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Raúl Álvarez PérezView profile

Associate Professor

• Social Work
• Gerontology
• Social Policy
• +6 more

Raúl Álvarez Pérez is an Associate Professor in the Department of Social Work and Social Services at the Faculty of Social Sciences, Pablo de Olavide University, Seville. He concurrently serves as Director General of Social Policies under the Vice-Rectorate for Culture and Social Policies and as Academic Director of the Interuniversity Master's Degree (UPO, UCO, US) on "Policies and Practices for Sustainable Human Development." His academic credentials include: Diploma in Social Work from the University of Seville Bachelor's Degree in Sociology from Pablo de Olavide University PhD from the Autonomous University of Madrid (Thesis: "Political Participation and Collective Action of Older Persons. The Consequences of Aging and Generational Replacement in Democratic Spain") Official Master's Degree in Social Problems from UNED Master's Degree in Gerontology from the University of Salamanca His research spans rural social services organizational models, impact assessment of social programs in rural Andalusia, participatory processes in marginalized communities, ethics of care in social work practice, political participation of older adults, and women's health issues in correctional settings. He integrates theoretical frameworks with practical interventions to address systemic inequalities in vulnerable populations. Analysis of his 15 most recent publications reveals consistent thematic threads: human rights integration into social work education, ethical dilemmas in gerontological care, and political mobilization of aging populations. His work demonstrates methodological rigor through participatory action research while maintaining critical engagement with neoliberal policy frameworks affecting rural communities and prison systems. His recognition includes: Salgado Alba Award (2011) from the Spanish Society of Geriatrics and Gerontology for best social sciences communication Álvarez Pérez has secured research grants for evaluating the GRUSE strategy in primary healthcare and Andalusian rural social service models. His supervisory approach emphasizes critical reflexivity, preparing students to navigate complex ethical terrain in social work practice through community-based projects and policy analysis. He actively contributes to the Social Research and Participatory Action Group (GISAP) and the Social Sciences Laboratory (FCSlab), fostering interdisciplinary collaborations that bridge academic research with grassroots social movements across Andalusia.

• Clinical Communication
• Healthcare Education
• Multimodal Interaction
• +5 more

Professor Jeff Bezemer is a leading academic in Communication at the UCL Institute of Education, University College London, with appointments in the Culture, Communication & Media school. He holds an MA in Intercultural Communication (Tilburg University, 1999) and a PhD in Educational Linguistics (Tilburg University, 2003). Research: Focuses on clinical communication, health education, and multimodal analysis of professional interactions. Key Projects: Body-worn cameras in paramedic work, surgical education, inter-professional communication, and neurodisability early intervention. Teaching: Supervises PhD students and teaches Master’s modules on multimodal communication. Professional roles include Vice-Dean (Health) and UCL conference committee membership.

• Sports Science
• Physical Education
• Health Education
• +9 more

Inga Oliynyk is a Senior Lecturer in Sports Science at Linnaeus University, affiliated with the Faculty of Social Sciences and the Department of Sports Science. She holds responsibility for the specialization in sports and health within the subject teacher education program and is actively involved in curriculum development, quality assurance, and strategic educational planning. Her work bridges academic research and practical teaching, emphasizing scientific foundations and professional relevance. Her research is grounded in didactic and sociocultural theories, with a strong focus on gender, embodiment, norms, and power relations in physical education and health. She investigates how teachers and students interact within institutional frameworks, and how historical and societal contexts shape educational practices. Her work promotes inclusive, equitable, and reflective teaching, particularly in early school years. The recent publications indicate a consistent thematic trajectory centered on gender equity, didactic choices, and inclusive pedagogy in sports education. Her work spans academic, popular science, and anthology formats, often employing ethnographic and qualitative methodologies. She is particularly interested in how feedback, progression, and assessment can enhance student learning and professional development in teacher education. Scholarly contributions emphasize gender equity and inclusive practices in physical education. Research integrates sociocultural theory, ethnography, and curriculum studies. Publications appear in both peer-reviewed and practice-oriented outlets. Work bridges research, teacher training, and educational policy. Inga Oliynyk is actively involved in two research environments: Etnografiskt forum , which focuses on ethnographic and qualitative research methods, and Health, Gender and Embodiment , an interdisciplinary group exploring the intersections of health, gender, and bodily experience. These affiliations reflect her methodological rigor and thematic depth. While no formal awards or student supervision list is mentioned, her leadership role in program coordination and her sustained publication record indicate significant academic engagement and impact.

• Death Studies
• Palliative Care
• Mourning
• +6 more

Marc-Antoine Berthod is a Professor at the School of Social Work and Health (HES-SO University of Applied Sciences and Arts Western Switzerland) , where he serves as Co-doyen and leads the LaReSS research lab. His work focuses on death studies, palliative care, and funeral practices through qualitative research. Current project Necropolis (2021-2025) examines funeral transitions among the elderly in Switzerland Completed studies include ecological cemetery requalification (2023) and assisted suicide ethnography (2017-2020) His research integrates anthropological perspectives on mortality, with particular attention to: Funeral spatial transformations Pandemic-induced grief dynamics Corporate bereavement support systems End-of-life care for disabled individuals Legal norm appropriation during crises Techno-scientific immortalism critique Collaborations span multiple institutions including CNRS (France), Antipodes publishers, and various Swiss funeral organizations. His publications appear in journals like Anthropological Quarterly , Death Studies , and Swiss Journal of Sociology .

Elizeu Clementino de SouzaView profile

Part-Time Lecturer

• Education
• Biographical Research
• Narrative Studies
• +6 more

Elizeu Clementino de Souza is a part-time Associate Professor at the State University of Bahia (UNEB) and holds affiliations with multiple institutions including the Laboratoire EXPERICE at Université Sorbonne Paris Nord and the Brazilian Association for Biographical Research (BIOgraph). They coordinate the GRAFHO/UNEB research group and serve on editorial and administrative boards in education research. Education and contemporaneity graduate program faculty Researcher with CNPq Level 1B fellowship Active in biographical research methodology Specializing in biographical research, their work bridges education, health, and rural studies. Key themes include teacher training in rural contexts, chronic illness narratives, and identity reconfiguration through storytelling. They employ narrative-based interventions and ethnographic approaches to explore educational spaces and temporalities. Their recent publications focus on rural education challenges, biographical health studies, and methodological innovations. Articles analyze multigrade classrooms, pandemic impacts on teaching, and self-writing practices among educators and patients. Common keywords include educational ethnography, rural teacher resilience, and illness identity construction. CNPq Fellowship Level 1B Treasurer of BIOgraph Editorial roles in Brazilian biographical research journals

Anne DizerboView profile

Researcher

• Biographical Research
• Inclusive Education
• Well-being in Education
• +5 more

Anne Dizerbo is a researcher affiliated with the GIS "Le sujet dans la cité" at Sorbonne Paris Nord, focusing on biographical research in education. She co-leads the Training Center and directs initiatives at the Campus Condorcet. Key research areas: Inclusion, well-being, narrative pedagogy, autism integration, and digital media impact. Projects: Participated in "E-Plateform Innov' Maladies rares" (2015-2018) and AMI SHS Santé Campus Condorcet. Her recent publications (2021-2016) explore: Ethical frameworks for autoimmune disease research Dialogic approaches to student well-being Digital media's role in self-construction Teacher agency in autism inclusion Architectural influences on educational identity Biographical competence in a narrative society Email: dizerboanne@sujetdanslacite.org

• History of French language teaching
• French grammar historiography
• Morphosyntax of the verb
• +5 more

Lecturer in French at the University of Leeds, School of Languages, Cultures and Societies, specializing in the historiography of French grammar and its teaching in England during the Victorian era. Associated researcher with the DILTEC laboratory (EA 2288) at the University of Leeds, focusing on language teaching, texts, and cultures. Educational background includes: BA in English and French as a foreign language from University of Lille 3 MA in British diplomacy in North Africa from Lille 3 University MA in French as a foreign language from Paris 3 University PGCLTHE from Leeds University PhD in Languages and Cultures Didactics from Paris 3 University (2023) Dr. Gaci's research focuses on the history of French language teaching in England, with particular emphasis on grammatical structures and pedagogical approaches. Her doctoral thesis, 'Archéologie et architecture d'une pédagogie : le verbe dans les grammaires du français publiées en Angleterre entre 1750 et 1880,' examines how French grammar was presented in textbooks published in England between 1750 and 1880. She investigates the complex relationship between historical events and language teaching practices, exploring how societal changes impacted the presentation of French grammar to English-speaking learners. Her work reveals how grammatical concepts like verb morphology, pronominal verbs, and past participle agreements were adapted specifically for English-speaking audiences. Her extensive publication record demonstrates a consistent focus on historical perspectives of French language teaching, with particular attention to verb morphology, pronominal verbs, and grammatical contextualization. The research reveals how historical contexts shaped pedagogical approaches and how certain grammatical concepts were presented differently to English-speaking learners compared to French native speakers. Her work bridges historical research with contemporary language teaching practices, offering valuable insights for modern language educators. As a Fellow of the Higher Education Academy (FHEA), Dr. Gaci is committed to excellence in language teaching. She serves as the Health and Wellbeing Champion for the School of Languages, Cultures and Societies at Leeds and is actively involved in several professional organizations including the International Federation of Teachers of French (FIPF), the Association for Language Learning, the British Association for Applied Linguistics, and the Association Internationale de Linguistique Appliquée.

Bruno GasView profile

Professor

• Robotics
• Artificial Intelligence
• Sensorimotor Learning
• +3 more

Bruno Gas serves as a Professor at Sorbonne University, affiliated with the ASIMOV research team within the Intelligent Systems and Robotics Institute (ISIR). His academic work bridges robotics, artificial intelligence, and cognitive science through innovative investigations into sensorimotor learning frameworks for embodied agents. Gas's research centers on how naive robotic agents develop spatial and bodily representations through sensorimotor interactions, with particular emphasis on multimodal sensory integration (audition, vision, and touch). His work demonstrates how robots can autonomously construct internal models of their environment through active exploration, utilizing principles from developmental psychology and neuroscience. Key methodologies include neural network modeling, predictive processing architectures, and bio-inspired sensorimotor contingency frameworks that enable agents to learn without pre-programmed spatial knowledge. Analysis of Gas's recent publications (2013-2020) reveals consistent thematic progression in developmental robotics, focusing on the emergence of topological spatial representations, active exploration strategies, and multimodal sensor fusion. His research demonstrates how sensorimotor flow generates internal spatial models, with notable contributions including the Head Turning Modulation System for environment exploration and tactile space representation models. This work establishes critical links between robotics, cognitive science, and neuroscience through experimentally validated frameworks for embodied learning. No explicit information regarding student supervision or research grants appears in the source material, though extensive collaborative publications with researchers like Sylvain Argentieri and J. Kevin O'Regan suggest active mentorship and project leadership within the ISIR ecosystem. His publication record shows sustained interdisciplinary collaboration across European robotics institutions. Gas operates within the ASIMOV team at ISIR (Institut des Systèmes Intelligents et de Robotique), a premier robotics research unit jointly operated by Sorbonne University and CNRS. The team specializes in adaptive systems and intelligent machines, with research spanning embodied cognition, developmental robotics, and human-robot interaction. ASIMOV's experimental platforms focus on sensorimotor learning paradigms for autonomous exploration, positioning Gas at the forefront of bio-inspired robotics research in France.

• Media Ethics
• Transdisciplinary Research
• Philosophy of Science
• +5 more

Larissa Krainer serves as Associate Professor at the Institute of Media and Communication Studies, University of Klagenfurt, where she holds the position of Chair of the Senate. Her academic profile centers on ethical dimensions of media practices and transdisciplinary research approaches within communication studies. Her core research domains include: Media Ethics and Philosophical Foundations Transdisciplinary and Intervention Research Methodologies Sustainability Communication Frameworks Philosophy of Science in Media Contexts Critical Analysis of Media Codes and Self-Regulation Recent publications (2022-2025) reveal consistent focus on ethical challenges in digital media environments, particularly examining sustainability integration in media codes across the DACH region, normative shifts in media organizations, and transdisciplinary communication tools. Her work bridges theoretical philosophy with practical media ethics applications, addressing emerging issues like fact-checking platforms, online conflict dynamics, and surveillance normalization. No scientific awards were documented in the source materials. Information regarding student supervision and research grants was not provided in available documentation. She operates within the Institute of Media and Communication Studies at the University of Klagenfurt, contributing to its research profile through active participation in the Senate and scholarly output centered on ethical media practices and transdisciplinary approaches.

• French Early Modern Philosophy
• Epistemology
• Aesthetics
• +4 more

Mitia Rioux-Beaulne is an Assistant Professor at the University of Ottawa , affiliated with the Faculty of Arts and the Department of Philosophy . Her research focuses on French Early Modern Philosophy, with an emphasis on figures such as Descartes, Malebranche, Diderot, and Rousseau. She explores themes related to the imagination as a mental faculty , epistemology, aesthetics, and historical progress. Her areas of expertise include the French Enlightenment , history of art, philosophy of history, and theater. Her publications span topics like clandestine literature , the role of imagination in philosophical texts, and the interplay between fiction and epistemic truth in the works of Enlightenment thinkers. She primarily communicates via email at mriouxbe@uOttawa.ca and is conversant in both French and English .

Ida HummelstedtView profile

Researcher

• Educational Sciences
• Multicultural Education
• Anti-Racism
• +4 more

Ida Hummelstedt is a Postdoctoral Researcher at the Department of Education , University of Helsinki. Her work focuses on diversity, multilingualism, and social justice in education , particularly analyzing racism in Finnish school systems and cultural capital dynamics. Current projects: BMR-Hummelstedt 25-27 , SKF-Hummelstedt 25-27 , RILSE: Racism in Lower Secondary Education Education: Utbildningsledarskap (Åbo Akademi, 2013), Pedagogie magister (Åbo Akademi, 2011) Research spans ethnographic studies on racialized positionality, critical analysis of multicultural education, and investigations into institutional racism. Recent publications examine racial humor in schools, cultural capital recognition, and teacher intervention strategies. Active in academic events including the Nordic Educational Research Association Conference and invited talks on anti-racism. Collaborates with scholars like Matikainen-Soreau, Loukola, and Holm. Media contributor on political normalization of racism in educational contexts.

• Morphosyntax
• Semantics
• Pragmatics
• +4 more

Laura Margarita Merino Hernández serves as a Lecturer and Research Assistant at the Institute of Romance Studies within Humboldt University of Berlin's Faculty of Languages and Literature. Her academic work focuses on Spanish linguistics, specializing in morphosyntactic and pragmatic phenomena through empirical methodologies. She earned her Doctorate (2021) and Magistra Artium (2015) from Indiana University Bloomington. Her educational trajectory reflects strong foundations in both theoretical and applied linguistics. Merino Hernández's research spans Morphosyntax, Semantics, Pragmatics, Corpus Linguistics, Sociolinguistics, Language Change, and Experimental Methods. She investigates syntactic variation in Spanish dialects using mixed-method approaches, with particular expertise in conditional constructions, impersonal structures, and register variation across communicative contexts. Her methodology integrates corpus analysis with experimental techniques to examine language processing and change. Recent publications (2023-2025) reveal concentrated research on conditionality coding in Spanish, impersonal constructions, and Canarian dialect syntax. She actively contributes to the CRC 1412 project on register variation, demonstrating engagement with large-scale collaborative research on situational language use. No scientific awards are documented in available institutional records. Current information indicates no formal student advising responsibilities. Her research participation in CRC 1412 represents institutional grant involvement, though no independent grant leadership is specified. She is an active member of the Collaborative Research Center 1412 (CRC 1412) 'Register Aspects of Language in Situation (REALIS)', contributing to interdisciplinary investigations of functional language variation across contexts and communities.

• Motor Neuron Disease
• Neurophysiology
• Resistance Training
• +5 more

Gabriel Siqueira Trajano is an Associate Professor at Queensland University of Technology (QUT), affiliated with the Faculty of Health and School of Exercise & Nutrition Sciences. His research focuses on neurophysiology, motor neuron disease, resistance training, aging, and neuromuscular mechanisms. University: Queensland University of Technology School: Faculty of Health, School of Exercise & Nutrition Sciences Email: g.trajano@qut.edu.au Research Interests: Dr. Trajano investigates intrinsic motor neuron excitability, persistent inward currents, and neuromuscular responses to aging and exercise. His work bridges sports science with clinical neurology, particularly in motor neuron disease progression and rehabilitation through resistance training. Article Trends: Recent publications (2021–2025) highlight his focus on motoneuron dynamics in aging and ALS, biomechanical adaptations in Achilles tendinopathy, and thermal/exercise interventions for neuromuscular recovery. Supervision: He supervises PhD and MPhil students on topics including motor neuron biomarkers, hamstring injury risks, and post-stroke muscle stiffness assessment. Completed projects explore resistance training effects on excitability and fatigue mechanisms.

Michael D. HillView profile

Professor

• Cultural and Ethnoracial Identity
• Tourism and Heritage
• Organizational Anthropology
• +2 more

Michael D. Hill is a Professor of Anthropology at San Francisco University of Quito (USFQ) in Ecuador, where he previously served as department chair. His work centers on cultural and ethnoracial identity, tourism, organizational anthropology, and collaborative ethnography in the Andean region, with extensive fieldwork in Ecuador and Peru. His educational background includes: PhD in Institute of Liberal Arts (Program in Culture, History, and Theory) from Emory University, Atlanta Affiliation with SIT Graduate Institute for MA in Sustainable Development Practice Hill's research investigates how cultural identity, heritage, and organizational structures intersect in Latin American contexts. He employs life history and collaborative ethnographic methods to explore topics like indigenous mobility, medical pluralism during pandemics, and the political economies of tourism. His recent work increasingly addresses contemporary crises, including pandemic responses and institutional modernization. Analysis of his 2013-2023 publications reveals persistent focus on Andean ethnoracial dynamics, with growing emphasis on pandemic impacts (2020-2023) and organizational transformation. Key recurring themes include medical pluralism, collaborative research methodologies, and the negotiation of cultural heritage in development contexts. Hill actively leads interdisciplinary projects including cultural memory initiatives in Yunguilla, organizational culture studies with Ecuador's largest bank, and ethnographic research for Quito's religious diversity exhibition. His teaching includes courses like "Human Flourishing in the Anthropocene: From Development to Regeneration" and he frequently presents at international conferences on indigenous exchange programs and intercultural health.

Jeasik ChoView profile

Associate Professor

• Curriculum Theory
• Qualitative Research
• Multicultural Education
• +5 more

Jeasik Cho is an Associate Professor and Interim Associate Department Chair in the Department of Curriculum & Instruction at Texas Tech University's College of Education. He earned his Ph.D. in Curriculum Studies from The Ohio State University in 2000 and previously taught at the University of Wyoming for 17 years, achieving full professorship in 2015. His work focuses on curriculum theory, qualitative research, multicultural education, and the integration of AI in education. Notable accolades include the 2008 Outstanding Research Award and the 2016 Everett D. & Elizabeth M. Lantz Outstanding Professorship Award. Dr. Cho's research emphasizes compassionate anger for social justice, holistic validity in qualitative research, and culturally responsive pedagogy. His recent projects include AI ethics in multicultural classrooms and formative assessment strategies in rural schools. He has authored over 50 publications, including the influential Evaluating Qualitative Research (Oxford University Press, 2018). His collaborative action research with rural teachers and graduate students addresses educational equity and AI's role in diverse classrooms. Dr. Cho's interdisciplinary approach bridges theory and practice, fostering inclusive learning environments through critical pedagogy.