Dr. Rebecca Borden is an Assistant Professor of World Languages Education at the University of Oklahoma's Jeannine Rainbolt College of Education, within the Instructional Leadership and Academic Curriculum department. She teaches undergraduate and graduate courses on second language acquisition, teaching methods, and Bi/Multilingual Learners. Prior to this role, she served as the first-year Spanish language coordinator in the Department of Modern Languages, Literatures, and Linguistics at OU and worked as a high school Spanish teacher in Texas and Oklahoma. Dr. Borden holds a Ph.D. in Instructional Leadership and Academic Curriculum from the University of Oklahoma. Her research focuses on high-leverage teaching practices in world languages education, inquiry-based approaches, and teacher development. Her work emphasizes resilience in early career language teachers, oral proficiency diagnostics, and social justice in language education. Publications span topics including teacher collaboration, classroom discourse communities, and language program revitalization. While no formal awards are listed, her scholarly output demonstrates leadership in language education innovation. Advising and grants sections remain empty due to lack of explicit mentions in provided texts. She is affiliated with the College's research centers but no specific labs/teams are detailed.
Dr Zaneta Smith is a Senior Lecturer at the Adelaide Nursing School within the University of Adelaide's Faculty of Health and Medical Sciences. She holds a PhD focused on perioperative nurses' experiences in organ procurement surgery, supported by the 2008 Helen Bailey Scholarship. With 30+ years in perioperative nursing, her expertise spans clinical practice, education, and research, particularly in organ donation, surgical care, and nursing education. Her research interests include perioperative nursing practices, healthcare policy, surgical education, organ donation protocols, and patient psychosocial support. She actively contributes to professional organizations, including the Operating Room Nurses Association of Western Australia and ACORN. As a Senior Fellow of the Higher Education Academy (UK), she emphasizes innovative teaching methods in postgraduate nursing programs. Zaneta has published extensively on perioperative nursing challenges, surgical infection control, and virtual reality in pre-operative care. Her work highlights ethical dilemmas in organ donation and nurse resilience strategies. She is an active supervisor for Master's and PhD students, focusing on advancing nursing education and clinical practices. Professional accolades include Fellowships from the Australian College of Perioperative Nurses and the Higher Education Academy. Her research has been presented globally and addresses critical issues in acute care nursing and healthcare system improvements.
Dr. Ronald Gorter is an Associate Professor in Oral Radiology at the Academic Centre for Dentistry Amsterdam (ACTA). His research focuses on dental education quality, professional practice challenges, and burnout prevention among dental professionals. He actively contributed to pandemic response strategies in dental education and investigates technological advancements in dentistry. He has supervised four PhD theses and teaches courses on clinical management, professional development, and preventive dentistry. Ronald has received the ADEE Award for excellence in dental education (2012) and secured grants for digital dentistry research (ITI Foundation, 2012-2017). His activities include leadership roles in educational committees such as the Stuurgroep Studiesucces 2.0 and Blended Learning initiatives at the University of Amsterdam. Key research themes include dental student wellbeing, gender disparities in academic stress, and the impact of career motivations on burnout.
Pierre Largy is a Professor of Developmental Psychology at Toulouse Jean Jaurès University, affiliated with the NeuroPsychoLinguistics Laboratory (LNPL). He teaches in the UFR of Psychology and UFR SES, and has also taught at ESPE Midi-Pyrénées, the University of Geneva (Switzerland), and the University of Social and Human Sciences of Hanoi (Vietnam). His research focuses on cognitive development, language acquisition, and learning processes, particularly in written language. His research interests center on how children and students acquire written language skills, especially spelling and grammar, and the cognitive mechanisms underlying learning difficulties such as dyslexia. He investigates the interplay between orthography, reading, and writing, and has expanded his work to include digital writing (e.g., SMS and instant messaging), exploring how these forms reflect or affect linguistic competence. More recently, he has studied the impact of emotion on orthographic performance, using methods such as emotional induction via music or color. His experimental approaches include chronometric analysis, dual-task paradigms, and corpus studies, focusing on behavioral indicators like error types, reaction times, and emotional responses. The trends in his recent publications reveal a consistent focus on spelling acquisition, the cognitive load in writing, emotional influences on performance, and the linguistic characteristics of digital communication. His work bridges developmental psychology, psycholinguistics, and educational research, with a strong emphasis on empirical methods and real-world applications. Among his scientific contributions, he has organized major conferences such as “Written language disorders: from childhood to adulthood” (2012) and “Written language disorders in children: from theory to practice” (2008), and has served as an expert for the European Commission and research agencies in Quebec. He has reviewed for journals including l'Année Psychologique , British Journal of Educational Psychology , and Language and Cognitive Processes . Largy has supervised several doctoral students, including Lucille Soulier and Aurélie Simoës-Perlant. He has held significant administrative roles, including Director of the UFR of Psychology, Director of the Department of Developmental Psychology, and member of the University's Board of Directors. His research has been supported through collaborations and institutional responsibilities, though specific grants are not detailed in the text. He leads a research team within the LNPL laboratory, focusing on written language development and disorders. He is actively involved in research teams and laboratories, particularly the NeuroPsychoLinguistics Laboratory (LNPL), where he conducts experimental studies on writing, reading, and cognitive development. His ongoing work includes exploring emotional effects on learning and the evolving nature of written language in digital contexts.
Kristin Blakstad is an Assistant Professor at the University of Agder, affiliated with the Faculty of Humanities and Education's Department of Education. Her work focuses on pedagogical practices, aesthetic learning processes, and teacher training, with a particular emphasis on ethics, social competence, and communication techniques. Education : Bachelor's in creative arts/art history with PGCE, physical theatre certification from London, Master's in Education at UiA Her research explores how aesthetic activities and digital tools enhance learning, particularly for students with intellectual disabilities. She leads courses in learning theories, communication, and universal design for learning environments. Publications highlight her contributions to teacher education reform and vocational pedagogy. 2025: Methodology for integrating formation in pedagogy 2024: Advocacy for educational resource allocation 2023: Vocational training effectiveness studies
Monika Łakuta serves as Assistant Professor in the Department of Language Acquisition and Teaching at the Institute of Linguistics, Faculty of Humanities, John Paul II Catholic University of Lublin. Her academic profile centers on Spanish as a Foreign Language (ELE) pedagogy with emphasis on cultural competence development, International Baccalaureate program implementation, and educational materials design for language acquisition. Her research investigates cultural representation in ELE teaching resources and virtual environment applications for intercultural communication training. Current work focuses on digital methodologies for developing oral proficiency in Spanish learners, while maintaining longstanding expertise in IB language curriculum development and examiner training protocols. She examines how cultural components are integrated into teaching materials to foster authentic cross-cultural understanding. Analysis of her publication history reveals consistent thematic evolution from foundational IB program research (2016-2018) toward contemporary virtual environment applications (2021), with persistent focus on cultural competence across all works. Recent scholarship demonstrates increasing methodological sophistication in virtual learning contexts while retaining core commitment to practical classroom applications. Award recognitions include: Medal of the National Education Commission (2023) Bronze Medal for Long Service (2020) Training Course for ELE Teachers Scholarship (2023) Salamanca Training Scholarship for Spanish Teachers (2015, 2018) Dr. Łakuta contributes extensively to academic service as Provincial Competition Commission member and IB examiner trainer. She participated as contractor in the National Centre for Research and Development project 'Vocational education in modern languages' (2014). University promotional activities include Spanish exam revision classes and Lublin Science Festival lectures on Spanish inventions and Latin American Nobel laureates.
Dr. Basil Aboul-Enein serves as a Distance Learning Tutor of Public Health at the London School of Hygiene & Tropical Medicine (LSHTM) within the Department of Global Health & Development. His work focuses on public health education and research with particular emphasis on the Arab World and Middle East & North Africa regions. His educational background includes: EdD in Health Education from A.T Still University of Health Sciences, USA MA in Historical Studies from Norwich University, USA MPH in Public Health from University of Texas, USA MSc in Nutrition Education from Texas Woman's University, USA BSc in Human Ecology from University of Central Arkansas, USA Dr. Aboul-Enein's research spans cultural competency in health education, public health nutrition, global health with North Africa/Near East emphasis, social justice in public health, medical humanities, and public health historiography. His recent publications demonstrate a strong focus on systematic and scoping reviews of public health interventions across Arabic-speaking countries, particularly examining nutrition education, reproductive health, and school-based programs. His work frequently bridges Western public health approaches with cultural contexts in the Middle East. His scientific recognition includes: Fellow of the Royal Society for Public Health Fellow of the American College of Nutrition Prior to his academic career, Dr. Aboul-Enein served as a Captain in the United States Air Force Biomedical Science Corps as chief of medical intelligence and preventive medicine. He has professional experience at Baylor College of Medicine, United States Navy Medicine, the USDA WIC nutrition program in Houston, and the King Faisal Specialist Hospital & Research Center in Riyadh, Saudi Arabia. His teaching experience spans undergraduate and graduate courses at Rutgers University, Northeastern University, Purdue University, and Cornell University. At LSHTM, he serves as a distance learning tutor for graduate courses in the MSc public health programme, leveraging his fluency in Arabic to enhance educational delivery in Middle Eastern contexts.
Rebecca O'Reilly is a Researcher affiliated with the School of Nursing, Midwifery and Paramedicine within the Faculty of Health Sciences . Her work spans nursing education, domestic violence screening, and perinatal mental health. Research Interests Domestic Violence : Focus on screening practices in perinatal care and safe housing solutions. Nursing Education : Digital clinical environment preparedness, blended learning, and assessment tools. Mental Health : Historical impacts on mental healthcare in Australia and interprofessional collaboration. Publication Trends O'Reilly's research emphasizes gender-based violence in healthcare settings, technology integration in nursing education, and historical analysis of nursing practices. She collaborates across disciplines to address clinical competency and policy barriers. Collaborations She works with scholars like Kath Peters, Lucie Ramjan, and Peter Lewis on topics ranging from clinical assessment to cultural healthcare narratives.
Salim Afshar is an attending surgeon in the Department of Plastic & Oral Surgery at Boston Children's Hospital and a Clinical Instructor at Harvard Medical School. He holds dual degrees (DMD and MD) from Harvard, completed residencies in General Surgery and Oral & Maxillofacial Surgery at Massachusetts General Hospital, and specializes in pediatric maxillofacial pathology, orthognathic surgery, and dentoalveolar procedures. DMD, Harvard School of Dental Medicine (2004) MD, Harvard Medical School (2007) General Surgery Residency, Massachusetts General Hospital (2009) Chief Resident, Oral & Maxillofacial Surgery, Massachusetts General Hospital (2010) His research focuses on maxillofacial pathology, global surgery education, healthcare delivery innovation, and surgical outcomes. He actively mentors through Harvard iLab and Boston Children's Innovation & Digital Health Accelerator Program (IDHA), with emphasis on strategy and design in surgical care. A Diplomate of the American Board of Oral and Maxillofacial Surgery, he trains surgical residents and students while leading clinical research projects to improve pediatric oral surgery outcomes. Recent publications emphasize global health equity (rural Indian hospital collaborations), surgical training innovations (vascular anomalies education), healthcare policy (opioid prescription analysis, Medicare reimbursement), and digital health solutions (AI applications, social media reach). His work spans 3D imaging integration, surgical volume outcome analysis, and healthcare access models for low-resource settings. Dr. Afshar contributes to Boston Children's Paul Farmer Global Surgery Fellowship and collaborates with the Program of Global Surgery and Social Change. He specializes in treating craniofacial disorders including hemifacial microsomia, temporomandibular joint dysfunction, and complex vascular malformations. His clinical practice combines reconstructive procedures with academic mentorship and policy research.
Diego González-Rodríguez is a Permanent Professor in the area of Research Methods and Diagnosis in Education at the University of León, affiliated with the Faculty of Education and the Department of Psychology, Sociology, and Philosophy. His research focuses on early school leaving and academic performance, with a particular emphasis on factors influencing student transitions between educational stages. Member of the EVORI research group (Evaluation, Guidance and Educational Policies) Participates in national and international projects (ICTentr, TEAVET, EntrAL, AiRISES) with funding exceeding €600,000 per project Coordinates university management roles including Deputy Director of his department and undergraduate coordination Teaches across undergraduate, master's, and doctoral programs His work spans educational psychology, policy development, and innovative teaching methods, with recent research trends focusing on AI applications in social network analysis for student guidance and inclusivity in higher education.
Dr. Jacinta Walsh (Yawuru/Jaru/Kitja) is a Lecturer at the Monash Indigenous Studies Centre and an Indigenous Research Fellow with the ARC Centre of Excellence for Indigenous and Environmental Histories and Futures (CIEHF). She advocates for First Nations youth in juvenile justice systems and focuses on Indigenous family access to archives for historical memory recovery. Indigenous Research Fellow, CIEHF Lecturer, Monash Indigenous Studies Centre Victorian Stolen Generations Reparations Advisory Committee First Nations Biography Working Party, Australian Dictionary of Biography Her research emphasizes trauma-informed truth-telling, reconciliation, and cultural ceremonies through life story methodologies. Recent work includes genealogical studies and advocacy for Indigenous care leavers. Projects explore Kimberley region family histories and archival practices. Key scientific awards include: 2025 Kathleen Fitzpatrick Fellowship 2024 Indigenous Higher Degree Research Excellence Award 2022 Jennifer Straus Fellowship 2021 Marcia and Henry Pinskier Family Bursary Dr. Walsh collaborates with institutions like the University of Melbourne and participates in policy dialogues through events such as World Care Day and NAIDOC Week showcases.
Borbala Samu is an Associate Professor in the Department of Italian Language, Literature, and Arts in the World (LILAIM) at the University for Foreigners of Perugia, Italy. She teaches intercultural communication and language teaching in undergraduate and graduate programs and intercultural pragmatics in the doctoral program. She directs the second-level master's program in teaching Italian as a second language and is actively involved in national and international research projects, including the LMOOC4Slav initiative. PhD in Historical Linguistics, University of Manchester (UK) PhD in Applied Linguistics, University for Foreigners of Perugia (Italy) Her research centers on educational linguistics and glottodidactics, with a focus on Italian as a second language. Key interests include the application of Cognitive Grammar to language teaching, the development of pragmatic competence, intercultural communication in multilingual contexts, and Technology Enhanced Language Learning (TELL). She also conducts research on teacher training, language assessment, and the impact of digital tools such as MOOCs and AI on language education. Her recent publications demonstrate a consistent trend in exploring innovative pedagogical methods. She investigates the use of rap songs, podcasts, and visual aids based on Cognitive Grammar to teach complex linguistic features. Her work also analyzes intercultural pragmatics, such as compliment and politeness strategies, and evaluates the effectiveness of different teaching approaches through quasi-experimental studies. Additionally, she contributes to curriculum development for study abroad programs and academic language MOOCs. Borbala Samu has not received any explicitly mentioned scientific awards in the provided text. She is actively involved in advising and academic leadership, directing a master’s program and contributing to teacher training initiatives, such as a professional development program for Italian teachers in Egypt. While specific grant details are not listed, her participation in the Erasmus+-funded LMOOC4Slav project indicates involvement in externally funded research. She supervises master’s theses, as evidenced by her editorial role in a volume containing final projects from the Master in Didactics of Italian. She is engaged in several research teams and projects, most notably the LMOOC4Slav project focused on language MOOCs for Slavic-speaking learners. She also contributes to initiatives like the VIRAL project on intercultural learning in local communities and collaborates with organizations such as the Italian Society of Language Didactics and Educational Linguistics (DILLE).
Marie-Pierre Jouannaud is a Lecturer in Linguistics and English Language Teaching at Paris 8 Vincennes-Saint-Denis University, affiliated with the UFR Foreign Languages and Cultures (LLCER-LEA). She is a member of the TransCrit laboratory's 'Cognition, Society, and Language' research axis. Her primary role includes teaching courses such as Practical English Grammar, Dissertation Construction, and Project Management for postgraduate education programs. Research Interests: Her work focuses on Second Language Acquisition (SLA), particularly listening comprehension and vocabulary learning in English as a foreign language. She emphasizes bridging SLA research with practical language teaching and assessment methods, especially through digital tools. Key projects include the LUCIOLE tablet game for primary school learners and the FLUENCE project funded by France 2030. Recent Projects: Trans-3 (2022-2024): Evaluating tablet-based teaching tools' impact on pedagogical practices. Copolangues (2019-2021): Applying data clustering to language assessment. FLUENCE (2017-2022): Designing the LUCIOLE game for oral comprehension. Publications & Presentations: Recent contributions include studies on open science in SLA (2024), phonological awareness (2021), and digital game-based learning (2017). She regularly presents at conferences like AILA, CALICO, and EuroSLA. Labs & Collaborations: Active in the TransCrit lab and the RéAL2 scientific network. Involved in collaborative initiatives such as the SELF formative assessment system and tablet application development for language learning.
Athanasios E. Athanasiou is the Acting Dean and Professor of Orthodontics at the School of Dentistry, European University Cyprus. Previously, he served as Executive Dean and held academic leadership roles at institutions such as the Mohammed Bin Rashid University of Medicine and Health Sciences (Dubai) and Aristotle University of Thessaloniki (Greece). He holds a Doctorate in Dentistry (Dr. Dent.) from the National and Kapodistrian University of Athens (1991) and a D.D.S. from the same institution (1979), alongside advanced training in Orthodontics from Temple University (USA). His research focuses on orthodontic biomechanics, dentofacial morphology, cleft lip/palate treatment, and the impact of systemic factors on tooth movement. He has authored over 200 publications and led major research projects, including studies on tooth color changes during retention and root morphology prediction using digital models. Notable awards include the Louise Ada Jarabak Memorial Award (2001) and Honorary Memberships from multiple international societies. Key Contributions: Global guidelines for orthodontic education, systematic reviews on root resorption and medication effects, clinical trials on aligner materials. Leadership Roles: President of the European Federation of Orthodontics (2000-2002), Chair of the World Federation of Orthodontics Executive Committee (2005-2010), and Dean of the School of Dentistry at Aristotle University (2003-2007). His work bridges clinical practice with advanced technologies, emphasizing evidence-based approaches and interdisciplinary collaboration. Recent studies explore biomaterials durability, aging effects on facial structures, and the role of hormones in orthodontic outcomes.
Charalampos Gousios is a Professor in the Department of International and European Studies at the University of Piraeus. He specializes in French terminology for international relations, European institutions, and the application of new technologies in language education. Since 2007, he has coordinated the Erasmus+ and Erasmus placement programs for the department. He is also a fellow at the Research Unit on Rhetoric, Communication, and Persuasion, focusing on France-related studies. **Education**: PhD in Social History (University of Sorbonne – Paris IV) B.A. in History (University of Ioannina) Masters in Social History (University of Nantes) B.A. in Greek and French Language/Literature (National and Capodistrian University of Athens) **Research Interests**: French language pedagogy, international relations terminology, EU policy frameworks, educational technology integration, and multilingualism strategies. His work emphasizes innovative teaching methods and the use of digital tools in foreign language instruction. **Grants & Programs**: Active in Jean Monnet European programs (e.g., 'Europestarts', 'YouthActive', and 'BEST teachers'), focusing on pedagogical innovation and teacher training in new technologies. His contributions include designing e-learning scenarios and promoting multilingualism. **Awards**: No specific scientific awards mentioned in the text. **Labs/Teams**: Affiliated with the Research Unit on Rhetoric, Communication, and Persuasion, contributing to studies on political discourse and media analysis.
