جست‌وجوی استاد و پژوهشگر

• Sustainability Marketing
• Political Ideology and Consumer Behavior
• Environmental Consumer Behavior
• +۳ مورد دیگر

Aylin Cakanlar serves as Assistant Professor in the Department of Marketing and Strategy at the Stockholm School of Economics, focusing on the critical intersection of consumer behavior, sustainability, and political ideology with emphasis on recycling systems and climate communication. Her research program centers on six key domains: Sustainability Marketing : Historical evolution and future trajectories of green marketing frameworks Political Ideology and Consumption : Mechanisms through which conservative/liberal values shape environmental actions Recycling Behavior : Interventions to reduce contamination in waste streams Sharing Economy Dynamics : Trust mechanisms in peer-to-peer consumption models Identity-Driven Consumption : Self-expression through purchasing during societal uncertainty Climate Change Polarization : Strategies to overcome ideological barriers to environmental action Analysis of her 15 most recent publications reveals consistent methodological rigor in experimental design applied to urgent sustainability challenges, particularly examining how privacy concerns deter recycling, how parenting influences eco-behavior, and how political polarization fragments climate responses. Her work demonstrates increasing focus on actionable interventions since 2021. Scientific recognition: No awards or fellowships documented in source materials Academic mentorship and funding: Source documentation contains no references to graduate student supervision, research grants, or external funding mechanisms. Laboratory infrastructure and collaborative teams are not mentioned in available materials.

• Cultural and Creative Industries
• Social Theory (Niklas Luhmann’s system theory)
• Network Analysis
• +۵ مورد دیگر

Dr. Christian Morgner is a Senior Lecturer in Cultural and Creative Industries at the Sheffield University Management School. He holds a PhD and MA, with expertise in complexity studies, relational sociology, and cultural networks. His research focuses on: Global cultural processes and innovation Diversity and inclusivity in creative industries Network analysis in urban informal settlements Dementia care through arts interventions Media events and translation dynamics Recent publications analyze cultural transformations in Santiago de Chile, relational creativity in Olympic ceremonies, and digital heritage politics in China. He has secured grants including the Rutherford Fellowship and Japanese Society for the Promotion of Science funding. Scientific awards include: Rutherford Fellowship Japanese Society for the Promotion of Science Postdoctoral Research Fellowship He supervises PhD students and teaches modules on critical theories in cultural and creative industries, marketing, and branding.

Christian Ehretمشاهده پروفایل

دانشیار

• Literacy
• Digital Media and Learning
• Digital Equity
• +۳ مورد دیگر

Christian Ehret is an Associate Professor in the UNC School of Education at the University of North Carolina at Chapel Hill. He holds dual affiliations in the Culture, Curriculum, and Teacher Education (CCTE) and Learning Sciences and Psychological Studies (LSPS) departments. His work focuses on the emotional dimensions of literacy, digital media, and learning in marginalized contexts such as children’s hospital schools and urban communities. Education Background: Ph.D. in Learning, Teaching, and Diversity (Vanderbilt University) M.A. in English Education (University of Georgia) B.A. in English and Comparative Literature (University of Georgia) Research Interests: Ehret investigates how digital technologies shape youth emotional well-being, community-building, and critical literacy practices. Key themes include: Affect theory in literacy education Algorithmic cultures and digital equity Design-based research for inclusive pedagogies Learning in non-traditional spaces like hospitals and youth centers His current projects examine esports communication, algorithmic literacy on social media, and hospital school educational equity. Research Trends: Recent work emphasizes postdigital play, affective geographies, and sociomaterial analyses of gaming environments. Over 12023-2024, studies increasingly focus on algorithmic awareness in TikTok (#BookTok) and narrative videogames’ pedagogical potential. Grants & Collaborations: Supported by the National Council of Teachers of English, Canada’s SSHRC, and the Fonds de Recherche du Québec. Co-editor of Reading Research Quarterly (2023-2026). Active in community partnerships with schools, libraries, and urban youth centers. Labs/Teams: Collaborates with interdisciplinary teams across education, psychology, and digital humanities. Leads research initiatives in hospital school education and post-pandemic youth methodologies.

• International Migration
• Demography
• Anthropology
• +۶ مورد دیگر

François Héran is a Professor at Collège de France, holding the Migrations and Societies Chair. With a background in philosophy, demography, and anthropology, he has conducted fieldwork in Spain, Bolivia, and the Netherlands, and worked at INED and INSEE. He co-founded the Institut Convergences Migrations in 2017. Institution: Collège de France Chair: Migrations and Societies Key Collaborators: Özge Biner (Research Engineer), Audrey Lenoël (Post-Doctoral Fellow), Laura Odasso (Researcher) His research spans the multifaceted dynamics of international migration, including demographic trends, integration challenges, policy frameworks, colonization legacies, and religion. He emphasizes empirical data, historical context, and ethical considerations. Recent lecture series (2024-2025) focus on religion and migration, following annual themes like colonization, law, and rhetoric. His work critiques data fluidity in migration studies while advocating for rigorous analytical frameworks. Scientific Awards Zellidja Scholarships for international study trips Héran leads seminars and lectures with multidisciplinary experts, fostering dialogue between academic and institutional stakeholders. He has shaped French migration statistics and policy discourse through surveys on family structures, language transmission, and discrimination.

Marte Tonning Otterleiمشاهده پروفایل

دانشیار

• Child Welfare
• Family Reunification
• Social Work Practices
• +۳ مورد دیگر

Marte Tonning Otterlei is an Associate Professor in the Department of Social Sciences at the University of Stavanger, affiliated with the Faculty of Social Sciences. Her work focuses on child welfare systems, parental experiences in care proceedings, and dialogue-based decision-making processes. She holds a PhD in Social Work and has extensive experience in qualitative research methodologies. Key research interests include family reunification dynamics, communication practices during care transitions, and systemic challenges faced by child welfare workers. Her work emphasizes understanding the emotional and psychological impact of state interventions on families, particularly through positional analysis frameworks. Recent publications explore innovative dialogue processes for reunification after care orders, grief management in child removal contexts, and the ethical dimensions of parental notification systems. She has contributed to international conferences on child welfare equity and social justice issues. Media engagement includes analyses of terminology's impact on care removal perceptions and studies on worker isolation in high-stress cases. Her 2022 monograph Perspektiver på omsorgsovertakelser synthesizes findings from multiple studies on care transition processes. Collaborations include work with Redd Barna on child participation initiatives. Research outputs emphasize actionable insights for improving family participation, worker well-being, and systemic empathy in child welfare practices. Current projects address communication frameworks for difficult conversations in care proceedings.

• Media Studies
• Digital Media
• Disinformation & Conspiracy Theories
• +۴ مورد دیگر

Linus Andersson is a Senior Lecturer at Halmstad University's School of Health and Welfare, specializing in media and communication studies. His research focuses on disinformation, digital ethics, media literacy, and the societal impacts of digitalization. He leads the interdisciplinary RECDACT project on conspiracy theories and participates in the LeaDS research program. Andersson holds a doctoral degree from Södertörn University (2012), researching alternative television and media criticism. His work bridges art, activism, and media theory. He previously worked at Norway's Media Council studying online radicalization. Key research themes include critical thinking in media literacy, digital dependency, and the ethical dimensions of screen culture. His work critiques digital platforms' societal roles while advocating for participatory media education frameworks. Recent publications explore involuntary social media disconnection, digital detox strategies, and the aesthetics of electronic waste representation. He collaborates internationally on media literacy interventions and youth participation in media policy design.

Kayla Burdمشاهده پروفایل

استادیار

• Social Cognition
• Legal Psychology
• Eyewitness Memory
• +۴ مورد دیگر

Kayla Burd, Ph.D., serves as an Assistant Professor in the Department of Psychology at the University of Wyoming with a specialized focus on Psychology and Law. Her work bridges cognitive science and legal systems, examining decision-making processes among key legal actors through rigorous experimental methodologies. Ph.D. in Psychology, Cornell University (2018) M.A. in Psychology, Cornell University (2016) M.S. in Psychology, Arizona State University (2013) B.A. in Psychology, Hofstra University (2010) Dr. Burd's research centers on social cognitive mechanisms in legal contexts, specifically analyzing how extra-legal biases distort perception, memory, and reasoning among eyewitnesses, police officers, and jurors. Her work identifies cognitive vulnerabilities in legal decision-making while developing evidence-based interventions to mitigate bias. She directs the Social Cognition and Law Lab , which employs controlled experiments and field studies to translate theoretical insights into practical legal applications. Current projects examine interventions like purpose in life cultivation and self-affirmation techniques to improve decision accuracy. Analysis of her 15 most recent publications reveals three dominant research trajectories: (1) juror cognition in sexual abuse and adolescent culpability cases, (2) forensic evidence interpretation including ballistic analysis validity, and (3) emerging bias phenomena like pandemic-related discrimination. Her work increasingly integrates developmental psychology with legal scholarship. Dr. Burd mentors three graduate students—Amanda Anzovino, Olivia Grella, and Jaylan Aliev—guiding research on eyewitness reliability and courtroom accommodations. Her teaching portfolio spans Cognitive Psychology, Psychology and Law, and Judgment and Decision-making courses. The Social Cognition and Law Lab maintains active collaborations with law enforcement agencies and legal professionals, ensuring research addresses real-world challenges in the justice system through community-engaged science.

• Science Education
• Sustainability Education
• Environmental Education
• +۵ مورد دیگر

Marianne Ruth Logan serves as an Adjunct Senior Lecturer, Research Associate, and Teaching Associate within the Faculty of Education at Southern Cross University. As a founding member of the Sustainability Environment and Arts in Education (SEAE) Research Centre, she drives innovative approaches to science and environmental education through school-university partnerships and child-framed methodologies. Her work centers on amplifying youth voices while addressing climate change through posthumanist and socioecological frameworks. Her academic foundation includes a BA and Graduate Diploma in Education from the University of New England, culminating in a PhD from Southern Cross University (2008). These qualifications underpin her commitment to transformative educational practices that bridge theory and community engagement. Logan's research interrogates classical science education paradigms through posthuman lenses, emphasizing the entanglement of all beings and human impacts on Earth's systems. She pioneers school-based STEM teacher preparation where learning occurs in authentic settings, fostering regional school partnerships across Southern Cross University's campuses. Her signature approaches include child/youth-framed, arts-based research in sustainability contexts and investigations into student attitudes toward science. Analysis of her 15 most recent publications reveals consistent thematic focus on youth agency in climate adaptation, socioecological learning, and innovative methodologies. Her work increasingly integrates postcolonial perspectives in Global South contexts while maintaining strong emphasis on Australian school-university partnerships and STEM-ready teacher development. Mentorship forms a critical dimension of her academic contribution, with successful supervision of PhD and Honours candidates to completion alongside current guidance of Doctor of Education students. Her pioneering school-based delivery model positions schools as central partners in teacher education, directly impacting STEM pedagogy preparation. Through the SEAE Research Centre, Logan cultivates collaborative environments where sustainability, environmental stewardship, and arts integration converge. Her 'Planting food sustainability' initiative exemplifies this approach, transforming school gardens into living laboratories for integrated STEM learning while addressing community food systems.

• Developmental Psychology
• Autism Spectrum Disorder
• Child Development
• +۳ مورد دیگر

Jennifer Grandits is a Principal Lecturer in the Department of Psychology at Clemson University, affiliated with the College of Behavioral, Social and Health Sciences. She holds a PhD in Developmental Psychology from the University of Connecticut (2013), along with a Quantitative Research Methods Certificate, MA in Developmental Psychology (2010), and dual BA degrees in Psychology and Sociology from the University of Virginia (2007). Her research focuses on autism spectrum disorder interventions, implicit biases in healthcare, and aging workforce adaptation. She teaches courses in experimental psychology and lifespan development. Key research themes include sensory-based interventions for autism, cross-cultural stigma analysis, and leveraging machine learning for predictive modeling in health contexts. Her work bridges developmental psychology with practical applications in education and clinical settings. Expertise areas: Neurodiversity, child development, applied statistics Recent projects involve collaborations with autistic communities in curriculum design Teaching responsibilities include foundational psychology courses and advanced lifespan development studies. Her CV highlights contributions to inclusive education programs and technology adoption initiatives for older adults.

• Critical discursive perspectives in psychotherapy
• Family therapy
• Sociopolitical influences on mental health
• +۳ مورد دیگر

Dr. Olga Smoliak is an Associate Professor in the Department of Family Relations & Applied Nutrition at the University of Guelph, part of the College of Social & Applied Human Sciences. She holds dual roles as a clinical/counselling psychologist and family therapist, with expertise in discursive and poststructuralist approaches to psychotherapy. Her research critiques the apolitical framing of therapy, emphasizing its role in reinforcing societal norms around gender, kinship, and inequality. She advocates for therapy’s potential as a tool for social change, particularly in addressing structural inequities. Research interests include critical discursive psychology, feminist therapy, and the intersection of neoliberalism with mental health practices. Dr. Smoliak’s work spans qualitative methodologies, focusing on how language and power shape therapeutic interactions. She is actively involved in training future clinicians through graduate supervision in the FRHD and SOPR programs, emphasizing social justice-oriented practices. Her recent publications (2022–2025) reflect a focus on gender dynamics in therapy, emotion regulation, and the sociopolitical dimensions of mental health. Key themes include the critique of neoliberal influences on selfhood, stigma around self-injury, and redefining collaborative practices in couples’ therapy. While no specific awards are listed, her work aligns with interdisciplinary efforts to democratize mental health discourse. Dr. Smoliak’s advising emphasizes graduate training in discursive research methods, with a commitment to ethical, client-centered approaches. Her office is located in Macdonald Stewart Hall, Room 228, and she can be reached at osmoliak@uoguelph.ca for academic inquiries.

Lukas Linsiمشاهده پروفایل

دانشیار

• International Political Economy
• Global Capitalism
• International Trade
• +۵ مورد دیگر

L.A. (Lukas) Linsi is an Associate Professor of International Political Economy at the Faculty of Arts, University of Groningen, where he also serves as Chair of the Young Academy Groningen and a member of the Center for Philosophy, Politics, and Economics. His research focuses on multinational firms, global capitalism, and the political economy of economic measurement. He holds a PhD from the London School of Economics and has held postdoctoral and visiting positions at leading institutions like Harvard University. His work bridges critical political economy theory with empirical analysis, particularly leveraging firm-level data to understand macroeconomic trends. Key areas include the transformation of multinational enterprises, executive remuneration dynamics, and the reliability of national economic statistics in an increasingly transnational world. Linsi has published extensively in journals like Review of International Political Economy and contributes to public debates on globalization, trade wars, and data integrity through media engagements and editorial roles. Education: PhD (2016) and MPhil (2015) in International Relations from the London School of Economics; Postdoctoral Researcher at the University of Amsterdam (2016-2019); Visiting Fellow at Harvard University (2015-2016). Research Interests: Multinational firms as lenses for international political economy analysis; critical political economy theory; economic measurement challenges; transnational corporate power dynamics; executive pay and inequality; global value chains. Media Engagement: Regular contributor to public discourse on trade statistics, US-China trade tensions, and economic data integrity. Recent topics include the impact of the BRIC acronym on capital flows, the politics of World Bank reports, and post-pandemic economic governance. Affiliations: Editorial Board Member of Politics and Governance and Yearbook on Data Autonomy ; Board Member of the Centre for Philosophy, Politics and Economics.

Enoch Azasuمشاهده پروفایل

استادیار

• Psychiatric epidemiology
• Mental health intervention
• Suicidality prevention
• +۷ مورد دیگر

Enoch Azasu is an Assistant Professor at the University at Buffalo School of Social Work, specializing in psychiatric epidemiology and youth mental health. His research bridges advanced epidemiological methodologies with sociocultural insights to address suicidal behaviors among adolescents in Ghana and marginalized populations in the U.S. PhD in Social Work (2023), Washington University in St. Louis MSW (2019), Washington University in St. Louis MBA (2016), University of Professional Studies, Ghana BA in Psychology (2010), University of Ghana His work focuses on suicidality prevention , racism-related stress , ethnic identity , and culturally appropriate interventions . Recent publications examine digital stressors, neighborhood violence, and police exposure in youth populations. Key trends in his research include socioecological modeling , mediation analysis of risk pathways, and cross-cultural validation of suicide theories. He integrates mental health epidemiology with social justice advocacy . National Institute of Mental Health Global VISTA Award ICHAD Research Resilience Training Fellowship McDonnell International Scholars Academy Award Azasu founded the Ghana-based nonprofit Youth Awake to Suicide - STAY , organizing workshops to combat suicide stigma and promote help-seeking. His teaching emphasizes research-practice integration for systemic mental health solutions.

Joanna Lewisمشاهده پروفایل

استاد

• African History
• Colonialism and Imperialism
• World History
• +۵ مورد دیگر

Professor Joanna Lewis is a historian of Africa, empire, and world history at the London School of Economics , focusing on imperialism, colonialism, and inequality from precolonial to contemporary periods. Her research combines interdisciplinary approaches, applying historical analysis to current issues like the impact of colonialism on human rights diplomacy and post-conflict reconstruction. She currently serves as Director of the Centre for Women, Peace and Security and has won multiple teaching awards, including the LSE Teaching Prize and recognition as a runner-up for LSE's Most Dynamic Lecturer in 2016. Education : First-class BA in Social and Political Science with History and Philosophy from the University of Bath; Master’s in History of International Relations from University of Cambridge; PhD in Colonial Kenya from Cambridge with ESRC Doctoral Fellowship Research Interests : Colonial governance in Africa, emotional history of British Empire, resilience in post-conflict states, Somali diaspora studies, and interdisciplinary approaches to women's history and peacebuilding Publications : Author of Empire of Sentiment (2018) and Women of the Somali Diaspora (2021), with articles on topics ranging from Livingstone's legacy to Mau Mau narratives and contemporary issues in post-colonial Africa Scientific Awards : British Academy 2020 Special Research Award Grant, LSE Teaching Prize, and multiple student-nominated teaching excellence recognitions Supervision : Has supervised PhD students on diverse topics including European Scramble for Africa, African soldiers in WWII, French Algerian rap, and youth guerrilla cycles in Uganda-Congo borderlands Current Projects : 2025 PhD Writing Workshop on well-being and neuro-diversity, research on Robert Mugabe and Britain's post-colonial legacy, and community responses to Somali diaspora challenges during the pandemic

Dorota Gaskinsمشاهده پروفایل

مدرس

• Applied Linguistics
• Bilingual First Language Acquisition
• Metaphor Development
• +۴ مورد دیگر

Dr. Dorota Gaskins is a Lecturer in Applied Linguistics at King’s College London’s School of Education, Communication & Society since 2023. Previously, she held a Leverhulme Early Career Fellowship (2020–2023) focusing on metaphor acquisition in young children. With 18 years of teaching experience in TESOL and 14 years as a language examiner, her expertise bridges research and pedagogy. Her research focuses on bilingual first language acquisition (ages 1–10), metaphor development, child-directed speech effects, and methodologies for studying young language learners. She actively contributes to the Cognition, Learning, and Communities Lab and the Language, Discourse & Communication Research Centre. Dr. Gaskins teaches BA and MA courses in linguistics and supervises students in areas like bilingual acquisition, usage-based linguistics, and figurative language. Her recent work explores metaphor production in bilingual children and cross-linguistic code-switching patterns, emphasizing practical implications for multilingual education.

Jess Whitleyمشاهده پروفایل

استاد

• Inclusive Education
• Special Education
• School Attendance and Absenteeism
• +۷ مورد دیگر

Jess Whitley is a Full Professor and Vice-Dean for Research and Professional Development at the University of Ottawa's Faculty of Education, where she holds a University Research Chair on Inclusion, Mental Health and School Attendance in partnership with Crossroads Children's Mental Health Centre. Her work focuses on improving educational experiences for students with special needs through research, teaching, and policy engagement. Dr. Whitley earned her educational qualifications from prestigious Canadian institutions: Ph.D. in Educational Psychology – Special Education, University of Alberta (2006) M.A. in Educational Psychology – Inclusive Education, McGill University (2003) B.A. in Education (Primary/Junior), University of Ottawa (2001) H.B.A. in Psychology, University of Ottawa (2000) Her research centers on school attendance and absenteeism, inclusive education policy, mental health literacy in schools, and teacher preparation for inclusive classrooms. She employs diverse methodologies including longitudinal surveys, focus groups, and community-based participatory research to examine psychosocial functioning and mental health of students with special needs. Her work has gained significant media attention through outlets like The Globe and Mail, CBC, and The Conversation. Analysis of her recent publications reveals a consistent focus on pandemic impacts on vulnerable students, school attendance challenges, and inclusive education policy implementation. Her research spans educational psychology, mental health promotion, and special education policy with particular emphasis on collaborative approaches between schools, families, and community organizations. Her notable recognitions include: Prix commémoratif Carol Crealock (2022) Prix du nouveau chercheur from the University of Ottawa (2011) Dr. Whitley actively supervises numerous graduate students and leads major research initiatives including the Canadian School Attendance Partnership, developmental evaluation of Nova Scotia's Inclusive Education Policy, and the Ontario School Inclusion Survey. She has secured significant funding from SSHRC and other agencies to support her collaborative research with community organizations and school boards across Canada. Her laboratory work centers on the Canadian School Attendance Partnership and the CCMHC-uOttawa Partnership, focusing on data-driven approaches to understanding school attendance problems and developing evidence-based interventions for students with mental health challenges and special educational needs.