جست‌وجوی استاد و پژوهشگر

Lenka Řezníkováمشاهده پروفایل

پژوهشگر

• Cultural History
• Literary History
• Early Modern Studies
• +۶ مورد دیگر

Lenka Řezníková, Ph.D. is a distinguished researcher at the Institute of Philosophy of the Academy of Sciences of the Czech Republic, where she has been affiliated with the Department for the Study and Edition of the Works of JA Comenius since 1995. She serves as a member of the editorial board of Acta Comeniana since 1999 and contributes significantly to the critical edition of Comenius's works. Her work falls under the Department of Comeniology and Intellectual History of the Early Modern Age, one of the world's leading centers for Comenius studies. Dr. Řezníková completed her doctoral studies (1998-2005) and master's studies (1988-1996) at the Faculty of Arts, Charles University in Prague, focusing on historical representations and philological concepts. Her academic journey has been deeply rooted in Czech intellectual history, examining the intersections between cognition, representation, and historical memory. Her research spans multiple interconnected domains: cultural and literary history of the 17th-19th centuries, social and cognitive aspects of modern textuality, history and theory of historical representations and memory, particularly in relation to J. A. Comenius. She has made significant contributions to understanding how historical knowledge is constructed through textual practices and cultural frameworks. Her work bridges literary studies, intellectual history, and cultural anthropology, examining how concepts of memory and signification operate within historical texts and contemporary social sciences. Dr. Řezníková's scholarly output reveals a consistent focus on Comenius's intellectual legacy, the development of historical consciousness, and the relationship between textual practices and social structures. Her interdisciplinary approach combines textual analysis with theoretical frameworks from cultural studies and philosophy, particularly examining how early modern thinkers conceptualized evidence, testimony, and historical experience. Since 2023: member of the editorial board of J. A. Comenius's translated/Czech works Since 2015: member of the editorial board of the journal 'Česká literatura' October 2016: co-organizer of the 30th international Comenius colloquium 'Fines – limes – termini' September 2017: co-guarantor of the panel 'Functionality of History' at the 11th Congress of Czech Historians Dr. Řezníková has secured and participated in numerous significant research projects, including the GA ČR project 'Historiam videre. Testimony, experience and empirical evidence in early modern historiography of the Czech lands' (2020-2023) and 'Strengthening the 'periphery' in historical reading' (2022-2024). Her collaborative work extends internationally, examining cultural interference spaces in Central Europe and the reception of Comenius across historical periods. As part of the Department of Comeniology and Intellectual History of the Early Modern Age, Dr. Řezníková contributes to critical editions of Comenius's Opera Omnia and broader scholarly understanding of early modern intellectual history in Central Europe. Her research continues to shape contemporary approaches to historical representation and cultural memory studies.

• Mathematics Education
• Teacher Professional Development
• Lesson Study
• +۳ مورد دیگر

Liping Ding is an Associate Professor in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), with research focusing on mathematics education and teacher professional development. Her work bridges educational practices between Western contexts and Shanghai's renowned mathematics education system. Dr. Ding's research interests center on teacher professional development through lesson study, inquiry-based learning approaches in mathematics education, and the application of variation theory in classroom instruction. Her work examines how teachers develop expertise through collaborative learning models, with particular attention to critical thinking development and emotional dimensions of mathematics learning. She investigates the roles of facilitators in professional learning contexts and comparative differences in teacher collaboration across cultural settings. Her publication record from 2009-2025 demonstrates consistent scholarly activity with a trajectory showing increasing international collaboration. Her work spans multiple publication types including journal articles, book chapters, and conference proceedings, with a clear focus on practical applications for mathematics teaching. Recent publications emphasize the integration of critical thinking frameworks with inquiry-based approaches and the emotional aspects of mathematics learning. Dr. Ding has established significant research partnerships with scholars from multiple countries, including Svein Arne Sikko (Norway), Keith Jones (UK), Charlotte Krog Skott (Denmark), and various Chinese researchers, reflecting her comparative research orientation. Her work frequently appears in proceedings from the European Society for Research in Mathematics Education and other prominent mathematics education venues. Her research demonstrates a commitment to improving mathematics teaching practices through evidence-based approaches that draw on both Western and Eastern educational traditions, with particular emphasis on how teachers learn from and with each other in professional settings.

Diana Ayehمشاهده پروفایل

پژوهشگر

• Environmental Policy
• Extractive Industries
• Socio-Ecological Transformation
• +۳ مورد دیگر

Dr. Diana Ayeh is a researcher at the Helmholtz Centre for Environmental Research - UFZ (since 2022) and a research assistant at Harz University of Applied Sciences (since 2022). She previously held positions at the Merian Institute for Advanced Studies in Africa (MIASA) and the University of Leipzig . Education : MA in African Studies (Universität Leipzig & IEP Bordeaux), BA in Sozialwissenschaften und Philosophie (Universität Leipzig) Research Focus : Ethnographies of economics and social inequality, ethical regimes in extractive industries, sustainability narratives (Circular Economy, Just Transition), and socio-ecological transformation processes Key Projects : GeRohTrans (BMBF), K3I-Cycling (BMBF), Klima-Kollaboratorium (DFG) Publications : Focus on mining governance in West Africa, mine closure debates, and transdisciplinary sustainability methods Collaborations : Active in the Environmental Policy department and NanoINHALE cohort (2024) at UFZ Contact : diana.ayeh@ufz.de

• Geometry Education
• Digital Technologies in Mathematics Education
• Professional Development of Mathematics Teachers

Jarmila Robová is an Associate Professor at the Department of Mathematics Didactics , affiliated with the Faculty of Mathematics and Physics at Charles University in Prague. Her work focuses on enhancing mathematics education through digital technologies and geometric conceptual understanding. Role: Associate Professor University: Charles University School: Faculty of Mathematics and Physics Department: Department of Mathematics Didactics Email: Jarmila.Robova@mff.cuni.cz Office: Karlín Campus, Room K456 Her research interests include: Geometry Education Digital Technologies in Mathematics Education Professional Development of Mathematics Teachers Recent publications highlight the integration of GeoGebra, analysis of geometric misconceptions, and technology-driven pedagogical strategies. She has supervised numerous theses on topics like digital tools in geometry, financial literacy, and innovative teaching methods. Current supervised works explore areas such as: ICT integration in secondary education Web applications for calculus and algebra Student conceptual knowledge in geometry

Joshua Greeneمشاهده پروفایل

استاد

• Moral Psychology
• Cognitive Neuroscience
• Utilitarianism
• +۴ مورد دیگر

Joshua Greene is a Professor of Psychology at Harvard University, Department of Psychology. His research focuses on moral psychology , cognitive neuroscience , and decision-making , blending insights from philosophy and psychology to understand how humans navigate moral dilemmas. Research Themes : Dual-process theory, utilitarianism, effective altruism, and neural mechanisms of moral judgment. Key Collaborations : Studies on donation bundling with Lucius Caviola, political animosity reduction with Karen Huang, and Spinozan 'unbelieving' with Steven M. Frankland. Methodologies : fMRI, behavioral experiments, and computational modeling of moral cognition. His recent work explores interventions for democratic resilience , neural encoding of compositional ideas , and cross-cultural moral reasoning . While no explicit awards or student advisement details are provided, his extensive publication record underscores his influence in the field of moral neuroscience.

Loren Kingمشاهده پروفایل

دانشیار

• Political Theory
• Justice
• Rationality
• +۵ مورد دیگر

Loren King is an Associate Professor at Wilfrid Laurier University in the Department of Political Science . His research spans Political Theory, Justice, Rationality, and Urban Studies . A leading scholar in normative political theory , he critiques methodological assumptions in debates about ideal vs. nonideal theorizing. Key focus areas: Federalism , Global Justice , Urban Citizenship , and Deliberative Democracy Recent work (2025) re-examines Rawls' constructivist method , arguing for fluid movement between ideal and nonideal considerations Publications address democratic electoral reform (2016), urban swimming as flâneurie (2023), and epigenetics in political science (2014). His 2019 analysis of James Scott's 'Seeing Like a State' highlights tensions between state rationalization and local knowledge. Teaching includes graduate statistics seminars (2014), where he applies Gary King's methodological approaches . Active in urban political theory , he contributes to debates about Henri Lefebvre's 'Right to the City' (2019) and polycentric city governance (2004).

• Visual Thinking
• Data Visualization
• Cognitive Science
• +۳ مورد دیگر

Steven L. Franconeri is a Professor of Psychology at Weinberg College of Arts & Sciences, Northwestern University, and holds courtesy appointments in the Department of Design at McCormick School of Engineering and in Marketing at Kellogg School of Management. He directs the Visual Thinking Laboratory and the Northwestern Cognitive Science Program. Ph.D. in Cognition, Brain, & Behavior, Harvard University, 2004 M.A. in Psychology, Harvard University, 2001 B.A. in Cognitive Science and Computer Science, Rutgers University, 1999 His research focuses on visual thinking , data visualization , and cognitive science , exploring how visual processing enhances memory, communication, and information efficiency. His work bridges psychology , computer science , and design to optimize visual communication. His 15 most recent articles (2014) span visual attention , perceptual grouping , spatial cognition , and graph interpretation , with subfields including multiple object tracking , attentional deployment , mental rotation , and language-visual interaction . Early Career Award, Psychonomic Society, 2013 CAREER Award, National Science Foundation, 2011 Postdoctoral Fellowship, Izaak Walton Killam Memorial, 2004-2006 Graduate Fellowship, National Defense Science and Engineering, 2001-2004 His Visual Thinking Laboratory investigates leveraging the visual system to improve cognitive efficiency, funded by the National Science Foundation , Department of Education , and Department of Defense . His teaching expertise earned Certificates of Distinction in Teaching at Harvard University (2000-2001) and Phi Beta Kappa recognition (1999).

• Social Perception
• Visual Perspective Taking
• Cognitive Psychology
• +۳ مورد دیگر

Dr. Katrina McDonough serves as an Honorary Research Fellow in the School of Psychology with the academic rank of Research Fellow. Her work bridges cognitive and social psychology through experimental investigations of social perception mechanisms. Her research program centers on: Social Perception : How observers interpret others' actions through predictive goal inference Visual Perspective Taking : Cognitive simulation of others' viewpoints at implicit and explicit levels Action Observation : Neural and perceptual processes underlying movement understanding Human-Robot Interaction : Extension of social cognitive principles to artificial agents Mental Imagery : Role of internal simulation in perceptual biasing Cognitive Psychology : Fundamental mechanisms of prediction in social contexts Analysis of her 13 publications (2018-2025) reveals a cohesive trajectory demonstrating that higher-order goals generate action kinematics predictions which shape perceptual representations. Key findings establish that visual perspective taking operates through perceptual simulation unaffected by motor restriction (a non-embodied process), and recent work extends these mechanisms to human-robot interactions where appearance alone doesn't facilitate perspective taking. Her methodology combines controlled laboratory experiments with online replications. Scientific awards: No awards were documented in the source material. Advising and grants: No information regarding student supervision or research funding was provided. Labs and teams: No specific research groups, laboratories, or collaborative teams were referenced in the available information.

Paula Findlenمشاهده پروفایل

استاد

• Early Modern Europe
• Medieval Europe
• Science, Technology, Environment, and Medicine
• +۱۱ مورد دیگر

Paula Findlen is the Ubaldo Pierotti Professor of History at Stanford University and a Professor by courtesy in French and Italian. She serves as Project Lead for the Early Modern Mobility initiative, which explores historical communication and transportation networks (1500-1800) through digital mapping. Education : B.A. in Medieval/Renaissance Studies (Wellesley College, 1984), M.A. in History (UC Berkeley, 1985), Exchange Scholar (University of Chicago, 1986), Ph.D. in History (UC Berkeley, 1989) Her research spans the evolution of scientific and medical knowledge, Renaissance Italy, and Gilded Age America, with a focus on interdisciplinary projects like digitizing historical networks. She examines how Renaissance thinkers integrated science with humanism, challenging C.P. Snow’s "two cultures" model. Recent publications include Early Modern Things: Objects and Their Histories (2021) and Empires of Knowledge: Scientific Networks in the Early Modern World (2019), which analyze global knowledge exchange. Her work with the Rome Archive Seminar and Pioneer Academics program highlights her commitment to graduate training and high school education. Scientific Awards : Premio Galileo (2016) As Director of Stanford’s Education as Self Fashioning (ESF) and Masters in Liberal Arts (MLA) programs, she fosters interdisciplinary learning. She advises students at all levels and utilizes digital humanities to reshape historical inquiry.

Luming Tangمشاهده پروفایل

پژوهشگر

• Computer Science
• Artificial Intelligence
• Computer Vision
• +۷ مورد دیگر

Luming Tang is a Research Scientist at Google DeepMind in New York City. He earned his Ph.D. in Computer Science (2024) from Cornell University under Professor Bharath Hariharan, and a Bachelor's in Mathematics and Physics from Tsinghua University (China). Educational Background Ph.D. in Computer Science, Cornell University (2024) Bachelor's in Mathematics and Physics, Tsinghua University (China) His research spans Computer Vision , Generative Models , Multimodal Learning , and AI Systems , with notable work on image diffusion , 3D content creation , few-shot learning , and visual prompt tuning . Publications highlight advancements in autoregressive visual generation , cosine few-shot learners , and spatial-temporal reasoning . His academic service includes peer-review roles at conferences (CVPR, ICCV, NeurIPS) and journals (TPAMI, IJCV), alongside teaching assistantships at Cornell University for courses like CS 4787 Principles of Large-Scale Machine Learning and CS 6670 Graduate Computer Vision . Personal interests include soccer and gaming (FIFA series), though an ankle injury temporarily sidelines him from play.

Max J. Egenhoferمشاهده پروفایل

استاد

• Spatio-temporal reasoning
• User interfaces for geographic information systems
• Design of spatial database systems
• +۱ مورد دیگر

Dr. Max J. Egenhofer is a Professor in the School of Computing and Information Science at the University of Maine, specializing in Spatial Information Science Engineering. He has held a Libra Professorship at the University of Maine and served as a Visiting Professor at institutions including the Instituto Nacional de Pesquisas Espaciais (Brazil), Westfälische Wilhelms-Universität Münster (Germany), and Università de L’Aquila (Italy). Education : Ph.D. (1989) and M.S. (1985) from the University of Maine and University of Stuttgart, respectively. His research focuses on spatio-temporal reasoning , geographic information system (GIS) user interfaces , spatial database system design , and mobile spatial information appliances . His work has profoundly influenced academia and industry, with the "Egenhofer operators" formalized in the ISO 19107 standard and implemented by major companies like Oracle, IBM, Microsoft, and ESRI. His research has been supported by grants from the National Science Foundation, National Institutes of Health, National Geospatial-Intelligence Agency, and other prominent organizations. Scientific Awards : 2002 University of Maine Presidential Research and Creative Achievement Award 2003 UCGIS Research Award

Angela Bezoldمشاهده پروفایل

مدرس

• Mathematics Education
• Primary School Didactics
• Argumentation Competencies
• +۵ مورد دیگر

Dr. Angela Bezold is a Lecturer at the Chair of Mathematics V (Mathematics Education) at the University of Würzburg . She specializes in primary mathematics didactics , with a focus on fostering argumentation competencies and self-differentiated learning environments . Her work is closely tied to the SINUS and CO-SINUS projects, which aim to improve mathematics education through research tasks and teacher training. Project leader of CO-SINUS (2024) for primary school research tasks Co-creator of the mathematics textbook series Zahlenzauber (2015–2021) Founder of Emil's Research Camp for children Her research emphasizes exploratory learning in geometry and arithmetic, including projects like Mathematik und Kunst and Modellieren und Problemlösen . Recent activities include workshops on LehrplanPlus implementation and digital teaching models like the Inverted Classroom . She actively collaborates with regional institutions on teacher training programs.

Smriti Tiwariمشاهده پروفایل

دانشیار

• Development economics
• Applied microeconometrics
• Impact evaluation
• +۳ مورد دیگر

Smriti Tiwari serves as Associate Professor and Director of Quantitative Reasoning in the Economics Department at Skidmore College (Saratoga Springs, NY), with office Filene 216 and contact stiwari@skidmore.edu. Her research bridges development economics with rigorous microeconometric methods to address critical questions in migration, social protection, and food security. Education Background: Ph.D. in Economics, American University (2015) B.A. in Mathematics/Economics, Connecticut College (2009) Research Focus: Dr. Tiwari specializes in impact evaluation of social programs with emphasis on migration dynamics and food security in developing regions. Her work combines applied microeconometrics with field research in Sub-Saharan Africa and Southeast Asia, examining how economic shocks, policy interventions, and disability status affect household welfare and mobility decisions. Current projects analyze refugee impacts on host communities and long-term effects of temporary income disruptions. Publication Trends: Her 2016-2025 publications reveal consistent methodological rigor in natural experiment designs and cross-country comparative analysis . Key thematic clusters include migration determinants (Indonesia case studies), refugee integration effects (Brazil/Venezuela), and cash transfer efficacy in African contexts – all employing quasi-experimental approaches to establish causal relationships in development settings. Prior Professional Experience: As Economist with the UN Food and Agriculture Organization, she led impact evaluations of social protection programs across seven Sub-Saharan African countries, focusing on food security, nutrition, and agricultural production – field experience directly informing her current research agenda.

Monika Pfallerمشاهده پروفایل

مدرس

• Mathematics Education
• Primary Education
• Curriculum Development
• +۳ مورد دیگر

Monika Pfaller is a Lecturer at the University of Regensburg's Chair of Mathematics Education. She has extensive experience in primary school mathematics instruction, holding teaching qualifications in mathematics, German, biology, and art education. Since 2007, she has combined her academic role with practical teaching at the Johann-Michael-Sailer-Schule in Barbing, where she has served as a primary school teacher since 2004. Additionally, she works as a SINUS consultant and QuaMath program multiplier, focusing on enhancing mathematics education in Bavarian primary schools. Primary School Teaching Qualification University of Regensburg Lecturer (Mathematics Education) QuaMath Program Multiplier SINUS Consultant for Teacher Training Pfaller's research and professional work centers on mathematics education at the primary level. Her contributions include developing pedagogical strategies for geometry instruction, creating educational materials like the TRIDOMUS geometric construction system, and designing curriculum frameworks for grades 2-4. She emphasizes hands-on learning, problem-solving approaches, and contextual mathematics applications to foster deeper student understanding. Her publications demonstrate consistent engagement with practical mathematics instruction. Key themes include productive practice methods in geometry, solution strategies for arithmetic problems, and approaches to teaching large numbers through real-world contexts. Many of her works focus on lesson planning frameworks and teaching aids that align with competency-based educational standards. Co-author of TRIDOMUS geometry teaching materials Contributor to mathematics curriculum development Focus on solution-oriented teaching strategies Advocate for manipulative-based learning

• Multimodal Perception
• Perception and Interaction in Social Networks
• Perception and Action with Digital Agents
• +۵ مورد دیگر

Markus Huff serves as a Full Professor of Applied Cognitive Psychology and head of the Applied Cognitive Psychology group at the Eberhard Karls University of Tübingen since 2020. He concurrently leads the Perception and Action research group at the Leibniz Institute for Knowledge Media (IWM). His research program investigates perception and action processes within digital environments through a perception-oriented framework that examines how media-mediated content influences human cognition and behavior. Dr. Huff earned his academic foundation in psychology, mathematics, and computer science at the University of Tübingen. Following his psychology degree, he completed his doctorate (Dr. rer. nat.) at the IWM and University of Tübingen with groundbreaking research on verbal influence on visual memory, which earned him the prestigious Leibniz Young Researcher Award in 2007. His academic trajectory includes postdoctoral positions at IWM, University of Tübingen, and Washington University in St. Louis, followed by a junior professorship in general psychology at Tübingen before heading the Department of Research Infrastructures at the German Institute for Adult Education. Professor Huff's research spans four primary interconnected domains. His Multimodal Perception research investigates how humans process and mentally organize media content across various formats including texts, images, comics, and videos. The Perception and Interaction in Social Networks focus examines the complex interplay between attitudes, knowledge, and metacognition during information reception and social interaction in digital spaces. His work on Perception and Action with Digital Agents explores human-AI communication dynamics, while his research on Risk Perception of Artificial Intelligence addresses the psychological dimensions of human responses to emerging digital technologies. Additionally, he conducts significant metascientific research examining policy effectiveness in the research process, with notable findings on research data policies. Analysis of Professor Huff's recent publication record reveals a clear trajectory toward increasingly sophisticated investigations at the intersection of cognitive psychology and digital technology. His work demonstrates methodological rigor across visual perception, audio-visual integration, event comprehension, and the cognitive impacts of digital environments. A particularly noteworthy trend is his expanding focus on AI-related perception and risk assessment, reflecting the growing importance of human-AI interaction in contemporary cognitive science. His research consistently bridges theoretical cognitive frameworks with practical applications in educational technology, health communication, and digital media design. Leibniz Young Researcher Award by the Leibniz Association (2007) Professor Huff directs a multidisciplinary research group comprising members from both the Applied Cognitive Psychology group at the University's Department of Psychology and the Perception and Action group at the Leibniz Institute for Knowledge Media. His research program has secured substantial funding, evidenced by his prolific publication record in high-impact journals spanning psychology, cognitive science, human-computer interaction, and educational technology. His grant portfolio reflects strong interest in understanding human cognition in digital contexts, with particular emphasis on educational applications, health communication, and human-AI interaction. His laboratory work employs advanced experimental methodologies including eye-tracking, behavioral experiments, and computational modeling to investigate how people process information across various media formats and interact with increasingly sophisticated digital agents. The research environment fosters collaboration between cognitive psychologists, computer scientists, and educational researchers, creating a rich interdisciplinary context for advancing understanding of human perception and action in our rapidly evolving digital landscape.