جست‌وجوی استاد و پژوهشگر

Ethan J. Rakerمشاهده پروفایل

استادیار

• Social demography
• Sociology of health
• Environmental sociology
• +۴ مورد دیگر

Ethan J. Raker is an Assistant Professor of Sociology at the University of British Columbia , located in the Faculty of Arts and the Department of Sociology . He is a social demographer whose research sits at the intersection of environmental sociology, medical sociology, and social stratification , with a particular focus on the health and demographic consequences of climate-related disasters. Education Ph.D. in Sociology, Harvard University A.M. in Sociology, Harvard University B.A. in Sociology, Columbia University Research Interests Dr. Raker specializes in understanding how extreme weather events —such as floods, wildfires, hurricanes, and tornadoes—affect population health and community well-being . Central to his work is the examination of social inequalities across racial and socioeconomic lines in the context of climate change. He integrates novel data sources (e.g., administrative records, spatial datasets, longitudinal surveys) and applies advanced quantitative methods to produce rigorous empirical evidence on disaster impacts. His scholarship contributes to three primary subfields: sociology of health, sociology of population, and environmental sociology . Recent Publication Trends Across his most recent work (2019–2025), Dr. Raker has emphasized longitudinal analyses of disaster effects on mental and physical health , housing stability , and community recovery . His 2025 articles focus on flood-related health risks in British Columbia and Houston , while earlier work dissects policy feedbacks of federal disaster aid and intergenerational health consequences of events such as Hurricane Katrina. Collectively, his publications highlight the persistent and stratified impacts of environmental shocks on marginalized populations. Awards & Honors Ana Aguado Prize (Harvard Environmental Economics Program) Best Student Paper Award, Political Sociology Section (American Sociological Association) Collaboration & Mentorship Dr. Raker is an active member of the Centre for Climate Justice Research and is explicitly available for collaborations , including cluster grants and interdisciplinary projects. He welcomes inquiries from prospective Master’s and PhD students in Sociology and expresses interest in supervising undergraduate research projects . His supervision enquiry portal is open, and he is listed as a member of the Graduate and Postdoctoral Studies (G+PS) network at UBC. Labs & Teams While no named laboratory is explicitly listed, Dr. Raker’s affiliation with the Centre for Climate Justice Research indicates collaborative engagement with a multidisciplinary network of scholars focused on climate equity and policy solutions.

Patrik Johanssonمشاهده پروفایل

مدرس

• History Didactics
• Social Studies Education
• Source Interpretation
• +۴ مورد دیگر

Patrik Johansson is a Lecturer at Stockholm University's Department of Teaching and Learning, specializing in history didactics and social studies education. His research focuses on historical source interpretation, inquiry-based teaching, and intercultural perspectives in primary/secondary education. He teaches history, social studies, philosophy, and English at Globala Gymnasiet while leading two major research projects: one examining inquiry-based teaching funded by the School Research Institute, and another supported by the Swedish Research Council. Department of Teaching and Learning, Stockholm University Globala Gymnasiet (High School Lecturer) Research groups: Social Studies Education, Teaching Development Research. His work bridges disciplinary knowledge and students' life-world perspectives, particularly in understanding trust issues and civic narrative competencies. Key methodologies include educational design research, variation theory, and content-focused conversation analysis. Recent publications highlight historical source interpretation (2024), trust in democratic institutions (2023), system geographical webbing for sustainability (2022), and intercultural learning through Viking age artefacts (multiple years). He advocates using material culture to activate historical consciousness and improve critical thinking. Teaching innovations: Developed design principles for historical inquiry, including authentic questions, focus on interpretation, and material culture use. Collaborates with museum educators and teachers in projects like 'The common space' to incorporate heritage into education while addressing migration and cultural encounters.

• Early Modern History
• British History
• Atlantic History
• +۵ مورد دیگر

Steven Pincus serves as the Bradford Durfee Professor of History at Yale University and Co-Director of CHESS (Center for Historical Enquiry & the Social Sciences). His academic career focuses on early modern British, Atlantic, and imperial history with particular emphasis on revolutions and state formation during the 17th-18th centuries. Pincus is renowned for reinterpreting the Glorious Revolution of 1688 as the first modern revolution, fundamentally reshaping scholarly understanding of this pivotal event. His research spans economic, cultural, political, and intellectual dimensions of early modern empires, with significant contributions to comparative revolution studies and Atlantic World historiography. Current projects examine the Declaration of Independence, origins of the British Empire, and Britain's industrial divergence. As Co-Director of CHESS, Pincus leads interdisciplinary initiatives bridging historical analysis with social science methodologies, fostering collaborative research that examines state formation, imperial development, and revolutionary processes through multiple disciplinary lenses.

Ben Abellمشاهده پروفایل

مدرس ارشد

• Plant Molecular Biology
• Protein Trafficking
• Cellular Biology
• +۵ مورد دیگر

Dr. Ben Abell is a Senior Lecturer in Plant Biochemistry at Sheffield Hallam University, leading research in biomolecular sciences. He holds a BSc from the University of Cambridge and a PhD from the University of Calgary, followed by postdoctoral research at the University of Manchester. His research focuses on protein and RNA trafficking within cells, with projects addressing viroid RNA import into chloroplasts, membrane protein translational control, and tail-anchored protein targeting. His work is funded by BBSRC, EPSRC, and the Biochemical Society, utilizing techniques like confocal microscopy and ellipsometry analysis. Dr. Abell also actively contributes to academic governance as a programme leader for Integrated Masters degrees in Biology and Chemistry. His teaching integrates research-driven enquiry-based learning, particularly in plant physiology, biotechnology, and molecular biology. He collaborates with researchers across institutions including McGill University, Oregon Health and Science University, and Loughborough University on projects ranging from mathematical modeling to oil body studies. Dr. Abell serves on the editorial board of Frontiers in Plant Science and reviews for multiple international journals, demonstrating his commitment to advancing scientific communication. Recent publications highlight advancements in understanding eIF2B’s role in neurological diseases, amyloid fibril interactions, and innovative teaching methodologies. His research group supports undergraduate research initiatives, bridging academic training with postgraduate pathways.

Andreas Albrechtمشاهده پروفایل

استاد

• Combinatorial Optimisation
• Stochastic Local Search Algorithms
• Nature-inspired Computing
• +۵ مورد دیگر

Professor Andreas Albrecht is a faculty member in the Department of Computer Science at Middlesex University, located at Hendon Town Hall, London. His research focuses on advanced computational techniques and interdisciplinary applications, including combinatorial optimisation, stochastic algorithms, nature-inspired computing, and machine learning. He also explores biomolecular structure prediction, microRNA pathway analysis, boolean circuit complexity, and VLSI design. For research collaborations or knowledge transfer, contact Dr. Aboubaker Lasebae. Postgraduate research enquiries (PhD/MRes) should contact Professor Juan Augusto. Undergraduate/postgraduate taught programmes (BSc/MSc) enquiries go to Dr. Serengul Smith. Contact details: Office TG19b, Town Hall Building, Hendon Campus. Address: Department of Computer Science, Middlesex University, The Burroughs, London NW4 4BT, UK.

Sukhvinder Haraمشاهده پروفایل

مدرس ارشد

• Electronic Security
• Digital Forensics
• Blockchain Engineering
• +۳ مورد دیگر

Sukhvinder Hara is a Senior Lecturer in the Department of Computer Science at Middlesex University. Her research focuses on electronic security, digital forensics, blockchain engineering, and financial inclusion challenges in digital systems. She holds a position in Hendon Town Hall and can be contacted at s.hara@mdx.ac.uk (Office: TG03). Her research interests include IoT security, digital forensic methodologies, blockchain applications for healthcare and finance, and mitigating risks of digital financial exclusion. Notable projects examine pandemic-era cybersecurity challenges, decentralized application frameworks, and regulatory compliance in blockchain systems. Publications span 2014–2025, emphasizing cybersecurity education, IoT forensic guidelines, and digital inclusion strategies. Recent work highlights the intersection of EdTech commodification, pandemic-era financial exclusion, and blockchain-based quality audits in healthcare. Collaboration enquiries should contact Dr Aboubaker Lasebae (research) or Prof Juan Augusto (PhD guidance). Teaching inquiries go to Dr Serengul Smith. No specific grants or labs are explicitly listed in available texts.

Ines Alvesمشاهده پروفایل

مدرس ارشد

• Inclusive Education
• Equity and Social Justice
• Human Rights
• +۳ مورد دیگر

Dr. Ines Alves is a Senior Lecturer (Associate Professor) in Inclusive Education at the University of Glasgow's School of Education. She serves as Director for Postgraduate Taught Programmes and Programme Leader for the MEd in Inclusive Education. Her research focuses on equity, human rights, and comparative education policies, particularly in Portugal and Scotland. She holds a PhD from the University of Manchester and has held roles such as National Project Coordinator for the EDiTE Project and consultant for Portuguese Ministry of Education initiatives. Alves' work emphasizes practitioner-led enquiry and lifelong teacher education. She has supervised PhD students exploring topics like autism in multicultural contexts, inclusive pedagogy in China, and teacher roles in Azerbaijan and Scotland. Her grants include EU-funded fellowships and collaborations with institutions like the University of Sydney. Her publications span 20 years, covering inclusive education policy, teacher training, and comparative studies. Notable works include analyses of Portugal's educational reforms, Scotland's support systems, and international doctoral student wellbeing. She co-edits European Journal of Inclusive Education and advises bodies like the Commonwealth Scholarship Commission.

• Religion
• Literature
• Theology
• +۱۰ مورد دیگر

Dr. Andrew Hass is a Reader in Religion at the University of Stirling, where he has been a faculty member since September 2003. Operating in an interdisciplinary space at the intersection of religion with other conceptual and creative modes of enquiry, his work is informed by the Critical Religion framework developed at Stirling, an internationally recognized research paradigm. His educational background includes studies in English (BA) and Theology (MTh) in Canada, followed by a PhD at the Centre For the Study of Literature, Theology and the Arts in Glasgow. Prior to joining Stirling, he held a position as the Carolyn Grant Fay Visiting Associate Professor in Religion and Literature at the University of Houston in Texas. Dr. Hass's research explores how we think under and about the concept of religion, examining its prismatic effect that refracts concepts into spectrums of ethics, concerns, and creative expressions. His work spans literature, philosophy, hermeneutics, critical theory, and the arts, with particular focus on German Idealism (Kant, Hegel), W.H. Auden studies, nothingness and negation, and postsecular theology. He investigates how the sacred might find expression in a world where neither secular nor religious paradigms are stable, developing what he terms a 'music of theology' rather than a 'theology of music.' His publication trajectory reveals an evolving scholarly journey from early work on German Idealism to current explorations of postsecular religious expression through musicality and poetics. The most recent works (2021-2025) demonstrate a sophisticated integration of theology, philosophy, and artistic expression, particularly through the innovative concept of theological musicality that operates across language, space, and silence. As General Secretary of the International Society of Religion, Literature and Culture and a founding member of the Critical Religion Association, Dr. Hass maintains extensive international scholarly networks. He collaborates with colleagues across Europe and maintains working connections with scholars in China, Hong Kong, and South Korea, particularly concerning the impact of digital/media revolution on global communities. Dr. Hass is deeply engaged with interdisciplinary teams and networks focused on developing new creative modes of practice and thinking for the globalized twenty-first century. His work with the Critical Religion Association represents a significant institutional framework for his research, while his international collaborations with scholars in Asia reflect his commitment to global perspectives on religion in contemporary society.

Lynne Jonesمشاهده پروفایل

عضو هیئت علمی

• Early Languages Education
• Pedagogical Leadership
• Collaborative Teacher Learning
• +۳ مورد دیگر

Lynne Jones is a Teaching Fellow at the University of Strathclyde, affiliated with Scotland's National Centre for Languages (SCILT). With over 13 years of experience as a primary teacher in West Lothian and Dundee City Councils, she now focuses on professional development for early languages education. Her work emphasizes pedagogical leadership through practitioner enquiry and the integration of film/visual texts in language teaching. Education : MTeach (2015), PGCE (1998), BA(Hons) French/Spanish (1994) Leadership Roles : Pedagogy Lead (2019-2022), Pedagogy Tutor (2017-2023) for TeLT programme Current Activities : Co-lead on Scotland's Languages Leadership Programme, editorial board member for Scottish Languages Review Her research explores teacher leadership, learner voice, and collaborative digital methods. She contributes to UN SDG 4 (Quality Education) through scholarship of teaching and learning (SoTL) initiatives. Recent publications focus on feedback literacy and student-partner pedagogy frameworks.

Matthew Whitingمشاهده پروفایل

مدرس ارشد

• Conflict Studies
• Comparative Politics
• Non-State Armed Groups
• +۳ مورد دیگر

Dr Matthew Whiting is a Senior Lecturer in the Department of Politics and International Relations at the University of York. His research focuses on conflict studies and comparative politics, with expertise in the moderation/radicalization of non-state armed groups and state responses to internal security threats. He holds a PhD from LSE, an MA from University College Dublin, and a BA from Trinity College Dublin. His work emphasizes case studies of Irish Republicanism in Northern Ireland and Kurdish radical groups in Turkey, supported by British Academy and British Institute at Ankara funding. Research interests include post-peace process dynamics in Northern Ireland, Turkish security policy post-2016 coup, and Kurdish radicalism. He collaborates with Altinbaş University, Istanbul. Teaching modules include War and Peace (POL00007I) and Political Enquiry (POL00050I). His supervision focuses on transnational identity politics, such as Turkish-German communities. Key research themes include: Ethno-national conflict resolution State responses to insurgency Power-sharing governance challenges Autocratization dynamics His recent work analyzes local-level impacts of security policies in Turkey and Northern Ireland’s post-peace stability. Collaborative projects explore post-coup security reforms and Kurdish political dynamics.

Krzysztof Fijalkowskiمشاهده پروفایل

استاد

• Surrealism
• Art History
• Avant-Garde Studies
• +۴ مورد دیگر

Krzysztof Fijalkowski is a Professor of Visual Culture at Norwich University of the Arts , UK, where he teaches on the BA Fine Art and Postgraduate Research programs. As a leading scholar in international Surrealism, his work spans art history, critical theory, and interdisciplinary research connecting Surrealism with design, photography, and contemporary creative practices. Academic Affiliation: Norwich University of the Arts Key Collaborations: Co-editor of Bloomsbury's Transnational Surrealism series His research focuses on Surrealism and its global extensions, including: Historical intersections with design and architecture Political resistance in Eastern Europe Photography and documentary practices Avant-garde translation and editorial work Recent publications in The International Encyclopedia of Surrealism (2019) and Surrealism and Animation (2025) demonstrate his interest in transnational networks and experimental media. Articles like Lyrical Forms, Divergent Functions (2019) and Beards: The Grain of the Face (2021) exemplify his ability to connect Surrealist theory with broader cultural phenomena. Scientific contributions include: 24 PhD thesis examinations Co-editorial roles in Surrealism anthologies Keynote addresses at major exhibitions (e.g., Centre Georges Pompidou) He actively supervises PhD students while maintaining a practice as a visual artist and translator , notably bringing Surrealist texts like Gherasim Luca’s The Passive Vampire (2008) to English audiences.

Barry Phippsمشاهده پروفایل

مدرس

• Modern and Contemporary Art
• Art and Science
• Art and Technology
• +۴ مورد دیگر

Barry Phipps is an Affiliated Lecturer in the Department of History of Art at the University of Cambridge and a Fellow of Churchill College. He serves as Director of Studies in History of Art at Churchill College, Fitzwilliam College, Hughes Hall, and Selwyn College. His research focuses on modern/contemporary art in relation to science/technology, with secondary interests in art-diplomacy intersections. Curator of Art & Science at the Isaac Newton Institute for Mathematical Sciences Director of Visual Art at the Møller Institute Curator of Works of Art at Churchill College Education background includes Fine Art, followed by research degrees in Continental Philosophy (Warwick), History of Art (Oxford), and History/Philosophy of Architecture (Cambridge). Former Interdisciplinary Fellow at Kettle’s Yard, organizing exhibitions like 'Lines of Enquiry' and 'Beyond Measure'. Curates exhibitions at institutions such as the Science Museum and Royal Society (e.g., 'Intersections: Henry Moore and Stringed Figures'). Current projects include collaborations with Turner Prize-winning collective Assemble on an architectural project. Active in curating interdisciplinary art-science collaborations through international artist associate schemes.

Sandra Austinمشاهده پروفایل

مدرس

• Education for sustainable development
• outdoor Learning
• garden-based learning
• +۴ مورد دیگر

Sandra Austin is a Lecturer and Head of the Department of Global Diversity, Sustainability & Intercultural Education at Marino Institute of Education, Dublin, where she has taught Social, Environmental and Scientific Education since 2016. Previously, she lectured in primary science education at St. Patrick’s College of Education (2013-2016) and coordinated the Grow Your Own Future horticultural training programme for lone parents in Dublin. Her academic qualifications include a PhD in Pharmacology from University College Dublin (2001), an MEd in Teaching & Learning from Dublin City University, a BA Mod in Natural Sciences from Trinity College Dublin (1989), and a FETAC 5/6 in Horticulture from Teagasc. Austin's research centers on inquiry-based learning in primary education contexts, particularly through garden-based, museum-based, and outdoor environmental experiences. She investigates how these approaches foster connections between curriculum content and real-world sustainability challenges, emphasizing student agency in environmental action and social justice. Her work consistently bridges horticultural expertise with pedagogical innovation, focusing on practical implementation strategies for teachers. Analysis of her recent publications reveals a strong thematic focus on place-based learning resources (school gardens, museums, local environments) as catalysts for inquiry. She examines how these contexts nurture critical thinking while addressing challenges in teacher implementation, with recurring emphasis on collaborative projects and community engagement across environmental, geographical, and scientific domains. No scientific awards were documented in the source material. Austin actively shapes teacher development through initiatives like the RDS STEM Learning Project (2015-2016) and the ENEBLe research project on inquiry-based learning in teacher education. Her grant-funded work, including the 2020 ENEBLe report, demonstrates sustained engagement with educational research funding mechanisms. She co-leads the Ireland chapter of the My Primary School is at the Museum Research Network and collaborates with the ENEBLe team (Greenwood, Bacon, Pike). Professional affiliations include the Irish Association for Primary Science Education Executive Committee and the Chartered Institute of Horticulture Ireland Branch Committee.

Luke Jonesمشاهده پروفایل

مدرس ارشد

• Mentoring and Coaching in Physical Education
• Professional Learning and Practitioner Research
• Teaching and Learning in Physical Education
• +۳ مورد دیگر

Dr Luke Jones is a Senior Lecturer in Physical Education at the University of Chester, affiliated with the Department of Sport and Exercise Sciences and the School of Education. He holds a PhD in Sociology of Physical Education from the University of Chester (2018) and has over 20 years of experience in education, spanning secondary teaching, mentorship, and higher education. His roles include Subject Leader for Physical Education and Programme Leader for the PGCert in Coaching and Mentoring. Education background: BSc in Physical Education (Chester College, 1994), PGCE in Secondary Physical Education (Cardiff, 1995), MSc in Sociology of Sport and Exercise (Chester, 2006), and PhD (Chester, 2018). He previously taught at Liverpool John Moores University before returning to Chester in 2007. Research focuses on mentoring/coaching in PE, professional learning, and teaching methodologies. Notable projects include studies on dialogic mentoring, lesson study, and reciprocal teaching strategies. He supervises doctoral students and collaborates with the Childhood, Education, and Professional Development team. Key contributions include pioneering dialogic mentoring frameworks, analyzing mentor-AT dynamics, and exploring collaborative professional learning models. His work addresses challenges in teacher training, such as balancing performance demands with supportive mentorship. Awards: None explicitly stated Grants: Not detailed in provided texts Labs/Teams: Leads the PG Certificate in Coaching and Mentoring programme and collaborates with the Teacher Research Group initiative.

Rich Hallمشاهده پروفایل

مدرس

• Popular Music Studies
• Music Education
• Critical Theory
• +۵ مورد دیگر

Rich Hall is a Lecturer in Popular Music at Coventry University's School of Media and Performance, part of the Faculty of Arts and Humanities. He holds a BA (Hons) in Popular Music Studies (University of Leeds, 1995–1998) and a PhD in Popular Music Industry and Education (Coventry University, 2017). His research focuses on critical theory, critical pedagogy, and narrative enquiry into lived experiences in music education. Teaching expertise includes music performance, songwriting, live sound, studio recording, DAW techniques, and music industry practices. His research trends emphasize institutional marketing integrity, student motivations, and creative pedagogical strategies in music education. Recent work critiques promotional literature asymmetry and explores undergraduate perceptions of value in higher music education. Earlier studies address creativity integration in ensemble workshops. No scientific awards or grants are explicitly listed. Rich maintains an active international music career as a performer and recording artist specializing in electric guitar.