جست‌وجوی استاد و پژوهشگر

• Landscape Architecture
• Urban Studies
• Environmental Design
• +۵ مورد دیگر

Serap Yilmaz is a Professor at Karadeniz Technical University's Faculty of Forestry, Department of Landscape Architecture, where she has served since 2024. Formerly, she held academic positions at the same institution as Associate Professor (2018-2024) and Assistant Professor (2011-2018), with prior roles at Suleyman Demirel University (1998-2011) and Karadeniz Technical University as a Research Assistant (1996-1998). Her work bridges Landscape Architecture , Urban Studies , and Environmental Design , focusing on human-environment interactions. Her research explores the well-being effects of urban green spaces , generational differences in space usage , and pedagogical approaches in design education. She has published extensively in journals like International Journal of Technology and Design Education and Landscape Research , contributing to theories on supportive design and place attachment . Her recent 15 articles highlight trends in digital vs. conventional design methods , healing gardens , and urban resilience . She emphasizes ecological design and social equity in projects like campus stress management studies and climate change mitigation strategies. Scientific awards: Best Performance & Content Prize (3rd), Balkan Environmental Association, 2017 She has supervised 5 graduate theses, including studies on zoo visitor experiences and urban pocket parks , and served on doctoral juries at Karadeniz Technical University and Akdeniz University. Her funded projects include pollen analysis in Trabzon (2018-2021) and TUBITAK-supported urban greening initiatives.

• Marketing Theory
• Consumer Research
• Consumer Poetics
• +۱۱ مورد دیگر

Timothy Stone is a Lecturer at the University of Aberdeen Business School, where he has worked since 2007. Previously affiliated with the University of Stirling and City College Norwich, his career bridges academic research with practical experience in retail and nonprofit sectors. PhD in Marketing (University of Stirling, 2006) BA (Hons) in Marketing (University of Stirling, 1999) His research focuses on Marketing Theory and Consumer Research , with specializations in: Self and Identity (including digital identities and metaverse consumption) Sacred Consumer Practices across Buddhism, religious markets, and spiritual experiences Consumer Introspection Theory applications Dwelling Perspectives in rural tourism and locale-based consumption Vulnerable Consumer Dynamics among elderly and fourth-age populations Cultural-Historical Frameworks like Guanxi relationships in tourism Recent publications reveal trends in hybrid religious practices , existential consumption , and identity fragmentation in digital markets. He frequently publishes in the Journal of Customer Behaviour and contributes to Routledge handbooks. Stone supervises PhD research in: Anthropology of Consumption Artificial Intelligence applications Consumer Neuroscience Branding strategies Religious/Spiritual values Self/Identity dynamics He leads collaborative research with organizations like: Centre for Tobacco Control European Union institutions Grounds for Learning World Wide Fund for Nature

• Social Sciences
• Sociology of Religion
• Gender and Religion
• +۱۳ مورد دیگر

Dr Alex Fry is a Senior Lecturer in Social Sciences at Bournemouth University, Department of Social Sciences and Social Work, Faculty of Health and Social Sciences. He is an impact-oriented social scientist with interdisciplinary research focusing on religion, gender, wellbeing, and AI ethics. Fry earned his PhD in Sociology from Durham University in 2019 and has held postdoctoral and research leadership roles, including at Durham University (2020–2022). His work engages deeply with the Church of England, informing national policy on clergy wellbeing and gender equality. Education: PGCertHE in Higher Education Pedagogy, London School of Economics and Political Science (2020) PhD in Sociology, Durham University (2019) AKC in Theology, Philosophy & Ethics, King's College London (2014) MA in Theology & Religious Studies, King's College London (2013) BA (Hons) in Theology & Religious Studies, University of Manchester (2011) Dr Fry's research centers on the social dimensions of religious belief and practice, particularly how religiosity, gender, and class intersect to shape wellbeing and institutional dynamics within the Church of England. He explores how social and spiritual capital influence clergy experiences, especially among working-class, disabled, and neurodivergent individuals. His work also extends to AI ethics, examining how religious institutions interpret and respond to scientific knowledge in public policy. He employs qualitative and interdisciplinary methodologies, often contributing to public theology and social justice discourse. His recent publications span topics such as gender inequality in ordained ministry, religiosity and wellbeing in deprived communities, and the Church of England’s engagement with AI and pandemic policies. These works reflect a strong trend toward applied sociology, policy impact, and bridging academic research with practical religious and social challenges. Scientific Awards and Recognition: Fellow, Higher Education Academy (Advance HE) Dr Fry has secured multiple research grants from the Church of England, the William Leech Research Fund, the Henry Smith Charity, and the Explaining Atheism programme. He has supervised student research and serves as a dissertation unit lead. His advisory role extends to national policy, particularly through his leadership in studies on clergy wellbeing. He is actively involved in public engagement, with media coverage in The Guardian, The Telegraph, BBC, and Premier Christian News, and has delivered invited lectures at Sarum College and St Michael's Church Centre. He contributes to academic service as Reviews Editor for Fieldwork in Religion and previously served on the editorial board of Humanities and Social Sciences Communications . His research is supported by collaborations with scholars like Dr Sharon Jagger and institutions including Durham University and the Church of England. Fry also leads a longitudinal study on pastoral supervision funded by the Henry Smith Charity, highlighting his ongoing commitment to practical, evidence-based interventions in religious communities.

Greg Folienteمشاهده پروفایل

استاد مهمان

• Sustainability
• Urban Systems Science
• Built Environment
• +۵ مورد دیگر

Prof Greg Foliente is an Enterprise Professor at the University of Melbourne's Faculty of Engineering and Information Technology. He also serves as President/Board Chair of the International Initiative for a Sustainable Built Environment (iiSBE), and holds a Distinguished Visiting Professorship at De La Salle University (Manila) under the Philippine Balik Scientist Program. Recognized globally, he has received the James Croes Medal (ASCE), SWST George Marra Award, and is ranked in Stanford's top 2% scientists. His research focuses on urban systems science, sustainability assessment, and resilience engineering, integrating engineering, risk science, and socio-technical transitions. He has authored over 200 papers, 4 books, and serves on editorial boards of Discover Cities and Buildings . Education: PhD, Virginia Tech (1993) MSc (Civil Engineering), Virginia Tech (1993) MSc (Wood Mechanics), Virginia Tech (1989) BSc (Civil Engineering), Mapua Institute of Technology (1984) Research Interests: His work emphasizes systems approaches to improve safety, sustainability, and resilience in built/urban environments. Key areas include infrastructure resilience, net-zero carbon buildings (via IEA EBC Annex 89), and integrating digital/geospatial technologies with environmental science. Recent publications focus on urban social dynamics, sustainable logistics, and energy master planning. Awards & Recognition: James Croes Medal (ASCE) SWST George Marra Award Top 1% Civil Engineering Researcher (Stanford) Philippine Balik Scientist Awardee Advising & Leadership: Coordinates the Sustainable Built Environment (SBE) conference series, co-chairs WSBE2024, and advises UN agencies/World Bank. His work bridges academic research with real-world applications through ventures like Shadow Ventures and MIT Sloan training. Labs & Networks: Leads initiatives in the International Energy Agency's net-zero buildings program. Active in interdisciplinary teams combining STEM with public health/environmental science through platforms like the iiSBE and Digital Twin frameworks for urban projects.

Sean P. MacDonaldمشاهده پروفایل

استاد

• Environmental Economics
• Housing and Mortgage Markets
• Income Inequality
• +۷ مورد دیگر

Sean P. MacDonald is a Professor of Economics in the Department of Social Science at the School of Arts & Sciences, City University of New York, City Tech. She holds a Ph.D. and M.A. in Economics from The New School for Social Research, a Certificate in Labor Studies from Cornell University, and a B.A. in Sociology from the University of Maryland. She has served as the Economics discipline coordinator since 2010 and is actively involved in institutional governance through committees on interdisciplinary studies, general education, and faculty appointments. Ph.D. in Economics, The New School for Social Research M.A. in Economics, The New School for Social Research Certificate in Labor Studies, Cornell University B.A. in Sociology, University of Maryland Her research spans environmental economics, housing and mortgage markets, income inequality, and public policy, with a strong emphasis on interdisciplinary pedagogy. She explores innovative teaching methods such as place-based and virtual learning, aiming to connect urban education with real-world economic and environmental challenges. Her work integrates data visualization and collaborative teaching models to enhance student engagement and critical thinking. The 15 most recent publications reflect a sustained focus on economic crises, housing policy, and educational innovation. They span journal articles, book chapters, and conference proceedings, highlighting her dual commitment to economic research and pedagogical advancement. Key themes include the foreclosure crisis, mortgage modification effectiveness, intertemporal poverty, and the integration of interdisciplinary methods in STEM and urban education. She has been recognized through competitive fellowships, including: NEH Grant Program Fellow, Making Connections: Engaging the Humanities at a College of Technology Fourth-Year Fellow, Title V Grant Program, A Living Laboratory: Revitalizing General Education for a 21st Century College of Technology Dr. MacDonald has advised and collaborated on grant-funded initiatives that aim to revitalize general education and promote interdisciplinary learning. She has served on key institutional committees and professional organizations, including the New York State Economic Association, where she has served on the Board of Directors since 2012. Her teaching includes Microeconomics, Macroeconomics, Environmental Economics, and Visualizing Economic Data, reflecting both her research and educational priorities. She has co-edited two books on interdisciplinary place-based learning and has contributed extensively to academic discourse through publications and conference leadership. She is actively involved in academic communities, including the Association for the Study of Higher Education and the New York State Economic Association. Her work bridges economic analysis with educational innovation, particularly in urban technical colleges, aiming to make economics more accessible, relevant, and impactful for diverse student populations.

• Early Childhood Education
• Language Learning in Kindergarten
• Children's Literature
• +۷ مورد دیگر

Ingvild Kristin Alfheim is a Senior Lecturer at the Department of Kindergarten Teacher Education, Faculty of Teacher Education and International Studies, Oslo Metropolitan University. She is actively involved in research and teaching related to early childhood literacy, picture books, and inclusive educational practices. Position: Senior Lecturer Institution: Oslo Metropolitan University School: Faculty of Teacher Education and International Studies Department: Department of Kindergarten Teacher Education Role: Study leader area 5 Her research focuses on language learning in early childhood, particularly through literature and play. She explores how picture books can be used to address complex themes such as death, cultural diversity, and identity. Her work emphasizes inclusive reading practices and challenges dominant narratives in children's literature, especially regarding representations of Africa and other cultures. The recent publications and presentations reveal a strong trend toward inclusive, critical, and transformative approaches to early literacy. Her work spans from analyzing picture book motifs to developing practical strategies for reading with the youngest children in kindergartens, schools, and libraries. She frequently collaborates with Cecilie Dyrkorn Fodstad and contributes to national and international research communities such as NERA and EECERA. Her scientific dissemination includes participation in key conferences like the NERA Conference 2025 and EECERA 2024, where she presents on topics such as location as an educational tool, sustainable bodies in literature, and inclusive reading practices. These efforts reflect a commitment to both academic rigor and practical impact in early childhood education. Selected Scientific Contributions: Co-author of The Youngest as Readers. Literature and Play (2023) Research on parody and representation in Rumpemelk fra Afrika (2017) Editor and contributor to Language Learning in the Last Year of Kindergarten (2018) Keynote and panel participation on taboos in children's literature In addition to her publications, she mentors development work in kindergartens, emphasizing the importance of books in maintaining educational quality during staff transitions. She advocates for reading environments that span home, kindergarten, after-school programs, and school, promoting continuity in children's literacy journeys. Her work often bridges theory and practice, contributing to both academic discourse and pedagogical innovation in early childhood settings.

• Crime Prevention and Built Environment
• Urban Resilience
• Neighborhood Planning
• +۴ مورد دیگر

Laura Dedenbach is a Lecturer and Undergraduate/Graduate Coordinator in the Department of Urban and Regional Planning (URP) at the University of Florida. She holds a Ph.D. and MAURP (Master of Urban and Regional Planning) from UF, alongside a BA in Political Science. Her affiliations include membership in the American Institute of Certified Planners (AICP) since 2001. Ph.D., Urban and Regional Planning, University of Florida (2016) MAURP, Urban and Regional Planning, University of Florida (1999) BA, Political Science, University of Florida (1996) Her research focuses on crime prevention through urban design, urban resilience, neighborhood planning, and the impacts of gentrification. She explores how community narratives can empower marginalized groups and strengthen local resilience. Current projects emphasize participatory planning methodologies and narrative-driven decision-making. Her teaching spans undergraduate and graduate courses, including planning research design, development review, housing policy, and defensible space principles. She also teaches a Quest 1 course on place-based narratives and community identity. Prior to academia, she practiced urban planning for over 23 years, specializing in comprehensive planning, zoning, and litigation support. Her service-learning collaborations in Gainesville and Atlanta bridge academic research with real-world community challenges. She actively contributes to both regional and national planning discourse through interdisciplinary projects.

• Indigenous Education Frameworks
• Cultural Relevance in STEM
• Geoscience Education Equity
• +۳ مورد دیگر

Darryl Reano is an Assistant Professor at Arizona State University's School of Earth and Space Exploration. His work focuses on creating culturally relevant educational environments through Indigenous research frameworks, emphasizing inclusion and equity in geosciences. He previously held a postdoctoral position at Florida International University's STEM Transformation Institute. Education: PhD in 2019 from Purdue University Research interests include integrating Indigenous knowledge with Western science, ethical practices in geoscience, and fostering diversity through inclusive pedagogy. Notable projects involve collaborations with Acoma Pueblo communities and innovative virtual field experiences during the pandemic. His recent work addresses systemic barriers in geoscience education and promotes equitable participation. Key contributions include frameworks for Indigenous data sovereignty, CARE principles implementation, and inclusive field program design. He advocates for reciprocal relationships between science and marginalized communities, emphasizing ethical accountability and cultural relevance. Reano has spearheaded initiatives like the Indigenous Action Committee and WORM portal, amplifying Indigenous voices in geoscience. His research also explores identity incorporation in STEM and leveraging technology for accessible learning environments.

Ehsan Akbariمشاهده پروفایل

استادیار

• Creative Cartography
• Sensory Learning
• Complexity Thinking
• +۲ مورد دیگر

Ehsan Akbari is an Assistant Professor in the Faculty of Education at the University of New Brunswick (Fredericton), teaching Visual Arts Education courses including creativity, visual arts pedagogy, and art education issues. He holds a BFA from York University, and MA/PhD in Art Education from Concordia University. His research examines how art enriches learning through creative cartography, sensory education, STEAM integration, and digital literacies. He develops innovative methods like smartphone sensory photography and collective online mapping to explore place-based learning. Publications analyze spatial learning, sensory design, and technology-enhanced art education, often employing participatory methodologies that bridge physical and digital experiences.

Michael J. Boyleمشاهده پروفایل

استادیار

• Catholic Education
• School Leadership
• Special Education
• +۴ مورد دیگر

Michael J. Boyle is an Assistant Professor of Educational Leadership at Saint Louis University's School of Education and serves as Executive Director of the Herrmann Center for Innovative Catholic Education. He holds a Ph.D. in School Psychology from Loyola University Chicago and has over 30 years of experience in Catholic education. His roles include Superintendent of the Diocese of Joliet-Illinois, Director of the Andrew M. Greeley Center for Catholic Education, and Principal of St. Michael Parish School. Boyle's research focuses on disability inclusion in Catholic schools, multi-tiered support systems, and mental health initiatives. He has authored numerous books, peer-reviewed articles, and white papers, including Ensuring a Place at the Table: Serving Students with Disabilities in Catholic Schools (2017) and A Light unto My Path: A Model of Accompaniment for Fostering Mental Wellness (2020). Boyle has received prestigious awards such as the Loyola University Distinguished Alumnus Award (2017, 2022) and the C. Albert Koob Award (2014). His work emphasizes bridging Catholic mission with academic excellence through leadership development and systemic reforms. Education: Ph.D. in School Psychology, Loyola University Chicago (1992) M.Ed. in School Psychology, Loyola University Chicago (1986) B.S., Western Illinois University (1983) Research Interests: Disability inclusion and church engagement Multi-tiered behavioral and academic support frameworks Mental health strategies in Catholic school environments Leadership development for Catholic educators Grants & Projects: $1.75M grant for inclusive education models in Catholic schools (2009–2018) U.S. Department of Education grants for principal leadership programs Philippine National Standards for Effective Catholic Schools (2013–2016) Key Contributions: Developed the "Opening the Doors to All" program using RTI for urban Catholic schools Chaired over 15 doctoral dissertations on Catholic school leadership and inclusion Consulted for dioceses globally on inclusive practices and systemic reforms Labs/Teams: Herrmann Center for Innovative Catholic Education (SLU) Andrew M. Greeley Center for Catholic Education (Loyola University Chicago) National Catholic Partnership on Disability (Board Chair)

Magne Ivar Drangeidمشاهده پروفایل

دانشیار

• Literary Education
• Scandinavian Literature
• Poetry Analysis
• +۴ مورد دیگر

Magne Ivar Drangeid is an Associate Professor at the University of Stavanger, affiliated with the Faculty of Educational Sciences and Humanities and the Department of Primary and Secondary Teacher Education, Sports and Special Education. His work focuses on literary education, Scandinavian literature, and the intersection of literature with sustainability and environmental studies. His research interests include poetry analysis, ecocriticism, didactics, and travel literature. He has contributed to dialogic teaching methodologies, emphasizing student-centered approaches and critical engagement with texts. Recent work explores environmental affordances in literature and the role of place-based writing in education. Drangeid has published extensively on Scandinavian authors such as Olav H. Hauge, Inger Hagerup, and Alexander L. Kielland, examining themes like empathy in poetry, sustainability in education, and the cultural significance of travel narratives. His projects include the NOLES initiative for reading stimulation and collaborations on Kielland research.

Nick Reidمشاهده پروفایل

دانشیار مدعو

• Linguistics
• Australian Aboriginal Languages Documentation
• Morphological and Syntactic Typology
• +۶ مورد دیگر

Adjunct Associate Professor Nick Reid is an emeritus academic at the University of New England (UNE), specializing in Australian Aboriginal linguistics and language revitalization. He retired in 2019 but continues research on Daly River languages (NT), including Ngan'gikurunggurr and Ngan'giwumirri. His work bridges descriptive linguistics, ethnomusicology, and environmental science, notably linking Indigenous oral traditions to sea-level chronologies. A pioneer of online education, he co-developed UNE's Master of Applied Linguistics and created multimedia resources like the Phonetics: An Interactive Introduction CD-ROM. Reid holds a BA (Hons) and PhD from ANU, with research interests spanning morphosyntax, nominal classification systems, and Indigenous language maintenance. He collaborates with institutions like the Northern Institute (CDU) and the University of Melbourne on projects blending linguistics with environmental science. Awards include the Carrick Citation (2006) for student learning innovations and UNE's Vice-Chancellor's Award (2000) for teaching excellence. His publications emphasize language documentation, including grammars and curriculum resources for Aboriginal communities. Recent work focuses on collaborative projects with the Ngan’gi Schools Network and coastal inundation studies with Patrick Nunn. He has supervised numerous higher-degree students and remains active in eResearch initiatives, such as digitizing the Ngan’gi language collection.

Miles Richardsonمشاهده پروفایل

استاد

• Nature Connectedness
• Human Factors
• Environmental Psychology
• +۳ مورد دیگر

Professor Miles Richardson serves as Professor of Human Factors and Nature Connectedness at the University of Derby, working within the College of Health, Psychology and Social Care and the School of Psychology. He leads the Nature Connectedness Research Group and has established significant partnerships with major conservation NGOs including the National Trust, RSPB, and The Wildlife Trusts. His work focuses on understanding and improving human connection with nature for both environmental and wellbeing benefits, with notable projects including the £1.3m IWUN project and development of the National Indicator of Nature Connection (NCI). Richardson's primary research explores nature connectedness and human factors through multiple lenses. His groundbreaking "pathways to nature connectedness" framework (contact, emotion, compassion, meaning, and beauty) has been recognized as one of the UK's 100 best breakthroughs by Universities UK. His research investigates how simple nature engagement interventions like "30 Days Wild" can improve mental health and wellbeing while fostering pro-environmental behaviors. He has published extensively on measuring nature connectedness, developing interventions, and understanding the psychological mechanisms behind human-nature relationships. His recent publications show a clear trend toward developing practical applications of nature connectedness research. The work spans from theoretical frameworks (pathways to nature connectedness) to practical interventions (30 Days Wild, smartphone apps for urban nature engagement) and large-scale population studies (Monitor of Engagement with the Natural Environment). His research increasingly incorporates interdisciplinary approaches, combining environmental psychology with human factors, public health, conservation science, and urban planning. Named by Universities UK as one of the UK's 100 best breakthroughs for pathways to nature connectedness research Member of Natural England research strategy group Collaborator with major conservation organizations (National Trust, RSPB, Wildlife Trusts) Principal Investigator for the £1.3m IWUN project Richardson has secured substantial research funding, most notably the £1.3m IWUN project where he develops nature connectedness-based interventions to improve mental health. He leads the Nature Connectedness Research Group and has mentored numerous students and early-career researchers. His work has directly influenced conservation practice through collaborations with major environmental organizations and the development of the National Indicator of Nature Connection. He regularly presents findings to policymakers and has contributed to national strategies for connecting people with nature. Richardson founded and coordinates the Nature Connectedness Research Group at the University of Derby and launched the Nature Connections conference series in 2015. His team has developed several evidence-based nature engagement interventions and works closely with conservation organizations to translate research into practical applications. The group maintains strong partnerships with The Wildlife Trusts (notably the 30 Days Wild campaign), RSPB, and National Trust, ensuring research has real-world impact on both human wellbeing and environmental conservation.

Raffaella Siniمشاهده پروفایل

دانشیار

• Cultural Landscapes
• Landscape Architecture
• Urban Design
• +۵ مورد دیگر

Raffaella Sini is an Associate Professor and Director of the Landscape Architecture Program at the University of Idaho’s College of Art and Architecture. She holds a PhD in Landscape Architecture from the University of Rome La Sapienza (2001) and a Master of Architecture (1994), also from Rome. Prior roles include Assistant Professor at the National University of Singapore and teaching at multiple international institutions. Her research focuses on cultural landscapes, temporary installations, and community engagement through design. She co-founded the design collective LAND-I archicolture, exploring narrative-driven installations that bridge art and landscape architecture. Key projects include the Palouse Railtowns Cultural Landscape initiative and Singapore’s Park System Master Planning research, supported by grants from NEA, the University of Idaho, and Singapore’s National Heritage Board. Awards include the Paul G. Windley Faculty Excellence Award (2018) and a National Endowment for the Arts grant (2020-2021). She has authored books such as Temporary Gardens (Routledge, 2021) and over 20 peer-reviewed articles on topics like postcolonial urban landscapes and community-based design methodologies. Her work emphasizes humanities-centered approaches to landscape architecture, advocating for inclusive practices that communicate cultural and environmental values to communities.

Laura Colucci-Grayمشاهده پروفایل

استاد

• Sustainability Education
• STEAM Education
• Science Education
• +۷ مورد دیگر

Professor Laura Colucci-Gray serves as Personal Chair in Science and Sustainability Education at the University of Edinburgh's Moray House School of Education and Sport, where she joined in 2018 after 13 years at Aberdeen and Glasgow universities. A founding member of Italy's InterUniversity Research Institute for Sustainability (IRIS), she maintains active leadership roles including co-editorship of the Scottish Educational Review and board membership with One Seed Forward. Education: BSc Natural Sciences with Master's dissertation in Science Education, University of Turin (1998, 110/110 cum laude) PhD in Science Education Research Interests: Her work pioneers the transition from science to sustainability education through critical discourse analysis and reconfigured educational settings that integrate mind-body connections, community-place relationships, and transdisciplinary understanding. She champions STEAM education, place-based outdoor learning, and participatory methodologies grounded in contemplative ecology, visual methods, and citizen science, emphasizing social justice through arts-science collaborations and embodied cognition approaches. Scientific Awards: Piedmont Regional Council Fellowship (2009) Higher Education Academy Travel Grant (2012) BERA Research Commission Award (2015) Advising and Grants: She supervises 6 current PhD students including Daniel Woodah (indigenous climate knowledge) and Carolyn Cooke (music education identity), while previously guiding 6 graduates on topics from teacher mentoring to digital citizen science tools. Current funding includes EPSRC's £1m SENSE project (Co-I), Scottish Government's £50k Attainment Challenge (Co-I), and her £18k Food Activism project (PI), building on past successes like the BERA STEAM Commission and Aberdeen City Council's school gardens initiative. Labs and Teams: Professor Colucci-Gray leads interdisciplinary collaborations with biological sciences researchers through projects like 'Oil to Soil' and 'Naturehood', while directing community partnerships with One Seed Forward to implement school food gardens. Her teams integrate sensorial learning, haptic pedagogy, and arts-science methodologies across Scottish regeneration areas and international contexts including Tanzania and Argentina.