The memorandum, shared with the T20 task force digital transformation in preparation of decision papers at G20-summit in oct 2021. July 2021
\r\n\tDespite all efforts to find the cause of fever, around 15% FUO cases still remain without a clear diagnose. Such cases will also be looked upon in the book, along with a discussion about the likely causes, approaches and treatment management.
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Participation in education and training for all to eliminate digital gender gaps and challenge stereotypes are, thus, not just buzzwords anymore but lived engagement. The diversity of existing regulatory approaches and technologies within the G20 means that many questions are yet to be answered: how to make digitization an opportunity for all? Fostering diversity and inclusion in the digital era is essential to protect and enlarge global value chains, create a trustworthy Artificial Intelligence (AI) ecosystem, enhance the digital to achieve sustainable growth. In other words, when using the term “sustainability of digital innovations” in this article, it refers to securing the necessary basis for the solid ground for innovations: education and training. It lays the foundation in digital era and guides as compass for “Building Forward Better.”
As a Senior Civil Engineer with a background of international experience in Europe and China, the author deals with all aspects of new technologies in Construction Engineering in multidisciplinary, intercultural environments, arising with Industry 4.0. The author’s field of expertise in the Construction Industry covers her own engineering company in multinational environments since 2007—after filling various management and leadership positions—and mentoring female apprentices and academics in STEM disciplines. In 2019, she took a pioneering role by starting as the Representative for
By assessing how and why education and learning lay the essential foundation of the digital age, the research also found out that knowledge and AI not only automatize learning processes but strengthen Corporate Digital Responsibility (CDR), diversity, and inclusion in Construction 4.0.
Pioneers are role models equally to develop and implement technical innovations. They shape the digital age as they share their experiences as Best Practices.
The research includes political strategies, but also makes new demands and work out specifically, where the advantages and disadvantages of the current curricula lie in order to provide the future educational foundation as broad as possible. With that, the acquisition of both the appropriate professional and personal social skills could succeed in the best possible way.
The tension between the new qualification requirements through digitization and AI and existing resources for teaching and curricula with an adequate academic infrastructure could not be greater. New job profile descriptions clearly speak of holistically thinking experts and system-integrating specialists. The learning curve for everyone involved is steep, and the demands in construction are equally high: Climate and environmental protection, sustainability with resource efficiency, thinking through the entire construction life cycle—from the project idea to dismantling and recycling, budget compliance, and efficient timeline as well as a building project of highest quality. New technologies not only may ensure, but perform such processes in a much more structured, efficient, safer, successful, and profitable way. Teaching and training carry responsible roles in order to explain these powerful technological tools, to practice first approaches and to allow making mistakes. The safe and efficient use of emerging technologies and knowing its positive and negative effects require targeted instruction within this innovative interaction between human and technology.
Why is it important to specifically integrate digital methods and AI into teaching in Civil Engineering? Because only construction experts are able to localize obstacles and weak points in construction projects, name improvements, and define potential fields of application for digital methods and AI. They know the processes, interfaces, and hurdles exactly and know “where things get stuck.”
The digital transformation and the latest technologies require a rethinking of previous teaching methods, teaching aids, teaching environment (laboratories, equipment, IT), knowledge in theory and practice, practical samples of application, the relationship between theory and practice, the qualifications of the teaching staff and their openness, and networks across disciplines [3, 4, 5, 6].
The basis for diversity, inclusion, and sustainable digital innovations can only be ensured through appropriate training and further education [7, 8]. The Action Plan for digital education is an essential prerequisite for creating a European education area by 2025. It contributes to the realization of the goals of the
The dependencies and weaknesses of European digital capacities, competencies, and technologies are becoming increasingly clear. They see a need for action particularly in the area of AI [10].
Numerous studies and forecasts on digital transformation provide information about the extensive effects on jobs. New professional fields and task profiles are emerging; they require new knowledge and skills. Some professional fields will no longer exist in the course of digital change, but new ones emerge. They accelerate the development, use and further improvement of new digital technologies and AI, and facilitate imparting the necessary knowledge to others.
AI will not only change people over the next few decades, but society as a whole. Companies that want to forego 50% of their talent face a massive problem in the medium term. Digital twins, self-learning construction sites, automation and robotics on construction sites, VR, Smart Design, Smart Construction, Smart Operation, Smart Cities, Blockchain, AI, Next Generation Computing, 5G and 6G, IoT, AIoT, AR, VR, and XR strongly influence corporate business models and daily construction site organization, construction operations, building informatics, and technical building automatization.
Analyzing the content of curricula of selected universities and colleges, crystallize out, that terms such as BIM (Building Information Modeling) and AI are mostly not or rarely listed in the overview of lectures—both for Bachelor and Master. At the same time, it can be seen that more and more new curricula modules are being set up in construction, such as Computational Engineering or Data Engineering. The aspects of human responsibility that engineers, designers, and developers bear by the nature of profession cannot be adequately taught, e.g., with the modules for Ethics: it is taught on the sidelines, and—as interviewed experts share—is usually still an optional subject on a voluntary basis. Some teachers fear that they will have to forego their own learning content and therefore see no point. These aspects are part of an even larger package of influencing factors in education and teaching, why—at this stage—education and teaching cannot do justice to the expectations and requirements of the economy and society.
In addition, there are innovative research initiatives at universities and emerging AI hubs, digital campus locations, AI labs, increasing digital transformation competence networks, endowed professorships and chairs sponsored by corporates, high-tech offensives launched by individual federal states, and AI centers as well as completely newly created modules: “Applied AI” and “Digital Ethics,” “Digital Transformation,” “Human-Computer Interaction,” “Digital and Data Science Engineering,” “AI-based Technical Building Automatization,” “Digital Process Management of Construction Projects.”
It now depends on the answers we humans give, how we can fill these gaps, and the new professional fields. For the analysis and evaluation in this research work, experts were interviewed based on the qualitative method: representatives from universities, colleges, newly created chairs and professorships, professional associations, new corporate departments, and institutes. They share their opinion and tendencies they assess. Statistics and job profile descriptions in national and international newspapers and professional journals were evaluated for obtaining a picture as accurate as possible of where we “stand” in the Construction Industry. What are the concrete measures to be taken to set up adequate curricula? And what distinguishes the skilled workers and “engineers of tomorrow”?
Teizer [11], partner and head of the management of technology and innovations at VOLLACK, is active in academic teaching himself. “
Kiefer [12] refers to the results of the study carried out by the VDI in 2017/18 on “Engineering training for digital transformation.” “
Digital transformation bears high potential to aid both economical and efficient building project life cycle and greatest possible social benefit, economic prosperity, and protection of our natural resources of life.
But at the same time, the economy is lagging behind digitization and AI, diversity, and inclusion. 60% believe that the lack of diversity in the tech workplace is a serious issue [13]. Strong support for change comes from national and international networks and associations promoting the fields of STEM, construction, and digitization. In the 2020,
The decisive factor is leadership behavior, the example of top management and clear communication of the culture of values [14]. It is the responsibility of every corporate management to promote diversity at all levels, inclusion, best qualifications, and personal competence, to maintain, to ensure sustainable and—in the interests of the common good—to increase its contribution to the value chain. Corporate environments with agile, dynamic management style, and female leadership should be a matter of course to generate high performance.
Profound insights, openness, and recommendations of the interviewed experts enabled this research to reveal these new findings and set constructive approaches as a Call for Action into the ongoing debate. The wide variety of specialist knowledge and areas of responsibility illuminated the challenges and innumerable chances of diversity from different angles.
Furthermore, the holistic, inclusive, interdisciplinary approach of the author not only empowers to educate, raise awareness, and provide orientation in dealing with digital transformation but adds value to this new field of scientific research.
Algorithms, which make AI possible, are daily routine for computer scientists, but only a negligibly small proportion of society is familiar with AI and speaks this expert language. Trust in this new technology therefore is imperative but can only be established and built where it is explained and awareness is formed. In total, 125 million girls of primary and secondary age in the developing world are out of school. Girls’ exclusion from education begins early and increases over their lifetime (Figure 1). While the vast majority of adolescent girls of upper secondary age begin primary education, fewer than half make it to the upper secondary level where STEM skills can be further solidified.
Education pathways of girls in: the story of disparities in STEM, mapping gender equality in STEM from school to work
It is essential to give access to girls and women around the globe to learn and utilize these technologies; they possess high communicative, social skills as well as significant high human-driven decision-making process dynamics and are catalysts for highly dynamic and efficient learning processes, which is the real core of this innovation.
The young generation has high expectations of teaching and training in handling and transferring knowledge about both future key technologies and offer constructive solutions and gain required professional and personal skills. The best indicator for job seekers is companies that are already actively shaping the digital transformation, using methods such as BIM, helping to develop the first AI technologies, defining potential fields of application, and developing new business models as a result. The opportunities are significant and diverse for young skilled workers and engineers to prove their qualifications and enlarge the value chain by their contribution to success.
It takes people, fully participating to reach these goals, platforms, visionaries, and men of action from fields of teaching, education, business, politics, and society.
Digital transformation sets flag for disruptive reforms in the educational landscape. Best Practices are evidence for best results in increasing both personal social and expert skills. Axel Wallrabenstein sets impulses: “
New approaches offer the historical chance to break boundaries, move forward global digital competition, add value to the system of computer algorithms, and increase its share in the value chain. Women are underrepresented, so there is less data, data of lower quality, not free of bias. Thus, the results are unpredictable and unexpected. There are serious concerns regarding the scalability of taking automatically biased decisions that can affect large sectors of the population, particularly minorities and more vulnerable communities. A growing body of evidence is indicating that algorithms are increasingly affecting decisions by replicating unequal or unfair treatments [18].
In line with the European Commission’ priority to strive for a “Union of Equality” by its
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The memorandum, shared with the T20 task force digital transformation in preparation of decision papers at G20-summit in oct 2021. July 2021
Digitization abolishes traditional structures and boundaries. Thus, it is necessary to highlight the digital era’s opportunities for society and new fields of activity that have so far been largely ignored.
Digital teaching itself becomes an aspect of teaching: having access to digital equipment is not a matter of course, because there is no fundamental right and universities and educational institutions need to apply for funding. It is about the acquisition of devices such as laptops, tablets, or whiteboards and the integration of these devices into lessons. Not every university is financially that well positioned to have extensive digital teaching equipment and facilities. Here, new challenges require new strategies.
Pure knowledge transfer can succeed very well, if not better than with previous teaching, by fully using digital possibilities. Digitization offers a way to open up the access to education to a larger extent.
The engineering training sets most important basis. It requires an open-minded, interdisciplinary, collaborative mentality of all those involved. The engineer of tomorrow will no longer just plan, construct, maintain a building, but bring people together that are involved in the construction project. The engineer networks knowledge, uses interfaces and interdisciplinary perspectives, shares technical engineering knowledge, leads a project, is part of a large team with a common goal: to use skills and knowledge in a goal-oriented and efficient manner toward a successful, sustainable project. It is about a building that is realized by help of a lot of emerging technologies. The engineer of tomorrow is a visionary, a dedicated one. He tackles work with foresight, works on solutions that are compatible with the common good; the engineer takes a stand on social issues, prevents violations, helps to shape the dynamic field of work preventively, to curb possible negative developments. The engineer promotes an open dialog between the construction and society in order to protect the culture of values in construction industry. His interdisciplinary approach is the most essential requirement. Thus, the curricula need to be thoroughly adapted; the reality of life must be made the subject of engineering training.
Furthermore, from the beginning of studying and training, the engineer needs to work interdisciplinary: with other faculties such as Architecture, Design, Computer Science, Law, Philosophy, Media, and Cultural studies. As the sustainable, value-based design of the living and urban worlds of tomorrow, future-proof urban infrastructures, space, and society are enabled by the necessary ethical principles in dealing with digital technologies and AI, the more technically oriented engineer can supplement his knowledge.
In higher education across the world, the progress of digitization is deeply influenced by government policies and institutional development strategies, both of which play a key role in shaping the digitization landscape of higher education [19].
The following dilemmas require deeper research: Nowadays, university research and teaching have to look for funds and, therefore, choose topics according to demand. Students are confronted with the omnipresent situation of the labor market; lecturers are already part of the academic precariat. The structure and organization of teaching are determined less by a belief in the educational ideal than by the learning of competencies that are intended to increase the individual’s chances of competition. Not every excellence strategy and funded chair—often financially supported by companies—means excellent teaching and training. Digitization of teaching hand in hand with a more humane education allows contemporary teaching. Content and structure of academic training require concrete revisions, balancing theory, and practical application with case studies. Transferred to practice this means, e.g., the integration and application of BIM, digital twins, applying simulation methods, getting first contact with AI-based forecasting methods, self-experiencing virtual reality tools. Training personal skills include social, communication skills, network-oriented thinking, critical reflection based on holistic approaches, and interdisciplinary environments.
Digital teaching and training increase the flexibility of study and working hours as much as possible. It demands from each individual a high level of responsible behavior and planning. Such freedom offers high potential: gender-independent access for each and every one.
From November 2019 and February 2021, the author carried out primary studies with expert and interview surveys for winning more information on the recent status of corporate and training policy discussions and implementation of digital technologies and AI, as well as receiving more insights on how companies respond to and handle new needs in terms of specialist knowledge and new job profiles in the digital era. In addition, multipliers were interviewed for interdisciplinary holistic approach—including industry associations and chambers of crafts, foundations, representatives of various specialist disciplines at universities and colleges, educational and teaching institutions.
Fraunhofer Institute IAO and Cyber Valley Stuttgart-Tübingen published the common study with the author [20]. New findings were shared at presentations and conferences with a multidisciplinary, international audience [21]. The reason for choosing the qualitative research method was that the research field is a fringe area, the topic is new, and only the intensive expert interviews offer deep insights into the status and use of technologies, needs, tendencies, critical reflections, social problems, and recommendations for constructive solutions. The evaluation shows a practical implementation of education, knowledge, and awareness building, still bearing a lot of ignorance, business planning performance “on sight,” attitude of rejection, and reservations about scientific interdisciplinary work. These conditions that prevent success have to be named. They not only hinder the exchange between specialist disciplines and the search for holistic solutions in the design of the digital transformation process, but also the innovative progress and digital change in construction in Germany. “
Technical experts confirm that progress and reforms in digital change can only be achieved through critical questioning and new food for thought. Responding to corporate responsibility in the digital society requires a new quality of discussion.
The study considers both UN sustainability goals and requirements of the EU Commission in its
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Social skills
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Professional skills
In addition, new university research initiatives, endowed professorships and chairs are founded, sponsored by industry and companies, and new areas of lesson created. They have in common the formation of technical, interdisciplinary project cooperation—as early as the training phase. For a holistic view, faculties increasingly work cross-disciplines in intercultural teams. Train such forms of cooperation, team structures, processes, and methods from the earliest stage enable to keep pace with technological, economic, and societal changes. The most precious foundation is: reflecting, thinking ahead, and thinking outside the box. Values and ethics, digitization, and AI can no longer only be assigned to other specialist disciplines such as philosophy, law, IT. They must be embedded in the teaching and education of tomorrow’s engineers, the engineering sciences.
That is, the Faculty of Applied Computer Science offers a wide range of courses: classic computer science topics and teaching the latest advances in technology. The course is intended to offer future skilled workers a wide range of opportunities on the job market, i.e., to contain potential dangers that arise through the use of digital processes (“Cyber Security”) or to develop learning systems (“Artificial Intelligence”). Whether courses such as Applied Computer Science, Business Informatics, or the Internet of Things (IoT), one can choose between countless job offers and be part of shaping digital change. Applied AI, Digital Ethics, Digital Transformation, Digital and Data Science Engineering, Technical Building Automatization, Chief Digital Officer, Digital Ethic Boards, Digital Process Management of Construction Projects, Learning Transport Infrastructure are some of the new job portfolios. In the area of Technical Building Automatization—as part of the climate protection programs—the latest digital methods and AI are applied. In corporate trainings, teaching of hybrid competencies is in full swing.
Daily digital work assumes not only teaching and training digitally but, thus, re-orientation and adaption of qualifications of the teachers. New chances for women arise as to fill in these positions, promote digital innovations, and represent role model for other women. The inclusion of underrepresented and marginalized groups in the design development, and training of the AI systems, and a transdisciplinary approach, involving multidisciplinary and intersectoral partners in the consortium will be essential.
The path of understanding and dealing with AI, understanding opportunities and risks only is paved by an adequate education and rigorous academic training. Education is the core element required to build a legacy of gender equality.
However, there are several complex issues we need to address. How do we define an optimal “future-proof” curriculum? Who is qualified to teach young children skills that will be beneficial for their future life and careers? How should we deliver this new curriculum? How and should we even score their performance of this revised future-oriented curriculum? The
In times of crisis—such as the corona pandemic—it also became clear who was ahead of the pack when it came to dealing with these tasks. In the digital transformation, they are the key factors for successful implementation in construction (Figure 2), which must be sustainably anchored in research, teaching, and training.
Mind map “The interrelationship among the key elements of CDR”
New job profiles clearly speak of holistically thinking experts and system-integrating specialists. The learning curve is steep for everyone involved, and the demands in daily construction industry business are equally high: Climate and environmental protection, sustainability with resource efficiency, thinking through the overall construction cycle—from the project idea to dismantling and recycling, keeping within budget and time, as well as realizing the highest quality. New technologies not only ensure but make such processes significantly more efficient, safe, and successful. Teaching and training represent responsible roles for explaining these powerful technological tools and practicing initial approaches. The safe, efficient use of this technology and its effects require targeted instruction in this innovative interaction between human and technology. Why is it important to specifically integrate digital methods and AI into teaching in civil engineering? Because only construction experts are able to localize obstacles and weak points in construction projects, name improvements, and define potential fields of application for digital methods and AI. The sensible use of this technology with the help of an AI strategy tailored to the company and highly qualified staff require a joint rethinking, process and communication improvement, awareness raising with the help of comprehensive education, and orientation through a lot of knowledge. It offers orientation and security for users and employees at all times. Digital growth strategies require digital skills. This is the only way to completely redesign new business models in the construction industry in the digital world of work 4.0. According to experts, the planning and construction industry must redefine itself with reference to its own business models in its own task and job profiles. Close corporate contacts with universities and colleges support the development of professional skills. By communication and technology exchange—via guest lectures and the supervision of bachelor and master theses of students—skilled engineers can be trained. Another perspective is that universities and colleges should be attractive for students and stand out innovatively in the educational landscape. Working in the Construction Industry has lost its attractiveness, maybe it will be possible to revive it with new, exciting technologies?
To women this digital era offers enormous potential in construction in fields of work, research, networking, building trust in new technologies, widen application areas, and set up innovative business models.
In the future, the technical competence increases mutual benefit between young and experienced employees. Because lacking experts in digital technologies and AI, teaching and training make a significant contribution to building on existing skills with the help of additional digital knowledge and to promoting the use of innovation technologies. This increased awareness of the need to create appropriate teaching and lecturing digitization and AI. Following the opinion of university experts, according to interview evaluation, these fields should not just lead to one new field of academic lesson in addition to existing subjects, but be holistically integrated, taught cross-disciplines, and be embedded in all modules and lessons.
In the opinion of economic experts, a general entrepreneurial rethinking and new approaches in corporate recruiting and personnel marketing are required. In terms of strategic personnel planning, companies should define task and job profiles and address them to universities, colleges, and training centers. New job profiles require the integration of new specialist skills.
Universities and colleges should stand out innovatively in the educational landscape when training architects and engineers. Digitization with BIM and AI are opening up new opportunities that could revive the lack of attractiveness of the entire construction industry for years. The use of new technologies and production methods such as the three-dimensional printing of entire components or even houses will be able to counteract the now noticeable shortage of skilled workers.
The Construction Industry has an extraordinarily high reputation: “German engineering” and “German craft ship” stand for the highest quality and sustainability worldwide.
Teaching and training are no longer just training, but to think holistically and in networks, shaping and paving the way for successful digital change.
There are
By offering full access to quality education and equal employment opportunities, societies around the globe ensure to not leave any girl’s and women’s rights neglected [27].
To be clear: education and training represent the strategic basis for both sustainable digital and human transformation. However, to bring it to the next level, the adaptation of higher education and training will almost certainly need to be accelerated to keep up with the already high dynamics of the digital ecosystem and the emerging technologies. Some of the latest emerging technologies (such as Blockchain, Quantum Computing, Metaverse, AI, IoAI, Next-Generation Computing, 5G and 6G, 3D, IoT, AR, VR and XR etc.) can serve as catalysts or gateways to enhance inclusion and diversity when deployed mindfully [28].
Curricula is far from satisfying the needs of companies and fulfilling the requirements of economy and society. Strategies and white papers are seen too much of theory, there is a gap between the media hype of talking about digital ideas, dreams, and visions, what we can, what we should do, could do, what would be good, what would be great. The gap goes deep right into the daily practice, the practical ways of highly interested companies in implementing such tools and methods, and modern digital working environments, daily routine utilizing digital methods and AI.
Only a minority of universities, universities of applied sciences and schools offer adequate digital infrastructure and learning environment [29]. But innovation requires qualified experts and skilled workforce with diverse and inclusive backgrounds—on both sides: teaching and students. Best practice, user experiences help interested and new users at the start.
How can it be that only a handful of the 100 advertised AI professorships are filled [30], the course content is still not adapted to the requirements of the digital transformation, and companies are desperately facing the shortage of skilled workers, which is still growing?
This research is a direct approach to calls made by the various national and international strategies with focus on the Construction sector—a branch that is being studied scientifically for the first time with this research.
It represents a significant path forward that some Best Practices already walk. For the holistic understanding, algorithm complexity and gender bias are shortly introduced and social and professional skills stressed. Thus, clear definitions of the concrete disruptive changes in curricula can be provided, eventually leading to the German Engineering seal of quality.
This chapter is intended to be a plea for more disruptive thinking and acting in teaching and training. The digital and human transformation begins in the head—where education lays the foundation.
Education is the foundation for progress. Knowledge is the door to the world.
I thank my mentors and all supporters who share this vision.
I thank all the experts interviewed in this research. I thank all who strengthen education and training in digital transformation process.
In particular I would like to thank my supervisor, Prof. Dr.-Ing. Marzia Traverso, Head of Chair of the Institute of Sustainability in Civil Engineering, Faculty of Civil Engineering at RWTH Aachen University, Germany.
Statistics and reports were of great support with data and facts to underlay the statements and recommendations made in this paper.
This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
The author has no relevant financial or non-financial interests to disclose. There is no Conflict of interest/Competing interest.
Publication permission was given by all respondents. Some public statements, which come from internet, literature, and archive research, also underline the quality and statistical values of the expertise and survey values obtained, as well as limitations and urgently necessary measures.
The author of this study conducts external research, is company-independent, and is not financially supported by third-party funds, companies, or other institutions. She is free in her research and shares her findings at the interface of “application practice—applied technical research—economic and social transfer.” In this way, the author is researching the responsible use of digitization and AI—neutrally, critically, and inclusive—and promoting the ethical debate about the AI technologies.
AI | Artificial Intelligence is a branch of computer science that deals with the automation of intelligent behavior and machine learning. It is an attempt to reproduce certain decision-making structures in humans, e.g., B. a computer is built and programmed in such a way that it can deal with problems relatively independently. Often, however, it is also used to designate an imitation intelligence, whereby an “intelligent behavior” is to be simulated using mostly simple algorithms. |
BIM | Building Information Modeling describes a working method for networked planning, construction, and management of buildings and other structures using software. All relevant building data are digitally modeled, combined, and recorded. |
Diversity | Diversity is the range of human differences, including but not limited to race, ethnicity, gender, gender identity, sexual orientation, age, social class, physical ability or attributes, religious or ethical values system, national origin, and political beliefs. Diversity of people does not mean just the obvious in terms of demographics such as race, ethnicity, gender, and age. Diversity means people with different skill sets, experiences, educational backgrounds, cultural and geographic perspectives, ways of thinking and working. Diversity is part of social, corporate, and political responsibility. |
STEMs | These fields include Science, Technology, Engineering, and Mathematics. |
If you are associated with any of the institutions in our list below, you can apply to receive OA publication funds by following the instructions provided in the links.
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Dr. Patra serves on the editorial boards of several reputed journals.",institutionString:null,institution:{name:"West Bengal University of Animal and Fishery Sciences",country:{name:"India"}}},{id:"53998",title:"Prof.",name:"László",middleName:null,surname:"Babinszky",slug:"laszlo-babinszky",fullName:"László Babinszky",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/53998/images/system/53998.png",biography:"László Babinszky is Professor Emeritus, Department of Animal Nutrition Physiology, University of Debrecen, Hungary. He has also worked in the Department of Animal Nutrition, University of Wageningen, Netherlands; the Institute for Livestock Feeding and Nutrition (IVVO), Lelystad, Netherlands; the Agricultural University of Vienna (BOKU); the Institute for Animal Breeding and Nutrition, Austria; and the Oscar Kellner Research Institute for Animal Nutrition, Rostock, Germany. In 1992, Dr. Babinszky obtained a Ph.D. in Animal Nutrition from the University of Wageningen. His main research areas are swine and poultry nutrition. He has authored more than 300 publications (papers, book chapters) and edited four books and fourteen international conference proceedings.",institutionString:"University of Debrecen",institution:{name:"University of Debrecen",country:{name:"Hungary"}}},{id:"201830",title:"Dr.",name:"Fernando",middleName:"Sanchez",surname:"Davila",slug:"fernando-davila",fullName:"Fernando Davila",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/201830/images/5017_n.jpg",biography:"I am a professor at UANL since 1988. My research lines are the development of reproductive techniques in small ruminants. We also conducted research on sexual and social behavior in males.\nI am Mexican and study my professional career as an engineer in agriculture and animal science at UANL. Then take a masters degree in science in Germany (Animal breeding). Take a doctorate in animal science at the UANL.",institutionString:null,institution:{name:"Universidad Autónoma de Nuevo León",country:{name:"Mexico"}}},{id:"309250",title:"Dr.",name:"Miguel",middleName:null,surname:"Quaresma",slug:"miguel-quaresma",fullName:"Miguel Quaresma",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309250/images/9059_n.jpg",biography:"Miguel Nuno Pinheiro Quaresma was born on May 26, 1974 in Dili, Timor Island. He is married with two children: a boy and a girl, and he is a resident in Vila Real, Portugal. He graduated in Veterinary Medicine in August 1998 and obtained his Ph.D. degree in Veterinary Sciences -Clinical Area in February 2015, both from the University of Trás-os-Montes e Alto Douro. He is currently enrolled in the Alternative Residency of the European College of Animal Reproduction. He works as a Senior Clinician at the Veterinary Teaching Hospital of UTAD (HVUTAD) with a role in clinical activity in the area of livestock and equine species as well as to support teaching and research in related areas. He teaches as an Invited Professor in Reproduction Medicine I and II of the Master\\'s in Veterinary Medicine degree at UTAD. Currently, he holds the position of Chairman of the Portuguese Buiatrics Association. He is a member of the Consultive Group on Production Animals of the OMV. He has 19 publications in indexed international journals (ISIS), as well as over 60 publications and oral presentations in both Portuguese and international journals and congresses.",institutionString:"University of Trás-os-Montes and Alto Douro",institution:{name:"University of Trás-os-Montes and Alto Douro",country:{name:"Portugal"}}},{id:"38652",title:"Prof.",name:"Rita",middleName:null,surname:"Payan-Carreira",slug:"rita-payan-carreira",fullName:"Rita Payan-Carreira",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRiFPQA0/Profile_Picture_1614601496313",biography:"Rita Payan Carreira earned her Veterinary Degree from the Faculty of Veterinary Medicine in Lisbon, Portugal, in 1985. She obtained her Ph.D. in Veterinary Sciences from the University of Trás-os-Montes e Alto Douro, Portugal. After almost 32 years of teaching at the University of Trás-os-Montes and Alto Douro, she recently moved to the University of Évora, Department of Veterinary Medicine, where she teaches in the field of Animal Reproduction and Clinics. Her primary research areas include the molecular markers of the endometrial cycle and the embryo–maternal interaction, including oxidative stress and the reproductive physiology and disorders of sexual development, besides the molecular determinants of male and female fertility. She often supervises students preparing their master's or doctoral theses. She is also a frequent referee for various journals.",institutionString:null,institution:{name:"University of Évora",country:{name:"Portugal"}}},{id:"283019",title:"Dr.",name:"Oudessa",middleName:null,surname:"Kerro Dego",slug:"oudessa-kerro-dego",fullName:"Oudessa Kerro Dego",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/283019/images/system/283019.png",biography:"Dr. Kerro Dego is a veterinary microbiologist with training in veterinary medicine, microbiology, and anatomic pathology. Dr. Kerro Dego is an assistant professor of dairy health in the department of animal science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. He received his D.V.M. (1997), M.S. (2002), and Ph.D. (2008) degrees in Veterinary Medicine, Animal Pathology and Veterinary Microbiology from College of Veterinary Medicine, Addis Ababa University, Ethiopia; College of Veterinary Medicine, Utrecht University, the Netherlands and Western College of Veterinary Medicine, University of Saskatchewan, Canada respectively. He did his Postdoctoral training in microbial pathogenesis (2009 - 2015) in the Department of Animal Science, the University of Tennessee, Institute of Agriculture, Knoxville, Tennessee. Dr. Kerro Dego’s research focuses on the prevention and control of infectious diseases of farm animals, particularly mastitis, improving dairy food safety, and mitigation of antimicrobial resistance. Dr. Kerro Dego has extensive experience in studying the pathogenesis of bacterial infections, identification of virulence factors, and vaccine development and efficacy testing against major bacterial mastitis pathogens. Dr. Kerro Dego conducted numerous controlled experimental and field vaccine efficacy studies, vaccination, and evaluation of immunological responses in several species of animals, including rodents (mice) and large animals (bovine and ovine).",institutionString:"University of Tennessee at Knoxville",institution:{name:"University of Tennessee at Knoxville",country:{name:"United States of America"}}},{id:"251314",title:"Dr.",name:"Juan Carlos",middleName:null,surname:"Gardón Poggi",slug:"juan-carlos-gardon-poggi",fullName:"Juan Carlos Gardón Poggi",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/251314/images/system/251314.jpeg",biography:"Juan Carlos Gardón Poggi received University degree from the Faculty of Agrarian Science in Argentina, in 1983. Also he received Masters Degree and PhD from Córdoba University, Spain. He is currently a Professor at the Catholic University of Valencia San Vicente Mártir, at the Department of Medicine and Animal Surgery. He teaches diverse courses in the field of Animal Reproduction and he is the Director of the Veterinary Farm. He also participates in academic postgraduate activities at the Veterinary Faculty of Murcia University, Spain. His research areas include animal physiology, physiology and biotechnology of reproduction either in males or females, the study of gametes under in vitro conditions and the use of ultrasound as a complement to physiological studies and development of applied biotechnologies. Routinely, he supervises students preparing their doctoral, master thesis or final degree projects.",institutionString:null,institution:{name:"Valencia Catholic University Saint Vincent Martyr",country:{name:"Spain"}}},{id:"309529",title:"Dr.",name:"Albert",middleName:null,surname:"Rizvanov",slug:"albert-rizvanov",fullName:"Albert Rizvanov",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/309529/images/9189_n.jpg",biography:'Albert A. Rizvanov is a Professor and Director of the Center for Precision and Regenerative Medicine at the Institute of Fundamental Medicine and Biology, Kazan Federal University (KFU), Russia. He is the Head of the Center of Excellence “Regenerative Medicine” and Vice-Director of Strategic Academic Unit \\"Translational 7P Medicine\\". Albert completed his Ph.D. at the University of Nevada, Reno, USA and Dr.Sci. at KFU. He is a corresponding member of the Tatarstan Academy of Sciences, Russian Federation. Albert is an author of more than 300 peer-reviewed journal articles and 22 patents. He has supervised 11 Ph.D. and 2 Dr.Sci. dissertations. Albert is the Head of the Dissertation Committee on Biochemistry, Microbiology, and Genetics at KFU.\nORCID https://orcid.org/0000-0002-9427-5739\nWebsite https://kpfu.ru/Albert.Rizvanov?p_lang=2',institutionString:"Kazan Federal University",institution:{name:"Kazan Federal University",country:{name:"Russia"}}},{id:"210551",title:"Dr.",name:"Arbab",middleName:null,surname:"Sikandar",slug:"arbab-sikandar",fullName:"Arbab Sikandar",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/210551/images/system/210551.jpg",biography:"Dr. Arbab Sikandar, PhD, M. Phil, DVM was born on April 05, 1981. He is currently working at the College of Veterinary & Animal Sciences as an Assistant Professor. He previously worked as a lecturer at the same University. \nHe is a Member/Secretory of Ethics committee (No. CVAS-9377 dated 18-04-18), Member of the QEC committee CVAS, Jhang (Regr/Gen/69/873, dated 26-10-2017), Member, Board of studies of Department of Basic Sciences (No. CVAS. 2851 Dated. 12-04-13, and No. CVAS, 9024 dated 20/11/17), Member of Academic Committee, CVAS, Jhang (No. CVAS/2004, Dated, 25-08-12), Member of the technical committee (No. CVAS/ 4085, dated 20,03, 2010 till 2016).\n\nDr. Arbab Sikandar contributed in five days hands-on-training on Histopathology at the Department of Pathology, UVAS from 12-16 June 2017. He received a Certificate of appreciation for contributions for Popularization of Science and Technology in the Society on 17-11-15. He was the resource person in the lecture series- ‘scientific writing’ at the Department of Anatomy and Histology, UVAS, Lahore on 29th October 2015. He won a full fellowship as a principal candidate for the year 2015 in the field of Agriculture, EICA, Egypt with ref. to the Notification No. 12(11) ACS/Egypt/2014 from 10 July 2015 to 25th September 2015.; he received a grant of Rs. 55000/- as research incentives from Director, Advanced Studies and Research, UVAS, Lahore upon publications of research papers in IF Journals (DR/215, dated 19-5-2014.. He obtained his PhD by winning a HEC Pakistan indigenous Scholarship, ‘Ph.D. fellowship for 5000 scholars – Phase II’ (2av1-147), 17-6/HEC/HRD/IS-II/12, November 15, 2012. \n\nDr. Sikandar is a member of numerous societies: Registered Veterinary Medical Practitioner (life member) and Registered Veterinary Medical Faculty of Pakistan Veterinary Medical Council. The Registration code of PVMC is RVMP/4298 and RVMF/ 0102.; Life member of the University of Veterinary and Animal Sciences, Lahore, Alumni Association with S# 664, dated: 6-4-12. ; Member 'Vets Care Organization Pakistan” with Reference No. VCO-605-149, dated 05-04-06. :Member 'Vet Crescent” (Society of Animal Health and Production), UVAS, Lahore.",institutionString:"University of Veterinary & Animal Science",institution:{name:"University of Veterinary and Animal Sciences",country:{name:"Pakistan"}}},{id:"311663",title:"Dr.",name:"Prasanna",middleName:null,surname:"Pal",slug:"prasanna-pal",fullName:"Prasanna Pal",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/311663/images/13261_n.jpg",biography:null,institutionString:null,institution:{name:"National Dairy Research Institute",country:{name:"India"}}},{id:"202192",title:"Dr.",name:"Catrin",middleName:null,surname:"Rutland",slug:"catrin-rutland",fullName:"Catrin Rutland",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/202192/images/system/202192.png",biography:"Catrin Rutland is an Associate Professor of Anatomy and Developmental Genetics at the University of Nottingham, UK. She obtained a BSc from the University of Derby, England, a master’s degree from Technische Universität München, Germany, and a Ph.D. from the University of Nottingham. She undertook a post-doctoral research fellowship in the School of Medicine before accepting tenure in Veterinary Medicine and Science. Dr. Rutland also obtained an MMedSci (Medical Education) and a Postgraduate Certificate in Higher Education (PGCHE). She is the author of more than sixty peer-reviewed journal articles, twelve books/book chapters, and more than 100 research abstracts in cardiovascular biology and oncology. She is a board member of the European Association of Veterinary Anatomists, Fellow of the Anatomical Society, and Senior Fellow of the Higher Education Academy. Dr. Rutland has also written popular science books for the public. https://orcid.org/0000-0002-2009-4898. www.nottingham.ac.uk/vet/people/catrin.rutland",institutionString:null,institution:{name:"University of Nottingham",country:{name:"United Kingdom"}}},{id:"283315",title:"Prof.",name:"Samir",middleName:null,surname:"El-Gendy",slug:"samir-el-gendy",fullName:"Samir El-Gendy",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRduYQAS/Profile_Picture_1606215849748",biography:"Samir El-Gendy is a Professor of anatomy and embryology at the faculty of veterinary medicine, Alexandria University, Egypt. Samir obtained his PhD in veterinary science in 2007 from the faculty of veterinary medicine, Alexandria University and has been a professor since 2017. Samir is an author on 24 articles at Scopus and 12 articles within local journals and 2 books/book chapters. His research focuses on applied anatomy, imaging techniques and computed tomography. Samir worked as a member of different local projects on E-learning and he is a board member of the African Association of Veterinary Anatomists and of anatomy societies and as an associated author at local and international journals. Orcid: https://orcid.org/0000-0002-6180-389X",institutionString:null,institution:{name:"Alexandria University",country:{name:"Egypt"}}},{id:"246149",title:"Dr.",name:"Valentina",middleName:null,surname:"Kubale",slug:"valentina-kubale",fullName:"Valentina Kubale",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/246149/images/system/246149.jpg",biography:"Valentina Kubale is Associate Professor of Veterinary Medicine at the Veterinary Faculty, University of Ljubljana, Slovenia. Since graduating from the Veterinary faculty she obtained her PhD in 2007, performed collaboration with the Department of Pharmacology, University of Copenhagen, Denmark. She continued as a post-doctoral fellow at the University of Copenhagen with a Lundbeck foundation fellowship. She is the editor of three books and author/coauthor of 23 articles in peer-reviewed scientific journals, 16 book chapters, and 68 communications at scientific congresses. Since 2008 she has been the Editor Assistant for the Slovenian Veterinary Research journal. She is a member of Slovenian Biochemical Society, The Endocrine Society, European Association of Veterinary Anatomists and Society for Laboratory Animals, where she is board member.",institutionString:"University of Ljubljana",institution:{name:"University of Ljubljana",country:{name:"Slovenia"}}},{id:"258334",title:"Dr.",name:"Carlos Eduardo",middleName:null,surname:"Fonseca-Alves",slug:"carlos-eduardo-fonseca-alves",fullName:"Carlos Eduardo Fonseca-Alves",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/258334/images/system/258334.jpg",biography:"Dr. Fonseca-Alves earned his DVM from Federal University of Goias – UFG in 2008. He completed an internship in small animal internal medicine at UPIS university in 2011, earned his MSc in 2013 and PhD in 2015 both in Veterinary Medicine at Sao Paulo State University – UNESP. Dr. Fonseca-Alves currently serves as an Assistant Professor at Paulista University – UNIP teaching small animal internal medicine.",institutionString:null,institution:{name:"Universidade Paulista",country:{name:"Brazil"}}},{id:"245306",title:"Dr.",name:"María Luz",middleName:null,surname:"Garcia Pardo",slug:"maria-luz-garcia-pardo",fullName:"María Luz Garcia Pardo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/245306/images/system/245306.png",biography:"María de la Luz García Pardo is an agricultural engineer from Universitat Politècnica de València, Spain. She has a Ph.D. in Animal Genetics. Currently, she is a lecturer at the Agrofood Technology Department of Miguel Hernández University, Spain. Her research is focused on genetics and reproduction in rabbits. The major goal of her research is the genetics of litter size through novel methods such as selection by the environmental sensibility of litter size, with forays into the field of animal welfare by analysing the impact on the susceptibility to diseases and stress of the does. Details of her publications can be found at https://orcid.org/0000-0001-9504-8290.",institutionString:null,institution:{name:"Miguel Hernandez University",country:{name:"Spain"}}},{id:"350704",title:"M.Sc.",name:"Camila",middleName:"Silva Costa",surname:"Ferreira",slug:"camila-ferreira",fullName:"Camila Ferreira",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/350704/images/17280_n.jpg",biography:"Graduated in Veterinary Medicine at the Fluminense Federal University, specialist in Equine Reproduction at the Brazilian Veterinary Institute (IBVET) and Master in Clinical Veterinary Medicine and Animal Reproduction at the Fluminense Federal University. She has experience in analyzing zootechnical indices in dairy cattle and organizing events related to Veterinary Medicine through extension grants. I have experience in the field of diagnostic imaging and animal reproduction in veterinary medicine through monitoring and scientific initiation scholarships. I worked at the Equus Central Reproduction Equine located in Santo Antônio de Jesus – BA in the 2016/2017 breeding season. I am currently a doctoral student with a scholarship from CAPES of the Postgraduate Program in Veterinary Medicine (Pathology and Clinical Sciences) at the Federal Rural University of Rio de Janeiro (UFRRJ) with a research project with an emphasis on equine endometritis.",institutionString:null,institution:null},{id:"41319",title:"Prof.",name:"Lung-Kwang",middleName:null,surname:"Pan",slug:"lung-kwang-pan",fullName:"Lung-Kwang Pan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/41319/images/84_n.jpg",biography:null,institutionString:null,institution:null},{id:"125292",title:"Dr.",name:"Katy",middleName:null,surname:"Satué Ambrojo",slug:"katy-satue-ambrojo",fullName:"Katy Satué Ambrojo",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/125292/images/system/125292.jpeg",biography:"Katy Satué Ambrojo received her Veterinary Medicine degree, Master degree in Equine Technology and doctorate in Veterinary Medicine from the Faculty of Veterinary, CEU-Cardenal Herrera University in Valencia, Spain.Dr. Satué is accredited as a Private University Doctor Professor, Doctor Assistant, and Contracted Doctor by AVAP (Agència Valenciana d'Avaluació i Prospectiva) and currently, as a full professor by ANECA (since January 2022). To date, Katy has taught 22 years in the Department of Animal Medicine and Surgery at the CEU-Cardenal Herrera University in undergraduate courses in Veterinary Medicine (General Pathology, integrated into the Applied Basis of Veterinary Medicine module of the 2nd year, Clinical Equine I of 3rd year, and Equine Clinic II of 4th year). Dr. Satué research activity is in the field of Endocrinology, Hematology, Biochemistry, and Immunology in the Spanish Purebred mare. She has directed 5 Doctoral Theses and 5 Diplomas of Advanced Studies, and participated in 11 research projects as a collaborating researcher. She has written 2 books and 14 book chapters in international publishers related to the area, and 68 scientific publications in international journals. Dr. Satué has attended 63 congresses, participating with 132 communications in international congresses and 19 in national congresses related to the area. Dr. Satué is a scientific reviewer for various prestigious international journals such as Animals, American Journal of Obstetrics and Gynecology, Veterinary Clinical Pathology, Journal of Equine Veterinary Science, Reproduction in Domestic Animals, Research Veterinary Science, Brazilian Journal of Medical and Biological Research, Livestock Production Science and Theriogenology, among others. Since 2014 she has been responsible for the Clinical Analysis Laboratory of the CEU-Cardenal Herrera University Veterinary Clinical Hospital.",institutionString:null,institution:null},{id:"201721",title:"Dr.",name:"Beatrice",middleName:null,surname:"Funiciello",slug:"beatrice-funiciello",fullName:"Beatrice Funiciello",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/201721/images/11089_n.jpg",biography:"Graduated from the University of Milan in 2011, my post-graduate education included CertAVP modules mainly on equines (dermatology and internal medicine) and a few on small animal (dermatology and anaesthesia) at the University of Liverpool. After a general CertAVP (2015) I gained the designated Certificate in Veterinary Dermatology (2017) after taking the synoptic examination and then applied for the RCVS ADvanced Practitioner status. After that, I completed the Postgraduate Diploma in Veterinary Professional Studies at the University of Liverpool (2018). My main area of work is cross-species veterinary dermatology.",institutionString:null,institution:null},{id:"291226",title:"Dr.",name:"Monica",middleName:null,surname:"Cassel",slug:"monica-cassel",fullName:"Monica Cassel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/291226/images/8232_n.jpg",biography:'Degree in Biological Sciences at the Federal University of Mato Grosso with scholarship for Scientific Initiation by FAPEMAT (2008/1) and CNPq (2008/2-2009/2): Project \\"Histological evidence of reproductive activity in lizards of the Manso region, Chapada dos Guimarães, Mato Grosso, Brazil\\". Master\\\'s degree in Ecology and Biodiversity Conservation at Federal University of Mato Grosso with a scholarship by CAPES/REUNI program: Project \\"Reproductive biology of Melanorivulus punctatus\\". PhD\\\'s degree in Science (Cell and Tissue Biology Area) \n at University of Sao Paulo with scholarship granted by FAPESP; Project \\"Development of morphofunctional changes in ovary of Astyanax altiparanae Garutti & Britski, 2000 (Teleostei, Characidae)\\". She has experience in Reproduction of vertebrates and Morphology, with emphasis in Cellular Biology and Histology. She is currently a teacher in the medium / technical level courses at IFMT-Alta Floresta, as well as in the Bachelor\\\'s degree in Animal Science and in the Bachelor\\\'s degree in Business.',institutionString:null,institution:null},{id:"442807",title:"Dr.",name:"Busani",middleName:null,surname:"Moyo",slug:"busani-moyo",fullName:"Busani Moyo",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Gwanda State University",country:{name:"Zimbabwe"}}},{id:"439435",title:"Dr.",name:"Feda S.",middleName:null,surname:"Aljaser",slug:"feda-s.-aljaser",fullName:"Feda S. Aljaser",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"King Saud University",country:{name:"Saudi Arabia"}}},{id:"423023",title:"Dr.",name:"Yosra",middleName:null,surname:"Soltan",slug:"yosra-soltan",fullName:"Yosra Soltan",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Alexandria University",country:{name:"Egypt"}}},{id:"349788",title:"Dr.",name:"Florencia Nery",middleName:null,surname:"Sompie",slug:"florencia-nery-sompie",fullName:"Florencia Nery Sompie",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Sam Ratulangi University",country:{name:"Indonesia"}}},{id:"428600",title:"MSc.",name:"Adriana",middleName:null,surname:"García-Alarcón",slug:"adriana-garcia-alarcon",fullName:"Adriana García-Alarcón",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}},{id:"428599",title:"MSc.",name:"Gabino",middleName:null,surname:"De La Rosa-Cruz",slug:"gabino-de-la-rosa-cruz",fullName:"Gabino De La Rosa-Cruz",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}},{id:"428601",title:"MSc.",name:"Juan Carlos",middleName:null,surname:"Campuzano-Caballero",slug:"juan-carlos-campuzano-caballero",fullName:"Juan Carlos Campuzano-Caballero",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"National Autonomous University of Mexico",country:{name:"Mexico"}}}]}},subseries:{item:{id:"3",type:"subseries",title:"Bacterial Infectious Diseases",keywords:"Antibiotics, Biofilm, Antibiotic Resistance, Host-microbiota Relationship, Treatment, Diagnostic Tools",scope:"