levels [32]. The effects of positive interactions remain strong even after controlling for variables like gender language proficiency of the child and the educational level of parents [32].
Engagement is defined as the interaction of the child with the context (peers, adults, and materials) in an appropriate manner for the child\'s abilities and the demands of the context [22]. It consists of nine levels of complexity ranging from non-engagement to sophisticated engagement [33]. Each level represents an increase on the complexity of the behavior of the child. Lower levels of engagement relate to repetitive behaviors, passive paying attention, or engaging in activities with no differentiated behaviors, and higher levels of complexity, relates to children engaged in symbolic play and speech who persist in the activities while trying to solve problems or challenges [34].
For an infant or child to engage in a routine, there must be a fit between the child\'s skills, his or her interests, and the demands of the routine [35]. In a routine where the abilities and interest of the child fit the demands of the routine, there is an increment in the duration and/or complexity of the child behavior, reflected on higher levels of sophistication engagement levels [34]. Adults in the natural environments who are responsive and skillful at identifying misfits between the child characteristics and the demands of the routines, are more likely to make the necessary adjustments to facilitate meaningful participation of the child in the routines, through their interactions. During adult-child interactions, adults can teach the child a skill so she or he can meet the demands of the routine, adjust the routine or make it more interesting -so it matches the abilities and interests of the child-, or decide that the fit between the child abilities and demands cannot be addressed by teaching the skill or adjusting the routine demands, therefore, it is better to let it be and focus on the learning and acquisition of other skills. Interpersonal relationships become relevant for promoting proximal processes. Positive and strong interpersonal relationships will facilitate more effective interactions (proximal processes) because feelings of trust and well-being are associated to the interpersonal interaction between the child and the adult or early childhood education peers [35].
Independence refers to the degree to which a child can act to meet its needs, in other words, how much help does a child need to engage in a task or activity and successfully complete it. This functional domain has been related with selfcare behaviors and the child been able to request help from adults when needed after trying several times to solve a problem and failing to solve it [35]. Sensitive and responsive adults, observe the behavior of the child and offer help to the degree it would allow the child accomplish the task, and as children are able to complete more steps of the task by themselves the adults can withdraw the support. Emotionally supportive environments that focus positive learning (acknowledging all steps the child takes to accomplish a task even though his or her performance is not perfect on the first trials) will have a better impact on children’s skill acquisition than those environments where learning is based on trial and error, and error is emphasized after the child performance [36]. This does not mean the adult will not model adequate responses or provide prompts and supports to facilitate the success of the child when completing a task, but the adult does so by being empathic of the child’s efforts and providing encouragement after the attempt or completion of a task.
This domain relates to the way children communicate (express and respond) with others (peers and adults). In this regard, research supports the importance of the interactions with adults and peers for acquiring semantic language (vocabulary), phonetical awareness, and the pragmatics of communication (synaxis and nonverbal communication). Early years are crucial for the development and strengthening of the brain areas related to language acquisition and non-verbal forms of communication (imitating, understanding others no-verbal communication and using nonverbal communication) [37]. Adults model new words, offer feedback of children’s use of words and through interactions strengthen those neural circuits related to understanding of non-verbal communication forms. Research results support that frequency of exposure to vocabulary is correlated to noun vocabulary acquisition [38]. In addition, parents who provide more input in their interactions with children have children whose early vocabulary grows more quickly [39, 40]. Moreover, children who have difficulties imitating behaviors or participating in joint attention are more likely to have difficulties on language acquisition and expressive and responsive communication, such is the case child who suffer neglect or are at risk of presenting or have Autism Spectrum Disorders [15, 37].
In addition, the social relationships domain is associated to the degree which the child is able to get along with others by been able to understand and communicate with others and regulate his or her emotions. Vicarious learning (modeling) is crucial for the child learning to understand situations, control his or her affective and emotional responses [13], behavioral responses [41], and language acquisition [42, 43]. Direct learning through child-directed speech interactions has also been related to increased vocabulary size [44, 45]. As discussed previously, executive functioning and emotion regulation are acquired at later stages of development in early childhood [13]. Adults who are mindful and responsive of children’s emotional and communicative needs and model emotion regulation strategies and language can have an impact on the behavior of children when face with high emotional situations and children’s communication skills.
Natural environments are understood as home, classroom, and community settings. Learning occurs in each of these environments, and adults can take advantage of learning opportunities through caregiver-child interactions. Through this chapter, it has been emphasized the relevance of the caregiver being consistent, responsive, and sensitive in his or her interactions with children to promote learning and development. It is also important to provide the child with feedback of their actions in a loving way, focusing in positive learning (i.e., acknowledging child steps towards the completion of a task) instead of highlighting the child errors (i.e., trial-error learning). Adults must offer children opportunities to reflect on their actions and performance and must highly effort before outcome. For example, before providing feedback to a child on a task, the adults can ask the child his or her perception on his or her work. In this manner, the adult helps the child to identify his or her strengths and difficulties. Such interactions prevent the child from getting frustrated and cultivate trusting and loving relationships between caregivers and children.
Environments that are interesting, with a variety of materials and toys, promote child engagement. Based on child interest, adults can use
For example, the caregiver sees the child (6 months old) looking at a toy (e.g., a bottle with water and yellow glitter), the adult ensures the child is engaged (i.e., he is looking at the bottle), then follows the child’s interest (the caregiver takes the bottle and starts moving it), then elicits a behavior (the caregiver tries for the child to reach the bottle with yellow glitter, while bringing the bottle in his eye sight and moving it slowly back and forth). As the child looks at the bottle and tries to reach it, the caregiver says: “Thomas, look how pretty is the yellow color”. The child giggles in response to the adult’s comments and movement of the bottle content. Then, the caregiver reinforces this joint attention interaction by moving the bottle so the glitter moves a little bit more, while bringing the bottle closer to the hands of the child and saying: “You like the yellow color, don’t you? Do you want to grab the bottle?”. It is important to highlight that the reinforcement in this interaction must be related to the activity itself, it will not be enough with just saying: “Good job, Thomas!” as Thomas looks at the bottle. The caregiver reinforces the interaction by repeating the name of the color of the glitter and moving the bottle back and forth to maintain the child’s interest in the activity and had him try to reach the bottle. The adult is teaching the child color names and stimulating his visual and motor responses by moving the bottle and trying for the child to grab it. To continue the interaction, the adult could use other bottles with other glitter colors or materials to stimulate the child’s sight or hearing. This example of interpersonal interaction could apply to the home context (being used by the parents or other family members) or at the nursery classroom (being used by the teacher).
As for
These examples portrayed how
This chapter supported the importance of interpersonal relationships in early childhood. The important role of early experiences of children to impact their brain development was emphasized through the results of epigenetic studies. In the same line, Bronfenbrenner’s Bioecological model, contributed to the understanding of the interaction of different system levels, which can ultimate affect the interpersonal interactions of the child in their microsystem supporting of hindering their developmental trajectories. As well, the functional domains are introduced to guide the understanding of the child’s meaningful participation in natural environments form his or her level of engagement, independence, and social relationships. Adults and peers in natural environments can support the acquisition of skills in those domains by providing sensitive, responsive, and contingent care. Finally, two strategies that could be used in different natural environments and during interpersonal relationships are introduce to support child development and learning in early childhood.
As stated by Bronfenbrenner and Evans [22], children’s learning and development occurs within the interactions with the context through proximal processes. Also, supported by the results of epigenetic studies, is well documented the impact of early experiences on the brain structure and functioning. Interpersonal relationships are crucial for early childhood development and the impact of the interactions occurring within such interpersonal relations will transcend the early stages of life, affecting future learning and development at cognitive, communicative, socioemotional and physical levels. Mindful caregivers who understand the importance of their interactions with the child in early years of life will provide care that spurs optimal developmental trajectories of the child promoting future optimal functioning and participation of this child in society.
This work is dedicated to the memory of Dr. Tânia Boavida, whose work has inspired the authors immensely. She mentored us in the kindest and most generous ways. We would like to thank her for her time and support. You are terribly missed.
“The authors declare no conflict of interest.”
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Aalborg University has Two Satellite Campuses, one in Copenhagen (Aalborg University Copenhagen) and the other in Esbjerg (Aalborg University Esbjerg).\n· He is a member of prestigious IEEE (Institute of Electrical and Electronics Engineers), and IAENG (International Association of Engineers) organizations. \n· He is the chief Editor of the Journal of Software Engineering.\n· He is the member of the Editorial Board of International Journal of Computer Science and Software Technology (IJCSST) and International Journal of Computer Engineering and Information Technology. \n· He is also the Editor of Communication in Computer and Information Science CCIS-20 by Springer.\n· Reviewer For Many Conferences\nHe is the lead person in making collaboration agreements between Aalborg University and many universities of Pakistan, for which the MOU’s (Memorandum of Understanding) have been signed.\nProfessor Akbar is working in Academia since 1990, he started his career as a Lab demonstrator/TA at the University of Sussex. After finishing his P. hD degree in 1992, he served in the Industry as a Scientific Officer and continued his academic career as a visiting scholar for a number of educational institutions. In 1996 he joined National University of Science & Technology Pakistan (NUST) as an Associate Professor; NUST is one of the top few universities in Pakistan. In 1999 he joined an International Company Lineo Inc, Canada as Manager Compiler Group, where he headed the group for developing Compiler Tool Chain and Porting of Operating Systems for the BLACKfin processor. The processor development was a joint venture by Intel and Analog Devices. In 2002 Lineo Inc., was taken over by another company, so he joined Aalborg University Denmark as an Assistant Professor.\nProfessor Akbar has truly a multi-disciplined career and he continued his legacy and making progress in many areas of his interests both in teaching and research. 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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. in Chemistry in July 2000, and his Ph.D. in Physical Chemistry in 2007 from the University of Khartoum, Sudan. In 2009 he joined the Dr. Ron Clarke research group at the School of Chemistry, Faculty of Science, University of Sydney, Australia 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. He then worked as Assistant Professor at the Department of Chemistry, University of Khartoum, and in 2014 was promoted to Associate Professor ranking. In 2011 he joined the staff of the Chemistry Department at Taif University, Saudi Arabia, where he is currently active as an Assistant Professor. His research interests include:\r\n(1) P-type ATPase Enzyme Kinetics and Mechanisms; (2) Kinetics and Mechanism of Redox Reactions; (3) Autocatalytic reactions; (4) Computational enzyme kinetics; (5) Allosteric acceleration of P-type ATPases by ATP; (6) Exploring of allosteric sites of ATPases and interaction of ATP with ATPases located in the 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"}}}]}},subseries:{item:{id:"94",type:"subseries",title:"Climate Change and Environmental Sustainability",keywords:"Environmental protection, Socio-economic development, Resource exploitation, Environmental degradation, Climate change, Degraded ecosystems, Biodiversity loss",scope:"\r\n\tSustainable development focuses on linking economic development with environmental protection and social development to ensure future prosperity for people and the planet. To tackle global challenges of development and environment, the United Nations General Assembly in 2015 adopted the 17 Sustainable Development Goals. SDGs emphasize that environmental sustainability should be strongly linked to socio-economic development, which should be decoupled from escalating resource use and environmental degradation for the purpose of reducing environmental stress, enhancing human welfare, and improving regional equity. Moreover, sustainable development seeks a balance between human development and decrease in ecological/environmental marginal benefits. Under the increasing stress of climate change, many environmental problems have emerged causing severe impacts at both global and local scales, driving ecosystem service reduction and biodiversity loss. Humanity’s relationship with resource exploitation and environment protection is a major global concern, as new threats to human and environmental security emerge in the Anthropocene. Currently, the world is facing significant challenges in environmental sustainability to protect global environments and to restore degraded ecosystems, while maintaining human development with regional equality. Thus, environmental sustainability with healthy natural ecosystems is critical to maintaining human prosperity in our warming planet.
",coverUrl:"https://cdn.intechopen.com/series_topics/covers/94.jpg",hasOnlineFirst:!0,hasPublishedBooks:!1,annualVolume:11978,editor:{id:"61855",title:"Dr.",name:"Yixin",middleName:null,surname:"Zhang",slug:"yixin-zhang",fullName:"Yixin Zhang",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYWJgQAO/Profile_Picture_2022-06-09T11:36:35.jpg",biography:"Professor Yixin Zhang is an aquatic ecologist with over 30 years of research and teaching experience in three continents (Asia, Europe, and North America) in Stream Ecology, Riparian Ecology, Urban Ecology, and Ecosystem Restoration and Aquatic Conservation, Human-Nature Interactions and Sustainability, Urbanization Impact on Aquatic Ecosystems. He got his Ph.D. in Animal Ecology at Umeå University in Sweden in 1998. He conducted postdoc research in stream ecology at the University of California at Santa Barbara in the USA. After that, he was a postdoc research fellow at the University of British Columbia in Canada to do research on large-scale stream experimental manipulation and watershed ecological survey in temperate rainforests of BC. He was a faculty member at the University of Hong Kong to run ecological research projects on aquatic insects, fishes, and newts in Tropical Asian streams. He also conducted research in streams, rivers, and caves in Texas, USA, to study the ecology of macroinvertebrates, big-claw river shrimp, fish, turtles, and bats. 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Thus proteomics, an area of research that detects all protein forms expressed in an organism, including splice isoforms and post-translational modifications, is more suitable than genomics for a comprehensive understanding of the biochemical processes that govern life. The most common proteomics applications are currently in the clinical field for the identification, in a variety of biological matrices, of biomarkers for diagnosis and therapeutic intervention of disorders. From the comparison of proteomic profiles of control and disease or different physiological states, which may emerge, changes in protein expression can provide new insights into the roles played by some proteins in human pathologies. Understanding how proteins function and interact with each other is another goal of proteomics that makes this approach even more intriguing. Specialized technology and expertise are required to assess the proteome of any biological sample. 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