Nhue Do | Graph Analytics | Best Researcher Award

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Dr. Nhue Do | Graph Analytics | Best Researcher Award

Wake Forest University School of Medicine | United States

Author Profile

Scopus

Early Academic Pursuits

Dr. Nhue Do’s academic journey reflects an exceptional blend of medicine, surgery, and leadership. He earned his Doctor of Medicine degree from the University of Southern California, Keck School of Medicine, followed by an MBA from Johns Hopkins University’s Carey Business School, combining medical expertise with management acumen. His early postgraduate training at Harvard Medical School and Beth Israel Deaconess Medical Center exposed him to general surgery, transplantation, and cardiothoracic surgery, setting a strong foundation for a career dedicated to advanced surgical care and innovation.

Professional Endeavors

Dr. Do’s professional career demonstrates an impressive trajectory across leading academic and medical institutions. His appointments span Johns Hopkins University, Vanderbilt University Medical Center, and Advocate Children’s Hospital, where he currently serves as a Congenital Cardiothoracic Surgeon and Surgical Director of the Pediatric Mechanical Circulatory Support Program. His leadership roles, including Associate Vice Chair in Global Surgery at Vanderbilt, showcase his dedication not only to surgical excellence but also to advancing global health initiatives.

Contributions and Research Focus

Throughout his career, Dr. Do has contributed significantly to advancing congenital cardiothoracic surgery and pediatric heart transplantation. He has pioneered clinical protocols such as the use of fresh whole blood, ventricular assist devices, Impella technology, and SherpaPak in pediatric cardiac surgery. His research extends into transplantation, circulatory support devices, and surgical quality improvement. Additionally, his involvement in NIH-funded research and editorial responsibilities highlights his academic commitment to shaping the future of cardiothoracic surgery.

Impact and Influence

Dr. Do’s influence extends beyond the operating room. He has served on advisory boards, national review committees, and editorial boards, ensuring his expertise informs both clinical standards and future research directions. His mentorship in global health programs, leadership in surgical safety councils, and conference organization at national and international levels have amplified his voice in the field of pediatric and congenital heart surgery.

Academic Citations and Recognition

Dr. Do’s scholarly presence is reflected in his active role as a peer reviewer for leading journals such as The Journal of Thoracic and Cardiovascular Surgery and European Journal of Cardio-Thoracic Surgery. His academic honors-including multiple fellowships, scholarships, and leadership programs—underscore his recognition by top medical and surgical bodies worldwide. These achievements reflect his standing as both a clinician and a thought leader in cardiac surgery.

Legacy and Future Contributions

As a board-certified thoracic and congenital heart surgeon with extensive leadership and research experience, Dr. Do is poised to shape the next generation of surgical practice. His ongoing work in pediatric circulatory support and heart transplantation will likely influence future standards of care. Beyond clinical practice, his involvement in mentorship, global health initiatives, and surgical innovation ensures a legacy of advancing both patient outcomes and the broader healthcare landscape.

Conclusion

In summary, Dr. Nhue Do embodies the qualities of an outstanding clinician, educator, and researcher. His career reflects a rare integration of surgical excellence, academic rigor, and global leadership. With his ongoing contributions to congenital cardiothoracic surgery, transplantation, and healthcare innovation, he stands as a role model whose impact will continue to shape the fields of pediatric cardiac surgery and global surgical health for years to come.

Notable Publications

"Forty-eight-hour cold-stored whole blood in paediatric cardiac surgery: Implications for haemostasis and blood donor exposures" 

  • Author: Kiskaddon AL, Andrews J, Josephson CD, Kuntz MT, Tran D, Jones J, Kartha V, Do NL
  • Journal: Vox Sang
  • Year: 2024

 

Somayeh Fathali | Epistemic Network Analysis| Best Researcher Award

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Dr. Somayeh Fathali | Epistemic Network Analysis | Best Researcher Award

Assistant Professor, at Alzahra University, Iran📖

Dr. Somayeh Fathali is an Assistant Professor of Applied Linguistics at Alzahra University, Tehran, Iran. With a Ph.D. from Tohoku University, Japan, she is an accomplished academic with over a decade of experience in teaching, research, and academic leadership. Her scholarly pursuits focus on integrating technology into language education, exploring gamification, and advancing EFL teaching methods. Dr. Fathali has contributed to numerous national and international conferences, published extensively, and supervised graduate research in cutting-edge areas of linguistics and education.

Profile

Scopus Profile

Orcid Profile

Google Scholar Profile

Education Background🎓

Dr. Somayeh Fathali earned her Ph.D. in Applied Linguistics from the Graduate School of International Cultural Studies at Tohoku University, Japan, in 2018. She completed her M.A. in Teaching English as a Foreign Language (TEFL) and her B.A. in English Literature at the Faculty of Literature, Alzahra University, Iran, in 2014 and 2012, respectively. Her academic journey reflects a strong foundation and continuous commitment to excellence in language education and linguistics.

Professional Experience🌱

Dr. Fathali has been an Assistant Professor in the Department of English, Faculty of Literature, Alzahra University, since 2020, where she also served as a Lecturer from 2018 to 2020. In addition to her academic roles, she has extensive teaching experience, having worked as a Teaching Assistant at Tohoku University (2017–2018) and as an English teacher at Kish Language Institute and AbooReyahn High School in Tehran (2007–2014). Dr. Fathali has also held key administrative roles, including Assistant Head of the English Department and member of various university committees such as Promotion, Graduate Studies, and Curriculum Design.

Research Interests🔬

Dr. Fathali’s research interests encompass a diverse range of topics within Applied Linguistics, focusing on technology-enhanced language learning (CALL), gamification in education, collaborative writing, digital literacy, and IoT applications in education. Her work delves into the intersection of technology and pedagogy, aiming to enhance English as a Foreign Language (EFL) teaching and learning through innovative methodologies and tools.

Author Metrics 

Dr. Fathali has made substantial contributions to the academic community, with her recent book chapter published in Technology and English Language Teaching in a Changing World (2024) by Palgrave Macmillan. Her conference presentations and journal articles span topics such as gamification, digital literacy, and technology-based language teaching. As a graduate research supervisor, she has guided students on diverse projects, ranging from the use of AI tools in EFL classrooms to gamified learning platforms. Her ORCID profile highlights her growing influence in the field of applied linguistics.

Publications Top Notes 📄

1. Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

  • Authors: S. Fathali, T. Okada
  • Journal: Australasian Journal of Educational Technology
  • Volume: 34(4)
  • Citations: 112 (2018)
  • Summary:
    This study integrates the Technology Acceptance Model (TAM) with Self-Determination Theory (SDT) to examine the factors influencing learners’ acceptance of technology in out-of-class language learning (OCLL). The authors focus on Japanese English as a Foreign Language (EFL) learners, exploring how autonomy, competence, and relatedness mediate the impact of technology-enhanced environments on language learning intentions.

2. A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners

  • Authors: S. Fathali, T. Okada
  • Journal: International Journal of Research Studies in Language Learning
  • Volume: 6(4)
  • Citations: 39 (2017)
  • Summary:
    This paper employs SDT to investigate Japanese EFL learners’ intentions to use technology for out-of-class language learning. The findings highlight the role of intrinsic motivation and basic psychological needs in fostering positive attitudes toward adopting technology-mediated learning tools.

3. On the importance of out-of-class language learning environments: A case of a web-based e-portfolio system enhancing reading proficiency

  • Authors: S. Fathali, T. Okada
  • Journal: International Journal on Studies in English Language and Literature
  • Volume: 4(8), Pages: 77–85
  • Citations: 21 (2016)
  • Summary:
    This research evaluates the effectiveness of a web-based e-portfolio system in improving the reading proficiency of EFL learners. The study underscores the critical role of out-of-class learning environments in supplementing traditional classroom activities and fostering learner autonomy.

4. The impact of guided writing practice on the speaking proficiency and attitude of EFL elementary learners

  • Authors: S. Fathali, E. Sotoudehnama
  • Journal: Teaching English as a Second Language Quarterly (formerly Journal of TESOL)
  • Citations: 17 (2015)
  • Summary:
    The study examines the effect of guided writing practices on the speaking skills and attitudes of elementary EFL learners. Results indicate significant improvements in speaking proficiency and a positive shift in learners’ attitudes toward language learning.

5. CALL research in Iran: An integrative review of the studies between 2007 and 2019

  • Authors: S. Fathali, A. Emadi
  • Journal: Computer-Assisted Language Learning Electronic Journal
  • Volume: 22(3), Pages: 33–51
  • Citations: 8 (2021)
  • Summary:
    This integrative review synthesizes Computer-Assisted Language Learning (CALL) research conducted in Iran over 12 years, analyzing trends, methodologies, and findings. The authors identify gaps and propose future directions to enhance CALL research and implementation in the Iranian context.

Conclusion

Dr. Somayeh Fathali’s scholarly achievements and leadership in applied linguistics, particularly her innovative use of technology in language education, make her an exceptional candidate for the Best Researcher Award. Her research bridges critical gaps in pedagogy and technology, influencing both theoretical advancements and practical applications. With minor improvements in global outreach and resource acquisition, her potential for furthering educational innovation is immense. Dr. Fathali exemplifies excellence and forward-thinking in research, making her highly deserving of this recognition.