Methods used to select and organise the contents.
\r\n\tThis book discusses the anatomy and pathophysiological characteristics of the biliary tract, the latest progress in the treatment of different diseases of the biliary tract, and the management of complications. We hope that this book will provide clinicians with evidence for clinical decision-making and provide scientists with a comprehensive overview of current developments in this vital area.
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Maghanga and Mghendi M. Mwamburi",authors:[{id:"70474",title:"Dr.",name:"Christopher",middleName:null,surname:"Maghanga",fullName:"Christopher Maghanga",slug:"christopher-maghanga"},{id:"126633",title:"Prof.",name:"Mghendi",middleName:null,surname:"Mwamburi",fullName:"Mghendi Mwamburi",slug:"mghendi-mwamburi"}]},{id:"28488",title:"Issues on Interfacing Problematics in PV Generator and MPP-Tracking Converters",slug:"issues-on-interfacing-problematics-in-pv-generator-and-mpp-tracking-converters",signatures:"Teuvo Suntio",authors:[{id:"70749",title:"Prof.",name:"Teuvo",middleName:null,surname:"Suntio",fullName:"Teuvo Suntio",slug:"teuvo-suntio"}]},{id:"28489",title:"Research and Application of Solar Energy Photovoltaic-Thermal Technology",slug:"research-and-application-of-solar-energy-photovoltaic-thermal-technology",signatures:"Jiang Wu and Jianxing Ren",authors:[{id:"71988",title:"Dr",name:null,middleName:null,surname:"Wu",fullName:"Wu",slug:"wu"}]},{id:"28490",title:"High Temperature Annealing of Dislocations in Multicrystalline Silicon for Solar Cells",slug:"high-temperature-annealing-of-dislocations-in-multicrystalline-silicon-for-solar-cells",signatures:"Gaute Stokkan, Christoffer Rosario, Marianne Berg and Otto Lohne",authors:[{id:"83716",title:"Dr.",name:"Gaute",middleName:null,surname:"Stokkan",fullName:"Gaute Stokkan",slug:"gaute-stokkan"},{id:"83722",title:"MSc.",name:"Christoffer",middleName:null,surname:"Rosario",fullName:"Christoffer Rosario",slug:"christoffer-rosario"},{id:"83724",title:"MSc.",name:"Marianne",middleName:null,surname:"Berg",fullName:"Marianne Berg",slug:"marianne-berg"},{id:"83726",title:"Prof.",name:"Otto",middleName:null,surname:"Lohne",fullName:"Otto Lohne",slug:"otto-lohne"}]},{id:"28491",title:"Photobiological Solar Energy Harvest",slug:"photobiological-solar-energy-harvest",signatures:"Ashley L. 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The European Union (EU), its Member States and national funding organisations have been taking action to help higher education institutions (HEIs) apply for research funding to include sex/gender, intersectionality, diversity and inclusion analyses in their research and throughout their activities, enabling them to promote EDI within their organisations and in the scientific fields.
However, promoting an EDI-informed learning path and research activities requires the introduction of formal, organisation-focused knowledge and knowledge of cross-cutting topics. The idea of the MOOC originated from a search for EDI-focused online courses that did not reveal resources useful to achieving the learning aims described above. The chapter describes the path towards the creation of the MOOC.
In the following pages, we will begin by outlining the state of the art on the course content (EDI) and the chosen format (MOOC). The following paragraph will briefly outline the theoretical framework relating to the transition from lifelong learning to heutagogy. We will then detail the structure and contents of the course and conclude with a reflection on the relevance of the content chosen for HEIs that intend to continue on the EDI path.
EDI is a strategic topic for the higher education sector. It impacts institutional culture, research and learning and teaching. In planning and designing the MOOC on EDI, we focused on the most up-to-date documents and strategies, in order to provide the learners with a helpful roadmap in devising policies for higher education and research and in implementing or supporting ideas and actions in their daily activities, as professionals or students.
The creation of the MOOC has been inspired by the favourable moment in equality, diversity and inclusion strategies and policies at EU level and in the academic sector. The EU Gender Equality Strategy 2020–20251, the Strategy for the Rights of Persons with Disabilities 2021–20302, the LGBTIQ Equality Strategy 2020–20253 and the EU Roma strategic framework for equality, inclusion and participation for 2020–20304 are all part of a Union of Equality to which the European Commission has committed itself, in order to accelerate the process towards equality, diversity and inclusion in Europe.
These documents follow a political path whose main steps are represented by the commitment, in 2015, of EU ministers to promote social inclusion and cultural diversity and foster the education of disadvantaged young people by ensuring that education systems address their needs5. A similar commitment, focused this time on the higher education system, was declared by higher education ministers at the Ministerial Meeting of the Bologna Process in 2015, where they agreed to make higher education systems more inclusive6. This was reiterated by the European Commission in its 2017 renewed agenda for higher education.
At the academic level, clear indications have been issued by reports and position papers [1, 2, 3] that define the best practices and the approaches to follow to progress rapidly and steadily towards more inclusive academia, supporting institutional growth and capacity building to promote the progress and innovation of European society. More recently, in a book promoted by the Council of Europe, it is reaffirmed that, in order to be persuasive, institutional leaders need to understand how to adapt their arguments for diversity and inclusion to different audiences and contexts [4].
Inclusiveness is therefore a strategic question for the higher education sector. It impacts institutional culture, research and learning and teaching. HEIs aim to be more open and inclusive and find new ways to enable people from traditionally less represented backgrounds to participate and progress in their working or learning careers, thus increasing diversity.
Diversity is a condition for excellence, and fairness in competition attracts talent at all levels. Non-diverse research environments are less creative and produce poorer results; diverse learning environments are more stimulating than homogenous ones. To support inclusiveness, HEIs may adopt strategies with high impact potential, such as equity in recruitment practices, mentorship and initiatives to ensure inclusive research and an inclusive work environment.
Since the early 1960s, diversity management has been commonly focused on historically disadvantaged groups such as women and minorities, but the concept of diversity has expanded over time, due to growing awareness about differences. For several years, the focus on gender equality has demonstrated, for example, the existence of a “leaky pipeline” [5] for people who identify as female in academia [6, 7]. The gap in academia is affected by ethnicity and intensifies when reaching senior academic roles [8]. Geographical factors may negatively influence a career path, hindering the publication process [9]. The myth that STEM disciplines represent spaces in which identity does not matter has been shattered by research focusing on lesbian, gay, bisexual, trans and sexually/gender diverse (LGBTQ+) individuals [10].
Currently, sexual and gender diversity, age and other grounds for potential discrimination have become more visible. The grounds for potential discrimination recognised by EU legislation, in the EU Charter for fundamental rights7, are sex, race, colour, ethnic or social origin, genetic features, language, religion or beliefs, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation. The challenge is now to monitor these grounds at the academic level to promote EDI. The challenge is facilitated by the focus placed by the European Commission on addressing equality diversity and inclusion in an intersectional [11] perspective, stimulating the progress towards inclusive organisational practices that foster equity across multiple intersecting identities [12].
HEIs are becoming increasingly aware of the fact that “[k]nowledge production and research at universities and research-performing institutions are not as inclusive as they could be.” ([1], p. 19). Current research deals with challenges, climate change, poverty, sustainable food production, which could benefit from broader perspectives, promoting excellence and innovation.
Likewise, global challenges such as climate change adaptation, poverty reduction, sustainable food production and, more recently, the COVID pandemic, will be more effectively addressed with an inclusive agenda in mind, since this expands the range of perspectives brought to bear on these problems. The same thinking can and should be applied to the teaching curriculum at research-intensive HEIs, by making the reading materials and the research used as references more inclusive.
The League of European Research Universities (LERU) has identified five opportunities for universities wishing to promote equality, diversity and inclusion (EDI) to become institutions where anyone with potential can thrive: better reflect and connect local and global challenges; discover and include the most outstanding talents by reconsidering the definitions of excellence and success in the academic community; fully realise the potential in all staff and students; enhance wellbeing across the institution to the benefit of recruitment, retention and performance, and increase the validity and quality of research results and knowledge production and transfer [1].
Massive Open Online Courses (MOOCs) have developed rapidly and now play a leading role in achieving a “universal” model of education [13, 14, 15]. Dave Cormier, University of Prince Edward Island, coined the term Massive Open Online Courses (MOOCs) in 2008, following an early experiment in activating an online course entitled “Connectivism and Connective Knowledge”, taught by Professors George Siemens and Stephen Downes [16].
According to Bates [17] and Hayes [18], a MOOC (Massive Online Open Course) can be defined as a product for teaching:
Capable of providing a structured learning path that includes a syllabus and explicit learning objectives, materials and activities to support learning, an assessment system based on quizzes, exercises or projects, a certification process.
Accessible through an online platform.
Designed and managed to be enjoyed by many people [19].
Built for free participation, i.e., without binding prerequisites and without requiring membership of a particular institution or costs for participation [20].
These characteristics imply that a MOOC should not be a repository of Open Educational Resources (OER), or a so-called blended course (although a blended course may also make use of a MOOC), or even a pathway that has a limited number of enrollees or prohibited access to specific categories of people [21].
Those who benefit most from this new model of education are mainly those who, for various reasons, have difficulty following traditional models of education.
Over the years, web platforms providing distance learning through MOOCs have multiplied, and the number and type of content creators have also increased, gradually including important international academic institutions [22, 23].
In the beginning, the first MOOCs had a solid and deep collaborative philosophy (cMOOCs), with a constructivist-connectivist slant, in which participants played an active and predominant role over that of the teacher, who became a facilitator [24].
This philosophy then evolved into a commercial model (xMOOCs) with a delivery-instructionist slant, more widespread and implemented by large institutions (mainly major US universities such as MIT, Harvard, Stanford), carrying on a more traditional model of education, based on video-recorded lectures [25].
However, more recent research has shown that this distinction is no longer feasible, due to the increasing overlap between these two extremes [26, 27].
In Italy, use of MOOCs has been spreading at an increasing rate, driven by the simultaneous growth of the phenomenon of so-called “telematic universities” [28] and the creation of EUDOPEN, a platform for the delivery of defined courses by a network of Italian universities and bodies/associations/networks of scientific and cultural importance Figure 1.
EduOpen platform.
However, it must be highlighted that, while indicated as a resource capable of increasing access to quality education [29], certain aspects of MOOCs have been criticised, especially the difficulties associated with assessment based predominantly on multiple-choice questionnaires [30, 31], poor interaction with participants [32, 33], failure to meet instructional design criteria [30, 34] and use of technology that is not accessible or user-friendly [30].
It is therefore crucial to incorporate pedagogical, didactic, organisational, communicative and technological features that - in the perception of participants and teachers or through the analysis of best practices - result in a “high-quality” MOOC “[35, 36, 37, 38, 39].
The literature on the topic is extensive [40].
Learning design for MOOCs seems to follow specific approaches, given that the audience for which they are intended requires a different instructional design than one that works for a defined number of students. Indeed, since anyone with an internet connection can sign up for a MOOC, faculty staff cannot offer personalised support to every student. Consequently, the instructional design of a type of learning that must necessarily be self-regulated is a topic that must be considered carefully.
In creating the MOOC, we will follow the guidelines and reflections for evaluation proposed by the Conference of Italian University Rectors [39], as well as the checklist for verifying the quality of the MOOC case study, divided into the following six macro-environments:
MOOC STRUCTURE AND SYLLABUS.
TEACHING MATERIALS.
ONLINE LEARNING ACTIVITIES.
Asynchronous/synchronous peer-to-peer online learning activities.
Asynchronous/synchronous online teaching activities with staff/faculty.
Non assessed online learning activities.
ASSESSMENT OF LEARNING.
Quizzes.
Assignments.
TUTORING, MONITORING AND COMMUNICATION.
LEARNING MANAGEMENT SYSTEM (LMS) FEATURES.
Concerning the recognition of CFUs, reference is made to the Guidelines in force in Italy according to Art. 4, paragraph 4, of Ministerial Decree no. 47 of 30 January 2013 (as amended), promoted and adopted by ANVUR (National Agency for the Evaluation of the University System and Research).
To calculate the CFUs deliverable through a MOOC, CRUI [41] points out that:
Each recognised CFU corresponds with at least six hours of online teaching activity (e.g., actual duration of multimedia materials + Interactive learning activity).
The online teaching activity can be calculated based on the actual duration of the video/interactive materials multiplied by two, adding the estimated duration of the planned online activities.
The calculation does not include study materials (e.g., textbooks, articles, web resources and others), which are instead considered as part of the student’s study time, with at least nineteen hours per CFU.
The forced digitization we are experiencing due to the COVID19 pandemic has pushed academic institutions around the world to focus on MOOCs (Massive open online courses) to strengthen their educational offer and encompass inclusion, quality and sustainability Figure 2.
By the numbers: MOOCs in 2020 (Source: Class Central:
The success of the formula success, at least quantitatively speaking, is confirmed by the numbers: over 180 million enrolled students and 950 universities at the beginning of 2021 (almost double the number of a year earlier), over 16 thousand free online courses on the leading international platforms.
The main trends in the development of MOOCs today can be grouped into the following three: the institutionalisation of degrees based on MOOC offerings, the concentration in oligopolies of MOOC distribution platforms, and the development of professionalising forms of accreditation for the lifelong market. This paper focuses precisely on this third point.
Lifelong learning is considered a crucial element for individual growth and human development, a valuable opportunity to develop and maintain one’s skills [42]. The emergence of this subjective right to lifelong learning implies a rethinking of training processes to enhance skills, abilities and knowledge (cognitive, experiential, relational, technical) related to a life project [43]. Following Dewey [44], education and training are located within a “hidden” process of formation that stimulates permanent attitudes and interests, i.e., lasting mental and emotional habits. In this sense, education is a process of construction, identification and enhancement of different identities that continues throughout a lifetime (lifelong learning). It takes place in different environments of training and experience (lifelong learning). It acquires the value of deep learning (life-deep learning) when it is cognitively and emotionally consolidated, allowing us to communicate with ourselves and with others, regardless of different values (cultural, moral, ethical, social, religious, etc.).
Putting everyone in a position to have equal rights and opportunities for lifelong learning, regardless of their social, cultural and geographic background, is a challenge that enables everyone to participate effectively and with information as citizens in social and political life.
The turning point can come about if training does not focus solely on the acquisition of skills functional to the profession but also addresses the typical tasks of an adult in the various social contexts. An educational policy based solely on a traditional educational model no longer has any meaning or usefulness today. Learning today means living a plurality of experiences, in which everyone recognises themselves and takes direct responsibility for learning, deciding what, how, where and when to learn.
To address the many unprecedented challenges in the cultural, social and professional lives of individuals and modern societies, a new approach to human development must be promoted, a “progression from pedagogy to andragogy to self-regulation, with learners likewise progressing in maturity and autonomy” [45].
The shift from andragogy to heutagogy expands on the self-directed learning practices of andragogy and involves trainees taking an active role in developing their own learning skills to meet their own needs [46, 47, 48]. The core of heutagogy is the principle of learner agency [49], and two additional principles are self-efficacy (learner’s perception of their understanding of concepts and ability to apply and carry out specific tasks) and capability (develop their capacity to perform these tasks in new and unique environments).
Heutagogy builds on previous theories such as self-directed learning, humanism, capability, constructivism and self-regulation and self-determination [50, 51, 52].
It encourages the development of skills of autonomy and exploration, reflection and critical thinking, and innovation and entrepreneurship. It provides opportunities to develop students’ self-directed, self-determined and lifelong learning skills, which are critical skills in online learning contexts, and the possibilities of theory align closely with those offered by technology [50, 51, 52, 53, 54, 55].
Learners choose their training path by reflecting on their own strengths and weaknesses and exploring new strategies that fit their learning style. Such a process of self-reflection allows for double-loop learning, where the learner is put in a position to evaluate the effectiveness of their problem-solving strategies, evaluate alternative learning resources to activate [56] and their actions along with the beliefs acted upon [57].
Heutagogy has been found to be effective in blended and online learning [52, 55, 57, 58, 59, 60]. It is a net-centric theory [61, 62, 63], and its intersection with technology is likely to stimulate the definition of one’s own learning path, the ability to create one’s own content, the ability to seek and explore sources of knowledge, to connect and collaborate with others, to reflect on new information and knowledge and to share one’s work [54, 64].
The availability and accessibility of technology solutions enable and facilitate access to educational resources, learning communities and global knowledge exchange. Examples include OERs, Open CourseWare and MOOCs [65].
In addition, social media [52, 57], community-based learning [57], the use of e-portfolios [64] and mobile learning [66] are other technology-supported learning contexts that meet the heutagogical approach.
In this framework, the meaning of training processes is reformulated to integrate certain trends aimed at effectively fostering:
access to personalised paths based on prior knowledge and objectives to be achieved (Personalised Learning).
socially-based interactive learning that stimulates the sedimentation of knowledge, while providing an open and flexible pathway, supported by online technologies (Interactive/Social Learning) [47, 49, 67].
access to experiences concerning one’s personal and professional learning and updating needs (Self-regulated learning and employability).
The possibilities offered by new technologies allow for the enhancement of the heutagogical perspective, as they allow for student-generated content and promote active engagement in the learning process through collaboration and self-reflection, engaging in double-loop learning [68].
Within this framework, heutagogy aligns with lifelong learning, as highlighted in the European Framework for Personal, Social and Learning to Learn Key Competence (LifeComp) [69] and the European Framework for the Digital Competence of Educators (DigCompEdu) [70], meaning that this approach is capable of developing competences for continuous learning.
The MOOC is being created within a Horizon 2020 project entitled GenderEX: Gender for Excellence in Research. GenderEx is coordinated by the Kadir Has University Gender and Women’s Studies Research Center. The project aims at exchanging knowledge and engaging best practices to stimulate the integration of the Sex and Gender Dimension in Research Content. Three leading international educational institutions are members of the GenderEX partnership: University of Lund (Sweden), University of Genoa (Italy) and Technological University Dublin (Ireland). The overall aim of GenderEX is to further the adoption of a sex/gender dimension in all areas of research and across multiple scientific disciplines in Turkey by enhancing the capacity of GWSRC-KHAS for training and engaging more researchers into this field, with a primary focus on Early-Stage Researchers (ESRs).
Since the Horizon Europe framework programme adopted an intersectional approach to research and innovation, GenderEX has added this aspect in its activities, in order to equip the participants with the most updated scientific perspectives. The perspective of the MOOC is therefore widened to encompass an EDI approach.
Creation of the MOOC was divided into three phases: secondary and primary research, followed by synthesis and implementation.
Secondary data were collected through several activities, summarised inTable 1. A specific search for MOOCs promoting EDI was not limited to the EU. No MOOCs specifically addressing how to promote EDI in academia were found. The team involved in creating the MOOC learning content was formed of experts in gender and EDI-related issues, science and technology. The FIAGES project, focusing on promoting gender equality in STEM academic disciplines and ICT companies, provided a review of the existing learning resources produced by public and private organisations involved in EU projects in the 7th and 8th framework programmes (FPs). The FIAGES project has contributed to the creation of an online course [71], the content of which has been used as a model for the parts of the MOOCs relating to gender issues.
Primary research | Secondary research |
---|---|
Discussions within GenderEX partnership | Literature review |
Meetings with external experts | EU reports and legislation |
Team meetings | Examples and models |
Internal testing | Comparable examples from other sectors |
Methods used to select and organise the contents.
The primary research activities consisted of discussions within the MOOC working group during weekly partners’ online meetings (due to the restrictions imposed by the COVID pandemic).
The total duration of the meetings and the selection process was thirty-five hours. Five meetings with the local team (from two to two and a half hours each) made it possible gradually to include secondary research data and search for new or different information to fill in the gaps.
Secondary and primary data enabled the team to draft the MOOC contents and learning experiences (summarised in Table 1). The MOOC team held weekly review meetings to consider the emerging secondary and primary research results, reframe content, where necessary, and avoid repeating information that could be sourced elsewhere. The main task was to bear in mind constantly that the information is aimed at higher education staff and students with no previous knowledge or experience in gender studies or EDI theory and practices. The theoretical aspects were therefore kept to a minimum and links to external sources were used to allow those interested to explore theoretical aspects. Over five such meetings, the MOOC team developed and refined a first draft of the MOOC modules. This draft was circulated to UNIGE staff, GenderEX partners and external experts, selected for their critical views of gender equality, diversity and inclusion studies.
The course is aimed at researchers and students in academic and other research institutions. In addition, it should be of particular interest to Gender Equality Plan (GEP) and EDI team members and Gender equality/EDI equality/diversity officers / focal persons.
The course is particularly suitable for middle managers aiming to start the path towards institutional change and for administrative personnel.
In fact, the MOOC aims to bridge the gap between gender experts and human resources officers, in order to pursue synergies and improve the integration of EDI tools and considerations into decision-making processes.
The MOOC guides participants in becoming more EDI-sensitive in their working and learning activities in an HEI context. EDI is still often interpreted as a mere numerical balance of research participants, but cultural transformation leading to structural change is necessary to achieve gender equality, respect for diversity and inclusion.
Structural change needs to involve EDI-sensitive institutional processes and strategies and requires a vision of equality at individual and organisational levels that crosses disciplinary boundaries and engages with a variety of theoretical perspectives. Institutional and structural interventions challenging behaviour, attitudes and cultures are pivotal in achieving EDI in a broad sense.
The MOOC is based on an inventory and review of existing content provided by the EU and by international organisations, the results of previous projects focused on equal opportunities, gender equality, diversity and inclusion, a review of the scientific literature and the professional experience of the team members.
The introduction and the three modules include videos, texts and quizzes, and the learner is asked to perform tasks that apply the content to real cases. Other resources include links to external websites, videos, podcasts, reports and scientific resources.
The learning objectives of the MOOC, in terms of demonstrable skills and knowledge that will be acquired by the participants, are:
Knowledge of university policies and infrastructure on EDI, as promoted by the EU and by its European Universities Initiative
Familiarisation with Gender Equality Plans, Equality Committees (Comitati Unici di Garanzia - CUG) and Positive Action Plans (Piani di Azione Positivi – PAP)
Understanding and learning to apply key achievements and indicators of EDI policies and actions
Awareness of the importance of an
Familiarisation with EU-funded gender equality, diversity and inclusion projects and their potential impact on students
Awareness of the critical problems regarding gender in Research and Innovation
Knowledge of the main EU policy frameworks and priorities to promote gender equality in research and innovation and of the new requirements introduced by Horizon Europe
At the end of the course, participants will have acquired the skills to strengthen EDI engagement in the governance of their institution or in their working or learning activities.
Through a deep immersion in the extensive learning material, at the conclusion of all the activities, the participants will receive a certificate of completion from the university sponsoring the course if they complete the online lessons, pass the module quizzes, view all course lectures and complete the course survey.
The MOOC materials are based on an inventory and review of documents issued by the EU, the results of EU gender equality and diversity projects, the scientific literature in the field and the professional experience of the team members. It focuses on the more relevant topics to promote participants’ awareness and knowledge of EDI in academia.
The online course hosted by the EduOpen platform (https://www.eduopen.org/), the first Italian portal of free university courses open to all [72], consists of four content modules. Firstly, the Introduction module will provide an explanation of the key issues and concepts of an EDI-sensitive academia. It offers the theoretical background and the EU support to higher education and research institutions. The participants will understand the links among EDI, the EU Union Equality concept and strategy and Sustainable Development Goal (SDG) no. 5, “Achieve gender equality and empower all women and girls” of the 2030 United Nations Agenda.
The first module,
In the second module, Equality Committees (Comitati Unici di Garanzia - CUG) and Positive Action Plans (Piani di Azione Positivi – PAP), Gender Equality Plans, participants will learn about the different approaches to EDI at in different countries. While GEPs are mandatory by law in some, a softer approach allows universities to progress at individual level in others. The impact of the new Horizon Europe requirement for public organisations applying for funding to have a formal GEP will be discussed. The strategies adopted to satisfy this requirement and the risks of turning this into a box-ticking exercise will be analysed.
Lastly, the module on
The first edition of the EDI-focused MOOC course equips the participants with a set of multimedia learning tools.
For each module, 10-minute video-lectures, reports and scientific resources, key messages slides, reading materials, support through “Frequently Asked Questions clinics” and quizzes and assignments to monitor progress (multiple choice) are available. These can be taken in the participants’ own time once they have registered for the MOOC.
Each module takes an average of two to three hours to complete and the course is based around a calendar of activities normally lasting four weeks.
The MOOC contents will be in English; some parts of the MOOC will, however, also be available in Italian, to assist participants who do not speak English. Where documents or reports are available in numerous languages (as is the case for many EU documents), links will be available to the multilingual repositories.
The participants are invited to submit questions through the course website. The most relevant questions will be answered by the team in the three virtual clinics. The FAQs and answers will thus become part of the MOOC and will be useful to future participants.
The material will be updated once a year or upon notification of broken links, new relevant documents and other important changes.
After completing the course, all participants will receive a certificate of attendance. The MOOC will be online by the end of 2021, and only formal assessment will enable us to understand its user-friendliness and effectiveness, through self-assessment and e-assessment.
The purpose of this case study was to describe the underlying strategies and choices for the design and implementation of the MOOC.
The current coronavirus pandemic sets several new challenges for the entire international community, and there is a growing need for MOOC curricula to be interdisciplinary. At the same time, the role of MOOCs in education, particularly non-formal and informal education, is growing in these turbulent times, due to the current heavy reliance on online communication and learning.
They represent the learning format that seems to best meet the expectations of education (formal, non-formal and informal) as they are inclusive, accessible and equitable.
The broader context of the MOOC is the GenderEX project co-financed by the EU, in which four partners activate a robust exchange of information to promote the integration of the sex and gender dimension into research and to engage in best practices together with international partners.
At the basis of the MOOC planning, there is the awareness that policies aimed at promoting equality, diversity and inclusion (EDI) in academia lead to improved personnel and students’ retention and satisfaction, as well as discovery, integration, application and dissemination of knowledge.
Academic excellence cannot be pursued without providing support to everyone involved, irrespective of gender, race, ethnicity, religion, age, social class and other factors, allowing them to embrace a diverse range of interests, abilities and life experiences that will enhance the exploration of ideas vital to the academic mission.
Integrating the gender equality, diversity and inclusion (EDI) dimensions into academia contributes to more inclusive scientific and innovation processes and ensures people from underrepresented groups are included, remain visible and feel supported and valued.
In recent years, thanks also to the initiatives organised by the European Union, HEIs have established diversity guidelines and policies underlined by the commitment to academic excellence and inclusiveness and equal opportunities.
The MOOC described in this chapter aims to share best practices in EDI, and equality policies and strategies implemented at the academic level in Europe, allowing the participants to understand the roles they may have in benefiting from these policies in their professional activities and in promoting their implementation and progress actively.
The study responds to the need to train all those working or studying in the higher education sector on EDI and gender mainstreaming, − for which there is scattered online information requiring a significant amount of time to understand the process involved. The difficulty in identifying and using sound sources discourages people interested in learning about EDI-related issues: they are confronted with concepts outside of their academic learning paths and with the multidisciplinary nature of the gender studies field. The MOOC enables learners to follow a clear path, guiding them in applying EDI principles to all aspects of their research, from the initial idea to the dissemination and exploitation phase, and in achieving better gender equality in their working environments.
The GenderEX project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 952432. The opinions expressed in this chapter reflect only the authors’ view and in no way reflect the European Commission’s opinions. The European Commission is not responsible for any use that may be made of the information it contains.
The authors declare that they have no conflict of interest.
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He is also a member of the editorial boards of the Journal of Electrical Engineering, Electronics, Control and Computer Science and Sustainability. Dr. Gaiceanu has been General Chairman of the IEEE International Symposium on Electrical and Electronics Engineering in the last six editions.",institutionString:'"Dunarea de Jos" University of Galati',institution:{name:'"Dunarea de Jos" University of Galati',country:{name:"Romania"}}},{id:"4519",title:"Prof.",name:"Jaydip",middleName:null,surname:"Sen",slug:"jaydip-sen",fullName:"Jaydip Sen",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/4519/images/system/4519.jpeg",biography:"Jaydip Sen is associated with Praxis Business School, Kolkata, India, as a professor in the Department of Data Science. His research areas include security and privacy issues in computing and communication, intrusion detection systems, machine learning, deep learning, and artificial intelligence in the financial domain. He has more than 200 publications in reputed international journals, refereed conference proceedings, and 20 book chapters in books published by internationally renowned publishing houses, such as Springer, CRC press, IGI Global, etc. Currently, he is serving on the editorial board of the prestigious journal Frontiers in Communications and Networks and in the technical program committees of a number of high-ranked international conferences organized by the IEEE, USA, and the ACM, USA. He has been listed among the top 2% of scientists in the world for the last three consecutive years, 2019 to 2021 as per studies conducted by the Stanford University, USA.",institutionString:"Praxis Business School",institution:null},{id:"320071",title:"Dr.",name:"Sidra",middleName:null,surname:"Mehtab",slug:"sidra-mehtab",fullName:"Sidra Mehtab",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00002v6KHoQAM/Profile_Picture_1584512086360",biography:"Sidra Mehtab has completed her BS with honors in Physics from Calcutta University, India in 2018. She has done MS in Data Science and Analytics from Maulana Abul Kalam Azad University of Technology (MAKAUT), Kolkata, India in 2020. Her research areas include Econometrics, Time Series Analysis, Machine Learning, Deep Learning, Artificial Intelligence, and Computer and Network Security with a particular focus on Cyber Security Analytics. Ms. Mehtab has published seven papers in international conferences and one of her papers has been accepted for publication in a reputable international journal. She has won the best paper awards in two prestigious international conferences – BAICONF 2019, and ICADCML 2021, organized in the Indian Institute of Management, Bangalore, India in December 2019, and SOA University, Bhubaneswar, India in January 2021. Besides, Ms. Mehtab has also published two book chapters in two books. Seven of her book chapters will be published in a volume shortly in 2021 by Cambridge Scholars’ Press, UK. Currently, she is working as the joint editor of two edited volumes on Time Series Analysis and Forecasting to be published in the first half of 2021 by an international house. Currently, she is working as a Data Scientist with an MNC in Delhi, India.",institutionString:"NSHM College of Management and Technology",institution:null},{id:"226240",title:"Dr.",name:"Andri Irfan",middleName:null,surname:"Rifai",slug:"andri-irfan-rifai",fullName:"Andri Irfan Rifai",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/226240/images/7412_n.jpg",biography:"Andri IRFAN is a Senior Lecturer of Civil Engineering and Planning. He completed the PhD at the Universitas Indonesia & Universidade do Minho with Sandwich Program Scholarship from the Directorate General of Higher Education and LPDP scholarship. He has been teaching for more than 19 years and much active to applied his knowledge in the project construction in Indonesia. His research interest ranges from pavement management system to advanced data mining techniques for transportation engineering. He has published more than 50 papers in journals and 2 books.",institutionString:null,institution:{name:"Universitas Internasional Batam",country:{name:"Indonesia"}}},{id:"314576",title:"Dr.",name:"Ibai",middleName:null,surname:"Laña",slug:"ibai-lana",fullName:"Ibai Laña",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314576/images/system/314576.jpg",biography:"Dr. Ibai Laña works at TECNALIA as a data analyst. He received his Ph.D. in Artificial Intelligence from the University of the Basque Country (UPV/EHU), Spain, in 2018. He is currently a senior researcher at TECNALIA. His research interests fall within the intersection of intelligent transportation systems, machine learning, traffic data analysis, and data science. He has dealt with urban traffic forecasting problems, applying machine learning models and evolutionary algorithms. He has experience in origin-destination matrix estimation or point of interest and trajectory detection. Working with large volumes of data has given him a good command of big data processing tools and NoSQL databases. He has also been a visiting scholar at the Knowledge Engineering and Discovery Research Institute, Auckland University of Technology.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"314575",title:"Dr.",name:"Jesus",middleName:null,surname:"L. Lobo",slug:"jesus-l.-lobo",fullName:"Jesus L. Lobo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/314575/images/system/314575.png",biography:"Dr. Jesús López is currently based in Bilbao (Spain) working at TECNALIA as Artificial Intelligence Research Scientist. In most cases, a project idea or a new research line needs to be investigated to see if it is good enough to take into production or to focus on it. That is exactly what he does, diving into Machine Learning algorithms and technologies to help TECNALIA to decide whether something is great in theory or will actually impact on the product or processes of its projects. So, he is expert at framing experiments, developing hypotheses, and proving whether they’re true or not, in order to investigate fundamental problems with a longer time horizon. He is also able to design and develop PoCs and system prototypes in simulation. He has participated in several national and internacional R&D projects.\n\nAs another relevant part of his everyday research work, he usually publishes his findings in reputed scientific refereed journals and international conferences, occasionally acting as reviewer and Programme Commitee member. Concretely, since 2018 he has published 9 JCR (8 Q1) journal papers, 9 conference papers (e.g. ECML PKDD 2021), and he has co-edited a book. He is also active in popular science writing data science stories for reputed blogs (KDNuggets, TowardsDataScience, Naukas). Besides, he has recently embarked on mentoring programmes as mentor, and has also worked as data science trainer.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"103779",title:"Prof.",name:"Yalcin",middleName:null,surname:"Isler",slug:"yalcin-isler",fullName:"Yalcin Isler",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRyQ8QAK/Profile_Picture_1628834958734",biography:"Yalcin Isler (1971 - Burdur / Turkey) received the B.Sc. degree in the Department of Electrical and Electronics Engineering from Anadolu University, Eskisehir, Turkey, in 1993, the M.Sc. degree from the Department of Electronics and Communication Engineering, Suleyman Demirel University, Isparta, Turkey, in 1996, the Ph.D. degree from the Department of Electrical and Electronics Engineering, Dokuz Eylul University, Izmir, Turkey, in 2009, and the Competence of Associate Professorship from the Turkish Interuniversity Council in 2019.\n\nHe was Lecturer at Burdur Vocational School in Suleyman Demirel University (1993-2000, Burdur / Turkey), Software Engineer (2000-2002, Izmir / Turkey), Research Assistant in Bulent Ecevit University (2002-2003, Zonguldak / Turkey), Research Assistant in Dokuz Eylul University (2003-2010, Izmir / Turkey), Assistant Professor at the Department of Electrical and Electronics Engineering in Bulent Ecevit University (2010-2012, Zonguldak / Turkey), Assistant Professor at the Department of Biomedical Engineering in Izmir Katip Celebi University (2012-2019, Izmir / Turkey). He is an Associate Professor at the Department of Biomedical Engineering at Izmir Katip Celebi University, Izmir / Turkey, since 2019. In addition to academics, he has also founded Islerya Medical and Information Technologies Company, Izmir / Turkey, since 2017.\n\nHis main research interests cover biomedical signal processing, pattern recognition, medical device design, programming, and embedded systems. He has many scientific papers and participated in several projects in these study fields. He was an IEEE Student Member (2009-2011) and IEEE Member (2011-2014) and has been IEEE Senior Member since 2014.",institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"339677",title:"Dr.",name:"Mrinmoy",middleName:null,surname:"Roy",slug:"mrinmoy-roy",fullName:"Mrinmoy Roy",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/339677/images/16768_n.jpg",biography:"An accomplished Sales & Marketing professional with 12 years of cross-functional experience in well-known organisations such as CIPLA, LUPIN, GLENMARK, ASTRAZENECA across different segment of Sales & Marketing, International Business, Institutional Business, Product Management, Strategic Marketing of HIV, Oncology, Derma, Respiratory, Anti-Diabetic, Nutraceutical & Stomatological Product Portfolio and Generic as well as Chronic Critical Care Portfolio. A First Class MBA in International Business & Strategic Marketing, B.Pharm, D.Pharm, Google Certified Digital Marketing Professional. Qualified PhD Candidate in Operations and Management with special focus on Artificial Intelligence and Machine Learning adoption, analysis and use in Healthcare, Hospital & Pharma Domain. Seasoned with diverse therapy area of Pharmaceutical Sales & Marketing ranging from generating revenue through generating prescriptions, launching new products, and making them big brands with continuous strategy execution at the Physician and Patients level. Moved from Sales to Marketing and Business Development for 3.5 years in South East Asian Market operating from Manila, Philippines. Came back to India and handled and developed Brands such as Gluconorm, Lupisulin, Supracal, Absolut Woman, Hemozink, Fabiflu (For COVID 19), and many more. In my previous assignment I used to develop and execute strategies on Sales & Marketing, Commercialization & Business Development for Institution and Corporate Hospital Business portfolio of Oncology Therapy Area for AstraZeneca Pharma India Ltd. Being a Research Scholar and Student of ‘Operations Research & Management: Artificial Intelligence’ I published several pioneer research papers and book chapters on the same in Internationally reputed journals and Books indexed in Scopus, Springer and Ei Compendex, Google Scholar etc. Currently, I am launching PGDM Pharmaceutical Management Program in IIHMR Bangalore and spearheading the course curriculum and structure of the same. I am interested in Collaboration for Healthcare Innovation, Pharma AI Innovation, Future trend in Marketing and Management with incubation on Healthcare, Healthcare IT startups, AI-ML Modelling and Healthcare Algorithm based training module development. I am also an affiliated member of the Institute of Management Consultant of India, looking forward to Healthcare, Healthcare IT and Innovation, Pharma and Hospital Management Consulting works.",institutionString:null,institution:{name:"Lovely Professional University",country:{name:"India"}}},{id:"310576",title:"Prof.",name:"Erick Giovani",middleName:null,surname:"Sperandio Nascimento",slug:"erick-giovani-sperandio-nascimento",fullName:"Erick Giovani Sperandio Nascimento",position:null,profilePictureURL:"https://intech-files.s3.amazonaws.com/0033Y00002pDKxDQAW/ProfilePicture%202022-06-20%2019%3A57%3A24.788",biography:"Prof. Erick Sperandio is the Lead Researcher and professor of Artificial Intelligence (AI) at SENAI CIMATEC, Bahia, Brazil, also working with Computational Modeling (CM) and HPC. He holds a PhD in Environmental Engineering in the area of Atmospheric Computational Modeling, a Master in Informatics in the field of Computational Intelligence and Graduated in Computer Science from UFES. He currently coordinates, leads and participates in R&D projects in the areas of AI, computational modeling and supercomputing applied to different areas such as Oil and Gas, Health, Advanced Manufacturing, Renewable Energies and Atmospheric Sciences, advising undergraduate, master's and doctoral students. He is the Lead Researcher at SENAI CIMATEC's Reference Center on Artificial Intelligence. In addition, he is a Certified Instructor and University Ambassador of the NVIDIA Deep Learning Institute (DLI) in the areas of Deep Learning, Computer Vision, Natural Language Processing and Recommender Systems, and Principal Investigator of the NVIDIA/CIMATEC AI Joint Lab, the first in Latin America within the NVIDIA AI Technology Center (NVAITC) worldwide program. He also works as a researcher at the Supercomputing Center for Industrial Innovation (CS2i) and at the SENAI Institute of Innovation for Automation (ISI Automação), both from SENAI CIMATEC. He is a member and vice-coordinator of the Basic Board of Scientific-Technological Advice and Evaluation, in the area of Innovation, of the Foundation for Research Support of the State of Bahia (FAPESB). He serves as Technology Transfer Coordinator and one of the Principal Investigators at the National Applied Research Center in Artificial Intelligence (CPA-IA) of SENAI CIMATEC, focusing on Industry, being one of the six CPA-IA in Brazil approved by MCTI / FAPESP / CGI.br. He also participates as one of the representatives of Brazil in the BRICS Innovation Collaboration Working Group on HPC, ICT and AI. He is the coordinator of the Work Group of the Axis 5 - Workforce and Training - of the Brazilian Strategy for Artificial Intelligence (EBIA), and member of the MCTI/EMBRAPII AI Innovation Network Training Committee. He is the coordinator, by SENAI CIMATEC, of the Artificial Intelligence Reference Network of the State of Bahia (REDE BAH.IA). He leads the working group of experts representing Brazil in the Global Partnership on Artificial Intelligence (GPAI), on the theme \"AI and the Pandemic Response\".",institutionString:"Manufacturing and Technology Integrated Campus – SENAI CIMATEC",institution:null},{id:"1063",title:"Prof.",name:"Constantin",middleName:null,surname:"Volosencu",slug:"constantin-volosencu",fullName:"Constantin Volosencu",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/1063/images/system/1063.png",biography:"Prof. Dr. Constantin Voloşencu graduated as an engineer from\nPolitehnica University of Timișoara, Romania, where he also\nobtained a doctorate degree. He is currently a full professor in\nthe Department of Automation and Applied Informatics at the\nsame university. Dr. Voloşencu is the author of ten books, seven\nbook chapters, and more than 160 papers published in journals\nand conference proceedings. He has also edited twelve books and\nhas twenty-seven patents to his name. He is a manager of research grants, editor in\nchief and member of international journal editorial boards, a former plenary speaker, a member of scientific committees, and chair at international conferences. His\nresearch is in the fields of control systems, control of electric drives, fuzzy control\nsystems, neural network applications, fault detection and diagnosis, sensor network\napplications, monitoring of distributed parameter systems, and power ultrasound\napplications. He has developed automation equipment for machine tools, spooling\nmachines, high-power ultrasound processes, and more.",institutionString:"Polytechnic University of Timişoara",institution:{name:"Polytechnic University of Timişoara",country:{name:"Romania"}}},{id:"221364",title:"Dr.",name:"Eneko",middleName:null,surname:"Osaba",slug:"eneko-osaba",fullName:"Eneko Osaba",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/221364/images/system/221364.jpg",biography:"Dr. Eneko Osaba works at TECNALIA as a senior researcher. He obtained his Ph.D. in Artificial Intelligence in 2015. He has participated in more than twenty-five local and European research projects, and in the publication of more than 130 papers. He has performed several stays at universities in the United Kingdom, Italy, and Malta. Dr. Osaba has served as a program committee member in more than forty international conferences and participated in organizing activities in more than ten international conferences. He is a member of the editorial board of the International Journal of Artificial Intelligence, Data in Brief, and Journal of Advanced Transportation. He is also a guest editor for the Journal of Computational Science, Neurocomputing, Swarm, and Evolutionary Computation and IEEE ITS Magazine.",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"275829",title:"Dr.",name:"Esther",middleName:null,surname:"Villar-Rodriguez",slug:"esther-villar-rodriguez",fullName:"Esther Villar-Rodriguez",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/275829/images/system/275829.jpg",biography:"Dr. Esther Villar obtained a Ph.D. in Information and Communication Technologies from the University of Alcalá, Spain, in 2015. She obtained a degree in Computer Science from the University of Deusto, Spain, in 2010, and an MSc in Computer Languages and Systems from the National University of Distance Education, Spain, in 2012. Her areas of interest and knowledge include natural language processing (NLP), detection of impersonation in social networks, semantic web, and machine learning. Dr. Esther Villar made several contributions at conferences and publishing in various journals in those fields. Currently, she is working within the OPTIMA (Optimization Modeling & Analytics) business of TECNALIA’s ICT Division as a data scientist in projects related to the prediction and optimization of management and industrial processes (resource planning, energy efficiency, etc).",institutionString:"TECNALIA Research & Innovation",institution:{name:"Tecnalia",country:{name:"Spain"}}},{id:"49813",title:"Dr.",name:"Javier",middleName:null,surname:"Del Ser",slug:"javier-del-ser",fullName:"Javier Del Ser",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/49813/images/system/49813.png",biography:"Prof. Dr. Javier Del Ser received his first PhD in Telecommunication Engineering (Cum Laude) from the University of Navarra, Spain, in 2006, and a second PhD in Computational Intelligence (Summa Cum Laude) from the University of Alcala, Spain, in 2013. He is currently a principal researcher in data analytics and optimisation at TECNALIA (Spain), a visiting fellow at the Basque Center for Applied Mathematics (BCAM) and a part-time lecturer at the University of the Basque Country (UPV/EHU). His research interests gravitate on the use of descriptive, prescriptive and predictive algorithms for data mining and optimization in a diverse range of application fields such as Energy, Transport, Telecommunications, Health and Industry, among others. In these fields he has published more than 240 articles, co-supervised 8 Ph.D. theses, edited 6 books, coauthored 7 patents and participated/led more than 40 research projects. He is a Senior Member of the IEEE, and a recipient of the Biscay Talent prize for his academic career.",institutionString:"Tecnalia Research & Innovation",institution:null},{id:"278948",title:"Dr.",name:"Carlos Pedro",middleName:null,surname:"Gonçalves",slug:"carlos-pedro-goncalves",fullName:"Carlos Pedro Gonçalves",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRcmyQAC/Profile_Picture_1564224512145",biography:'Carlos Pedro Gonçalves (PhD) is an Associate Professor at Lusophone University of Humanities and Technologies and a researcher on Complexity Sciences, Quantum Technologies, Artificial Intelligence, Strategic Studies, Studies in Intelligence and Security, FinTech and Financial Risk Modeling. He is also a progammer with programming experience in:\n\nA) Quantum Computing using Qiskit Python module and IBM Quantum Experience Platform, with software developed on the simulation of Quantum Artificial Neural Networks and Quantum Cybersecurity;\n\nB) Artificial Intelligence and Machine learning programming in Python;\n\nC) Artificial Intelligence, Multiagent Systems Modeling and System Dynamics Modeling in Netlogo, with models developed in the areas of Chaos Theory, Econophysics, Artificial Intelligence, Classical and Quantum Complex Systems Science, with the Econophysics models having been cited worldwide and incorporated in PhD programs by different Universities.\n\nReceived an Arctic Code Vault Contributor status by GitHub, due to having developed open source software preserved in the \\"Arctic Code Vault\\" for future generations (https://archiveprogram.github.com/arctic-vault/), with the Strategy Analyzer A.I. module for decision making support (based on his PhD thesis, used in his Classes on Decision Making and in Strategic Intelligence Consulting Activities) and QNeural Python Quantum Neural Network simulator also preserved in the \\"Arctic Code Vault\\", for access to these software modules see: https://github.com/cpgoncalves. He is also a peer reviewer with outsanding review status from Elsevier journals, including Physica A, Neurocomputing and Engineering Applications of Artificial Intelligence. Science CV available at: https://www.cienciavitae.pt//pt/8E1C-A8B3-78C5 and ORCID: https://orcid.org/0000-0002-0298-3974',institutionString:"University of Lisbon",institution:{name:"Universidade Lusófona",country:{name:"Portugal"}}},{id:"241400",title:"Prof.",name:"Mohammed",middleName:null,surname:"Bsiss",slug:"mohammed-bsiss",fullName:"Mohammed Bsiss",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241400/images/8062_n.jpg",biography:null,institutionString:null,institution:null},{id:"276128",title:"Dr.",name:"Hira",middleName:null,surname:"Fatima",slug:"hira-fatima",fullName:"Hira Fatima",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/276128/images/14420_n.jpg",biography:"Dr. Hira Fatima\nAssistant Professor\nDepartment of Mathematics\nInstitute of Applied Science\nMangalayatan University, Aligarh\nMobile: no : 8532041179\nhirafatima2014@gmal.com\n\nDr. Hira Fatima has received his Ph.D. degree in pure Mathematics from Aligarh Muslim University, Aligarh India. Currently working as an Assistant Professor in the Department of Mathematics, Institute of Applied Science, Mangalayatan University, Aligarh. She taught so many courses of Mathematics of UG and PG level. Her research Area of Expertise is Functional Analysis & Sequence Spaces. She has been working on Ideal Convergence of double sequence. She has published 17 research papers in National and International Journals including Cogent Mathematics, Filomat, Journal of Intelligent and Fuzzy Systems, Advances in Difference Equations, Journal of Mathematical Analysis, Journal of Mathematical & Computer Science etc. She has also reviewed few research papers for the and international journals. She is a member of Indian Mathematical Society.",institutionString:null,institution:null},{id:"414880",title:"Dr.",name:"Maryam",middleName:null,surname:"Vatankhah",slug:"maryam-vatankhah",fullName:"Maryam Vatankhah",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Borough of Manhattan Community College",country:{name:"United States of America"}}},{id:"414879",title:"Prof.",name:"Mohammad-Reza",middleName:null,surname:"Akbarzadeh-Totonchi",slug:"mohammad-reza-akbarzadeh-totonchi",fullName:"Mohammad-Reza Akbarzadeh-Totonchi",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Ferdowsi University of Mashhad",country:{name:"Iran"}}},{id:"414878",title:"Prof.",name:"Reza",middleName:null,surname:"Fazel-Rezai",slug:"reza-fazel-rezai",fullName:"Reza Fazel-Rezai",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"American Public University System",country:{name:"United States of America"}}},{id:"302698",title:"Dr.",name:"Yao",middleName:null,surname:"Shan",slug:"yao-shan",fullName:"Yao Shan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Dalian University of Technology",country:{name:"China"}}},{id:"125911",title:"Prof.",name:"Jia-Ching",middleName:null,surname:"Wang",slug:"jia-ching-wang",fullName:"Jia-Ching Wang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Central University",country:{name:"Taiwan"}}},{id:"357085",title:"Mr.",name:"P. 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Shukla",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Indian Institute of Technology Kanpur",country:{name:"India"}}},{id:"356823",title:"MSc.",name:"Seonghee",middleName:null,surname:"Min",slug:"seonghee-min",fullName:"Seonghee Min",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Daegu University",country:{name:"Korea, South"}}},{id:"353307",title:"Prof.",name:"Yoosoo",middleName:null,surname:"Oh",slug:"yoosoo-oh",fullName:"Yoosoo Oh",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:"Yoosoo Oh received his Bachelor's degree in the Department of Electronics and Engineering from Kyungpook National University in 2002. He obtained his Master’s degree in the Department of Information and Communications from Gwangju Institute of Science and Technology (GIST) in 2003. In 2010, he received his Ph.D. degree in the School of Information and Mechatronics from GIST. In the meantime, he was an executed team leader at Culture Technology Institute, GIST, 2010-2012. In 2011, he worked at Lancaster University, the UK as a visiting scholar. In September 2012, he joined Daegu University, where he is currently an associate professor in the School of ICT Conver, Daegu University. Also, he served as the Board of Directors of KSIIS since 2019, and HCI Korea since 2016. From 2017~2019, he worked as a center director of the Mixed Reality Convergence Research Center at Daegu University. From 2015-2017, He worked as a director in the Enterprise Supporting Office of LINC Project Group, Daegu University. His research interests include Activity Fusion & Reasoning, Machine Learning, Context-aware Middleware, Human-Computer Interaction, etc.",institutionString:null,institution:{name:"Daegu Gyeongbuk Institute of Science and Technology",country:{name:"Korea, South"}}},{id:"262719",title:"Dr.",name:"Esma",middleName:null,surname:"Ergüner Özkoç",slug:"esma-erguner-ozkoc",fullName:"Esma Ergüner Özkoç",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Başkent University",country:{name:"Turkey"}}},{id:"346530",title:"Dr.",name:"Ibrahim",middleName:null,surname:"Kaya",slug:"ibrahim-kaya",fullName:"Ibrahim Kaya",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Izmir Kâtip Çelebi University",country:{name:"Turkey"}}},{id:"419199",title:"Dr.",name:"Qun",middleName:null,surname:"Yang",slug:"qun-yang",fullName:"Qun Yang",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Auckland",country:{name:"New Zealand"}}}]}},subseries:{item:{id:"91",type:"subseries",title:"Sustainable Economy and Fair Society",keywords:"Sustainable, Society, Economy, Digitalization, KPIs, Decision Making, Business, Digital Footprint",scope:"\r\n\tGlobally, the ecological footprint is growing at a faster rate than GDP. This phenomenon has been studied by scientists for many years. However, clear strategies and actions are needed now more than ever. Every day, humanity, from individuals to businesses (public and private) and governments, are called to change their mindset in order to pursue a virtuous combination for sustainable development. Reasoning in a sustainable way entails, first and foremost, managing the available resources efficiently and strategically, whether they are natural, financial, human or relational. In this way, value is generated by contributing to the growth, improvement and socio-economic development of the communities and of all the players that make up its value chain. In the coming decades, we will need to be able to transition from a society in which economic well-being and health are measured by the growth of production and material consumption, to a society in which we live better while consuming less. In this context, digitization has the potential to disrupt processes, with significant implications for the environment and sustainable development. There are numerous challenges associated with sustainability and digitization, the need to consider new business models capable of extracting value, data ownership and sharing and integration, as well as collaboration across the entire supply chain of a product. In order to generate value, effectively developing a complex system based on sustainability principles is a challenge that requires a deep commitment to both technological factors, such as data and platforms, and human dimensions, such as trust and collaboration. Regular study, research and implementation must be part of the road to sustainable solutions. Consequently, this topic will analyze growth models and techniques aimed at achieving intergenerational equity in terms of economic, social and environmental well-being. It will also cover various subjects, including risk assessment in the context of sustainable economy and a just society.
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Topics include, but are not limited to: Advanced techniques of cellular and molecular biology (Molecular methodologies, imaging techniques, and bioinformatics); Biological activities at the molecular level; Biological processes of cell functions, cell division, senescence, maintenance, and cell death; Biomolecules interactions; Cancer; Cell biology; Chemical biology; Computational biology; Cytochemistry; Developmental biology; Disease mechanisms and therapeutics; DNA, and RNA metabolism; Gene functions, genetics, and genomics; Genetics; Immunology; Medical microbiology; Molecular biology; Molecular genetics; Molecular processes of cell and organelle dynamics; Neuroscience; Protein biosynthesis, degradation, and functions; Regulation of molecular interactions in a cell; Signalling networks and system biology; Structural biology; Virology and microbiology.",annualVolume:11410,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/14.jpg",editor:{id:"165627",title:"Dr.",name:"Rosa María",middleName:null,surname:"Martínez-Espinosa",fullName:"Rosa María Martínez-Espinosa",profilePictureURL:"https://mts.intechopen.com/storage/users/165627/images/system/165627.jpeg",institutionString:null,institution:{name:"University of Alicante",institutionURL:null,country:{name:"Spain"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"79367",title:"Dr.",name:"Ana Isabel",middleName:null,surname:"Flores",fullName:"Ana Isabel Flores",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRpIOQA0/Profile_Picture_1632418099564",institutionString:null,institution:{name:"Hospital Universitario 12 De Octubre",institutionURL:null,country:{name:"Spain"}}},{id:"328234",title:"Ph.D.",name:"Christian",middleName:null,surname:"Palavecino",fullName:"Christian Palavecino",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y000030DhEhQAK/Profile_Picture_1628835318625",institutionString:null,institution:{name:"Central University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"186585",title:"Dr.",name:"Francisco Javier",middleName:null,surname:"Martin-Romero",fullName:"Francisco Javier Martin-Romero",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSB3HQAW/Profile_Picture_1631258137641",institutionString:null,institution:{name:"University of Extremadura",institutionURL:null,country:{name:"Spain"}}}]},{id:"15",title:"Chemical Biology",keywords:"Phenolic Compounds, Essential Oils, Modification of Biomolecules, Glycobiology, Combinatorial Chemistry, Therapeutic peptides, Enzyme Inhibitors",scope:"Chemical biology spans the fields of chemistry and biology involving the application of biological and chemical molecules and techniques. In recent years, the application of chemistry to biological molecules has gained significant interest in medicinal and pharmacological studies. This topic will be devoted to understanding the interplay between biomolecules and chemical compounds, their structure and function, and their potential applications in related fields. Being a part of the biochemistry discipline, the ideas and concepts that have emerged from Chemical Biology have affected other related areas. This topic will closely deal with all emerging trends in this discipline.",annualVolume:11411,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/15.jpg",editor:{id:"441442",title:"Dr.",name:"Şükrü",middleName:null,surname:"Beydemir",fullName:"Şükrü Beydemir",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0033Y00003GsUoIQAV/Profile_Picture_1634557147521",institutionString:null,institution:{name:"Anadolu University",institutionURL:null,country:{name:"Turkey"}}},editorTwo:{id:"13652",title:"Prof.",name:"Deniz",middleName:null,surname:"Ekinci",fullName:"Deniz Ekinci",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002aYLT1QAO/Profile_Picture_1634557223079",institutionString:null,institution:{name:"Ondokuz Mayıs University",institutionURL:null,country:{name:"Turkey"}}},editorThree:null,editorialBoard:[{id:"241413",title:"Dr.",name:"Azhar",middleName:null,surname:"Rasul",fullName:"Azhar Rasul",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRT1oQAG/Profile_Picture_1635251978933",institutionString:null,institution:{name:"Government College University, Faisalabad",institutionURL:null,country:{name:"Pakistan"}}},{id:"178316",title:"Ph.D.",name:"Sergey",middleName:null,surname:"Sedykh",fullName:"Sergey Sedykh",profilePictureURL:"https://mts.intechopen.com/storage/users/178316/images/system/178316.jfif",institutionString:null,institution:{name:"Novosibirsk State University",institutionURL:null,country:{name:"Russia"}}}]},{id:"17",title:"Metabolism",keywords:"Biomolecules Metabolism, Energy Metabolism, Metabolic Pathways, Key Metabolic Enzymes, Metabolic Adaptation",scope:"Metabolism is frequently defined in biochemistry textbooks as the overall process that allows living systems to acquire and use the free energy they need for their vital functions or the chemical processes that occur within a living organism to maintain life. 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. Thus all studies on metabolism will be considered for publication.",annualVolume:11413,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/17.jpg",editor:{id:"138626",title:"Dr.",name:"Yannis",middleName:null,surname:"Karamanos",fullName:"Yannis Karamanos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002g6Jv2QAE/Profile_Picture_1629356660984",institutionString:null,institution:{name:"Artois University",institutionURL:null,country:{name:"France"}}},editorTwo:null,editorThree:null,editorialBoard:[{id:"243049",title:"Dr.",name:"Anca",middleName:null,surname:"Pantea Stoian",fullName:"Anca Pantea Stoian",profilePictureURL:"https://mts.intechopen.com/storage/users/243049/images/system/243049.jpg",institutionString:null,institution:{name:"Carol Davila University of Medicine and Pharmacy",institutionURL:null,country:{name:"Romania"}}},{id:"203824",title:"Dr.",name:"Attilio",middleName:null,surname:"Rigotti",fullName:"Attilio Rigotti",profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",institutionString:null,institution:{name:"Pontifical Catholic University of Chile",institutionURL:null,country:{name:"Chile"}}},{id:"300470",title:"Dr.",name:"Yanfei (Jacob)",middleName:null,surname:"Qi",fullName:"Yanfei (Jacob) Qi",profilePictureURL:"https://mts.intechopen.com/storage/users/300470/images/system/300470.jpg",institutionString:null,institution:{name:"Centenary Institute of Cancer Medicine and Cell Biology",institutionURL:null,country:{name:"Australia"}}}]},{id:"18",title:"Proteomics",keywords:"Mono- and Two-Dimensional Gel Electrophoresis (1-and 2-DE), Liquid Chromatography (LC), Mass Spectrometry/Tandem Mass Spectrometry (MS; MS/MS), Proteins",scope:"With the recognition that the human genome cannot provide answers to the etiology of a disorder, changes in the proteins expressed by a genome became a focus in research. 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. The Proteomics topic aims to attract contributions on all aspects of MS-based proteomics that, by pushing the boundaries of MS capabilities, may address biological problems that have not been resolved yet.",annualVolume:11414,isOpenForSubmission:!0,coverUrl:"https://cdn.intechopen.com/series_topics/covers/18.jpg",editor:{id:"200689",title:"Prof.",name:"Paolo",middleName:null,surname:"Iadarola",fullName:"Paolo Iadarola",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bSCl8QAG/Profile_Picture_1623568118342",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorTwo:{id:"201414",title:"Dr.",name:"Simona",middleName:null,surname:"Viglio",fullName:"Simona Viglio",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRKDHQA4/Profile_Picture_1630402531487",institutionString:null,institution:{name:"University of Pavia",institutionURL:null,country:{name:"Italy"}}},editorThree:null,editorialBoard:[{id:"72288",title:"Dr.",name:"Arli Aditya",middleName:null,surname:"Parikesit",fullName:"Arli Aditya Parikesit",profilePictureURL:"https://mts.intechopen.com/storage/users/72288/images/system/72288.jpg",institutionString:null,institution:{name:"Indonesia International Institute for Life Sciences",institutionURL:null,country:{name:"Indonesia"}}},{id:"40928",title:"Dr.",name:"Cesar",middleName:null,surname:"Lopez-Camarillo",fullName:"Cesar Lopez-Camarillo",profilePictureURL:"https://mts.intechopen.com/storage/users/40928/images/3884_n.png",institutionString:null,institution:{name:"Universidad Autónoma de la Ciudad de México",institutionURL:null,country:{name:"Mexico"}}},{id:"81926",title:"Dr.",name:"Shymaa",middleName:null,surname:"Enany",fullName:"Shymaa Enany",profilePictureURL:"https://mts.intechopen.com/storage/users/81926/images/system/81926.png",institutionString:"Suez Canal University",institution:{name:"Suez Canal University",institutionURL:null,country:{name:"Egypt"}}}]}]}},libraryRecommendation:{success:null,errors:{},institutions:[]},route:{name:"chapter.detail",path:"/chapters/8556",hash:"",query:{},params:{id:"8556"},fullPath:"/chapters/8556",meta:{},from:{name:null,path:"/",hash:"",query:{},params:{},fullPath:"/",meta:{}}}},function(){var e;(e=document.currentScript||document.scripts[document.scripts.length-1]).parentNode.removeChild(e)}()