André de Moric | Research Excellence | Research Excellence Award

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Assist. Prof. Dr. André de Moric | Research Excellence | Research Excellence Award

Assist. Prof. Dr. André de Moric | Faculdade de Ciências Médicas da Santa Casa de São Paulo | Brazil

Dr. André de Moricz, MD, PhD, is an Associate Professor of Surgery and Head of the Hepato-Pancreato-Biliary (HPB) Surgery Group at the Department of Surgery, Santa Casa School of Medical Sciences, São Paulo, Brazil. He holds a medical degree from Fundação do ABC, followed by a Master’s and Doctorate in Surgery from the Santa Casa School of Medical Sciences. Over the course of his extensive academic and clinical career, he has become a leading authority in HPB surgery, complex biliary and pancreatic procedures, and minimally invasive surgical techniques. Dr. Moricz’s research portfolio spans translational oncology, gastrointestinal diseases, surgical outcomes, immune microenvironments, and advanced operative strategies. His contributions include high-impact research on tumour-specific immune responses in pancreatic ductal adenocarcinoma, global cancer mutational signatures through the Mutographs consortium, and clinically focused studies on gastric emptying after pancreatoduodenectomy, gallstone disease predictors, surgical management in elderly patients, and technical innovations such as modified hepaticojejunostomy to facilitate endoscopic access. He is the author and co-author of several major surgical textbooks, including comprehensive works on general medicine, minimally invasive abdominal wall and digestive surgery, and cornerstone treatises in Brazilian surgical education. His publications also include numerous book chapters featured in authoritative national and regional surgical references, covering HPB surgery, digestive system diseases, and advanced operative management. His early academic contributions also include the development of an experimental pancreas transplantation training model. Beyond academia, Dr. Moricz collaborates with industry, serving as a consultant for projects related to enzyme reposition therapy in pancreatic exocrine insufficiency, supporting innovation that enhances patient care. Recognized for his leadership, technical expertise, and commitment to surgical excellence, Dr. André de Moricz continues to influence clinical practice, research development, and professional training in HPB surgery both in Brazil and internationally.

Profile; Google Scholar | LinkedIn

Featured Publications:

Kinker, G. S., Vitiello, G. A. F., Diniz, A. B., Cabral-Piccin, M. P., Pereira, P. H. B., Carvalho, M. L. R., Ferreira, W. A. S., Chaves, A. S., Rondinelli, A., Gusmão, A. F., Defelicibus, A., Dos Santos, G. O., Nunes, W. A., Claro, L. C. L., Bernardo, T. M., Nishio, R. T., Pacheco, A. M., Laus, A. C., Arantes, L. M. R. B., & Moricz, A. de, et al. (2023). Mature tertiary lymphoid structures are key niches of tumour-specific immune responses in pancreatic ductal adenocarcinomas. Gut, 72(10), 1927–1941.

Rego, R. E., Campos, T. de, Moricz, A. de, Silva, R. A., & Pacheco Júnior, A. M. (2003). Cholecystectomy in the elderly: Early results of open versus laparoscopic approach. Revista da Associação Médica Brasileira, 49(3), 293–299.

Pereira, F. L., Vasques, F. T., Moricz, A., Campos, T., Pacheco Jr., A. M., & Silva, R. A. (2012). Correlation analysis between post-pancreatoduodenectomy pancreatic fistula and pancreatic histology. Revista do Colégio Brasileiro de Cirurgiões, 39, 41–47.

Rêgo, R. E. C., Campos, T., Moricz, A. de, Silva, R. A., & Pacheco Júnior, A. M. (2003). Tratamento cirúrgico da litíase vesicular no idoso: Análise dos resultados imediatos da colecistectomia por via aberta e videolaparoscópica. Revista da Associação Médica Brasileira, 49, 293–299.

Reverdito, R., Moricz, A., Campos, T., Pacheco, A. M., & Silva, R. A. (2016). Mirizzi syndrome grades III and IV: Surgical treatment. Revista do Colégio Brasileiro de Cirurgiões, 43(4), 243–247.

Flavia Estefanía Amar Cantos | Research Excellence | Research Excellence Award

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Mrs. Flavia Estefanía Amar Cantos | Research Excellence | Research Excellence Award

Mrs. Flavia Estefanía Amar Cantos | Universidad de Cádiz | Spain

Flavia Estefanía Amar Cantos is a specialist in Physical Activity, Sport Sciences, and Educational Innovation, with comprehensive training that includes a degree in Sports Sciences, two official master’s degrees in Physical Activity and Health and Teacher Training, and advanced postgraduate studies in Sports Coaching and Injury Rehabilitation. Her academic trajectory is complemented by extensive university teaching experience at the University of Cádiz, where she has taught subjects related to biomechanics, acrobatics, motor skills, educational gymnastics, sports pedagogy, aquatic activities, recreational physical activity, and the development of motor competence across different educational stages. She has also contributed to practicum coordination in teacher-training programs and delivered specialized courses in sports training and individual sports foundations. Her research activity includes authorship of scientific articles, book chapters, and two monographs published by a recognized sports-science editorial, addressing topics such as injury prevention, water sports initiation, emotional intelligence in physical education, educational technology, and interdisciplinary pedagogical approaches. Beyond academia, she has developed significant professional experience as a coach, instructor, and technical director in gymnastics, aquatic disciplines, fitness environments, and school-based extracurricular programs. She has held roles of academic coordination, subject leadership, and instructional design in vocational and advanced sports-training programs, contributing to curriculum implementation in areas such as biomechanics, biological foundations, sports techniques, group dynamics, disability and inclusion, aquatic conditioning, and emergency intervention. Her profile reflects a solid blend of teaching excellence, applied research, professional leadership, and commitment to promoting health, inclusion, and high-quality physical education through evidence-based practice and innovation.

Profile; Orcid 

Featured Publications:

Amar Cantos, F. E. (2025). El juego como medio de enseñanza de los deportes paralímpicos. En Cartografía lúdica: Enseñar, aprender, cuidar y transformar la cultura y la sociedad jugando (ISBN 979-13-7006-273-6).

Amar Cantos, F. E. (2025). El maestro que actúa. Una narrativa a propósito de su homosexualidad. En Caminando hacia la inclusión de las personas LGBTIQA+: Resistencias y alternativas contrahegemónicas (ISBN 979-13-7006-510-2).

Amar Cantos, F. E. (2025). Mi infancia son recuerdos de un patio (de colegio) en Cádiz. Gaditana-Logía.

Amar Cantos, F. E. (2025). Mi infancia son recuerdos de un patio (de colegio) en Cádiz. Gaditana-Logía Comunicación.

Amar Cantos, F. E. (2025). Tecnología, inclusión y educación social: Una narrativa. RiiTE: Revista Interuniversitaria de Investigación en Tecnología Educativa. https://doi.org/10.6018/riite.685041

Amar Cantos, F. E. (2024). An oncology patient’s reading. In F. Amar & V. Amar (Eds.), Advances in Psychology, Mental Health, and Behavioral Studies (pp. xx–xx). IGI Global. https://doi.org/10.4018/979-8-3693-4244-2.ch013

Amar, F., Sánchez, B., & Amar, V. (2025). La inteligencia artificial a través de la narrativa: ¿Cuánto hay de inteligencia y cuánto de artificial? Educação e Pesquisa. https://doi.org/10.1590/s1678-4634202551291963es

Hassan Aljaberi | Research Excellence | Editorial Board Member

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Dr. Hassan Aljaberi | Research Excellence | Editorial Board Member

Dr. Hassan Aljaberi | Optical Techniques Department, College of Health and Medical Techniques | Iraq

Hasan Abdulhadi Al-Jabri, 38, is an Assistant Lecturer specializing in Optical Techniques at the Department of Optical Techniques, Al-Mustaqbal University, Babylon, Iraq. With a strong academic foundation, including a BSc in Optical Techniques and an MSc in Engineering, he has built an active career in both teaching and research. His academic work is reflected in 12 published documents, 35 citing documents, and an h-index of 4, demonstrating a growing impact within the fields of optometry, biosensing, and optical materials. In his academic role, Al-Jabri teaches key courses in optical techniques and supervises undergraduate graduation projects, contributing to the development of future professionals in optical sciences. His research portfolio spans critical areas such as corneal physiology, refractive error assessment, biosensing materials, and photocatalytic nanocomposites. His notable publications include investigations into the effects of soft contact lenses on corneal endothelial cells, advancements in porphyrin-MOF-based biosensing of chemical contaminants, and a comprehensive meta-analysis on refractive errors among Iraqi school students. He has also explored advanced functional materials, such as Pt-decorated tetragonal graphene for anticancer drug detection and S-Scheme nanocomposite photocatalysts for efficient degradation of organic pollutants under visible light. Beyond research papers, Al-Jabri has contributed scientific articles, including a 2025 review on modern keratoconus treatment approaches. He has also demonstrated active scientific engagement through participation in the Arab Health Exhibition 2024 in Dubai, gaining exposure to cutting-edge diagnostic technologies in ophthalmology. His skills encompass scientific writing, operation of optical and diagnostic devices, and data analysis. His research interests include the impact of contact lenses on corneal health, biosensing technologies, and refractive error epidemiology. Through teaching, research, and scientific participation, Hasan Abdulhadi Al-Jabri continues to advance optical science and contribute valuable insights to both academic and clinical communities.

Profiles: Scopus | Orcid | Google Scholar | Research Gate | LinkedIn

Featured Publications

Elzahra, Z. A., Aljaberi, H. A., Al-Robayi, E. M., & Amer, S. (2025). Investigation of optoelectronic properties using single-molecule laser active media. Opto-Electronics Review. https://doi.org/10.24425/OPELRE.2025.155865

Yaqoubi, M., Ghanbari, M., Maya, R. W., Jasim, H. A., & Salavati-Niasari, M. (2025). Synthesis and characterization of S-Scheme NiMn₂O₄/g-C₃N₄ nanocomposites heterojunction photocatalyst for effective degradation of organic pollutants under visible light. Results in Engineering, Article 104037. https://doi.org/10.1016/j.rineng.2025.104037

Rusho, M. A., Ahmed, A. T., Kanjariya, P., Ballal, S., Singh, A., Supriya, S., Ray, S., Sultan, M. K., Jasim, H. A., & Alkahtani, H. M. (2025). Unveiling a new type of boron-doped carbon sheets as an anode for calcium-ion batteries. Ionics. https://doi.org/10.1007/s11581-025-06423-w

Flayyih, R. A., Alwan, K. J., & Aljaberi, H. A. (2025, December). Comparative heat transfer analysis of helical coil and straight tube heat exchangers. Case Studies in Thermal Engineering. https://doi.org/10.1016/j.csite.2025.107386

Aljaberi, H. A., Rahmani, S., & Muhammad, G. A. (2025, October). Effect of soft contact lens wear on corneal endothelial cell characteristics. Contact Lens and Anterior Eye. https://doi.org/10.1016/j.clae.2025.102441

JeanMarie Farrow | Research Excellence | Best Researcher Award

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Dr. JeanMarie Farrow | Research Excellence | Best Researcher Award

Dr. JeanMarie Farrow | Georgia State University | United States

Dr. JeanMarie Farrow’s research centers on understanding and improving the factors within early childhood education that influence children’s language and literacy development, particularly in high-need settings. Her work systematically examines how teacher–child interactions and classroom practices contribute to oral language growth and early writing skills. Through both small- and large-scale empirical studies, she investigates effective models of professional development that enhance teachers’ capacity to implement evidence-based, language-rich instruction. Her research integrates theoretical and applied perspectives to identify feasible, sustainable approaches for strengthening early literacy and composing skills. A major strand of her scholarship explores the mechanisms underlying children’s oral language development, highlighting how teachers’ feedback, syntax, and conversational features shape vocabulary acquisition. Another line of inquiry focuses on early writing instruction as a pathway for language development, illustrating how structured composing activities and high-quality teaching strategies can foster creative and linguistic growth. In addition, she has contributed to advancing teacher professional learning by examining innovative approaches, including the role of project-based learning, coaching, and professional inquiry in supporting instructional improvement. Her studies, published in leading journals such as Journal of Child Language, Reading & Writing Quarterly, Early Childhood Education Journal, and Teaching and Teacher Education, contribute to the evidence base for designing effective professional development that bridges research and classroom practice. By connecting instructional theory, empirical findings, and practical application, her work provides actionable insights for educators, researchers, and policymakers seeking to promote equitable literacy outcomes. Supported by national research grants, her scholarship advances the understanding of how early education environments can be optimized to nurture children’s oral and written language development while equipping teachers with sustainable, research-informed pedagogical tools.

Profiles: Google Scholar | LinkedIn | Research Gate

Featured Publications 

Farrow, J. M., Wasik, B. A., & Hindman, A. H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, 178–190.

Farrow, M. J., & Farrow, J. M. (2019). Recognizing intergenerational assets within religious communities of colour. Journal of Childhood Studies, 71–84.

Hindman, A. H., Farrow, J. M., & Wasik, B. A. (2021). Understanding child-directed speech around book reading in toddler classrooms: Evidence from early head start programs. Frontiers in Psychology, 12, 719783.

Hindman, A. H., Farrow, J. M., & Wasik, B. A. (2022). Teacher–child conversations in preschool: Insights into how teacher feedback supports language development. Topics in Language Disorders, 42(4), 336–359.

Wasik, B. A., Farrow, J. M., & Hindman, A. H. (2022). More than “Good job!”: The critical role of teacher feedback in classroom discourse and language development. The Reading Teacher, 75(6), 733–738.

Farrow, J. M., Schneider Kavanagh, S., & Samudra, P. (2022). Exploring relationships between professional development and teachers’ enactments of project-based learning. Education Sciences, 12(4), 282.