جست‌وجوی استاد و پژوهشگر

• Cultural Heritage
• Librarianship
• History of Libraries
• +۷ مورد دیگر

Peter Reid is a Professor of Librarianship at Robert Gordon University's School of Law & Social Sciences, where he has taught since 1998. His academic work spans cultural heritage, library science, and local history, with a particular focus on North-East Scotland. His educational background includes a BA Hons and PhD, and he holds prestigious fellowships including FRSA and FSA Scot. As editor of the journal Library and Information History , he plays a significant role in advancing scholarly discourse in library history. Professor Reid's research interests span multiple interconnected areas of cultural heritage. He investigates community-based heritage groups, the potential for social media in heritage engagement, and storytelling as a method of preserving cultural memory. His work on the Doric dialect and its role in North-East Scottish cultural identity has been particularly influential. He also examines how heritage can serve as a vehicle for economic growth and sustainable community regeneration, as demonstrated in his Heritage Lottery Fund project 'Castle to Cathedral to Cashmere' in Elgin. His publication record shows consistent scholarly output across library science, cultural heritage, and local history. Recent work focuses on digital approaches to heritage preservation, including social media engagement, digital storytelling, and participatory placemaking in rural communities. His research often bridges historical scholarship with contemporary challenges facing public libraries and cultural institutions. European Year of Cultural Heritage Artist Residency (2018) for the Little Norway project Development of 'How good is our public library service?' quality standards framework for Scottish public libraries Creation of the Doric Literature Portal funded by Scottish Library and Information Council Professor Reid actively supervises PhD students in areas of culture and heritage, libraries, storytelling, and local history. His supervision style appears to encourage community-engaged research, as evidenced by student projects examining entrepreneurial opportunities on family-owned estates and information use in postgraduate decision-making. His work with the Heritage Lottery Fund and Scottish Library and Information Council demonstrates strong connections between academic research and practical applications in the cultural sector. His leadership in the Little Norway project and the Doric Literature Portal highlights his commitment to making cultural heritage accessible to wider audiences through digital means. As editor of Library and Information History , he contributes to preserving and advancing knowledge about the historical development of libraries and information services.

• Science and Technology Studies (STS)
• Evidence-Based Medicine
• Philosophy of Science
• +۳ مورد دیگر

Christoffer Bjerre Haase serves as an External Lecturer at the Department of Public Health, Section of General Practice, University of Copenhagen. His research critically examines how data transforms medical diagnostics through Science and Technology Studies (STS), evidence-based medicine, and philosophy of science frameworks, with particular focus on overdiagnosis risks and clinician-patient data dynamics. Haase's work centers on the sociotechnical evolution of medical concepts amid scientific, technological, and organizational shifts. Using qualitative methods including GP interviews, he investigates how patient-generated and clinician-collected data influences clinical decision-making and exposes methodological limitations in evidence-based medicine. His research emphasizes critical data literacy to counter "naive data optimism" in healthcare. Analysis of his 2024-2025 publications reveals dominant themes in digital health (smartwatches, wearables), ethical dilemmas (euthanasia, free will), and commercialization pressures from the wellness industry. These outputs consistently connect technological developments to overdiagnosis risks and epistemological challenges in evidence-based practice. His scholarly recognition includes: Doug Altman Scholarship (2019) for methodological contributions to evidence-based medicine MeST Junior Scholar Award 2023 for advancing Medical STS visibility and environmental contributions Haase actively collaborates with researchers like Bearman, Brodersen, Risor, and Hoeyer across sociology, medical ethics, and primary care domains. His public engagement includes media appearances such as the 2020 Fysiocast interview on osteoporosis overdiagnosis, demonstrating commitment to translating academic insights into broader healthcare discourse.

• Public Health
• Migration and Health
• Health Equity
• +۷ مورد دیگر

Dr. Maissa Al-Adhami holds dual roles at Karolinska Institutet as an Affiliated Researcher at the Department of Global Public Health (Equality and Health Policy research group) and as a part-time Coordinator for the university's Research Incubator (KIRI). She leads interdisciplinary research initiatives supporting 95+ researchers while conducting studies on health equity and migration. Her affiliations include collaborations with Uppsala University's parenting program evaluation and the University of Gothenburg's EMBRACE pandemic response project. Her research examines refugee health adaptation through three primary lenses: health systems (literacy interventions, policy analysis), social determinants (integration barriers, support networks), and methodological innovation (mixed-methods evaluation). Current work includes the EMBRACE project's intersectional analysis of Sweden's COVID-19 policies and evaluations of home-visiting programs for vulnerable families. Publication analysis reveals consistent focus on: Refugee health literacy interventions (6 studies) Mental health support systems (4 studies) Integration policy effectiveness (3 studies) Adolescent risk behaviors (2 studies) Her longitudinal work demonstrates evolving emphasis from observational studies (2014-2019) toward interventional research (2021-present). As KIRI Coordinator, she administers funding mechanisms for innovative research while maintaining collaborations across Swedish institutions. She holds a PhD in Public Health from Uppsala University and leverages expertise in both qualitative and quantitative methodologies.

• Cultural Sociology
• Work and Employment Studies
• Wellbeing Research
• +۲ مورد دیگر

Dr Sara James is a Senior Lecturer in Sociology at La Trobe University's College of Arts, Social Sciences and Commerce. Her academic work spans cultural sociology, wellbeing research, and higher education pedagogy with a focus on contemporary social challenges. Her research centers on work, wellbeing, and social change in late modernity. Key projects include: a major study of Baby Boomer women's wellbeing focusing on unpaid work; qualitative research on bibliotherapy practices in Australia; and the 'Shared Reading for Wellbeing and Social Inclusion' project (2022-2023) with Yarra Libraries, VMIAC, and Manningham Council. She investigates how cultural narratives shape identity through work, aging, and pandemic experiences. Her research output shows strong thematic continuity across three domains: Work and Identity: Exploring precarious employment, career uncertainty, and 'meaningful work' discourse through cultural analysis of media and interviews Wellbeing Interventions: Developing community-based approaches like shared reading groups and bibliotherapy for social inclusion Higher Education: Focusing on first-year student transitions, career aspirations, and innovative curriculum design Her scientific recognition includes: Journal of Sociology 'best paper' award (2024) for pandemic discourse analysis Vice Chancellor's Award for Teaching Excellence (2017) Four teaching awards total, reflecting her commitment to student engagement James demonstrates exceptional integration of research and teaching through textbook authorship ( Sociology in Today's World , Key Concepts in Humanities ) and curriculum development for subjects like 'Sociology in Action' and 'Rethinking our Humanity'. Her collaborative approach spans community organizations, interdisciplinary teams, and international research networks.

• First Year Student Learning
• Biomedical Education
• Physiology Education
• +۵ مورد دیگر

Professor Kathy Tangalakis is a distinguished academic at Victoria University's First Year College, where she serves as Deputy Head of Scholarship & Professional Learning. With a career focused on enhancing first-year student learning experiences, particularly in biomedical and health-related courses, she has made significant contributions to educational innovation through Victoria University's Block Model teaching approach. Her work extends nationally through her co-chair position with the National Biomedical Assessment Collaboration, which aims to build a national Assessment Framework for biomedical and biosciences education. Dr. Tangalakis earned her BSc (Hons) in 1988 and PhD in 1992, both from the University of Melbourne. Her academic journey has led her through various leadership roles including: Course Coordinator, Bachelor of Science (Biomedical Sciences) (2008-2010) Academic Coordinator (Teaching & Learning), School of Biomedical Sciences (2009-2012) Head of Discipline (Medical Physiology), College of Health & Biomedicine (2014-2016) First Year Champion, College of Health & Biomedicine (2014-2016) Course leader, Bachelor of Biomedicine (2015-2015) Deputy Head of Scholarship & Professional Learning, First Year College (2018-present) Professor Tangalakis's research interests center on innovative approaches to first-year STEM education, particularly through the Block Model teaching system. She investigates how this innovative approach impacts student outcomes, with a special focus on diverse student cohorts in biomedical and health-related courses. Her work with the National Biomedical Assessment Collaboration has led to the development of a comprehensive Assessment Framework designed to map and improve assessment quality across Australian biomedical education programs. Additionally, she explores the core concepts of physiology and how they can be effectively taught and assessed across university curricula. Her publication record demonstrates a clear dual focus: educational innovation in higher education (particularly the Block Model) and physiology education. Recent articles show her leading large Australian teams to unpack and validate core physiology concepts while simultaneously examining how teaching innovations impact student learning outcomes. This dual expertise makes her work uniquely positioned at the intersection of content knowledge and pedagogical innovation. Professor Tangalakis has received numerous international, national, and institutional awards for her contributions to learning and teaching, though specific awards are not detailed in the available information. Her work has been widely recognized for its impact on student learning experiences and outcomes. As an academic supervisor, Professor Tangalakis has led and co-supervised research projects including 'New vaccines for Alzheimer's Disease: prevention as a cure' and 'Motivational interviewing in female breast cancer survivors.' Her collaborative approach to research is evident in her numerous team-based projects examining physiology education, assessment frameworks, and innovative teaching methods in the Block Model environment. Professor Tangalakis is actively involved in several collaborative networks, including her work with the Australian Council for Educational Research to improve assessment of core physiology concepts. Her research team focuses on understanding how educational innovations impact student learning, particularly for diverse cohorts in STEM disciplines.