جست‌وجوی استاد و پژوهشگر

Ronen Hershmanمشاهده پروفایل

پژوهشگر ارشد

• Cognitive Psychology
• Pupillometry
• Eye Movements
• +۳ مورد دیگر

Ronen Hershman is a Research Fellow at the Department of Clinical Psychology I, University of Innsbruck. He specializes in cognitive psychology research with a focus on pupillometry, eye movements, and cognitive control mechanisms. His work primarily investigates numerical processing and conflict resolution using Stroop task paradigms. His research interests center on: Cognitive control mechanisms in conflict tasks Pupillometry as an indicator of cognitive effort Numerical cognition and processing Eye movement patterns in cognitive tasks Development of methodological tools for pupillometry analysis Hershman's publications demonstrate a consistent focus on cognitive conflict paradigms, particularly Stroop task variations, with an emphasis on temporal analysis of pupillary responses. His methodological work includes developing CHAP, an open-source pupillometry analysis software that has become a significant contribution to the field. He has taught courses including Research Seminar, Specific Clinical Research Methods, and specialized seminars on pupillometry and eye movement methodologies. His teaching portfolio includes both graduate and undergraduate level instruction in statistics and research methods.

Mehmet Çiçekمشاهده پروفایل

استاد

• Turkish Language Education
• Linguistics
• Semiotics
• +۴ مورد دیگر

Mehmet Çiçek is a Professor at Gaziantep University's Faculty of Education in the Department of Turkish Language Education. He holds a doctorate in Linguistics from Université de Reims Champagne-Ardenne (France) and has served in various academic and administrative roles since 1992. Doctorate: Linguistics, Université de Reims Champagne-Ardenne (1995-1999) Master's: Linguistics, Université de Reims Champagne-Ardenne (1993-1995) Licence: Atatürk University, Turkey (1987-1991) His research focuses on Turkish language education, semiotics, discourse analysis, and cross-linguistic studies. Recent work examines textual analysis, cultural representation in language learning, and pedagogical methodologies. His publications span Turkish language structure, semiotic systems, and educational applications. Articles include analyses of adjective placement, plural/possessive morphology, and discourse in literary and visual contexts. Prof. Çiçek has supervised multiple graduate theses on Turkish pedagogy, cultural transfer in language teaching, and discourse analysis. He has held leadership roles including Faculty Dean and Department Chair at Gaziantep University. He contributes to academic governance as a board member and serves on examination juries for professorship and doctoral applications.

Richard Gippsمشاهده پروفایل

پژوهشگر ارشد

• Philosophy of Psychiatry
• Philosophy of Psychology
• Psychotherapy
• +۵ مورد دیگر

Richard Gipps is a Senior Research Fellow at Blackfriars Hall, University of Oxford, appointed in 2022. He serves as a lecturer in psychology for Blackfriars Studium and organizes the Oxford Wittgenstein Reading Group. Additionally, he works as a psychotherapist in private practice in Oxford, UK, and as a tutor in philosophy for Stanford University in Oxford. Dr. Gipps holds a BA/MA in Philosophy and Psychology from the University of Oxford, a PhD in Philosophy from the University of Warwick (focusing on a critique of cognitivism and cognitive approaches to schizophrenia), and a Doctorate in Clinical Psychology from Canterbury Christ Church University. He is a Chartered Clinical Psychologist registered with the British Psychological Society (no. 147832) and regulated by the Health and Care Professions Council (no. PYL23937). He is also an Associate of the Faculty of Philosophy at the University of Oxford. His primary research interests lie at the intersection of philosophy and clinical psychology, particularly philosophical issues in psychiatry, psychology, and psychotherapy. Gipps has made significant contributions to understanding psychosis, delusion, and the philosophical foundations of psychotherapy. His work often bridges phenomenological philosophy with clinical practice, examining how philosophical concepts can illuminate psychological phenomena and therapeutic processes. He has a special interest in Wittgensteinian approaches to psychological and psychiatric concepts. Analysis of his recent publications reveals a consistent focus on the philosophical understanding of mental distress, particularly psychosis and loneliness. His work often challenges conventional approaches in psychiatry and psychology, offering alternative frameworks grounded in philosophical analysis. There's a strong emphasis on the ethical dimensions of psychotherapy and the importance of philosophical perspectives in understanding mental health. Richard Gipps is the author of the monograph On Madness: Understanding the Psychotic Mind (Bloomsbury 2022) and co-editor of The Oxford Handbook of Philosophy and Psychoanalysis (Oxford University Press 2019) and The Oxford Handbook of Philosophy and Psychiatry (Oxford University Press 2013). As a practicing clinician, Gipps offers broadly psychoanalytical psychotherapy to adults in Oxford, working with the NHS, the University of Oxford, and in private practice. His approach integrates philosophical insights with clinical practice, emphasizing the importance of understanding the patient's subjective experience. He is particularly interested in how philosophical concepts can enhance therapeutic practice and understanding of mental distress. He maintains an active online presence through his blog Philosophical Perspectives in Clinical Psychology and Twitter ( @DrGipps ), where he shares insights on the intersection of philosophy and clinical practice.

Tobias Dörflerمشاهده پروفایل

استاد

• Educational-Psychological Diagnostics
• Self-Regulated Learning
• Teacher Education
• +۴ مورد دیگر

Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.

• Empirical Educational Research
• Educational Psychology
• Reading Comprehension
• +۲ مورد دیگر

Jacqueline Matthäi serves as a Scientific Associate and Research Assistant at the Chair of Empirical Educational Research within the Faculty of Human Sciences at Otto-Friedrich University Bamberg, working under Prof. Dr. Cordula Artelt since May 2007. Her academic role focuses on empirical investigations of reading comprehension processes and teacher assessment methodologies in educational contexts. Education: Master's degree in Educational Science with minors in French and African Studies (University of Leipzig, 2000-2005) General higher education entrance qualification (Gymnasium Humboldt-Schule Leipzig, 1999) Matthäi's research centers on the intersection of teacher knowledge, text comprehension demands, and assessment accuracy in reading literacy. Her work examines how educators identify text difficulty features, evaluate student comprehension, and implement strategic reading interventions—particularly in elementary and lower secondary settings. She investigates the relationship between teachers' knowledge bases and judgment accuracy, developing specialized instruments to measure pedagogical expertise in reading comprehension domains. Her scholarship bridges theoretical educational psychology with practical classroom assessment applications. Analysis of her 2008-2015 publications reveals consistent specialization in reading assessment instrumentation and teacher cognition. The research trajectory shows progressive refinement of measurement tools for teacher knowledge about text features, with increasing focus on specificity in assessment practices across school levels. Collaborative work with Artelt dominates her output, indicating sustained research partnership within Bamberg's empirical education framework. Methodologically, her studies combine experimental comprehension tasks with teacher judgment analysis to identify accuracy determinants in literacy assessment. Advising and Grants: No formal student supervision or grant funding details are documented in available materials. Laboratory Affiliations: Her work appears connected to Bamberg's UFF (probably "University Research Focus") and PsyCoach initiatives mentioned in departmental materials, though specific lab leadership isn't indicated.

Anna Ehrhornمشاهده پروفایل

استادیار

• Speech Sound Disorder
• Reading Difficulties
• Phonological Processing
• +۳ مورد دیگر

Anna Ehrhorn serves as an Assistant Professor in the Department of Speech, Language & Hearing Sciences within Auburn University's College of Liberal Arts. Her office is located in room 1199 of the Haley Center, with contact available via telephone (334-844-9600) or email (ame0060@auburn.edu), and office hours scheduled by appointment. Dr. Ehrhorn's research program centers on the complex interplay between speech, language, and literacy development in children, with particular focus on speech sound disorders, dyslexia, and developmental language disorder. She investigates how orthographic knowledge influences phonological processing and reading acquisition, employing advanced methodologies including eye-tracking analysis and nonword repetition tasks to uncover underlying cognitive mechanisms in both typically developing children and those with clinical disorders. Analysis of her 2019-2024 publications reveals consistent investigation into comorbid conditions where speech sound disorders intersect with reading difficulties. Her work examines parent-reported concerns as early indicators of language impairments, compares methodological approaches in research recruitment, and explores differential phonological processing patterns in children with co-occurring developmental language disorder and dyslexia, contributing significantly to clinical intervention frameworks. No information regarding scientific awards, student advising activities, grant funding, or laboratory teams was provided in the available documentation.

• Accounting
• Financial Reporting
• Taxation
• +۳ مورد دیگر

Stanislava Georgieva, PhD is an Associate Professor in the Department of Economics at New Bulgarian University (NBU) in Sofia, Bulgaria. She has been serving in this position since 2012, following previous academic appointments at SA "D.A. Tsenov" in Svishtov. Her academic career spans over two decades with progressive positions from Assistant to Associate Professor. Education: 2017-2018: Master's in Health Management, VUARR, Plovdiv 2004-2006: Doctoral studies with dissertation on "Accounting aspects of corporate income taxation" at SA "D.A. Tsenov" 2014-2015: Specialized training in academic teaching methodology, ECTS system, and modern educational technologies 1992-1998: Master's degree in Economics-Accounting from SA "D.A. Tsenov" Professor Georgieva specializes in accounting systems with particular expertise in non-profit organization accounting. Her research focuses on financial reporting standards, accounting policies, and taxation issues specific to non-commercial entities. She has developed specialized accounting frameworks for cultural institutions like reading rooms and libraries across Bulgaria. Her publication record shows consistent scholarly output with 42 publications including monographs, journal articles, and conference papers between 1999-2011. Her work demonstrates a clear progression from general accounting principles to increasingly specialized topics in non-profit accounting, with particular attention to financial reporting requirements, tax treatment, and organizational governance. Professor Georgieva has been actively involved in curriculum development, particularly for accounting programs. She has co-authored multiple textbooks and teaching materials, including "Accounting for Non-Commercial Legal Entities" and various problem collections for accounting courses. She has also developed methodologies for diploma thesis preparation in accounting specializations. She serves as a course instructor for Introduction to Accounting (BAEB007) and maintains regular office hours on Mondays and Wednesdays from 14:15-16:15 in room 604 of Building II at NBU.

• Translation Studies
• Cognitive Translation Processes
• Dubbing Translation
• +۵ مورد دیگر

Kristian Tangsgaard Hvelplund is an Associate Professor with the Department of English, Germanic and Romance Studies at the University of Copenhagen's Faculty of Humanities. His academic work centers on translation studies, with a particular emphasis on cognitive processes in translation and dubbing translation. Translation cognition and automaticity Eye-tracking and keystroke logging methodologies Media translation and dubbing Translation process modeling Hvelplund's research combines theoretical and applied approaches, utilizing experimental methods to analyze translation quality and cognitive resource allocation. Recent publications explore emotional dimensions in translation, post-editing workflows, and methodological innovations in cognitive translation studies. His work demonstrates strong interdisciplinary connections across Translation Studies , Cognitive Science , Applied Linguistics , and Human-Computer Interaction . Methodologically, he focuses on Eye-tracking , Process modeling , and Quantitative translation analysis . As a dedicated educator, Hvelplund supervises BA, MA and PhD students in translation studies while maintaining active participation in international academic collaborations.

Gene Zakمشاهده پروفایل

دانشیار

• Laser Welding of Plastics
• Laser-based Precision Manufacturing
• Additive Manufacturing
• +۳ مورد دیگر

Gene Zak serves as Associate Professor in the Department of Mechanical and Materials Engineering within Queen's University's Faculty of Engineering and Applied Science. His research centers on advanced laser manufacturing processes, with specialization in polymer joining and ceramics machining. Current facilities include the Laser Ceramic Processing Laboratory and Rapid Laminated Tooling Laboratory. Dr. Zak's research focuses on laser transmission welding of thermoplastics , examining light-material interactions, thermal dynamics, and weld integrity. Key areas include optical property characterization of polymers (glass fiber effects, crystallinity, carbon black), process parameter optimization (scan paths, intensity distribution), and defect analysis (read-through, degradation). His work extends to laser ceramics machining for precision applications and historical contributions in robotic systems. Analysis of his 15 most recent publications (2011-2022) reveals consistent advancement in computational modeling of laser-polymer interactions, with increasing emphasis on multi-physics simulations and defect prediction. The research trajectory shows evolution from experimental parameter studies toward sophisticated thermal-optical modeling for industrial process control. Dr. Zak directs the Laser Ceramic Processing Laboratory housing a three-source system (UV 7-W, Nd:YAG 100W, CO2 250W lasers) with 6-axis motion control, operational 2004-2015. His Rapid Laminated Tooling Laboratory supports layered manufacturing research, including embedded sensor development and composite fabrication techniques.

• Applied Linguistics
• Language Assessment
• Educational Evaluation
• +۷ مورد دیگر

Ari Huhta is a Professor at the Centre for Applied Language Studies at the University of Jyväskylä. His research focuses on applied linguistics , language assessment , and second language acquisition , with particular emphasis on diagnostic and dynamic assessment frameworks in foreign language education. Active member of the Applied Language Studies and Language Campus follow-up groups Collaborates with institutions like the Finnish National Agency for Education and Research Council of Finland His work integrates language technology and educational evaluation to innovate assessments for L2 writing , reading , and speaking . Recent projects include AI-driven diagnostic tools and automatic speaking evaluation systems. Key collaborations span projects such as Dynamic Diagnostic Language Assessment and ‘Broken Finnish’ , examining societal gatekeeping in language proficiency. His publications address assessment validity , stakeholder involvement , and technological mediation in learning processes.

Laura Steacyمشاهده پروفایل

دانشیار

• Reading Development
• Learning Disabilities
• Dyslexia
• +۵ مورد دیگر

Dr. Laura Steacy is an Associate Professor in the Department of Special Education at the University of Connecticut. Her research focuses on early reading development, identification of reading disabilities (including dyslexia), and interventions for at-risk students. She applies cognitive and educational psychology frameworks to study child and word factors influencing reading skills and the stability of reading subtypes. Ph.D. in Special Education (Vanderbilt University, 2015) M.Ed. in Cognitive Studies (Queen’s University, 2009) B.Ed. and B.A. in English Literature/Psychology (Queen’s University, 2005/2004) Her funded research includes NIH/IES grants on phonological clean-up mechanisms, complex word reading, and phenotypic determinants of reading (dis)abilities. Recent publications (2023–2016) analyze lexical influences, developmental trajectories, and intervention strategies, with keywords spanning dyslexia, individual differences, and phonological processing. 2019 Early Career Outstanding Paper Award (Society for the Scientific Study of Reading) 2017 Rebecca L. Sandak Young Investigator Award (Society for the Scientific Study of Reading) 2016 Outstanding Doctoral Research Award (Division for Learning Disabilities, CEC) As an Associate Editor and editorial board member for journals like Scientific Studies of Reading , she contributes to academic discourse. Her work bridges theoretical understanding with practical applications for educators.

Rebecca J. Whelanمشاهده پروفایل

دانشیار

• Bioanalytical Chemistry
• Proteomics
• Microscale Separations
• +۷ مورد دیگر

Rebecca J. Whelan is an Associate Professor in the Department of Chemistry at the University of Kansas, specializing in bioanalytical chemistry. With appointments in both the Chemistry and Bioengineering programs, her research focuses on ovarian cancer biomarker analysis through proteomics, microscale separations, and affinity reagent development. B.A. Chemistry and English, Lawrence University (1996) Ph.D. Chemistry, Stanford University (2003) Postdoctoral Research Fellow, Bioanalytical Chemistry, University of Michigan (2003-2004) Research Interests: The Whelan Lab develops innovative analytical methods for cancer biomarker characterization, including: Structural analysis of CA125 (MUC16) using long-read sequencing and mass spectrometry Development of DNA aptamers as artificial antibodies for biomarker detection Microscale separation techniques (capillary electrophoresis) for clinical proteomics Biosensor development for point-of-care diagnostics Integration of bioinformatics with experimental validation Sample preparation methods for glycoprotein analysis Scientific Awards: Vice Chair-Elect, Gordon Research Conference on Bioanalytical Sensors (2022) Henry Dreyfus Teacher-Scholar Award (2011) W.M. Keck Foundation Fellowship (2008) Research Corporation, Cottrell College Science Award (2006) Walter J. Gores Award for Teaching Excellence (1999) Teaching and Funding: Whelan has received multiple teaching honors including the Professor Props Award finalist. Her lab receives funding from the National Cancer Institute, National Science Foundation, and Dreyfus Foundation. She co-directed the T32 Chemical Biology training program and received the Newmark Award for biochemical research excellence.

Catherine Zobal Dentمشاهده پروفایل

دانشیار

• Creative Writing
• Literary Translation
• American Literature
• +۴ مورد دیگر

Catherine Zobal Dent is an Associate Professor of English & Creative Writing at Susquehanna University, where she has taught since 2009. She co-directs the national organization FUSE for undergraduate editors and contributes to the Summer Writers Workshop and Common Reading Program. Education: PhD and MA in English Language and Literature from Binghamton University; BA in English from Duke University Her research spans Creative Writing and Autofiction , with a focus on themes like family dynamics , regional identity (particularly Maryland’s Eastern Shore), and socioeconomic barriers . Her translation work from French to English, especially on Cyrille Fleischman and Sylvie Weil, introduces international literary perspectives to her practice. Key trends in her publications include intergenerational trauma , existential reflection , and experimental narrative structures . She often explores psychological realism and domestic spaces through lyrical prose. Scientific Awards: Charles Johnson Student Fiction Award (2006) As director of FUSE, Dent mentors undergraduate editors and fosters literary networks. She balances teaching, writing, and translation with family life in Pennsylvania, integrating collaborative pedagogy and creative nonfiction projects like a book about the Appalachian Trail.

• Prevention and Correction of Deviant Behaviour
• Intercultural Education
• Bulgarian Language and Literature Teaching Methodology
• +۵ مورد دیگر

Daniel Polihronov is Assistant Professor at Sofia University "St. Kliment Ohridski", Faculty of Education, Department of Theory of Education. He lectures across bachelor’s and master’s programmes in preventive pedagogy, resocialisation, and social work with children and deviant youth. Education: PhD (field inferred: Pedagogy/Social Education) Research Interests: Dr Polihronov focuses on prevention and correction of deviant behaviour , intercultural education , and the use of literature as a tool for social-pedagogical intervention . His work spans psychoactive-substance prevention programmes, literacy development in multicultural settings, and penitentiary pedagogy. Across 2020-2024 he has led or participated in multiple projects funded by the Bulgarian state budget, the EU Operational Programme “Science and Education for Smart Growth”, and the European Economic Area Financial Mechanism. These projects address substance-use prevention, educational inclusion of vulnerable groups, and professional training for social-work practitioners. Publications & Trends: His recent scholarship (2019-2024) reveals a strong trajectory exploring how children’s and adolescent literature can foster moral judgement, intercultural dialogue, and prevention of delinquency. Parallel strands investigate the impact of pandemic conditions on substance use and the design of evidence-based school programmes. Research Leadership & Grants: Project manager: “Social and Pedagogical Aspects of the Problem of the Use of Psychoactive Substances” (2021-2022, state budget) Principal investigator: “Formation of socio-pedagogical and legal concepts among students…” (2022, NP “Young Scientists”) Key expert: BG05M2ОP001-2.011-0001 “Support for Success” – early-warning toolkit for at-risk students Partner: BGLD-2.002-0001-C01 “Capacity building for educational and social inclusion…” (EEA Grants 2021-2022) Languages: English, Russian Contact: d.polihronov@fp.uni-sofia.bg | Phone: (+359 2) 9308 568

Nicola Readمشاهده پروفایل

مربی

• Architectural Design
• Landscape Architecture
• Urban Design
• +۳ مورد دیگر

Nicola Read serves as a Studio Tutor within the School of Architecture and Landscape at the University of Sheffield, based in the Arts Tower on Western Bank, Sheffield (S10 2TN). Her role centers on design studio instruction within the school's academic framework. Her pedagogical focus spans architectural and landscape design education, with emphasis on: Architectural Design methodologies Landscape Architecture theory and practice Urban Design strategies Sustainable Architecture principles Spatial theory applications Design studio pedagogy As a Studio Tutor, she guides student projects through iterative design processes while fostering critical spatial thinking within Sheffield's architectural education framework.