جست‌وجوی استاد و پژوهشگر

Elia Powersمشاهده پروفایل

دانشیار

• Podcasting
• Multimedia journalism
• Data journalism
• +۳ مورد دیگر

Dr. Elia Powers is an Associate Professor in the Department of Mass Communication at Towson University's College of Fine Arts and Communication. His academic work bridges journalism practice and scholarly research, with a focus on how news organizations can assess their civic impact, promote relevance, and better reflect society's diversity. He teaches courses including Podcasting, Feature Writing, Multimedia Reporting Capstone, Media Audiences & Analytics, Qualitative Research Methods, and Media & Politics. Dr. Powers' research interests span multiple dimensions of contemporary journalism: Podcasting and audio journalism Multimedia and data journalism practices Audience engagement and analytics Diversity, equity, and inclusion in media representation Qualitative research methods in media studies His recent scholarly work has been published in leading journals including Journalism Studies, Journalism Practice, Digital Journalism, Journal of Broadcasting & Electronic Media, and International Journal of Communication. His 2024 book "Performing the News: Identity, Authority, and the Myth of Neutrality" (Rutgers University Press) explores how journalists from historically marginalized groups navigate performance expectations in broadcasting and podcasting. Dr. Powers' research trajectory shows a consistent focus on how journalists present themselves, engage with audiences, and navigate identity in media spaces. His early work examined news consumption habits and personalization awareness among students, evolving toward more nuanced examinations of performance, diversity, and inclusion in journalism. Recent publications increasingly address empathy in community coverage, generative AI's impact on journalism education, and the limitations of "performance neutrality" in broadcast news. Dr. Powers maintains an active professional practice alongside his academic work. He serves as a sports, features, and podcast editor at the Baltimore Watchdog and produces independent podcasts, including the "Areas of Agreement" series that examined the urban-rural divide in the United States. This practitioner perspective deeply informs his scholarly work on media representation and journalistic practice.

Mihela Erjavecمشاهده پروفایل

مدرس ارشد

• Child Development
• Health and Wellbeing
• Evidence-Based Interventions
• +۵ مورد دیگر

Dr. Mihela Erjavec is a Senior Lecturer at the School of Psychology and Sports Science, Bangor University, where she also serves as the Disability, Equality, Diversity, and Inclusion Tutor. She holds a BSc in Psychology from London and a PhD from Bangor University. Her teaching portfolio includes modules on child health and wellbeing, psychophysiology of eating, and developmental psychology, and she supervises research projects at undergraduate, master's, and PhD levels. Her research focuses on child development, health and wellbeing, evidence-based interventions, and eating behaviour. Key projects include: Investigating social support and mental health in pregnancy among Kuwaiti women Exploring determinants of health in children with Type 1 diabetes Collaborating with Coed Lleol to study nutritional choices through woodland activities Developing early interventions for children with developmental delays in Bosnia and Herzegovina Implementing healthy eating programmes in primary schools (Food Dudes) Dr. Erjavec collaborates globally with organizations including UNICEF, World Bank Group, and multiple health ministries. Her work has been funded by Kuwait Ministry of Education, Kuwait Ministry of Health, and KESS II.

• Leadership
• Employee Well-being
• Diversity, Equity, and Inclusion (DEI)
• +۷ مورد دیگر

Lars U. Johnson is an Assistant Professor in the Department of Management at the College of Business, The University of Texas at Arlington. His research focuses on leadership, employee well-being, diversity, equity, and inclusion (DEI), and personality in organizational contexts. He teaches courses in leadership, human resource management, and evidence-based management, and actively mentors students at multiple levels. Ph.D., University of Houston, Organizational Psychology, 2017 M.A., University of Houston, Organizational Psychology, 2015 B.A., Tougaloo College, Psychology, 2007 M.Ed., Lamar University, Educational Administration, 2011 His research explores how leadership influences employee engagement, burnout, and inclusion, with a strong emphasis on DEI and individual differences. He develops and validates psychological instruments and applies findings to real-world organizational challenges. His work integrates theory with practice, particularly in HR analytics, training development, and 360-degree feedback. The recent articles show a consistent focus on leadership, DEI, and employee well-being, with increasing attention to systemic issues like anti-Black racism, stereotype threat, and diversity measurement. His collaborations span multiple institutions and include both empirical and conceptual contributions across journals in psychology and management. Scientific Awards and Honors: No formal awards listed in the provided text. Advising and Grants: Lars integrates students into his research and has secured significant external funding, including a pending National Science Foundation grant on enhancing STEM persistence among Black and Latine students. He mentors through programs like RISE and UROP and chairs graduate and faculty search committees, demonstrating strong commitment to academic service and student development. Labs and Teams: While no formal lab is named, Lars leads a collaborative research program involving partnerships with organizations such as Whole Foods Market, the Department of Defense’s DEI Institute, and municipal agencies. He co-chairs SIOP’s Diversifying I-O Psychology initiative and leads editorial and professional committees, indicating active engagement in national scholarly communities.

• History of Medicine
• Social History of Health
• Cultural History of Medicine
• +۷ مورد دیگر

Dr. Claire Jones is a Senior Lecturer in the History of Medicine at the School of History, University of Kent, where she has been based since 2016. She is also the Outreach and Schools Liaison Lead, actively promoting historical engagement with schools. She holds visiting fellowships at the Centre for the History of Medicine, University of Warwick, and the Centre for the History and Philosophy of Science, University of Leeds. PhD, University of Leeds (2010) BA/MA in relevant field (implied from academic trajectory) Her research focuses on the cultural, economic, and social history of medicine in Britain post-1750, particularly the interplay between medicine and commerce, including contraception, medical technologies, and material culture. She has published extensively on medical trade catalogs, prosthetics, and oral health, bridging academic and public history. Her recent publications reflect a strong trend in analyzing medicine as a commercial and cultural enterprise, with major contributions in journals such as Modern British History , Social History of Medicine , and British Journal for the History of Science . Her work often explores how professional identities, consumer behavior, and material objects shaped medical practice. She has received research funding from the Wellcome Trust, Arts and Humanities Research Council, Academy of Medical Sciences, and other prestigious bodies. Principal Investigator and Co-Investigator on multiple grants Collaborations with British Dental Association Museum, Thackray Medical Museum, Florence Nightingale Museum Claire supervises postgraduate research students in the history of medicine, especially those interested in medical technologies, consumption, and material culture. She also contributes to public engagement through museum partnerships and outreach programs. She has held curatorial roles at the Thackray Medical Museum, George Marshall Medical Museum, and Infirmary Museum, University of Worcester, highlighting her deep commitment to public history and museum education.

Tim Cavellمشاهده پروفایل

استاد

• Clinical Child Psychology
• Prevention Science
• School-Based Interventions
• +۹ مورد دیگر

Tim Cavell is a Professor in the Department of Psychology within the College of Arts & Sciences at the University of Arkansas. He is a clinical child and family psychologist whose research focuses on prevention and intervention for children at risk due to aggression, bullying, or family circumstances such as military deployment. His work is funded by the National Institute on Drug Abuse, the Institute of Education Sciences, and the Department of Defense. His research explores school-based mentoring, parent involvement in natural mentoring, and integrated behavioral health care. He leads the Center for Research on Aggression and Victimization (CRAV), where his team evaluates interventions involving teachers, parents, and mentors to support children’s social and emotional development. Dr. Cavell's recent publications reflect a consistent focus on peer victimization, mentoring dynamics, military-connected youth, and school-based mental health. His work shows strong trends in understanding risk and protective factors in child development, especially through mentoring relationships and school environments. He has contributed significantly to measurement development, such as the Inventory of School Supports for youth. University of Arkansas, Award for Outstanding Contributions to Service Learning Fellow, Association of Behavioral and Cognitive Therapies Dr. Cavell has served as a principal investigator on multiple federally funded grants, including a $749,449 DoD grant (2022–2025) on digital support for military-connected students and prior IES and NIDA grants exceeding $1.3 million each. He mentors graduate students and teaches courses in psychotherapy, clinical supervision, and advanced seminars on bullying and mentoring. He is also actively involved in national leadership roles in the American Psychological Association and clinical child psychology organizations. He directs the Center for Research on Aggression and Victimization (CRAV), which conducts intervention research with aggressive and victimized children, mentors, and families. The lab emphasizes evidence-based practices and translation of research into school and community settings.

Raghu Raghavanمشاهده پروفایل

استاد

• Mental Health
• Global Mental Health
• Public Mental Health
• +۱۳ مورد دیگر

Raghu Raghavan is Professor of Mental Health at De Montfort University, Leicester, affiliated with the Faculty of Health and Life Sciences and the School of Nursing and Midwifery. He directs the Social Sciences Research and Innovation Institute (SSRII), fostering interdisciplinary research in social sciences. His work bridges academia and community action, with a focus on global mental health, resilience, and cultural inclusivity. PhD, Oxford Brookes University Post Graduate Certificate in Higher and Adult Education, University of Wolverhampton M.Sc. in Medical Psychology, University of Surrey BA in Psychology, University of Kerala, India Registered Nurse (Learning Disabilities), East Surrey School of Nursing Raghu Raghavan's research centers on mental health literacy, resilience, and wellbeing across diverse cultural contexts, particularly in the UK and India. He specializes in transcultural mental health, migration, intellectual disabilities, and health disparities. His innovative use of participatory and creative methodologies—such as community theatre, digital storytelling, and photovoice—empowers marginalized communities to co-create knowledge. His work emphasizes strength-based models and inclusive research, aiming to reduce stigma and improve service access for ethnic minorities. His recent publications reflect a strong trend in global mental health, with a focus on culturally grounded interventions in low- and middle-income settings. Key themes include mental health literacy in Kerala, resilience among internal migrants, faith-based coping in Muslim communities, and participatory approaches to reduce coercion in mental health services. His use of interdisciplinary and arts-based methods highlights a commitment to accessible, community-driven research. Scientific Awards and Recognitions: Editorial Board Member, International Journal of Social Psychiatry Lead, De Montfort University – India Research Hub Raghu Raghavan has secured significant funding from UKRI, NIHR, ESRC, AHRC, GCRF, and other bodies, including major grants for projects on dementia diagnosis in BAME communities, mental health literacy in India, and resilience in migrant populations. He actively supervises PhD students on topics including mental health literacy, migration, disabilities, and health inequalities. His collaborative network spans institutions in India, Zimbabwe, and Europe, and he has advised NGOs such as MeHeLP India Foundation and Public Health Resource Network. He leads and contributes to multiple research initiatives involving creative and participatory methods, including the MeHeLP India project, which uses applied theatre to promote mental health literacy. His work with internal migrant communities in Pune and engagement with UK Parliament committees underscore the real-world impact of his research.

Danielle Germanمشاهده پروفایل

دانشیار

• Social determinants of health
• Harm reduction
• HIV/AIDS
• +۱۲ مورد دیگر

Danielle German, PhD, MPH, is an Associate Professor in the Department of Health, Behavior and Society at the Johns Hopkins Bloomberg School of Public Health. She serves as Vice-Chair for Inclusion, Diversity, Anti-Racism, and Equity in her department and leads the LGBTQ Public Health Certificate Program. Her research is centered on the social and structural determinants of health among marginalized populations in Baltimore and across Maryland. PhD, Johns Hopkins Bloomberg School of Public Health, 2009 MPH, Emory University Rollins School of Public Health, 1998 BA, Rutgers University, 1996 Dr. German’s research focuses on drug use, harm reduction, HIV/AIDS, mental health, LGBTQ health, and social networks. She employs mixed methods—qualitative and quantitative—to explore how social stability, stigma, and structural factors influence health behavior and disease transmission. Her work emphasizes community-engaged and applied research, often in partnership with public health departments and community organizations. Her research portfolio includes major surveillance and implementation science projects such as BESURE (Baltimore’s CDC National HIV Behavioral Surveillance) and SEADS (Statewide Ethnographic Assessment of Drug Use and Services). Recent publications highlight trends in xylazine exposure, polysubstance use, HIV stigma, transgender health, and mental health among sexual minority women. Her work increasingly integrates social network interventions and telemedicine to improve access to care in underserved areas. Excellence in Teaching Award (2014–2017, 2019–2022) Ruth L. Kirchstein National Research Service Pre-Doctoral Training Award (2005–2009) Sir Arthur Newsholme Scholarship (2004–2008) Delta Omega Society (2009) Johns Hopkins SOURCE Service-Learning Community Fellow (2016) Dr. German has extensive experience mentoring students and training early-career researchers through federally funded programs. She has served as Principal Investigator and Co-PI on multiple grants focused on behavioral surveillance, harm reduction, and health equity. Her leadership in mixed methods research and LGBTQ health has positioned her as a key figure in public health research and education. She is actively involved in community-based research teams and collaborates widely across disciplines and institutions. She leads or contributes to several research labs and teams, including the Lighthouse Studies at Peer Point Center for Public Health and Human Rights, the Johns Hopkins Center for AIDS Research (JHU CFAR), and the Mixed Methods Research Training Program for the Health Sciences. These teams focus on interdisciplinary, community-responsive research to address structural barriers to health.

• Developmental Psychology
• Educational Psychology
• Clinical Psychology
• +۳ مورد دیگر

José Jesús Gázquez Linares is a Professor affiliated with the University of Almería and the Autonomous University of Chile, specializing in Developmental and Educational Psychology. His research focuses on mental health, educational systems, and the psychological aspects of healthcare. He has authored/co-authored over 300 publications, including peer-reviewed articles, books, and conference papers. His work spans multiple areas such as adolescent behavior, nursing stress, cyberbullying effects, and the impact of confinement during the pandemic. He has directed 18 theses and collaborates extensively with researchers in Spain and internationally. Gázquez Linares is recognized for his contributions to understanding burnout in students and professionals, emotional intelligence, and the application of mindfulness in healthcare settings. Key collaborations include studies on teacher mental health across Europe, substance use among adolescents, and the role of technology in education. His research consistently bridges psychological theory with practical applications in education and healthcare systems.

Katherine L. Fioriمشاهده پروفایل

استاد

• Developmental Psychology
• Adult Development and Aging
• Social Psychology
• +۱۲ مورد دیگر

Katherine L. Fiori is a Professor and Associate Dean for Foundational Psychology and Faculty Involvement at the Gordon F. Derner School of Psychology, Adelphi University. Her research focuses on social relationships, mental and physical health, and emotional development across the lifespan, with particular emphasis on aging, attachment, and social networks. Her academic background includes a Ph.D. from the University of Michigan (2006) and a B.S. from Duke University (2000). She has conducted extensive research on topics such as the DIRe (Differential Investment of Resources) Model, crying behavior, interpersonal dependency, and marital dynamics, often using longitudinal data and international collaborations. Dr. Fiori's recent publications reflect a strong focus on social and emotional well-being across life stages, including emerging adulthood, midlife, and old age. Her work frequently examines how social networks, attachment styles, and religious coping influence mental health, particularly during life transitions and crises such as the COVID-19 pandemic. She has also explored the role of weak ties, friendship in aging, and the impact of caregiving on young adults. She has received numerous scientific awards, including the 2020 Top Article Award from the International Association for Relationships Research, and has been recognized for her teaching and leadership, including being selected for the APA Leadership Institute for Women in Psychology. She is also a Fellow of the Gerontological Society of America. Top Article Award, IARR (2020) Scientific Teaching Fellow (2019–2020) APA Leadership Institute for Women in Psychology (2017) Fellow, Gerontological Society of America (2014) Fulbright Scholarship (2000–2001) Dr. Fiori has chaired several doctoral dissertations and advised numerous undergraduate and master’s theses, particularly through Adelphi’s Emerging Scholars Program. She has secured multiple research grants, including from Adelphi’s Dean’s Research Grant and Faculty Development Grant programs, supporting projects on digital communities for older adults, couples’ social networks, and expressive emotions. She is actively involved in editorial roles, serving as Associate Editor for the Journal of Women & Aging and on the editorial boards of several prominent journals in gerontology and psychology. Her international research collaborations include work with scholars in Germany, Australia, and the Netherlands, reflecting her global perspective on lifespan development and social relationships.

Diana Epelbaumمشاهده پروفایل

دانشیار

• Writing and Rhetoric Studies
• Pedagogy
• Early American Literature
• +۹ مورد دیگر

Diana Epelbaum is Associate Professor of Academic Writing and Director of the Academic Writing Program at Marymount Manhattan College, where she plays a key role in shaping writing pedagogy and faculty development. She is affiliated with the Department of Writing, Literature, and Language within the College of Arts and Sciences. Education: Ph.D., English, The Graduate Center of the City University of New York (CUNY) M.S., Literacy Education, Pace University B.A., English and American Literature, New York University Her research spans Writing and Rhetoric Studies , Early American Literature , History of Science , and Women's Studies , with a focus on women's natural histories in the colonial Americas and the intersection of metacognition with writing instruction. She examines how women scientists and writers contributed to ecological and scientific knowledge during the Enlightenment. Her pedagogical scholarship emphasizes classroom strategies grounded in the science of learning. Her recent publications reflect an interdisciplinary trajectory, combining literary analysis with educational innovation. Themes include pandemic-era teaching adaptations, emotional dimensions of writing, feminist literary precursors, and cognitive assessment in literacy. These works appear in specialized academic presses and journals focused on eighteenth-century studies, writing pedagogy, and interdisciplinary humanities. Scientific Awards: The New York Times 'Teachers Who Make a Difference Award' (2009) Dr. Epelbaum advises faculty development through training in metacognitive teaching and writing pedagogy. She has not advised any named students in the provided text. She has served on the review boards of XChanges: An Interdisciplinary Journal and Prompt: A Journal of Academic Writing Assignments , and as a faculty consultant and organizer for the CCCCs Writing about Writing Standing Group. She has received recognition for teaching excellence and contributes to academic discourse through editorial and organizational roles. She leads the Academic Writing Program and teaches courses such as Writ 101: Writing about Writing, AIP 324: Race and Place in Natural Histories of the Americas, and professional writing courses, including those offered at the Bedford Hills Correctional Facility, demonstrating a commitment to inclusive and socially engaged education.

Gerardo Rodriguez-Menendezمشاهده پروفایل

استاد

• Psychopharmacology
• Neuropsychology
• Pediatric Psychology
• +۱۰ مورد دیگر

Gerardo Rodriguez-Menendez is a Department Chair at The Chicago School, focusing on the Master of Science in Clinical Psychopharmacology Program. He is a licensed clinical psychologist in Florida with a multifaceted career spanning education, administration, research, and clinical practice. Education: PhD in Clinical Psychology (1994) and MS in General Psychology (1987) from Albizu University; MS in Visual Disabilities (1983) from Florida State University; MS in Clinical Psychopharmacology (2001) from Nova Southeastern University. Research Interests: Dr. Rodriguez-Menendez specializes in psychopharmacology, neuropsychology, pediatric psychology, and mindfulness practices. His work emphasizes clinical supervision, competency-based assessment, multicultural training, and diversity in mental health education. Publications & Research Trends: His recent work focuses on improving clinical training frameworks, addressing multicultural competence, and advancing professional psychology education. Key themes include the impact of diversity on training outcomes and the science of clinical supervision. Scientific Awards & Memberships: Fellow, American Academy of Clinical Psychology Board Certified Psychologist, American Board of Professional Psychology Member of the American Psychological Association, National Academy of Neuropsychology, and National Council of Schools and Programs of Professional Psychology Advising & Leadership: Dr. Rodriguez-Menendez has chaired multiple committees and led organizations like the American Academy of Clinical Psychology and Open Door Health Center. He has served on boards including Florida Psychological Association and ASPIRA of Florida. Labs & Teams: He contributes to interdisciplinary teams at The Chicago School, focusing on clinical psychopharmacology and competency-based education, and collaborates with institutions like Memorial Regional Hospital.

Claudia Stokesمشاهده پروفایل

استاد

• Nineteenth-Century American Literature
• Sentimental Literature
• Religion in American Literature
• +۵ مورد دیگر

Claudia Stokes is a Professor of English at Trinity University in San Antonio, Texas, specializing in nineteenth-century American literature. Her scholarly work explores the intersections of literature, religion, and gender in the 19th century American context. She has authored multiple influential books and numerous articles that have reshaped understanding of sentimental literature, religious discourse, and literary originality in American literary history. Dr. Stokes earned her B.A. from the University of Michigan and completed both her M.Phil. and Ph.D. at Columbia University. Her academic journey has positioned her at the forefront of American literary studies, with particular expertise in women's writing and religious dimensions of 19th century literature. Stokes' research primarily focuses on nineteenth-century American literature, with special attention to sentimental literature, religious contexts in American writing, and questions of literary originality. Her work demonstrates how writers like Harriet Beecher Stowe and Louisa May Alcott engaged with religious discourse and how sentimental literature influenced emerging American religions. She has pioneered scholarship on unoriginality as a productive literary strategy rather than a deficiency, examining how quotation, epigraphs, and textual borrowing functioned as mechanisms of literary authority in the nineteenth century. Her extensive publication record reveals consistent engagement with how gender, religion, and literary practices intersect in American literature. Stokes has demonstrated particular expertise in analyzing how religious discourse shapes literary production, how women writers navigated restrictive social contexts, and how concepts of originality and authorship evolved during the nineteenth century. Her work bridges literary criticism, religious studies, and gender studies, creating interdisciplinary connections that have enriched multiple fields. Dr. Stokes has received numerous scholarly honors, including: Honorable Mention for the Book Prize from the Society for the Study of American Women Writers Florence Howe Award for feminist scholarship for "The Poetics of Unoriginality: The Case of Lucretia Davidson" Trinity University's Dr. and Mrs. Z. T. Scott Faculty Fellowship for Outstanding Achievement in Teaching and Advising (2018) 1921 Prize for best essay in American literature for "Novel Commonplaces: Quotation, Epigraphs, and Literary Authority" A $45,000 NEH grant in 2024 for work on Harriet Beecher Stowe's religious writings As an educator, Stokes has been recognized for her exceptional teaching and mentoring, working closely with students on critical editions and research projects. Her grant funding from institutions like the Gilder-Lehrman Institute of American History, Harvard's Houghton Library, and the National Endowment for the Humanities has supported significant scholarly work that bridges academic research and public engagement with literary history.

Ceyhun Uçukمشاهده پروفایل

استادیار

• Gastronomy
• Culinary Arts
• Neurogastronomy
• +۵ مورد دیگر

Ceyhun Uçuk is an Assistant Professor at Gaziantep University's Faculty of Tourism, Department of Gastronomy and Culinary Arts, with concurrent appointments at Tekirdağ Namık Kemal University, Istanbul Topkapi University, and Istanbul Gelişim University. His academic journey began with a B.A. in Gastronomy and Culinary Arts from Gaziantep University (2010-2014), followed by a Master's degree in the same field (2014-2017), and culminated with a Ph.D. from Nevşehir Hacı Bektaş Veli University (2019-2022). Dr. Uçuk's research spans the exciting intersection of gastronomy, neuroscience, and technology. His primary research interests include neurogastronomy, plate presentation techniques, gastrodiplomacy, and the application of artificial intelligence in culinary contexts. He has developed a distinctive research profile examining how visual presentation affects food perception, cross-cultural food acceptance, and the integration of technology in culinary innovation. His publication record demonstrates significant scholarly impact with 36 books and book chapters, 34 peer-reviewed articles, and 30 conference proceedings. Recent publications (2023-2025) reveal a strong focus on contemporary gastronomic challenges including sustainable food systems, neurogastronomy applications, food presentation psychology, and gastrodiplomacy. His work appears in both Turkish and international journals across food science, tourism, and interdisciplinary fields. Among his notable scientific achievements are the Public Scientific Publication Incentive Award (2022) and the Civil Society Organization Turkey&Tunus Relations Contribution Award (2022). He has successfully supervised multiple doctoral and master's theses, demonstrating strong mentorship capabilities in gastronomic research. Dr. Uçuk serves as the Domestic Erasmus Coordinator at Gaziantep University (2023-present) and previously held positions as Gastronomy and Culinary Arts Department Internship Coordinator (2022) and Disability Unit Responsible (2020). His active engagement with professional organizations includes membership in The International Society of Neurogastronomy and Slow Food International, reflecting his commitment to advancing gastronomic science and sustainability.

Tuba Madenمشاهده پروفایل

دانشیار

• Physiotherapy
• Neurological Rehabilitation
• Multiple Sclerosis Rehabilitation
• +۶ مورد دیگر

Tuba Maden is an Associate Professor at Gaziantep University, Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation. She has extensive experience in neurological rehabilitation, particularly in Multiple Sclerosis research and treatment. Her academic journey includes a Doctorate in Physiotherapy and Rehabilitation from Hasan Kalyoncu University (2017-2020), a Master's degree from the same institution (2015-2017), and a Bachelor's degree from Süleyman Demirel University (2010-2014). Dr. Maden's research interests focus on neurological rehabilitation, balance and coordination disorders, geriatric rehabilitation, and musculoskeletal rehabilitation. Her work particularly emphasizes Multiple Sclerosis rehabilitation, where she has conducted numerous studies on cervical mobilization, balance training, and assessment tools for functional capacity. She has also contributed significantly to pediatric rehabilitation, respiratory rehabilitation, and orthopedic rehabilitation research. Her publication record includes 32 articles, with recent work focusing on Multiple Sclerosis rehabilitation techniques, assessment tools, and the relationship between various physiological parameters and functional outcomes. Her research spans multiple disciplines including neurology, biomechanics, and public health, with a strong emphasis on practical clinical applications. Dr. Maden has received recognition through her 11 book chapters in various physiotherapy and rehabilitation texts, including topics such as balance and coordination exercises, rehabilitation for people with mental disabilities, and physiotherapy approaches for childhood ataxias. She has supervised three master's theses to completion, focusing on abdominal drawing-in maneuvers for balance in Multiple Sclerosis patients, tele-rehabilitation for Parkinson's patients, and fascial distortion model applications for tension headache patients. Her administrative roles include serving as Department Chair, Head of Department, Erasmus Coordinator, and Farabi Coordinator at Gaziantep University since 2023. Dr. Maden also holds a patent for a Vibratory Sensory Education Device and has participated in numerous research activities and professional trainings related to neurological rehabilitation, entrepreneurship, and scientific research methodology.

Michael Pfitznerمشاهده پروفایل

استاد

• Sports Pedagogy
• Sports Didactics
• Movement-Based Learning
• +۷ مورد دیگر

Prof. Dr. Michael Pfitzner is a full professor and holds the Chair of Sports Pedagogy and Sports Didactics at the Institute of Sport and Exercise Sciences, University of Duisburg-Essen. He is actively involved in teaching, research, and academic leadership, serving as Chairman of the Examination Board and Deputy Managing Director of the Institute. His work is deeply embedded in the development of physical education teacher training and school-based interventions. Educational Affiliations and Roles: Professor, Professorship for Sports Pedagogy and Sports Didactics Institute of Sport and Exercise Sciences, University of Duisburg-Essen Chairman, Examination Board Deputy Managing Director, Institute His research focuses on Sports Pedagogy and Sports Didactics , with a strong emphasis on movement-based learning, inclusive education, and digital teaching. He explores how physical activity can enhance cognitive functions such as executive control in school settings. His work spans theoretical development, empirical research, and practical implementation in classrooms and teacher training programs. Projects like 'Bewegungsbasierte Lernförderung im Fachunterricht' and 'DigiProSMK' reflect his interdisciplinary and applied approach. The 15 most recent publications highlight a consistent research trajectory centered on competency-oriented physical education, task design, knowledge transfer, inclusion, and the integration of movement into academic learning. These works span journals and edited volumes in sports science, education, and pedagogy, demonstrating a strong commitment to both scholarly and practical impact. Scientific Awards: No specific awards are mentioned in the provided text. Advising and Grants: Prof. Pfitzner has supervised doctoral students, including Jennifer Liersch and Esther Pürgstaller, and has contributed to funded research initiatives such as the UDE Graduate College 'Querschnittliche Fragen der Lehrkräftebildung' and projects under the 'lernen.digital' competence network. He has led and collaborated on multiple interdisciplinary research projects involving schools, universities, and educational authorities. His advising role extends to mentoring student research projects, particularly in the practical semester, and guiding early-career researchers in sports pedagogy. Labs and Research Teams: He is a key member of the 'Network Lernen und Bewegung' and leads research within the 'Sports Pedagogy and Didactics' division at the Institute. He collaborates with teams across the Institute of Sport and Exercise Sciences and with external partners from WWU Münster, PH Heidelberg, and other institutions. His work is organized within structured research groups focusing on digital teaching, inclusion, and teacher professionalization.