Tanner and Blake’s summary of child victim grooming.
\r\n\tOver the years, the concept of maintenance became more comprehensive, reducing fault occurrence and increasing industrial system availability. Besides, reliability, safety, and criticality requirements were associated with the system or equipment under analysis. Maintenance strategies or schemes can be classified as corrective (run-to-break), preventive (time-based), and predictive (condition-based maintenance). Corrective maintenance is only performed after an occurrence of a fault. Therefore, it involves unexpected breakdowns, high costs, changes in the production chain, and it could lead to catastrophic events. Preventive maintenance and interventions occur based on a scheduled maintenance plan or the equipment's mean time between failures. Although it is more effective than corrective maintenance, unexpected failure may still occur by preventing most failures. Additionally, the process cost is still high, especially the costs associated with labor, inventory, and unnecessary replacement of equipment or components.
\r\n\tOn the other hand, predictive maintenance analyses the equipment condition so that a possible fault can still be identified at an early stage. Predictive maintenance aims to identify a machine anomaly so that it does not result in a fault. Such maintenance involves advanced monitoring, processing, and signal analysis techniques, which are generally performed non-invasively and, in many cases, in real-time. In the case of machines or processes, these techniques can be developed based on vibration, temperature, acoustic emission, or electrical current signal monitoring. It should be noted that monitoring such signals or parameters to verify the operating condition is called condition monitoring. Condition monitoring aims to observe the machine's current operational condition and predict its future condition, keeping it under a systematic analysis during its remaining life. In this sense, a fault condition can be detected and identified from systematic machine condition monitoring. A diagnosis procedure can be established, whereby properly investigating the fault symptoms and prognosis.
\r\n\t
\r\n\tThis book will aim to merge all these ideas in a single volume, aggregate new maintenance experiences, apply new techniques and approaches, and report field experiences to establish new maintenance processes and management paradigms.
\r\n\t
Seaweed cultivation is a good activity for improving the welfare of coastal communities. Several countries in Southeast Asia such as in the Philippines [1] cultivate seaweed with a fairly high production.
Cultivation of
Currently, various problems continue to afflict cultivation activities carried out by the community. One thing that really stands out from the various problems that exist is the low quality and low production of seaweed. There has been a decline in the quality of seaweed after 20 years of seaweed production in the Pacific region. Specifically in Indonesia, the low production of seaweed cultivation is caused by low quality of seeds, poor cultivation methods, intensity of attacks of pests and diseases, and marine environment that is impacted by global climate change [24]. Increase in population of herbivorous fish in the seaweed cultivation areas around the Mediterranean waters correlated with the species of epiphyte that existed. Current phenomenon that some unprotected cultivation sites provide food opportunities for herbivorous fish [25]. Recently, many studies have been done, but there are no appropriate actions and solutions to overcome the existing problems. Each stage of seaweed cultivation has its own specific problems. For this reason, it is very important to conduct a thorough and integrated research to approach every problem, starting from getting good quality seeds, good maintenance patterns, and biological, physical, chemical, and ecological factors related to seaweed resistance to the economic value of each production results that affect the selling value of seaweed.
The phenomenon of grazing by herbivorous fish is very common in all locations of seaweed cultivation (Figure 1). In India, especially in Krusadai Island, the production of seaweed farming of
Grazing activity of herbivorous fish (
The use of cage for
Floating cage is a technological design that functions as a seaweed cultivation tool. This cultivation tool can protect seaweed from pests while reducing the potential for ice–ice disease [16, 29, 30]. Various sizes and shapes were developed as tools that can be used for seaweed cultivation. The basic materials of floating cages include PVC pipes, nets equipped with buoys as markers, and weights attached to the raft to facilitate the laying of the raft in the desired area. The shape of the tool is designed like a rectangular box with varied sizes. The surface of the raft is left open, while the bottom and all sides are covered using a multifilament net with a mesh size of 1 cm [31]. The process of seaweed cultivation in floating cages is done by spreading seaweed directly in floating cage without binding. In the harvesting process, floating cage can be directly drawn to the shallower parts of the coast so that the harvesting process can be more easily done (Figure 2).
Illustration of floating cage that was used during research (a). Thallus of
The growth of thalli of
Illustration of seaweed cultivated on longline.
Total growth of seaweed
The growth trials of
Total growth of seaweed
The results of the growth of new thallus with initial weight of 100 g showed the difference in the floating cage and on longline. From the results of the cultivation for 40 days, it was seen that the change in the weight of
Differences in growth of
There was also a difference between cultivations of
Differences in growth of
The difference in growth and weight of thallus in each month shows the difference between cultivation with floating cage and longline. On the growth chart, it can be seen that changes in seaweed weights had begun since the cultivation period for 10 days and the first 20 days. Furthermore, the changes were seen to be greater on the 30th and 40th days. This proves that maintenance with longline guarantees that seaweed can continue to grow well without any interference from pests and diseases that can reduce seaweed production. Another reason for the difference is that the longline cultivation method is prone to current shocks that can break the seaweed so that it will be washed away by the current.
Specific growth rates of
Specific growth rate of
The result of specific growth rates of seaweed
Specific growth rate of
The growth of new thallus per month during the research from May to November showed that there were variations in growth each month that were quite different between the two methods. However, these variations did not provide a significant difference in thallus growth each month in the floating cage. The growth from May to July was seen to be different from the growth from September to November (Figure 10). The total growth using floating cage method was much higher than the growth using the longline method, especially in August to November. This can be expected from the presence of herbivorous fish that often attack seaweed in the months of August to November. The longline method is an open method that provides opportunities for herbivorous fish to eat seaweed, while floating cage is a closed method that protects seaweed from various attacks of pests, especially herbivorous fish.
Growth of thalli of
The growth of the new thallus from May to November showed that there were variations in growth each month. However, these variations did not provide a significant difference for thallus growth each month in floating cage. Observation during May to July, growth was seen to be different from September to November (Figure 11).
Growth of the thalli of
However, if we look at the difference of growth in the floating cage method and the longline method for each different month, it appeared that the two methods had significantly different growths. The total growth in floating cage was much higher than the growth in the longline, especially in August to November. This can be expected from the presence of herbivorous fish that often attack seaweed in the months of August to November. It is important to be noted that longline method is an open method that provides opportunities for herbivorous fish to eat seaweed, while the floating cage method is a closed method that protects seaweed from various attacks of pests, especially herbivorous fish (Figures 10 and 11).
The growth rate of
The increase in growth of this type is quite significant because
In Madagascar, the highest growth rate of
Thallus health can be seen from the morphological form of the thallus. The healthy shape of the thallus morphology looks cleaner. Healthy thallus has tapered tip, and there are many new thalli starting to emerge. Thallus of seaweed maintained by the floating cage looked cleaner than that maintained by longline (Figure 12). At the time of a fairly high pest attack, seaweed thallus looked white and would eventually die. Seaweed thallus which was attacked by pests had many wounds and bleached and the thallus was cut off. The intensity of this pest attack was seen at all times, especially during the attack of
Thallus of
Besides fish pests, it was also reported that a number of thalli that died or were sick were mainly caused by ice–ice disease which often attacks seaweed. In general, longline cultivation provides opportunities for seaweed to be affected by changes in temperature and salinity at certain times, especially in the rainy and dry seasons. During summer, a lot of seaweed is affected by surface heat so that it becomes stressed and eventually bleaches. When the rainy season occurs, some seaweed will be affected by changes in surface salinity, which drops suddenly due to rainwater, because seaweed is very close to the surface of the water. Different things can be seen with the use of the floating cage. Seaweed in this tool looks fresher and healthier because it will be able to avoid herbivorous pests. Besides that, seaweed will also be able to avoid changes in temperature and surface salinity during rainy season or dry season. Seaweed in floating cage will be submerged at depths above 10 cm below sea level. Thallus of seaweed maintained by floating cage looks clean, and the tip of the thallus is tapered, and there are no bites of data pests nor is there ice–ice disease [38]. Seaweed in floating cages has many thalli that continue to grow. Thallus morphologies of
Growth of
The results showed that floating cage had a significant effect on increasing seaweed production. Seaweed is completely protected from pests and ice–ice disease. Increased seaweed production will provide increased harvest income from seaweed cultivation. Floating cage is a very simple innovation tool that has a series of seaweed cultivation tools from PVC paralon and nets. This tool is very environmentally friendly if compared with the current seaweed method. At present, the longline method has various serious problems. The problem is, in certain areas, pests and epiphyte attachments occur as well as the use of used plastic bottles. The use of used plastic bottles is an act that is not environmentally friendly. Used plastic bottles used as buoys are seen to pollute the ocean and have a wider impact on organisms around the cultivation area (Figure 14).
Longline cultivation using used plastic bottles (A) and clean and beautiful floating cage arrangement (B).
The survey results explain that in 1 Ha longline cultivation area will require at least 200 used plastic bottles. Plastic bottles are used as buoys in seaweed cultivation. Used plastic bottles are taken from bottle wastes in the community environment. The use of used plastic bottles can be used only in 1 year of use; after 1 year usually these plastic bottles will leak and be thrown into the sea. Many serious problems occur among farmers. At present it is very important to develop an alternative seaweed cultivation that is environmentally friendly and has high productivity.
Floating cage that uses multifilament nets and PVC pipe does not cause environmental damage (Figure 14). PVC pipe is used as a float and also as a main pole to hold the net. PVC pipe series will last long enough in the waters. The use of PVC pipe and nets with good care will provide a long usage period. Arrangement of floating cage in the sea will look neatly arranged. The prospect of using floating cage has a very good future with various benefits. We got the advantage of using floating cage by interviewing farmers who use this tool in several seaweed cultivation locations in Southeast Sulawesi, Indonesia. The results of our interviews are formulated in order of priority of the benefits obtained by the community in using floating cage tools. These advantages include:
The location of cultivation is narrow and orderly. The design of this tool does not require a large cultivation location. With just a small and regular area, the farmer can arrange the floating cage placement.
The many advantages of using floating cage tools illustrated very clearly that the future use of floating cage methods will be very good. Although currently the use of floating cage is still limited to certain locations, however, this development will continue to occur along with the desire to use prospective tools with excellent economic and ecological benefits. Cultivation communities will be able to choose to use tools that are economically and ecologically beneficial. The ecological advantage is in favor of the sustainability of other marine resources.
Innovation of cultivation methods using floating cage gives good results to support the growth of
I am grateful to the Ministry of Research, Technology and Higher Education of the Republic Indonesia, for the full research funding of this research project and to the Faculty of Fishery and Marine Science, Halu Oleo University, for the sample analysis and literature assistance.
The shared knowledge of educators about the etiology of sexual abuse of students by school employees – what to look for, how to respond, and what actions might reduce risk – is simply inadequate to the scope of the harm. A report from the United States Government Accountability Office (GAO),
The problem is three-fold. (1) Ten percent of public school students report being sexually abused by a school employee [3]. (2) There is little in the existing research that identifies and describes the school culture, patterns, and conditions in which educator sexual misconduct occurs. (3) Because no one has systematically documented the school culture and the behaviors and patterns of adults who sexually abuse children in schools, school professionals fail to understand what patterns and behaviors should trigger concern, supervision, investigation, and/or reporting.
Stopping sexual misconduct directed toward students means understanding the process that adults use to prepare students to be abused so that they do not tell, do not fight, and acquiesce. This process, called grooming, has the purpose of gaining student trust, as well as the trust of parents and colleagues.
Grooming behaviors and patterns are red flags, signaling that something is not quite right and that attention and monitoring, and supervision are needed. Most employee to student sexual misconduct in educational organizations involves a pattern of “preparing” the student for the misconduct so that the student trusts the employee. Rarely does the misconduct begin with unwanted sexual touching, although that occurs later in the process.
Sexual misconduct in schools and other youth serving organizations nearly always begins with grooming. Kenneth Lanning, retired supervisory Special Agent from the FBI and a seminal researcher of criminal sexual behavior since the 1970’s, describes grooming as “specific nonviolent techniques used by some child molesters to gain access to and control of their child victims” [4]. The patterns, now referred to as grooming, were at one time referred to as seduction within the prevention community. That label changed overtime as researchers learned more about how children are persuaded into targets. The change in terminology had more to do with the perception of the words than the actual behaviors. Lanning and others use the words interchangeably to describe “patterned behavior designed to create opportunities for sexual assault, minimize victim resistance or withdrawal, and reduce disclosure or belief.” [4].
Jim Tanner and Stephen Brake [5] developed a framework for understanding the grooming process. They make a distinction between grooming the individual and grooming the “environment. Because offenders need to find potential targets, gain their trust, reduce discovery by others, and reduce the target’s credibility if discovered, they groom victims to “overcome resistance, maintain access, and minimize disclosure” [5]. Offenders need access to targets, need to be desirable to targets, and need to convince the target that everything that is happening is normal. The goal is compliance from the child, often misinterpreted as consent. Children aren’t legally or emotionally able to consent – this is not an equal interaction – therefore compliance is used by the offender as a stand-in for consent, drawing the child into a belief system that the child has control or power when that is not the case.
Offenders must not only gain the trust of the victim, but also that of the community in which he or she works as well as the environment of the child. Typically, the offender grooms the work and community environment first, then grooms potential victims, then the actual victim or victim’s family. Prior to physical sexual abuse of the potential target, the offender seeks to be someone admired by colleagues, recognized in the community as a productive and valuable member, and appreciated by parents as someone who is helpful to the success of their children.
Environmental and individual grooming can occur at the same time, but commonly the offender has first established his or herself as a highly regarded education and/or coaching professional. Tanner and Brake [5] have summarized this process, displayed in Table 1.
Purpose of victim grooming | Overcome resistance, maintain access, and minimized disclosure |
Target of victim grooming | Emotionally vulnerable child |
Goals of victim grooming | Access/affiliate Allure/accept Alibi/assure |
Actions of victim grooming | Gaining trust, access, relationship |
Bond | Form a special bond, keep secrets, special lures |
Reliance | Push and pull of victim. Make victim need offender |
Attenuate | Reduce resistance through slow progression and explanation of normalcy |
Trap | Prevent disclosure through grooming, threats, guilt, and fear |
Environmental Grooming | |
Purpose of Environmental Grooming | Find victims and reduce the probability of being reported or victim being believed |
Target of Environmental Grooming | Parents/family, teachers, social organizations, peers, significant others, etc. |
Goals of environmental grooming | Access: provide entrée Allure: create interest Alibi: minimize risk |
Actions of environmental grooming | |
Position | Social, Personal |
Charm | Personality |
Power | Political, fiscal, absolute |
Celebrity | Fame |
Tanner and Blake’s summary of child victim grooming.
Grooming is rarely perceived as a violent act. Instead, it consists of actions that bond the target to the offender such as time spent together, secrets, gifts, special attention. The process presents the offender to the child as kind, gentle, understanding, caring, generous, charming, and accessible. A goal of the offender is to be desirable, needed, and wanted by the child. As the child is progressively drawn-in to this “special” bond, the offender assures the child that the relationship is “normal”, often by telling the target that he or she is more mature than the other students, or smarter, or extra special. The more an offender can minimize the nature of the offense and shape it into an acceptable relationship -- counselor, teacher who cares, friend, father figure, peer -- the more the student is led to believe that what is happening is acceptable.
Generally, the only time the offender uses threatening methods are when the student tries to stop the predator after the grooming period and well into the physical or emotional sexual misconduct. At this point the offender uses threats, guilt and fear to keep the student involved. Most grooming and sexual misconduct toward students by adults occurs right in the school: in empty classrooms, in hallways, in offices. Sometimes the abuse is played out in front of other students. It is not unusual for a teacher to take a student into a storage room attached to the classroom and have sexual intercourse while the rest of the class does seat work. Recess and lunch are prime offending times.
Preventing sexual misconduct and abuse directed toward students requires adult bystanders and other students to understand the “red flags” of grooming behavior. The purpose of this study was to identify and describe grooming behaviors that school employees use in their quest to cross sexual boundaries with students.
If we could (or would) do postmortem examinations each time a student is sexually abused by an adult in a school, we might be able to identify the places where policies, training, supervision, and reporting failed to prevent the abuse. These are sensitive issues for school administrators and communities and, most of the time, the stakeholders just want to put the ugly incident behind them, a response which does little to prevent future abuse. However valuable direct inquiry might be, it turns out not to be feasible to get permission to interview students, teachers, administrators, victims, parents of victims, and predators when an employee has sexually abused a student. Very few, if any, organizations allow such scrutiny.
This study uses documents from civil litigation where a parent or child has filed a suit against a school district for not preventing the abuse of the child by a school employee and where the school employee predator has been convicted in a criminal trial of sexually abusing a student. These documents provide the range, detail, and putative accuracy of case evidence that is otherwise unavailable to researchers. Specifically, we analyzed expert witness reports that were developed from civil legal documents. The use of civil legal documents introduces a methodological dimension that is not often deployed in education research, and thus provides an additional approach to education research. These documents provide robust documentation for undertaking these multiple case studies which allow for individual incident descriptions as well as a synthesis of variables across cases. Court and legal records are not uncommon sources of data in social science and historical research [6], but rarely used in non-legal education research.
The documents on which the expert reports used for this study came were based on multiple case records used in civil litigation that the senior author read and analyzed to produce an expert witness report. In each case, the expert report included the same topics and format and produced a report between 50 and 100 pages. It is the report that the researchers in this study used to identify red flags of grooming.
The sample was drawn from 220 expert reports written by the senior author between 2004 and 2020 as expert reports in civil litigation. Essentially, the reports represent case study descriptions of the patterns and behaviors of grooming and sexual misconduct as well as the extent that school organizations met prevention protocols. The purpose of this study was to identify red flags of grooming across cases, red flags which were described in the report.
There were six parameters for selection of the reports to be included in this study (1) a student has been sexually abused by an employee of the school district; (2) the employee has admitted the sexual abuse and been found guilty in criminal court; (3) the school is a PK12 school; (4) the report included information on grooming red flags; (5) consent for use of documents has been given by the plaintiff attorneys; and (6) the criminal and civil cases were closed.
Although this sample is not random (a technique not available in these circumstances), it is a purposeful selection that has characteristics of both snowball and judgment sampling. The cases initially reviewed are varied and are from 33 states; represent both state and federal complaints; include elementary and secondary student plaintiffs; represent urban, rural, and suburban school districts; contain both high- and low-income schools; incorporate schools that serve predominantly white, predominantly black or Latina/o, or mixed race student enrollments. The victims in these cases are both males and females and the predators are both males and females. Thus, the sample replicates the socio-demographic properties of school districts and plaintiffs from the country as a whole.
Litigation and trial data are commonly used in other disciplines, but rarely in education research. Never-the-less the public has a “qualified right of access to court proceedings and records, rooted in the common law. The First Amendment also confers on the public a qualified right of access”, including in civil trials [7]. Among the data points for analysis that are included in civil case documentation are school district policies, training materials and requirements, hiring policies and practices, personnel files, student files, medical/mental health files, environmental scans of the school buildings, police files from the criminal prosecution, and pictures of classrooms.
Depositions, as sworn testimony, are as close to that person’s “truth” as is likely to be available. People being deposed swear an oath to tell the truth and the penalties of perjury apply, just as they would in trial testimony. In the cases analyzed, there are depositions from the victim, family members, the abuser, members of the abuser’s family, classmates of the victim, and school personnel – teachers, coaches, custodians, school lunch monitors, teacher aids, building administrators, district administrators, and school board members. This is a broad and inclusive group of people who are “telling the story” in the civil cases/settings/contexts of sexual abuse.
We developed a set of codes that were descriptive of red flag behavior by an adult directed toward a child in these cases. Coding was done on documents in which all identifiers were removed. No school district names or names of people involved were available to coders. They were replaced with role identifiers (for instance, “principal”, “2nd grade teacher, student target). Codes aligned with Tanner and Blake’s grooming categories.
The authors coded the documents in pairs with the senior author serving as a third coder where there were differences in coding decisions.
Red flag grooming strategies to gain trust of targets, colleagues, or parents are described with examples from cases. Pseudonyms are used in all descriptions.
In K-12 school settings there is a good deal of variation when it comes to the characteristics of students who are targeted for sexual misconduct by predators and in what types of school these violations occur. In other words: students of all genders, races, academic backgrounds, and personalities are groomed and are targets of sexual misconduct in all kinds of schools at all levels. In this study, we are reporting examples of grooming from both independent and public schools in the United States where elementary, middle, and high school females and males have been targeted with sexualized behavior by school employees. The majority of the cases were male employees grooming female students and others in the environment, followed by male employees grooming male students, then female employees grooming male students. We did not have any cases of female employees grooming female students.
Not all school employees who were grooming a student engaged in grooming the environment, but most who crossed sexual boundaries with students also needed parents and their colleagues to trust and like them, and, therefore, worked to gain their trust. Before actual sexual misconduct can occur, boundaries have to be crossed. Boundary violations occur in public, in front of others. Once boundaries are crossed and trust is gained, much of the abuse occurs in private settings such as closed classrooms, cars, or via social media interactions.
We examined the expert witness documents for examples of the grooming patterns described by Tanner and Blake and found examples of all in these cases with bonding, reliance, and attenuation (or normalization) the most prevalent.
Bonding boundary crossing is what most bystanders see and it rarely announces as sexual abuse. School employees who targeted students often start out by identifying a special bond, “you aren’t like other students”, “you are so mature”, “I can talk to you” are all phrases that were used to make students feel special. Female students often reported that male employees would talk about their personal emotional and sexual lives with a wife or girlfriend. “He told me he wasn’t happy in his marriage and that his wife didn’t understand him. He said I was different.” Bonding also came through secrets that could not be shared, “no one can know about us” and comparisons “when I was your age, I had the same problems with my mother.”
In many cases where boundaries are crossed and grooming occurs, students, parents, and other educators and administrators mistook these actions that crossed professional and appropriate boundaries as “prosocial behavior” (Tanner & Brake, 2013). Typically, prosocial behavior, such as compliments and direct attention in the classroom, are seen as positive educator behaviors when attempting to mentor students or forge beneficial educator-student relationships for the purpose of improving child learning. Thus, school employees often used tutorial help as a way to bond. A not uncommon pattern is for a teacher to talk with the student or the parent and describe the student as bright and capable, but falling behind. The teacher then offers to help the student catch up and advance. Students reported they felt special and liked the extra attention. Parents reported they were grateful for the extra time given to their child.
But the differences between prosocial and bonding grooming behaviors is the focus of this behavior –behaviors directed toward all or most students vs. a specific student. Teachers who offer to help lots of students, in open settings, are very different from teachers helping a select student in a regularly closed environment.
A similar pattern revolves around food. A targeted student is invited to have lunch with the teacher in the classroom and the teacher brings the food. Other students are not invited or allowed. Intensity and repetition of these behaviors with a single student moves this from pro-social to boundary crossing and grooming. These boundary violations are carefully planned transgressions that scale in boldness relative to how often the predator can get away with the behavior in the presence of bystanders.
Use of personal – not school sanctioned and monitored -- social media is a common vehicle for bonding grooming. Using a private platform is much like being alone with a student behind a closed locked door. There is no way to monitor and the interactions are hidden and private. For example, in one school, observers frequently reported that a teacher, “was communicating with his 6th grade students via Facebook,” thus establishing a private, personal, out of school communication pathway to groom students. When grooming through social media, direct or private messages can escalate quickly due to the relative ease of access predators have to students who may view it as normal behavior because that is how they communicate with their peers. Back and forth texts escalate into more intimate and private conversations and often include exchanges of photos of body parts or other sexual displays. It is not uncommon for hundreds of text messages to be exchanged in a school day, with intimate, connecting, and escalating messages.
Another way that victims are groomed is to increase their reliance on the school employee. Sometimes that relates to grades, as in trading grades for time, “I didn’t have to do my homework. As long as I spent time with him, he would give me a grade.” Sometimes it translates into legitimate help when the school employee is tutoring and teaching a student, but withholds that learning if the student does not comply. Sometimes it is providing food or transportation. Gifts and money are also used in the reliance process, offering students things they do not have. Often those things are cell phones and iPads that provide the adult with easy access to the student. Other times students are given trendy clothes and accessories. But in all cases, the adult is using this grooming strategy as a way to tie the student to him or her, to increase the student’s reliance on the adult.
Predators work to normalize boundary crossing behavior. They are aided in this by schools that (1) do not teach students or other adults about what is acceptable adult to student behavior and that (2) fail to train students and adult bystanders how and when to report.
Boundary violations in the public eye, for example over public forums on social media or in full classrooms, are often defined by their subtlety--the goal of which is to progressively make children feel that these violations are “normal” or par for the course. Child targets often do not know how to code these actions, having not been taught about what is acceptable behavior from a school employee. As a result, they do not report these behaviors to authority figures who could intervene to interrupt the grooming process. For instance, a student bystander noted that a male teacher would rub up against female students: “…he [teacher] made her uncomfortable and … he would rub his penis against her back while touching her shoulder.” Students often reported that the teacher “hugged” all the girls or “hung out” with a group of students all the time. Sometimes the normalcy of boundary crossing blinds bystander employees to the reality of the violation. Violating school employees may give student victim rides to and from school or to other locations and are often seen by both adults and students leaving the school. And yet, this misconduct goes largely unreported even though in most schools it is an explicitly prohibited action. When queried about these actions, both students and adults would report that “I just assumed it was OK. No one said anything about it.”
Adult conversations with students – often in the classroom or to groups of students during lunch or other non-class times – include sexual topics, personal disclosure of adult sexual activity and preferences, and questions to students about their sexual lives. These are disguised as “normal” interactions and topics with students, but they are grooming behaviors that seek to normalize sexual talk. These behaviors often go uninterrupted or only lightly reprimanded by other employees who overhear the boundary crossing conversations.
Normalizing also occurs when the adult behaves the same way as the student, acting as a peer. This is often presented as romance, leading other students to believe (either overtly or covertly) that it is OK for adults who work in the school to date a student. Bystander students, as a result, see sexualized behavior between the adult and, in most cases, a high school student, and explain it as ‘normal’ romantic behavior: “They are dating…They are boyfriend and girlfriend…[the predator] didn’t molest [the victim], they were just making out.”
For instance, a male teacher who had been grooming a female student reacted when she threw a Jell-O cup he had given her onto the floor. The teacher intruded on another class the student was in and threw what was described as a tantrum, “throwing things around…slamm[ing the door]…and star[ing] at [the student].” The bystander teacher of the current class period should have recognized and reported the obvious red flags indicating teacher-student boundary violations. The behavior of the abuser resembled an angry tantrum reminiscent of teenage lovers having a fall out, rather than a teacher simply being angry at a student misbehaving. Students described these behaviors as typical boyfriend/girlfriend actions, indicating how the adult had normalized these behaviors so that they were not seen as inappropriate, but, rather, indications of normal romance.
Those who groom students look for ways to touch students. In one middle school, two female students were in a classroom with a male teacher-predator talking about “getting away from someone that’s trying to hurt you.” The teacher grabbed one of the victims by the arm and said he did it “to show…that it’s not as easy to get away from someone as you think.” After the teacher was arrested, the girls were questioned and related what had happened. They explained that although they thought it was inappropriate behavior, they did not report the teacher, assuming that it was something teachers could do and that they thought they would not be believed.
Hugs are often normalized. For example, a teacher in an elementary school who hugs students in the hallway between classes and “when the kids would come in from recess” broadcasts an image of friendliness when the intent is to normalize inappropriate touching of children. The teachers who do this often portray this behavior as giving students extra support, “letting them know we care”, a rationalization that is accepted by students, parents, and colleagues. In middle and high school, hugs are normalized across all students as praise or reward. That practice camouflages hugs for sexual purposes.
Students make sense of these boundary crossings and potentially illegal behavior from their own frame of reference. They do this because the adults in the school have not taught them another lesson, the policies of behavior (if they exist) have not been explained, and the culture of the school encourages everyone to look the other way, rather than teaching what the appropriate teacher-student boundaries are and what to do if they see them being violated.
When school employees were suspected of sexual misconduct and questioned by school leadership or law enforcement, many sent messages – usually through texts – to the students they had targeted warning them not to “tell”. The messages often reminded the students that “I could go to jail if you tell.” “You would be hurting my family if you tell”. “You will get in trouble if you tell”. Although not common, some student targets reported that abusers threatened their family members – “He said he would kill my mother if I told.” “He said he would kill my sister if I told.” “I was afraid he would hurt my family.” More often, though, the employee abuser played on the student’s feelings for the abuser, “He told me he would go to jail. I didn’t want him to go to jail. I just wanted it to stop.”
Some patterns were used across the victim grooming categories of Tanner and Blake.
It is said that grooming occurs in public and sexual abuse in isolation. For the most part, that is true. But grooming can also occur in isolation. Bonding, reliance, and attenuation happen in public spaces and isolated environments. Isolation is not only a tactic to keep actions hidden, but also a strategy to remove the target from friends and family, leaving the employer abuser as the only person the student can confide in.
Isolation is a type of red flag that can go unnoticed due to its nature in being seen as “helpful” or “beneficial” to the victim from an outside perspective, or simply going unnoticed. Isolation is a way that gives the abuser access to the victim, without any suspicion or detection from outside environments. This can take many forms such as having individual coaching sessions, private tutoring, or one-on-one help after school in a classroom.
In one school a teacher, Mr. Park, offered to tutor a student, Jane Doe. This gave him access to her without other students and behind closed doors. Mr. Park began pressuring Jane Doe to meet him outside of school. Jane Doe described this pattern: “If I found a way to make it happen, he would find a place.” Jane Doe finally agreed, and they decided to meet. Mr. Park picked up Jane Doe at the 99 Cent Store” and they went to his house, where sexual activity occurred. Jane Doe was receiving tutoring from Mr. Park, which eventually allowed him to isolate her in his home away from other outside environments and interference. Isolating a victim can be especially dangerous because it can lead to sexual abuse and misconduct due to the fact that it goes unnoticed by other faculty and administrators.
There are also instances where isolation occurs on school grounds during the school day. When J.L. did not return to the classroom in a timely manner, her teacher went to look for her and found her with the male classroom aid. They were both stepping out of a dark recessed area outside an empty classroom. The male aid told J.L’s teacher that J.L. was afraid to go to the restroom alone. The aid would watch J.L. in the classroom, looking for ways to isolate her in the building that could be explained as “helping”. J.L.’s teacher noticed that whenever J.L. left the classroom, the aid left soon after with a variety of excuses. The teacher also noticed that whenever this happened the aid and J.L. returned to the classroom at the same time. And yet, J.L.’s teacher did not report these behaviors.
A similar scenario occurred in an elementary school when a male paraprofessional targeted a first grade boy. He isolated the male student by driving the student around in his car, which the student thought was fun. The time spent on these drives provided an opportunity to form a bond. By offering to help the family with transportation when the male student stayed late for tutoring or activities, the teacher built the trust of the parents which developed into a strong connection to this family. The boy’s parents described the teacher as one of the family and reported that they were so happy the teacher was helping their son.
Providing resources or gifts are very common grooming tactics used to pressure victims into gratitude for receiving this specific kind of attention from an authority figure. Gift giving is used to gain trust and make the victim feel indebted to the adult predator. Gifts serve both a bonding and a reliance function.
An example of gift giving occurred in a middle school between a teacher and an eighth grade student. Mr. Toledo targeted a female student for sexual activity and began a full on “courtship”, buying her gifts and providing her with things she would not otherwise have. One day, for instance, he texted her and told her that he put a “surprise in her locker”. When S.G. went to her locker, she found a pink iPad mini. And she was delighted and excited to have it. When she took it home, her mother questioned her about it. Finally, S.G. broke down and told her mother that Mr. Toledo had given it to her. S.G. felt special when she got this gift. And she wanted to keep it. And it made her like Mr. Toledo even more. Mr. Toledo counted on that. He knew that an expensive and lavish gift would escalate his access to S.G. and make it less likely that S.G. would rebuff his next steps. This gift bonded S.G. to him and also increased her reliance on him.
Gift giving to girls as a grooming step is not uncommon. But, depending upon the gift, it may be more likely to raise concerns from parents. Parents aren’t aware of food and candy and privilege handouts to their child from an adult employee in the school, but they are likely to notice “things” that get brought home. For instance, teacher Park targeted Marianna and began giving her extra school supplies. When she brought these home, her mother noted them, but assumed they were part of the school package. Even when she realized that they were not given to all children, Marianna’s mother treated the supplies as a way the teacher was helping her child succeed in school. However, when Marianne came home with a new purse, given to her by Mr. Park, her mother knew immediately that this was an inappropriate gift. A realization came to too late to stop Mr. Park from sexual activity with her daughter. The extra school supplies given to Marianna allowed Mr. Park to groom Marianna and make her feel special, portraying the grooming as “helping”. Typically, parents and administrators would not question who supplied school supplies to a student whose family could not afford them. And yet, they served the same purpose as the gift of the purse: gaining the trust and good feelings of a child while crossing boundaries and manipulating a child’s affections.
In many of these cases, parents were groomed to trust the teacher, usually because the teacher was providing their child with academic support. “We were really grateful that [the teacher] was helping our daughter with her math.” Often parents commented on how friendly the teacher was. In other cases, the teacher befriended the parent, usually a single mother, and provided support such as stopping by with dinner and conversation or, in some cases offering to babysit when the parent needed help.
A not atypical pattern was a male school employee targeting a male student who was the child of a female single parent. The teacher would contact the mother, expressing concern about her son’s academic work. The teacher usually praised the boy as being bright, but who needed some extra guidance to get on track. The teacher then offered to tutor the child. The teacher would inject himself into the household, offering to bring the boy (and often siblings) home from school, provide little extras to the household – food, movies, toys – and become a confidant to the mother. The mother described the experience as a dream come true. Worried about the effects of raising a male child in a fatherless home, she felt grateful that “the teacher everyone hoped their child would get” was helping her son learn and providing her son with a good role model. The grooming of the mother was an essential part of this pattern.
Colleagues were also actively groomed by abusers. After a teacher had been arrested or convicted, colleagues reported how surprised they were. The following were typical of comments colleagues made. “He was always so helpful, offering to take care of things after school so that I could get home to my kids.” “I just couldn’t believe it. He was the nicest person. Always there to help and focused on the well-being of students.” “He was teacher of the year in our school district.”
In Fall of 2019, an estimated 56.6 million children in the United States entered classrooms with 3.7 million teachers, 938,000 administrators, and other staff members (NCES.ed.gov; Department for Professional Employees, 2019). The most recent generalizable available data collected at the student level of victimization document that seven percent of students report being the target of physical abuse by a school employee, most often a teacher or coach [3]. When multiple forms of assault are combined – verbal sexual misconduct (sexual stories or talk about a student’s or teacher’s sex life) and visual sexual misconduct (pornography, masturbating in front of students) – 10% of students report being victims nationally. Thus, 5.66 million students report sexual abuse by employees in schools.
Prevention of school employee sexual misconduct requires that bystanders [school staff, parents, other students] understand the behaviors by abusers that would indicate that a student is being targeted for sexual misconduct. These behaviors are referred to as grooming and are red flags that should signal boundary crossing and possible sexual misconduct by an employee.
Documenting and describing these behaviors is a step toward prevention. The more able bystanders are to recognize boundary crossing and grooming – and report what they see – the safer students are from school employee sexual misconduct and abuse in school.
All of the cases reviewed for this chapter include grooming behaviors by the school employee directed toward the student. Abusers used tactics to bond with the student by forming special relationships, keeping secrets, receiving special gifts, and one-on-one attention. Abusers also worked to keep the student reliant on the abuser for emotional support as well as for academic help and gifts Abusers worked hard to normalize boundary crossing so that these grooming behaviors would go unreported. When they were reported, abusers used traps and threats to prevent disclosure.
Individual targets were not the only ones groomed, however. Parents, siblings, and colleagues were also groomed to like and trust the abuser in an attempt to ensure that the grooming and sexual misconduct directed toward the student would go unreported. While understanding what grooming looks like will not stop all sexual exploitation of students, knowing the warning signs and red flags and reporting them immediately will go a long way in preventing sexual misconduct.
The authors declare no conflict of interest.
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They are a natural extension of network science since almost all real-world networks evolve over time, either by adding or by removing nodes or links over time: elementary actor-level network measures like network centrality change as a function of time, popularity and influence of individuals grow or fade depending on processes, and events occur in networks during time intervals. Other problems such as network-level statistics computation, link prediction, community detection, and visualization gain additional research importance when applied to dynamic online social networks (OSNs). Due to their temporal dimension, rapid growth of users, velocity of changes in networks, and amount of data that these OSNs generate, effective and efficient methods and techniques for small static networks are now required to scale and deal with the temporal dimension in case of streaming settings. This chapter reviews the state of the art in selected aspects of evolving social networks presenting open research challenges related to OSNs. The challenges suggest that significant further research is required in evolving social networks, i.e., existent methods, techniques, and algorithms must be rethought and designed toward incremental and dynamic versions that allow the efficient analysis of evolving networks.",book:{id:"6822",slug:"social-media-and-journalism-trends-connections-implications",title:"Social Media and Journalism",fullTitle:"Social Media and Journalism - Trends, Connections, Implications"},signatures:"Mário Cordeiro, Rui P. 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This happens with the integrated help of media control and regulations exercise in Malaysia: the Printing Presses and Publications Act (PPPA), Film Censorship Act, Broadcasting Act, Communication and Multimedia Act (CMA), and media ownership control. Many researches have been conducted pertaining to the Internet and social media that have been published locally in line with the development of the Internet and social media in Malaysia. Similarly, new media is also subjected to being controlled through methods such as controlling the Internet, blocking and filtering, and content removal. The chapter also looks into the impact of the Internet and social media on civil society, thus creating a momentum to promote toward giving suggestions for future research involving not only theories but also models using more sophisticated analyses. More research can be done and the future of research is bright. 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Traditional understanding of journalism as a profession has changed significantly, mostly due to the fact that digital media environment has brought new opportunities but also challenges related to the journalistic practice. The text aims to offer a theoretical reflection on the issue of online journalism. At the same time, the chapter discusses specific forms of Internet‐delivered journalistic production and professional requirements placed on journalists who specialise in online news‐making, taking into consideration the current development tendencies of digital communication forms. 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The lines between professional journalists and amateurs have been blurred; consequently, the structure of news media has substantially changed affecting the core traits of the profession and its ethics. This phenomenon has challenged the already disputed concepts of journalism as profession and journalists as professionals. While this challenge is tremendous, research on its implications to journalism identity and ethics is scant. The existing literature focuses on new or digital media usage, newsgathering, production, dissemination, and consumption, with little emphasis on journalism ethics or the profession itself. This chapter seeks to examine how social media contribute to the ethical dilemmas off and online journalism encounter and how this transformation puts the profession at risk.",book:{id:"6822",slug:"social-media-and-journalism-trends-connections-implications",title:"Social Media and Journalism",fullTitle:"Social Media and Journalism - Trends, Connections, Implications"},signatures:"Basyouni Ibrahim Hamada",authors:[{id:"245157",title:"Prof.",name:"Basyouni",middleName:null,surname:"Hamada",slug:"basyouni-hamada",fullName:"Basyouni Hamada"}]},{id:"54943",doi:"10.5772/68085",title:"Mindfulness Based on the Perceptive Consciousness as Pedagogical Link Between Technology and Education",slug:"mindfulness-based-on-the-perceptive-consciousness-as-pedagogical-link-between-technology-and-educati",totalDownloads:1410,totalCrossrefCites:2,totalDimensionsCites:2,abstract:"Our research is focused on the effects of an experimental study that examines in depth the discovery of a new methodological paradigm of teaching and esthetic-visual deconstruction, called Mindfulness Composition in Cervantes. Our research line is based, on the one hand, on the esthetic processes of contemporary art by Cervantes of persuasive graphic and visual communication. On the other hand, it is based on Mindfulness as a sophisticated method that allows us to find a way to calm and rescue the potential and maximize the value and effects of communicative and artistic compositions. Innovative analytical method of the communicative process of visual artistic communication establishes, and raises, in our chapter, a connection with sophisticated concepts of Mindfulness applied to visual and graphic composition, efficient, and its application to contemporary art in the theme of Cervantes.",book:{id:"5736",slug:"the-evolution-of-media-communication",title:"The Evolution of Media Communication",fullTitle:"The Evolution of Media Communication"},signatures:"José Jesús Vargas Delgado",authors:[{id:"204406",title:"Dr.",name:"José Jesús",middleName:null,surname:"Vargas Delgado",slug:"jose-jesus-vargas-delgado",fullName:"José Jesús Vargas Delgado"}]}],mostDownloadedChaptersLast30Days:[{id:"64442",title:"Scholarly Communication and the Academic Library: Perceptions and Recent Developments",slug:"scholarly-communication-and-the-academic-library-perceptions-and-recent-developments",totalDownloads:1465,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"This chapter focuses on the role that academic libraries play in the process of scholarly communication and presents a mixed-methods study to investigate (a) how faculty members perceive the involvement of academic librarians in scholarly communication and (b) how academic librarians perceive their own abilities to be involved in this process. The research population included faculty members from the faculties of humanities and social sciences in three Israeli academic institutions and academic librarians working in the libraries affiliated with these faculties. Interviews regarding the role of academic librarians in scholarly communication indicated wide gaps between faculty members and academic librarians and between individual members of each group, while questionnaires showed that a similar percentage of librarians and faculty members believe that academic librarians are potentially capable of being involved in this process. However, when asked whether the academic librarians should be involved in scholarly communication, only 36% of the librarians answered positively, as compared with 55% of the faculty members. These gaps highlight the need for change in academic libraries, as librarians should possess adequate technological skills, broad general knowledge, and an understanding of how to reorganize the library work so as to accommodate collaborations with faculty members.",book:{id:"8119",slug:"a-complex-systems-perspective-of-communication-from-cells-to-societies",title:"A Complex Systems Perspective of Communication from Cells to Societies",fullTitle:"A Complex Systems Perspective of Communication from Cells to Societies"},signatures:"Liat Klain-Gabbay and Snunith Shoham",authors:null},{id:"61780",title:"Journalism and Social Media Frame Social Movements: The Transition to Media Matrix",slug:"journalism-and-social-media-frame-social-movements-the-transition-to-media-matrix",totalDownloads:1863,totalCrossrefCites:0,totalDimensionsCites:2,abstract:"Audiences all over the globe are experiencing an unprecedented communication challenge. The intensity of the transnational media platforms and the rapid media distribution information implies a huge adaptation and interaction to diverse media technologies. These have created a transition in the culture of citizens’ acts, creating the era of “Media Matrix.” The printed press and the television still today cover the social movements’ demonstrations playing an important role in which these are revealed to the public. The importance of the news framing and Internet, as well as social media, depends upon one other crucial component for the social movements’ visibility. The present study aims to offer a theoretical reflection on this issue describing a three-stage analyses, which the media coverage underwent. The study describes the different stages in the coverage and “news-making” of social movements, which brings us to today’s matrix era. Furthermore, it also deliberates the impact this phenomenon has had in the civil society.",book:{id:"6822",slug:"social-media-and-journalism-trends-connections-implications",title:"Social Media and Journalism",fullTitle:"Social Media and Journalism - Trends, Connections, Implications"},signatures:"Alonit Berenson",authors:[{id:"243980",title:"Ph.D.",name:"Alonit",middleName:null,surname:"Berenson",slug:"alonit-berenson",fullName:"Alonit Berenson"}]},{id:"54896",title:"Online Journalism: Current Trends and Challenges",slug:"online-journalism-current-trends-and-challenges",totalDownloads:4190,totalCrossrefCites:5,totalDimensionsCites:6,abstract:"In the past 25 years, the journalistic sphere has gone through radical changes and transformations, progressively adapting to the contemporary global trends in news‐making. Traditional understanding of journalism as a profession has changed significantly, mostly due to the fact that digital media environment has brought new opportunities but also challenges related to the journalistic practice. The text aims to offer a theoretical reflection on the issue of online journalism. At the same time, the chapter discusses specific forms of Internet‐delivered journalistic production and professional requirements placed on journalists who specialise in online news‐making, taking into consideration the current development tendencies of digital communication forms. The authors work with a basic assumption that many aspects related to form and content of online news need to be discussed in the light of much needed terminological and paradigmatic revisions related to both the general theory of journalism and our practical understanding of journalism as a continual, creative and highly professional, publicly performed activity.",book:{id:"5736",slug:"the-evolution-of-media-communication",title:"The Evolution of Media Communication",fullTitle:"The Evolution of Media Communication"},signatures:"Ján Višňovský and Jana Radošinská",authors:[{id:"196996",title:"Associate Prof.",name:"Ján",middleName:null,surname:"Višňovský",slug:"jan-visnovsky",fullName:"Ján Višňovský"},{id:"197484",title:"Dr.",name:"Jana",middleName:null,surname:"Radošinská",slug:"jana-radosinska",fullName:"Jana Radošinská"}]},{id:"63049",title:"Social Media: A Turning Point into Global Journalism Identity and Ethics",slug:"social-media-a-turning-point-into-global-journalism-identity-and-ethics",totalDownloads:1991,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"Social media are growing drastically representing a further step in the ongoing deterioration of journalism profession and ethics. The lines between professional journalists and amateurs have been blurred; consequently, the structure of news media has substantially changed affecting the core traits of the profession and its ethics. This phenomenon has challenged the already disputed concepts of journalism as profession and journalists as professionals. While this challenge is tremendous, research on its implications to journalism identity and ethics is scant. The existing literature focuses on new or digital media usage, newsgathering, production, dissemination, and consumption, with little emphasis on journalism ethics or the profession itself. This chapter seeks to examine how social media contribute to the ethical dilemmas off and online journalism encounter and how this transformation puts the profession at risk.",book:{id:"6822",slug:"social-media-and-journalism-trends-connections-implications",title:"Social Media and Journalism",fullTitle:"Social Media and Journalism - Trends, Connections, Implications"},signatures:"Basyouni Ibrahim Hamada",authors:[{id:"245157",title:"Prof.",name:"Basyouni",middleName:null,surname:"Hamada",slug:"basyouni-hamada",fullName:"Basyouni Hamada"}]},{id:"55225",title:"Internet and Social Media in Malaysia: Development, Challenges and Potentials",slug:"internet-and-social-media-in-malaysia-development-challenges-and-potentials",totalDownloads:4766,totalCrossrefCites:8,totalDimensionsCites:13,abstract:"The penetration of the Internet and social media has helped Malaysia abreast with the other developed countries. Nonetheless, being a multicultural country, Malaysia has to ensure her multiracial population lives in harmony and peace. This happens with the integrated help of media control and regulations exercise in Malaysia: the Printing Presses and Publications Act (PPPA), Film Censorship Act, Broadcasting Act, Communication and Multimedia Act (CMA), and media ownership control. Many researches have been conducted pertaining to the Internet and social media that have been published locally in line with the development of the Internet and social media in Malaysia. Similarly, new media is also subjected to being controlled through methods such as controlling the Internet, blocking and filtering, and content removal. The chapter also looks into the impact of the Internet and social media on civil society, thus creating a momentum to promote toward giving suggestions for future research involving not only theories but also models using more sophisticated analyses. More research can be done and the future of research is bright. 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Military Reserve Officer serving with the 100 Support Command, 100 Troop Command, 40 Infantry Division, CA National Guard.",institutionString:null,institution:{name:"Loma Linda University",institutionURL:null,country:{name:"United States of America"}}}]},{type:"book",id:"6925",title:"Endoplasmic Reticulum",subtitle:null,coverURL:"https://cdn.intechopen.com/books/images_new/6925.jpg",slug:"endoplasmic-reticulum",publishedDate:"April 17th 2019",editedByType:"Edited by",bookSignature:"Angel Català",hash:"a9e90d2dbdbc46128dfe7dac9f87c6b4",volumeInSeries:2,fullTitle:"Endoplasmic Reticulum",editors:[{id:"196544",title:"Prof.",name:"Angel",middleName:null,surname:"Catala",slug:"angel-catala",fullName:"Angel Catala",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. 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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:"8",type:"subseries",title:"Bioinspired Technology and Biomechanics",keywords:"Bioinspired Systems, Biomechanics, Assistive Technology, Rehabilitation",scope:'Bioinspired technologies take advantage of understanding the actual biological system to provide solutions to problems in several areas. Recently, bioinspired systems have been successfully employing biomechanics to develop and improve assistive technology and rehabilitation devices. The research topic "Bioinspired Technology and Biomechanics" welcomes studies reporting recent advances in bioinspired technologies that contribute to individuals\' health, inclusion, and rehabilitation. Possible contributions can address (but are not limited to) the following research topics: Bioinspired design and control of exoskeletons, orthoses, and prostheses; Experimental evaluation of the effect of assistive devices (e.g., influence on gait, balance, and neuromuscular system); Bioinspired technologies for rehabilitation, including clinical studies reporting evaluations; Application of neuromuscular and biomechanical models to the development of bioinspired technology.',coverUrl:"https://cdn.intechopen.com/series_topics/covers/8.jpg",hasOnlineFirst:!1,hasPublishedBooks:!0,annualVolume:11404,editor:{id:"144937",title:"Prof.",name:"Adriano",middleName:"De Oliveira",surname:"Andrade",slug:"adriano-andrade",fullName:"Adriano Andrade",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRC8QQAW/Profile_Picture_1625219101815",biography:"Dr. Adriano de Oliveira Andrade graduated in Electrical Engineering at the Federal University of Goiás (Brazil) in 1997. He received his MSc and PhD in Biomedical Engineering respectively from the Federal University of Uberlândia (UFU, Brazil) in 2000 and from the University of Reading (UK) in 2005. He completed a one-year Post-Doctoral Fellowship awarded by the DFAIT (Foreign Affairs and International Trade Canada) at the Institute of Biomedical Engineering of the University of New Brunswick (Canada) in 2010. Currently, he is Professor in the Faculty of Electrical Engineering (UFU). He has authored and co-authored more than 200 peer-reviewed publications in Biomedical Engineering. He has been a researcher of The National Council for Scientific and Technological Development (CNPq-Brazil) since 2009. He has served as an ad-hoc consultant for CNPq, CAPES (Coordination for the Improvement of Higher Education Personnel), FINEP (Brazilian Innovation Agency), and other funding bodies on several occasions. He was the Secretary of the Brazilian Society of Biomedical Engineering (SBEB) from 2015 to 2016, President of SBEB (2017-2018) and Vice-President of SBEB (2019-2020). He was the head of the undergraduate program in Biomedical Engineering of the Federal University of Uberlândia (2015 - June/2019) and the head of the Centre for Innovation and Technology Assessment in Health (NIATS/UFU) since 2010. He is the head of the Postgraduate Program in Biomedical Engineering (UFU, July/2019 - to date). He was the secretary of the Parkinson's Disease Association of Uberlândia (2018-2019). Dr. Andrade's primary area of research is focused towards getting information from the neuromuscular system to understand its strategies of organization, adaptation and controlling in the context of motor neuron diseases. His research interests include Biomedical Signal Processing and Modelling, Assistive Technology, Rehabilitation Engineering, Neuroengineering and Parkinson's Disease.",institutionString:null,institution:{name:"Federal University of Uberlândia",institutionURL:null,country:{name:"Brazil"}}},editorTwo:null,editorThree:null,series:{id:"7",title:"Biomedical Engineering",doi:"10.5772/intechopen.71985",issn:"2631-5343"},editorialBoard:[{id:"49517",title:"Prof.",name:"Hitoshi",middleName:null,surname:"Tsunashima",slug:"hitoshi-tsunashima",fullName:"Hitoshi Tsunashima",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYTP4QAO/Profile_Picture_1625819726528",institutionString:null,institution:{name:"Nihon University",institutionURL:null,country:{name:"Japan"}}},{id:"425354",title:"Dr.",name:"Marcus",middleName:"Fraga",surname:"Vieira",slug:"marcus-vieira",fullName:"Marcus Vieira",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003BJSgIQAX/Profile_Picture_1627904687309",institutionString:null,institution:{name:"Universidade Federal de Goiás",institutionURL:null,country:{name:"Brazil"}}},{id:"196746",title:"Dr.",name:"Ramana",middleName:null,surname:"Vinjamuri",slug:"ramana-vinjamuri",fullName:"Ramana Vinjamuri",profilePictureURL:"https://mts.intechopen.com/storage/users/196746/images/system/196746.jpeg",institutionString:"University of Maryland, Baltimore County",institution:{name:"University of Maryland, Baltimore County",institutionURL:null,country:{name:"United States of America"}}}]},onlineFirstChapters:{paginationCount:0,paginationItems:[]},publishedBooks:{paginationCount:6,paginationItems:[{type:"book",id:"9008",title:"Vitamin K",subtitle:"Recent Topics on the Biology and Chemistry",coverURL:"https://cdn.intechopen.com/books/images_new/9008.jpg",slug:"vitamin-k-recent-topics-on-the-biology-and-chemistry",publishedDate:"March 23rd 2022",editedByType:"Edited by",bookSignature:"Hiroyuki Kagechika and Hitoshi Shirakawa",hash:"8b43add5389ba85743e0a9491e4b9943",volumeInSeries:27,fullTitle:"Vitamin K - Recent Topics on the Biology and Chemistry",editors:[{id:"180528",title:"Dr.",name:"Hiroyuki",middleName:null,surname:"Kagechika",slug:"hiroyuki-kagechika",fullName:"Hiroyuki Kagechika",profilePictureURL:"https://mts.intechopen.com/storage/users/180528/images/system/180528.jpg",institutionString:"Tokyo Medical and Dental University",institution:{name:"Tokyo Medical and Dental University",institutionURL:null,country:{name:"Japan"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{type:"book",id:"9759",title:"Vitamin E in Health and Disease",subtitle:"Interactions, Diseases and Health Aspects",coverURL:"https://cdn.intechopen.com/books/images_new/9759.jpg",slug:"vitamin-e-in-health-and-disease-interactions-diseases-and-health-aspects",publishedDate:"October 6th 2021",editedByType:"Edited by",bookSignature:"Pınar Erkekoglu and Júlia Scherer Santos",hash:"6c3ddcc13626110de289b57f2516ac8f",volumeInSeries:22,fullTitle:"Vitamin E in Health and Disease - Interactions, Diseases and Health Aspects",editors:[{id:"109978",title:"Prof.",name:"Pınar",middleName:null,surname:"Erkekoğlu",slug:"pinar-erkekoglu",fullName:"Pınar Erkekoğlu",profilePictureURL:"https://mts.intechopen.com/storage/users/109978/images/system/109978.jpg",institutionString:"Hacettepe University",institution:{name:"Hacettepe University",institutionURL:null,country:{name:"Turkey"}}}],equalEditorOne:null,equalEditorTwo:null,equalEditorThree:null},{type:"book",id:"7004",title:"Metabolomics",subtitle:"New Insights into Biology and Medicine",coverURL:"https://cdn.intechopen.com/books/images_new/7004.jpg",slug:"metabolomics-new-insights-into-biology-and-medicine",publishedDate:"July 1st 2020",editedByType:"Edited by",bookSignature:"Wael N. 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Behind these definitions are hidden all the aspects of normal and pathological functioning of all processes that the topic ‘Metabolism’ will cover within the Biochemistry Series. 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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. Currently, proteomics relies mainly on mass spectrometry (MS) combined with electrophoretic (1 or 2-DE-MS) and/or chromatographic techniques (LC-MS/MS). MS is an excellent tool that has gained popularity in proteomics because of its ability to gather a complex body of information such as cataloging protein expression, identifying protein modification sites, and defining protein interactions. 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